高中英语人教版必修5Unit3LifeinthefutureReading教案(系列一)
人教新课标高中英语必修五Unit3Lifeinthefuturereading课件
Cherish the present Create a better future
Assignment
Suppose you're Li Qiang, after coming back from the future,
__W__o__r_r_ie_d__a__b_o_u__t_t_h_e__j_o_u_r_n__e_y_,_I__w__a_s_u__n_s_e_t_t_l_ed. _I_w__a_s__v_e_r_y__n_e__r_v_o_u_s__a_n__d__u_n_c__e_r_ta__in__a__t_f_ir_s_t_.__
soft lighting
A larger population brings great pressure to the living space in the future.
Li Qiang's impression of the house:
Close to nature, trees are used to _r_ef_r_es_h_t_h_e_a_ir_q_u_a_li.tyMoreover, furniture can be stored under the floor to_s_a_ve__th_e_l_iv_in_g_s_p_a_ce___.
hovering rails
float above the ground
High technology in the future is fairly impressive.
Reading
First impressions
213.W.Whheaontsieissfttihrhesitswismrpitapicrnegmssaitoyilnlews?risititte?n?
高中英语新人教必修五Unit3Lifeinthefuturereading教案
Period 1: Warming-up & ReadingTeaching Aims:1.Learn some new words and expressions.2.Improve the students’ reading skills.3.Know the more advanced forms of transport in AD 3005 and the advantages and problems oflife in the future.Teaching Methods:1.Inductive method2.Pair work & group workpetition4.Illustration5.Deductive MethodStep 1 Greetings and Lead-in1．The teacher can start with daily greetings and try to lead in some words in this unit.Q1: Where do you come from? Do you live in the downtown or in the countryside?Do you live in a comfortable surrounding?Is it a suitable location for people to live in?What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).2．Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …3．Now let’s take a look at the screen to learn about the development of all the means of transportation.sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft4．Q3: What will the future means of transportation be like? (Time travel)Well, today we are going to learn a text about time travel.【设计说明】由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词；然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。
高中英语人教版必修5Unit3LifeinthefutureReading教案(系列四)
Unit3 Life in the future 教案Reading :First ImpressionsTeaching Objectives:In this period ,we will1. learn about changes to the life in the future and judge the writer’s attitude2. learn some relevant words and expressions about description in the future3. arouse the imagination and make a prediction towards the future lifeKey points1.The changes and the writers attitudes toward the year in 30082.The reading skills such as scanning, skimming, guessing the meaning according to the contextsTeaching methods:Task-based Teaching; Group workTeaching aids: multi-media, blackboardTeaching proceduresStep1 lead-inShow a video about the life in the future to arouse the students’ imagination of the future.（设计目的：激发学生对未来生活的想象和兴趣）Step2 Diction PreparationTask1.Match the words in the box with the definitionsremind constantly previous tablet capsule surroundings take up catch sight of flash1.a round piece of medicine _________2.conditions, atmosphere _________3.a part of spaceship _________4.to win or gain _________5.to cause to remember _________6.continually _________7.earlier or former _________8. to see something suddenly _________9. to make it appear on the screen ________Task2.Fill in the blanks with the words and expressions above.1. It is necessary to _____him then, because he is forgetful.2. My _____boss who has retired lives a simple and happy life now.3. It is terrible that he ______complained to me about his life without a break.4. She ______________ of the car in the distance.5. The ______where you are working is harmonious.6. I am glad that our team have ______the golden medal.（设计意图：为阅读做词汇准备）Step3 Reading1.General readingTask 3.Match the main idea with the paragraphPara1 Wang Ping’s housePara2 The brief introduction of the time travelPara3 How to travel to the futurePara4 The new surroundings after arriving（设计意图：引导学生进行整体阅读，掌握大意）2.Reading for detailed informationTask 4 Fill in the blanks according to Paragraph1Because I ___ ___ my prize won last year. I have a chance to have a travel to AD3008 in a _____ organized by a company of Wang Ping’s pare nts. For the first few days, I felt so______ that I suffered from ___ ___. But with the help of green _____ given by Wang Ping, I felt better Finish Task 5&6 according to Para2&3 &4Task 5.T or F1. It took a few hours to travel to the future.2. The seats in the capsule are comfortable and I felt relaxed.3. My head ached because of the time lag.4. I felt better by putting on the mask.5. I lost sight of Wang Ping where there were so many carriage.6.The tables and chairs rose from under the floor by magic.Task 6.Choose the correct answer1. According to Para3,we can infer that:A. the air quality in public is very poor.B. I got lost because of the time lag.C. It is very easy to operate the hovering carriage.2. “Soon I was back on my feet again” means___A. I had recovered.B. I walked slowly.C. I could walk again.（设计意图：细节阅读任务训练和推理阅读任务训练）3. SummaryTask7.To sum up the changes in AD3008 according to the passage.(time travel, transport, houses, air pollution)（设计意图：通过小结的方式让学生复述文章内容巩固所学语言）Task8.Decide what’s the writer’s attitude toward the life in the future? Pessim istic or optimistic? How do you know? (judge the writer’s attitude by the feelings of the writer---- the adjectives expressing the feeling)（设计意图：引导学生通过语言感情色彩判断作者的情感态度）Step 4Post-readingTask 9.ImaginationIf you have a chance to travel to the future by the time capsule, what will it be like? Reference:1.Means of transport: powered by,2.Buildings: be made of , be located,3.Shopping: the voice command, shopping on line4.eating out : robots, flash a switch, the voice command ,surroundings……Shock ed by the new surroundings, I can’t help looking around.（设计意图：读后巩固训练，激发学生的想象力，输出巩固所学语言知识）Step5 HomeworkWrite a passage about your imagination of the life in AD3008 and hand it in板书设计：Reference:1.Means of transport: powered by,2.Buildings: be made of , be located,3.Shopping: the voice command, shopping on line4.eating out : robots, flash a switch, the voice command ,surroundings。
人教新课标高中英语必修五Unit 3 Life in the futureUnit 3 Life in the future教案
Unit 3 life in the future说课稿尊敬的评委：早上好。
今天我说课的主题是必修五第三单元life in the future，第一篇课文First impressions。
我准备从教材，学情，教学，学法，教学过程，板书设计六方面来说。
一．说教材1. 未来生活在必修5中是一个重要话题。
本课是一节泛读课，First impressions 讲述了李强如何安全到达“未来世界”以及在“未来”的第一印象。
本课在提高学生的阅读能力上起着非常重要的作用。
教材设计这样一个话题，不仅是为了提高学生的语言技能，也是为了拓宽学生的视野，激发学生的学习兴趣。
2. 新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。
学习英语是人的发展的一部分，体现更多的人文精神。
的情感，并有自己的见解。
二．说学情高二的学生已掌握一定的词汇量，也有自己独立的思想，普遍对新鲜事物感兴趣。
但大部分学生阅读能力差，对英语缺乏兴趣，也缺乏信心，所以本节课要以增强学习英语的兴趣和自信为出发点，以提高学生的阅读能力为目的。
在教学设计上一定要由浅入深，层层递进。
设计不同的教学活动让大部分学生参与进来，享受小组合作的快乐。
基于教材和学情分析本课教学目标:知识目标：让学生理解课文中心大意，并在文中巩固一些重要的词，短语，句子。
能力目标：提高学生的预测，略读，查读，推断等阅读技巧。
情感目标：激发学生学习英语的兴趣，热爱生活，提高小组合作意识。
教学重难点：掌握未来生活与现在生活的不同，提高推断阅读技巧；理解作者对未来生活三．说教法和学法在教学中兴趣是最好的老师，在文中巩固词汇才具有生命力，高中提高学生各种阅读技能是重点。
新课程还强调学生是学习的主人，教师只是引导者，要让学生积极主动参入。
所以我采用了：1. 多媒体的使用，采用视频情境导入。
高中英语 Unit 3 Life in the Future Reading教案 新人教版必修5
高中英语Unit 3 Life in the Future Reading教案新人教版必修5年级：姓名：Unit 3 Life in the futureReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight ofb. 重点句式This is similar to ..., but it means ... P17Well-known for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P18He handed it to me and immediately hurried me through to a small room nearby for a rest. P182. Ability goals 能力目标Enable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goals 学能目标Help the Ss learn how to describe the life in the past, at present and in the future.Teaching important ＆ difficult points 教学重难点Compare life in the past, at present and in the future.What is life in the future like? What changes will take place?Teaching methods 教学方法Fast and careful reading; asking and answering activity; individual, pair or group work.Teaching aids 教具准备A computer and a projector.Teaching procedures ＆ ways 教学过程与方式Step I Warming UpShow some pictures of life in the past, at present and in the future to the Ss, period by period. First show the pictures of life in China in AD 1005. T: Do these pictures describe our daily life?Ss: No, perhaps they describe life of many many years ago.T: Good. Then can you tell me what life was like one thousand years ago? For example, life in AD 3008.S: Let me try. People living at that time didn’t have cars or planes. They rode horses or took carriages.S: They didn’t have electricity.S: They didn’t live in tall buildings....Show the pictures of life at present.T: Good! What about our life at present? What is it like?S: Our life at present is convenient. We live in various kinds of buildings, and we have lots of entertainments. We travel by many modern transportations, such as cars, buses, planes and etc.Show the pictures of life in the future.T: Every day we can come across passages about life in the future in magazines, newspapers and so on. Please look at these pictures and try your best to describe what life in the future will be like.S: Let me have a try. I think in the future we can travel the whole space in a spaceship freely. And perhaps we can communicate with aliens.S: At that time, I think the earth will have been polluted so heavily that no one can live on it. We perhaps will have to move to other planets to live. ...Then set a scene for the Ss — A special tour guide.T: Now imagine you are working in a tour company which has just promoted a new kind of travel — time travel. Your company can transport people in AD2008 to the past, also it can transport people in the past to your cities. You are chosen to be a guide for 5 people who want to go back to the China in AD 1005, and also 4 people in that year want to visit the China in AD 2008. How will you organize your trip? What kind of things will you introduce to those people?Give the Ss 2 minutes to discuss.T: OK. Time’s up. Volunteer?S: If I am the tour guide who will take people back to the past, I will introduce them the houses, the way people lived and their clothing. Because these are quite different from ours today, I think people will be very interested in them.S: If the company gives me the chance to take people living in the past to our city at present, I will try my best to provide them an impressive trip.I will introduce something which is different from things in the past to them, for example, transportation, TV, computer and business. Because these have changed greatly as time goes by.T: OK. You have done a good job. Now open your books and turn to page 17. Please work in pairs to discuss the items in the chart. When you finished, complete the chart.Give the Ss ten minutes, and after that, check the answers.Step Ⅱ Pre-readingGet the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing?S: Pollution.S: Population is becoming larger and larger.S: The shortage of resources.T: Yes! Then can you predict which problems can be solved in the future? And which ones will still be there?S: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.S: I don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.Step Ⅲ ReadingT: Now please open your books and turn to page 17. Let’s read the passage First Impressions. Read it quickly and then tell me what it is about. Several minutes later.T: Well, have you finished reading the passage?Ss: Yes.T: OK. Who would like to tell me what the text is about?S: It’s an e-mail written by a man who has taken up a trip to the future. T: Good. Then look at the following sentences. They are in wrong order. Anyone can tell me the correct order of these sentences?A. We were transported into the future by a comfortable time capsule.B. I arrived at Wang Ping’s home and everything in his house made me surprised.C. I won a travel to the year AD 3008.D. I have my first try to master a hovering carriage.S: C-A-D-B.T: Very good! Let’s go through the first two paragraphs together and get the general idea of Li Qiang’s trip to the future. Then answer the questions on the screen.Show these checking questions on the screen.1. Why did I have the chance to travel to the year AD 3008?2. What is a “time lag”?3. How did I feel when I was in the capsule?4. Who guides my trip?5. Why did my guide give me some tablets?6. Who transported us to the future?A few minutes later, check the answers.Sample answers:1. He took up the prize he won the year before.2. “Time lag” means a person gets flashbacks from his previous time period.3. The seats in the capsule are very comfortable.4. My friend Wang Ping is my guide to the future.5. The tablets could help me feel less nervous and uncertain.6. Wang Ping’s parents’ company transported us to the future.T: Wonderful. Do you want to know more about his trip? Now please go through the third paragraph to get some details on the environment in the future. When you finish, please answer the following questions.Show these three questions on the screen.1. How did I feel as soon as I was transported to the future?2. How did Wang Ping solve this problem?3. What do you think has caused this kind of problem?Give the Ss 1 or 2 minutes to think and they can discuss with their partners. Then check the answers.Sample answers:1. After the writer was transported to the future, he was hit by the lack of fresh air.2. Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.3. Now we are causing more and more pollution to the nature, this will cause serious problems to life in the future. This may be the cause of the lack。
人教版高中英语Book 5 unit3 life in the future reading 教学课件 (共34张PPT)
Communication
House
flats in high buildings made mudhouses along the street
small houwsietsh many shops modern flats, floating
Shopping On line shopping
optimistic (positive) I think the writer has an optimistic view of the
Housing Population Pollution Global warming (greenhouse effect) Traffic Hunger
Make a prediction about the future
Li Qiang
A boy who was given a chance to travel to the year AD 3008 as a prize. He is now writing to his parents about his exciting and unforgettable tour…
Please go through the third paragraph, then try to answer the following questions: 1. How did I feel as soon as I was transported to the future? I was hit by a lack of fresh air. 2. How did Wang Ping solve this problem? Wang Ping gave a mask to me and hurried me through to a small room nearby to have a rest.
人教版高中英语必修五Unit3Lifeinthefuture-Reading[新课件]
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人教课标版高二必修5 Unit3
Whatdidthepeopleuseasvehicleinthepast?
sedanchair
Whataboutnow?
Whatkindofvehiclewillweuseinthefuture?
asolarenergycar
Athome: ◆Itisalargebrightcleanroom. ◆Ithada_____wall,abrownfloorandsoftlightin green g. ◆Thewallmoved— trees itwasmadeof_____!Theirleavesprovidedther oomwithmuch-needed______. oxygen ◆Atableandsomechairsrosefrom___________ __asifbymagic.whenWangPing______aswitc underthefloor honacomputerscreen. flashed
2.Whatisa“timelag”?
3.HowdidIfeelwhenIwasinthecapsule? 4.Whoguidesmytrip?
5.Whydidmyguidegivemesometablets?
6.Whotransportedustothefuture?
1.WhydidIhavethechancetotraveltotheyear AD3008? ItookuptheprizeIwontheyearbefore. 2.Whatisa“timelag”? “Timelag’’meansapersongetsflashbacksfr omhisprevious(先前的)timeperiod.
高中英语人教版必修5Unit3LifeinthefutureReading教案(系列二)
Unit3 Life in the future教案ReadingTeaching Aims:1. Learn some new words and expressions.2. Help the students to talk about life in the past, at present and in the future.3. Enable the students to describe the life in the past, at present and in the future.Difficult and Important Points:pare life in the past, at present and in the futureWhat is life in the future like? What changes will take place?Teaching Methods:1. First and careful reading2. Asking and answering question activity3. Individual, Pair work & group workTeaching Procedures:Step 1 warming upShow the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures.leadin: Talk about how many changes there have been in the past and in the present.Step 2: prereading1. Can you tell what problems people are facing today?2. What problems do you think people in the future will have overe? Which ones will still be there or even worse in AD3008?Key: 1. The problem of population will be solved, have begun to Control the birth rate.2. The problems will be still there, and will even worse.3. I don’t think so. Now scientists are trying their best to develop new resources that humanbeings can make use of ,such as solar energy. In m y opinion…step 3： fast readingRead the text for the first time and tell what the text is about?It’s an email written by a man Who has taken up a trip to the future.2. Look at the following sentences, they are in wrong order. Tell me the correct order for these sentences.A. We were transported into the future by a fortable time capsule.B. I arrived a t Wang Ping’s home and everything in his house made me surprised.C.I won a travel to the year AD3008D. I have my first try to master a hovering carriage.Step 4 careful reading1. Questions & answers:1. Why did I have the chance to travel to the year AD3008?2. What is a “time lag”?3. How did I feel when I was in the capsule?4. Who guides my trip?5. Why did my guide give me some tables?6. Who transported us to the future?Key 1. I took up the prize I won the year before.2. “Time lag” means a person gets flashbacks from his previous time period.3. The seats in the capsule are very fortable.4. My friend Wang Ping is my guide to the future.5. The tablets could help me feel less nervous and uncertain6. Wang Ping’s parents’ pany transported us to the future.2. Fill in the Chart:3. Read the text to decide on the type of writing and summary of the ideaMaking a chain of events from the text First ImpressionsStep 5: Discussion: Sample answers Ex.2I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3008 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Though she was hit by the lack of fresh air,。
人教版高三英语必修五《Unit 3 Life in the future》教案
教案【一】本教學設計在新課程教學理念的指導下，力求在培養學生的語言知識、知識技能、情感態度、學習策略和文化意識等素養的基礎上發展學生綜合運用語言的能力，使學生通過觀察、體驗、探究等主動學習的方法優化英語學習方法，充分發揮自己的學習潛能，形成有效的學習策略。
1. 開展學生活動，發揮主體作用新課程強調要充分發揮學生在教學過程中的主體作用。
本課設計遵循以學生為主體，教師為主導這一教學原則，創設角色扮演情景、激烈討論提出建議，讓學生限度地參與教學過程，尊重學生的主體地位，充分發揮學生在學習過程中的主動性、積極性、創造性，使課堂充滿活力。
2. 實施情景教學，統合三維目標本課設計從教學需要出發，創設情景，進行情景設問、討論，激起學生的情感體驗，啟動學生思維，幫助學生迅速、正確地理解和接受知識，並在學習過程中培養其積極進取的科學的人生觀及價值觀，較好地落實了三維目標。
而三維目標是相輔相成、相互滲透的，所以在情景教學的過程中，知識的落實、能力的培養、情感態度價值觀的滲透交融在一起，實現了三維目標的和諧與統一。
3. 轉變學習方式，增強教學效果新課程要求提倡自主、合作、探究的學習方式，發揮學生的主體性、能動性和獨立性，本課設計通過自學課本，小組討論，綜合分析，角色扮演等活動，為學生自主學習、合作學習、探究學習提供了空間，使學生體驗了自主之樂，合作之趣，探究之悅，促進了學生知識的構建與運用，能力的培養和提高，情感體驗和態度、價值觀的形成，增強了教學效果。
4. 運用問題教學，啟發學生思維本課設計按照誘思探究理論要求，遵循學生的認知規律，引導學生去發現問題、分析問題和解決問題，從而掌握知識，形成能力，培養品質。
通過對文章分析的由淺入深，由易到難，循序漸進，引導學生結合歷史現狀和教材資訊，發揮想像，活化語言，從而達到綜合運用英語進行交際的目的。
有利於培養學生的思維能力，激發學生的創新精神。
本教學設計貫穿了新的教學理念，體現了課程改革的鮮明特色，在教學內容的重新調整、教材的合理處理、教學思路的設計等方面作了嘗試性的突破與創新，具有較強的實踐性和操作性。
人教英语必修五Unit3Lifeinthefuture教案9
Unit3《Life in the future》The 5th PeriodTeaching Aims:Improve the students reading skills.Learn something about I have seem amazing thingsDifficult and Important Points:1)Reading Comprehension2) write a reportTeaching Methods:Comparative methodTeaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … buil t on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphas izes likely and increases the possibility.Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in their exercise books. Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures. When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.I believe you’re right.What are the problems then?What do you think is likely to happen?Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.A: I think the company will buy more land.B: I believe you‘re right.A: But it isn’t likely that the manager will make a decision soon.B: What are the problems then?With an ordinary class, just practice the dialogue in Part 1 again.HomeworkFinish off the Workbook exercises.。
人教新课标高中英语必修五 Unit3 Life in the future reading 课件(
2．What does the word “greedy” mean?____ A．Wanting more. B．Being powerful. C．Being thoughtful. D．Being efficient.
3．Which of the following is NOT the advantage of
Ability aim: Improve reading ability and learn some （能力目标） reading strategies(阅读技巧).
Emotional aims: Get students to be interested in
（情感目标）
future life. Form a sense of group work .
Knowledge aims: Get students to understand the （知识目标） passage and know about the life in the future.
Ability aim: Improve reading ability and learn some （能力目标） reading strategies(阅读技巧).
d Press the sending button.
e Think your message.
A.a, b, c, d, e
B. c, a, d, e, b
C. c, a, e, d, b
D. a, c, b, e, d
Class Activity(课堂探究） I. Read the text paragraph by paragraph in groups
loudly and finish the exercises on the paper.
人教必修五Unit3Lifeinthefuturereading说课课件
THANK YOU
欢迎各位老师指点
五.教学难点
1. Inspire the students to imagine the future life.
2. Inspire the students to say something about the future transportation ,air quality and houses.
（3) Students XXX learn to use some words to express their own feelings.
情感态度
Emotion goal：
1) Students XXX be able to understand and grasp the impressions of Li Qiang's journey to the future life.
Life in the future
----Reading: First Impressions
一、学情分析
The students of Senior 2 have acquired certain reading abilities.But students still find it difficult to finish the tasks, such as the underlined word or the best titles in the reading passage.
七.教学内容及过程
Teaching procedures: Step1.Lead-in : enjoy a video Step2.Pre-reading
discussion Step3.Reading
高中英语人教版必修5Unit3LifeinthefutureReading教案(系列三)
Unit 2 Life in the futureReadingThe General Idea of This PeriodThis is the second period of this unit. This period centers on the reading passage, which is about first impressions in the future. At the beginning of the period, the teacher can design some activities to draw the students’ attention to read.In order to attract the students’ attention, the teacher had better offer the students the opportunities to have a petition about preparing knowledge of future. Then the teacher can make full use of the pictures present in the text. Ask the students to predict what the passage may be mainly about. This step is designed to make for preparing for understanding the passage.Reading skills are very important for senior students. For the first reading, we intend to cultivate Ss’ skimming ability and scanning ability. First ask the students to scan it and find out characters mentioned. Then let the students read fast to find out main idea of each paragraph. In order to stimulate Ss to take part in the class activity more actively, the teacher can organize a group petition to see which group can finish the task fastest and best. For the second reading, the students are expected to know some details about the passage. Later on, the teacher will present five statements for the students to judge and ask some questions. The third time is to read for study further information. This part is designed to get Ss into the habit of reading a passage as a whole, that is, to get the general idea. Another purpose of this part is to ask Ss to pay attention to the details.To develop Ss’ further understanding ability, the teacher can design some questions, whose answers are beyond lines. So the teacher will help them to read between the lines, thus Ss can gradually get the abil ity to understand the writer’s implied meanings. In this step, the teacher can also design the exercise of guessing the meaning of new words or phrases. The teacher asks Ss to read it again in order to make them think about the organization of the whole passage, and this method can help them not only in their understanding but also in writing a passage.To consolidate the content of the passage, Ss are required to retell it according to main idea.In order to arouse the Ss interest the teacher can hold a petition between groups.Teaching Important PointsHave a good understanding of the text through the exercises.Get the students to learn different reading skills, especially gist reading and under standing beyond lines.Teaching DifficultiesKnow the meanings between lines and beyond lines.Learn different reading skills for different reading purposes.Teaching AidsMultimedia classroom and other normal teaching tools.Three Dimensional Teaching AimsKnowledge AimsHave a good understanding of the text through the exercises.Ability AimsGrasp some reading skills.Develop the ability to describe what to see and hear.Emotional AimsStir the students’ imagination for the future life to encourage them to work hard for the bright f uture.Teaching ProceduresStep 1 GreetingT: Hello, my friends.Ss: Hello, Miss WangStep 2 Weling to the topicFirst Talking about what to see(The teacher had better prepare so me pictures or movies about great changes, which have happened, pared with the ancient time.)T: Now let us enjoy some pictures first and tell me what you think of them.S: In the past flying into the sky was only a dream, while now it has e true. Shenzhou 6 safely took off on Oct.12th and returned to the earth on Oct.17th successfully.S: What has happened today is quite different from the ancient time.S: I think great changes have taken place, which is making our life easier and easier.S: I think people used to breathe fresh air and drink clean water while we are suffering from pollution today.SecondBrainstormingT: If today were a day of 3000 years, can you imagine what your life will be like in the future? Use your heads and good imagination to describe your future life. You can refer to the questions if you like. Let’s have a discus sion.(Showing the questions on the screen.)1. Where will you live in the future?2. How will you travel in the future?3. Where will you work and study in the future?4. What kind of money will you use?5. Will you still get sick?(Two minutes later, ask one or two of the students to something about the future life.)S: In the future people will municate more easily and conveniently. They can talk on the phone and send emails on the Internet, like shopping, reading, borrowing books, depositing money, ordering meals or tickets.S: Human beings will look healthier in the future. In spite of this they still get sick. However, scientists will have a better understanding of how cancer develops.S: In the future people will travel to different places. Not only do they enjoy local travel but also they travel abroad. Some even can afford to travel in space.ThirdPresentationT: I enjoy your imagination a bout future. Some people are looking forward to the wonderful future, while some are not optimistic about what will happen in the future. No one knows what will really happen tomorrow. Time will tell us all. Seeing is believing. Now, let’s read a new passage, in which there is a boy who has gone to the future in AD3005 in advance. He will tell us the first impressions what he has found in the future.FourthTalking about picturesT: First, let’s enjoy some pictures on Page 18.Can you describe what the pictures say? Prepare for it in two minutes, and then exchange your idea with your partner. Finally you will show your opinion in the whole class.(The teacher is to join in talking with students. Later, ask some to report what the pictures are about.)T: Now, would you please predict what the passage might be mainly about according to pictures?S: I think it may tell us the trip to the future in AD 3005 depending on picture one.S: According to the second picture, the author will show us around the future.S: In the picture three, I can see some equipment in the future home, so I think it will introduce some advanced home in the future.T: Excellent. Now, let’s read to see whether what you predict is right.Step 3 ReadingFirstScanning to find out main charactersT: Scan the passage and find out who are mentioned in the passage.What is the relationship between them? I will give you one minute.S: Li Qiang and Wang Ping Wang Ping is Li Qiang’s friend and guide.T: The passage is an Email in fact. Who wrote this email? And who is the email for? What is his email?S: Li Qiang wrote to his parents. His email is Liqiang299A@ Great Adventure Space Station..SecondSkimming to find out main idea for each paragraphT: Skim each paragraph and find out main idea for each one. When you want to find main idea of each paragraph, you especially pay attention to the first sentence and the last one, which may help you find the main idea quickly. I will give you three minutes to do it.(The teacher offers three minutes to the students to do it. Later ask some students to answer.) Suggested answers:Para 1 He was worried about the journey.Para 2 The journey was pleted.Para 3 He was confused by the new surroundings.Para 4 He arrived at his friend’s home in the future.ThirdListening to the tape to tell the following statements true or falseT: Listen to the tape to catch some important information about the passage. Then you will be asked to tell the following statements on the screen true or false. If it is wrong, would you please correct them?(Let the students listen. The teacher should present the statements on the screen.)1. Li Qiang was very excited to go on the journey to the future.2. They arrived on the other planets one thousand in the future.3. He was confused by the new surroundings.4. He lost in sight of Wang Ping while flying.5. Wang Ping’s home is sim ilar to our s.T: Since we have finished listening to it, now let’s tell the following sentences true or false.If you think it is wrong, please correct it.S: It is wrong. Li Qiang was very worried about the journey instead of being excited.T: Right. What about the next one?S: It is also wrong. In fact they arrived on the earth but one thousand years in the future.T: Yes. Do you agree on it?S: I think the third statement is right.S: While flying he lost in sight of his friend. I think it is true.T: Quite good. What about the last one?S: It is wrong. Because he visited the home in the future in AD 3005, it is quite different from ours.T: Reasonable. You did a very good job.FourthCarefulreading to answer questionsT: Now, let’s read the passage carefully to learn abo ut more details. Later I will let you answer some questions.1. How did he feel about the journey to the year AD 3005?2. What is time lag?3. How did his friend help him to plete the journey?4. Say something about the trip to one thousand years in the future.5. What did he suffer from the new surroundings? How did Wang Ping help him?6. When and why did he get lost?7. Introduce what he found in his friend’s home in the future.Suggested answers:1. He was very nervous about the journey to the future.2. Time lag is similar to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period.3. Wang Ping was very understanding and gave him some green tablets, which helped a lot. Later, his parents’ pany named “Future Tours” transported him safely into the future in a time capsule.4. They arrived there by time capsule. They climbed in through the round opening. The seatswere fortable and after a calming drink, which made them sleepy, their eyes closed. The capsule shook, as they lay relaxed. Sounds came from below their feet as they rose slowly from the ground.A few minutes later the journey was plete.5. He was hit by the lack of fresh air. His head ached. His friend asked him to put on the mask, which made him feel much better.6. He got lost when they reached what looked like a large market because of the pe ople flying by in all directions. They were so many carriages that he lost sight of Wang Ping.7. He found a large bright, clean room with a green wall, which can be moved. In fact there were trees, whose leaves provided the house with much needed oxygen. A table and chairs rose from und er the floor as if by magic. Spreading some food on the table, Wang Ping’s mother produced a bed from the floor.FifthReading for further understandingT: “I still cannot believe that I am taking up my prize that was won last year.” What does “taking up” mean in the sentence?S: It means “to start or begin something”.T: Right. “Taking up” means “getting down to doing something or star to do something.” For example, “She will take up her responsibility next week.”T: What does “hit” mean in the sentence “I was hit by the lack of fresh air.”S: I think it means “suffer”.T: Yes, “hit” here means “have a bad or sudden effect on (a person or something), cause to suffer or experience”.T: The reading passage describes some good and bad changes to life in AD 3005.In pairs, discuss which changes are good or bad and give reasons for your choices. Then write down yourGood changes and reasons Bad changes and reasons Time travelTransportHousesTownsAir quality(The teacher should give them about five minutes to discuss, and join in the discussion at the same time. After that, the students will be asked to show their opinion to the whole class.) T: Have a class discussion and decide whether you think the writer has an optimistic or a pessimistic view of the future. Take a few minutes to read through the passage again. Make notes to help you remember your reasons. Be prepared to join in a class discussion. Try to persuade others to agree with you.(There is no fixed answer either. If the students can support their idea with strongly reasonable facts, they should be praised. In order to draw many students to join in the discussion, the teacher had better design a petition between groups. If they volunteer to show their opinion, they will be given a star.If their idea is wonderful, two stars should be given as praise.) SixthImaginationT: Now let’s imagine. What would you like to visit if you were Li Qiang?(One minute later.)S: If I were Li Qiang, I would visit some schools in the future in AD 3005.S: If I were Li Qiang, I would visit some other planets.S: If I were Li Qiang, I would go on visits to some labs to find out what the people in the future are studying.S: If I were Li Qiang, I would pay a visit to the History Museum to find whether what we own today could be found there.Ss: ...Step 4 ConsolidationT: In this period, we have visited the future in AD 3005 with Li Qiang. What have you learned from the first impressions? Can you sum up it in several sentences? I will give you two minutes to prepare for it.(After two minutes.)S: At the beginning of the travel to the future, Li Qiang felt very nervous.With his friend, Wang Ping, helped, they arrived safely on the earth but one thousand years in the future by time capsule. On arriving, he was confused by the new surroundings. When he was hit by the lack of fresh air, his friend advised him to wear a mask, which made him feel much better soon .Later, they visited some places by hovering carriages driven by puter, which float above the ground. In the end, they arrived at his friend’s home, where almost everything was controlled by puter, so the life there seemed very conveniently.T: Excellent. Please write a passage about the first impressions of the future if you were Li Qiang, who were to visit the future. This is your homework.The Design of the Writing on the BlackboardUnit 3Life in the futureStruct ure Difficult sentencesPara.1 He was worried about the journey. Para.2 The journey was pleted.Para.3 He was confused by the new surroundings.Para.4 He arrived at his friend’s home in the future. 1. I still cannot believ e that I am taking up my prize that was won last year.2. Confused by the new surroundings, I was hit by the lack of fresh air.Research and ActivitiesUse your imagination to write a short passage about what maybe happen in the future. Imagine if you were to visit the future in one thousand years, how would you go on the j ourney and what would you pay a visit to? You will describe your experiences and surroundings. You can imitate the structure of the reading passage, but you must make full use of your imagination to write what is different from First Impressions.Reference for TeachingFirst Chinese space hero safely return to earthWrapping up a historic day in space, the Shenzhou 5 return capsule parachuted to a soft touchdown today, bringing to an end China’s first manned voyage into space and opening the door for a wide variety of future plans in the final frontier.Touchdown came at 6: 23 a.m.local time Thursday (: 23 GMT 6: 23 p.m.EDT Wednesday), according to the central Chinese television network CCTV and the Xinhua news organization. Video from the landing site showed the craft’s single occupant—Lt.Colonel Yang Liwei—waving to a crowd assembled around the capsule as it lay on its side minutes after landing.Chinese media also reported the landing point was just 4.8 kilometers from the targeted touchdown site in Inner Mongolia.Yang was carried away from the spacecraft in a seat and looked a bit wobbly and dazed on state television coverage of the event. Official reports from Xinhua say Yang “was confirmed to remain in good health” after his 21hour stint in orbit.After its launch early Wednesday from the Jiuquan space center aboard a Long March 2F rocket, the Shenzhou 5 spacecraft entered orbit with passenger Yang Liwei, a 38year old Chinese fighter pilot that found himself thrust into the international spotlight with his selection for the inaugural manned flight.Throughout his historic 21hour journey, the 5foot, 6inch taikonaut—or yuhangyuan—reported no ill effects and no technical problems with the spacecraft were reported. Conversations with the ground control center in Beijing reportedly went as expected as munications was relayed through tracking stations and sea vessels scattered around the world.As expected, Shenzhou 5’s entry and service modules were jettisoned from the orbital module as the time neared for the pivotal deorbit burn to bring the taikonaut back to Earth. Thrusters were then fired to nudge the craft out of orbit and to put it on a trajectory to land in the steppes of Inner Mongolia, about 1000 kilometers from the launch site at Jiuquan. The orbital module remained behind in space to plete its own mission over the next several months In all, the mission lasted approximately 21 hours, 23 minutes from liftoff to touchdown. The historic flight pleted 14 orbits of Earth and traveled about 600 000 kilometers.“Yang’s return to land from outer space signifies pletion of the first step taken by China to implement its plans for space exploration.More steps are to follow—attempts for space walk, rendezvous and king of spaceships and setting up of a space lab, ”Xinhua reported Wednesday night.“Sometime from now, up in the space, high up over the Earth, there will be a space station which, like Shenzhou 5 that has just made history, will be designed, built and manned by the Chinese, ”the agency said.Wearable HalfkeyboardIt’s quite i nteresting to use a pocketable keyboard with a Palm or PPC to write something.I borrowed a Palmone Tungsten T and a Logitech TypeAway Keyboard from a boy yeste rday.The Keyboard uses the universal port to connect the palm.It is a Palm Vx on the keyboard:The wearable Halfkeyboard was designed to let you turn your PDA into a wearable puter.Drugs delivered by robots in the bloodA 3 millimetrelong swimming robot constructed by Chinese scientists could eventually be used for drug delivery or to clear arteries in humans.The craft is propelled by an external magnetic field which controls its fins. The fins are made from an alloy that contracts in response to application of the field.The next stage is to build a robot with fins that respond to different magnetic field resonance. This would enable an operator to control the fin separately and steer the robot around.The project is at an early stage but in the future remote controlled machines could be used to deliver drugs to a particular part of the body.The watch reminds you’ve forgotten the keysGaetano Borriello, a University of Washington puter scientist has developed a working prototype of a smart swatch system.Like pretty anything called “smart” these days, it works with RFID tags.The wristwatch acts as an interface, driven by a personal server the wearer can carry in a pocket, but which will eventually be a part of the wristwatch itself. Important items are labeled with RFID tags and RFID readers are installed at various locations to read the tags.The UW smart watch system works as follows: an RFID reader senses the tags on, say, your books, relays the data to the personal se rver in your pocket. The server checks if an ything has been forgotten, and if so, it sends a prompt to the wristwatch to alert you.The server also takes into account the last known location of items, your calendar and where you may be going.“This is really part of a larger effort to create an RFIDenabled building, a sort of microcosm of what society would be like if these things take off, ”said Borriello who hopes to have a buildingwide system up and running within a year.。
人教英语必修五Unit3Lifeinthefuture教案12
Unit 3 Life in the futureThe first periodTeaching Contents:Warming up, pre-reading, readingTeaching aims:1.Inspire the students to imagine the future life.2.Develop the students’ reading ability3.Enable the students to understand the meaning of the text4.Get the students to think about the problem we’re facing now and in the future what the worldwould likeImportant & difficult point:Compare life in the past, at present and in the future. The students imagine what the future life is like and use the proper expressions.Teaching methods: fast and careful reading; asking and answering activity; pair or group work Teaching procedures:Step1: Lead-in.Look at some pictures of Mars and pictures about life in the past, at present and in the future. Step2: Warming up.Before doing the exercise, look at some pictures to remind the students of old things.And let the students know the change of life.Step3: Read the text quickly, then put the sentences into the correct order.Step4:Go through the first two paragraphs quickly, then answer the following questions:Step5: Have a discussion.The second periodTeaching Contents:1.Reading & Comprehendingnguage pointsTeaching Aims:1. Develop the students’ reading ability2.Enable the students to understand the meaning of the textTeaching Important Point:Develop the students’ reading abilityTeaching Aids:A computer, A tape recorder.Teaching Procedure:Step1: Fast Reading 1Ask the students to read the text quickly while listening to the tape of the text, then find out the main idea of the text.Step2: Fast Reading 2Ask the students to read the passage in detail and try to fill in the table.Step3: What’s the writer’s attitude towards the future, optimistic or pessimistic?How do you know?Step4: Make a telephone conversation between Li Qiang and his mother according to the text. Step5:Learn some important structuresThe Third periodTeaching Content: GrammarTeaching Aims:Teach grammar (The Past Participle as the Adverbial & Attribute)Difficult and Important Points:Distinguish the usage of the past participle as the adverbial and the past participle as the attribute. Teaching methods: practice.Teaching Procedures:Step 1. Word StudyAsk the Ss to do the Exx. 1&2 on pages 19 & 20 in Using words And Expressions in Workbook. Then check the answers.Step 2. The Ss will learn the usage of the past participle in different situations.Step 3. Make clear to the Ss the usage of the past participle as the adverbial. Ask the students to rewrite with proper conjunctionsStep 4. Complete each sentence using the Past Participle of the right verb.Step 5. SummaryStep 6. Make clear to the Ss the usage of the past participle as the attributive.Step 7. Do some exercisesThe Fourth periodTeaching Contents: TalkingTeaching aims:Enable the Ss to talk about things at present and predict things in the future.Important & difficult point:Teaching methods: Pair work and group workTeaching procedures:Step1: Lead-in.Look at some pictures of inventions. Let students be proud of the great people who have great imagination.Step2: Encourage the Ss to design an object for the future and ask them to make an introduction of their inventions.First, you need to decide on your product;Second, you will have to explain how your product works.Third, you need to show that people will be willing to use it.Use the descriptions on P56.Step3: Learn some language pointsThe fifth periodTeaching content: LISTENINGTeaching aims:Improve the Ss’ listening skillsTeaching difficult and important points:Listen to the material and get the general idea.Teaching methods: Listening; Cooperative learning Teaching procedures:Step1: Listening (P23)1. First Ss read the words and phrases, then listen and tick what they hear:2. Ss listen to tape again and fill in the blank:Step2: Listening (P59)Ss work in pairs to discussion:1. Suppose you live undersea and you happen to come across a disaster (灾难). What should you do?2. How will you deal with the problems that you meet, if you are the designer of the undersea city? Step3: Listening (P55)The sixth periodTeaching Contents: Reading, speaking and writingTeaching aims:1. Enable the Ss to read about imaginary alien creatures.2. Enable the Ss to talk about some imaginary things.3. Enable the Ss to predict things in the future and describe them.3.Enable the Ss to write a passage about life in the future.Teaching important and difficult points:1. Teach the Ss to understand alien creatures.2. Teach the Ss to describe imaginary things and give their opinions.3. Teach the Ss to imaginary description.Teaching methods:Task-based activities.Pair work and group work; Discussion and cooperation.Teaching procedures:Step1: RevisionStep2: Lead inHave you ever seen any amazing things, for example the alien creatures?Can you describe them?Step3: ReadingTask1: Read the passage I Have Seen Amazing Things quickly and try to fill in the chart.Step4: Show some key words to ask the students to retell the story.Step5: Show some imaginary pictures about the life in the future to Ss and ask the students to discuss.Step6: Learn the new words and expressions.The Seventh periodTeaching Contents: Extensive ReadingTeaching aims: enable the ss to discuss the possibilities and difficulties of living under the sea. Important & difficult point:Talk about the possibilities of living under the sea.Teaching methods:Fast and careful reading; asking and answering activity; discussionTeaching procedures:Step1: Lead in the topicStep2: Have a discussionStep3: Read the passage and fill in the blankStep4: Encourage the Ss to design a posterStep5: Writing style。
人教版高中英语必修五教案：Unit 3 Life in the Future
Unit 3 Life in the FuturePeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. Learn some new words and expressions.2. Help the students to talk about life in the past, at present and in the future.3. Enable the students to describe the life in the past, at present and in the future.教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Useful expressions: 重点短语take up 拿起;接受;开始;继续remind…of… 使回想起或意识到lose sight of… 不再看见… … catch sight of… 瞥见sweep up 打扫；横扫speed up 加速assist in 帮助;援助;协助Sentence structures: 重点句型I still cannot believe that I am taking up my prize that was won last year.Worried about the journey, I was unsettled for the first few days.Confused by the new surroundings, I was hit by the lack of fresh air.Soon I was back on my feet again and followed him to collect a hovering carriage driven by computer. Described as an enormous round plate, it spins slowly in space to imitate the pull of the earth’s gravity. …a table and chair rose from under the floor as if by magic.Grammar: 涉及语法1.过去分词作定语（The past participle as the attribute）I followed him to collect a hovering carriage driven by computer.Tomorrow you will be ready for some visits organized by computer.2.过去分词作状语（The past participle as the adverbial）Worried about the journey, I was unsettled for the first few days.Confused by the new surroundings, I was hit by the lack of fresh air.Teaching Methods: 学习方法1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work & group workStep 1 warming up 热身Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures.lead-in: Talk about how many changes there have been in the past and in the present.Step 2: pre-reading 预读1. Can you tell what problems people are facing today?2. What problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005?Key: 1. The problem of population will be solved, have begun to Control the birth rate.2. The problems will be still there, and will even worse.3. I don’t think so. Now scientists are trying their best to develop new resources that human beings canmake use of ,such as solar energy. In my opinion…Step 3：fast reading 速读1. Read the text for the first time and tell what the text is about?It’s an e-mail written by a man Who has taken up a trip to the future.2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentenceA. We were transported into the future by a comfortable time capsule.B. I arrived a t Wang Ping’s home and everything in his house made me surprised.C.I won a travel to the year AD3005D. I have my first try to master a hovering carriage.Step 4 careful reading 精读Task1. Questions & answers:1. Why did I have the chance to travel to the year AD3005?2. What is a “time lag”?3. How did I feel when I was in the capsule?4. Who guides my trip?5. Why did my guide give me some tables?6. Who transported us to the future?Key 1. I took up the prize I won the year before.2. “Time lag” means a person gets flashbacks from his previous time period.3. The seats in the capsule are very comfortable.4. My friend Wang Ping is my guide to the future.5. The tablets could help me feel less nervous and uncertain6. Wang Ping’s parents’ company transported us to the future.Unit 3 Life in the FuturePeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. Learn some new words and expressions.2. Help the students to talk about life in the past, at present and in the future.3. Enable the students to describe the life in the past, at present and in the future.教学重点Important Points: Help the students to talk about life in the past, at present and in the future.教学难点Difficult Points: Enable the students to describe the life in the past, at present and in the future. 教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Useful expressions:take up 拿起;接受;开始;继续remind…of… 使回想起或意识到lose sight of… 不再看见… … catch sight of… 瞥见sweep up 打扫；横扫speed up 加速assist in 帮助;援助;协助Sentence structures:I still cannot believe that I am taking up my prize that was won last year.Worried about the journey, I was unsettled for the first few days.Confused by the new surroundings, I was hit by the lack of fresh air.Soon I was back on my feet again and followed him to collect a hovering carriage driven by computer. Described as an enormous round plate, it spins slowly in space to imitate the pu ll of the earth’s gravity. …a table and chair rose from under the floor as if by magic.Grammar:1.过去分词作定语（The past participle as the attribute）I followed him to collect a hovering carriage driven by computer.Tomorrow you will be ready for some visits organized by computer.2.过去分词作状语（The past participle as the adverbial）Worried about the journey, I was unsettled for the first few days.Confused by the new surroundings, I was hit by the lack of fresh air.Teaching Methods:1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work & group workTask 2. Fill in the Chart: 信息填补Good changes Bad changesTime travel Can travel toAfter-effects of travelDifferent timesas you wishtransport .can move swiftly Disorganized, difficult tofind wayhouses save living space Short of spaceTowns Busy, look likeEasy to get lostMarketsAir quality Own familyPoor quality in public placesoxygen supplyTask 3. Reading the text to decide on the type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage It tells about Li Qiang traveling to the year AD 3005 and hisexperiences there. Topic sentence of 1st paragraphI have traveled to the year AD 3005. Topic sentence of 2nd paragraphI was still on the earth but one thousand years in the future. Topic sentence of 3rd paragraphI was hit by the lack of fresh air. Topic sentence of 4th paragraph Tomorrow I will be ready for other visits organized by“ Future Tours”.Task 4： Making a chain of events from the text First ImpressionsStep 5: Discussion: Sample answers Ex.2 讨论总结I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3005 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Though she was hit by the lack of fresh air 。
高中英语新人教必修五 Unit3 Life in the future单元教案
Unit 3 Life in the futureⅢ. 教材分析与教材重组1. 教材分析本单元以“Life in the future”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。
同时让学生学会过去分词作定语和作状语的不同用法。
最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写report。
1.1 Warming Up 部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。
通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。
1.2 Pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。
为下面的阅读做了铺垫。
1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。
阅读时要把重点放在“未来世界”生活与当今生活的不同点上。
1.4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。
第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。
接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。
第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。
学生要在文中找出支持自己观点的论据，尽可能说服别人。
第三个活动让学生想象一下Li Qiang 将会去参加哪些活动。
这样既鼓励学生展开丰富的想象，又为Using Language 部分的语篇学习做了铺垫。
高中英语 Unit3 Life in the Future教案 新人教版必修5
Unit 3 Life in the futureⅠ.单元教学目标技能目标Skill Goals▲Talk about things in the past, at present and in the future ▲Talk about changes at present▲Predict good and bad changes in the futureⅡ.目标语言词汇1．四会词汇Expect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2．认读词汇jet lag, flashback, expertise, hover, pessimistic, enormous, imitate, 3．词组take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4．重点词汇constant, remind, lack, sight, assist, require, settlement, previous, swift语法The past participle as the attribute…and following him to collect a hovering carriage driven by computer. The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.重点句子1. This is similar to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it to me and immediately hurried me through to a small room nearby for a rest. P184. He was swept up into the centre of them.5. I found later that their leaves provided the house with much-needed oxygen. P188. Everyone will get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59Ⅲ.教材分析与教材重组1. 教材分析本单元以“Life in the future”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。
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Unit3 Life in the future 教案
Warmingup and Reading
Teaching Goals:
1.Learn some new words and expressions.
2.Improve the Ss’ reading skills.
3.To illustrate Ss’ imagination of future life.
4.Know the more advanced forms of transport in AD 3008 and the advantages and problems of life in the future.
Teaching Methods:
1.Inductive method
2.Pair work and group work
3.Illustration
4.Deductive Method
Teaching Procedures:
Step 1 Greetings and Leadin
1．The teacher can start with daily greetings and try to lead in some words in this unit.
Q1: Where do you e from? Do you live in the downtown or in the countryside?
Is it a suitable location for people to live in?
What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)
Bikes, cars, buses and so on can be used to carry people or things from one place to
another place, and they are called vehicles.
Q3:What other vehicles do you know?
carriage, ambul ance, jeep, airbus, train, truck, motorcycle, fire engine, …
Q4:What means of transport do you know?
Car, bicycle, motorcycle, train, plane, Space craft
Q5:Imagine what the future means of transport will be like?
2. Conclusion
This unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life.
设计说明
由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词；然后总结交通工具的种类来预测未来的交通方式，从而导入课文。
Step 2 Warming up and Prereading
Task1:Pair work
In pairs let Ss list the changes in transport, environment, education and housing will happen in the next century.
设计说明
通过对交通，环境，教育和住房四方面的发展和预测让学生发挥自己的想象力进入阅读文章的处理学习中。
Step 3 Skimming
Task2:Skimming the text and try to find the answer to the question
Q: Which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns Task3:Prediction
Work in pairs and make a prediction.
Q: Which changes are good and which are bad?
设计说明
猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。
其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。
Step4 Scanning
Task4:Scan the text and find the answers to the questions.
Q1: How many people are mentioned in the text? Who are they?
Q2: When did the writer write this letter? And to which year did he travel?
Q3: Why did Li Qiang travel to the year AD 3008?
设计说明
通过跳读文章了解了文章中的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。
Step5 Reading for details
1．Before the journey
Q1: What did Li Qiang suffer from?
Q2: How did Li Qiang feel? What makes him feel better?
Q3: Where did they arrive?
2．During the journey
Q1: How did Li Qiang overe the lack of fresh air?
Q2: How did the hovering carriage float?
Q3: How can a person move swiftly?
Q4: What were people doing there?
Q5: What happened to Li Qiang?
Q6: Wha t is a “time lag” flashback?
3．After the journey
Q1: How did the author feel after visiting the special house?
Exhausted, I slid into bed and fell fast asleep.
设计说明
通过精读课文，从事件发生的先后顺序及地点转换顺序了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。
在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。
Step 6 Consolidation
Ask Ss to tell whether the following sentences are True or False (T or F)
(1) Li Qiang was worried about the journey, so he was unsettled all the time.
(2) Wang Ping is his friend who is also a good guide.
(3) His head ached because of lack of oxygen.
(4) Li Qiang lost in touch with Wang Ping, but he found him at last.
(5) Wang Ping’s mother was not friendly to him.
Suggested Answers: (1) F (2) T (3) F (4) T (5) F
设计说明
通过正误判断题来进一步让学生来巩固课文内容。
Step7 Homework
Group Work: In pairs retell Li Qiang’s story traveling to the year AD 3008, either in writing or in speech. You may make use of the words and expressions you have just learnt.
设计说明
通过学生小组合作用对话或者文章的内容复述文章的内容，全面地锻炼学生的总结概括能力以及团体协作的讨论能力。