人教版必修五Unit3-教学设计与反思

合集下载

人教版英语必修五Unit 3单元整体教学教案

一、教学材料授课年级、教材（名称、版次和页码）、单元名称、主题授课年级：高二上第一学期教材名称：Module 5 Unit 1 Great Scientists版次：人教版页码：page 1-8单元标题：Great Scientists二、单元教学内容分析1. 描述性分析：教材的主题线索、单元结构、各部分的关系、内容、语言特征、活动等；本单元中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理”。

通过本单元的学习，学生可以了解一些科学家发现真理的过程，丰富科技文化意识。

单元的各项活动和设计都围绕着一些科学家的主题进行。

单元中有warming-up, pre-reading, reading, comprehending, learning about language, using language, summing up, learning tip, reading for fun几个部分组成。

每一个板块任务明确，一目了然。

“热身”(Warming Up)部分要求学生完成问卷回答。

通过回答问卷，学生可以得到更多关于科学家的背景知识。

“读前”(Pre-reading)部分要求学生以小组形式回答若干个问题，其中让学生预测了解进行科学研究的步骤，并引导学生在阅读理解后检验自己的预测是否正确。

第一篇阅读(Reading)部分介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。

通过阅读课文，使学生领悟科学家的周密观察、勇于探索、认真分析的科学精神，了解科学发现的全过程具有其科学的严密性。

“理解” (Comprehending)部分的练习一让学生按文章的主要信息排序以达到对文章的初步分析以及理解。

练习二通过提问获取文章细节信息，使学生通过整理细节进一步理解文章。

练习三是在前两个练习的基础上引导学生写出文章大意，帮助学生对已掌握的信息进行综合，从而加强学生的归纳概括能力，同时通过理解后的语言输出活动帮助学生更完整地理解文章。

人教版高中英语必修五unit3知识点教案

Unit 3 Life in the future1.impression n.印象；感想；印记make/leave/give an impression on 给……留下印象impress vt. vi.给……以深刻的印象impress sth on/upon sb=impress sb with sth=impress on sb sth使某人对某物/某事有印象；使某人铭记某物/某事；某物/某事给某人留下印象be impressed by/with为……所感动；对……有印象impressive adj.给人深刻印象的，感人的(1)What was your first impression of London?(2)His friends made a good impression on his parents.(3)The boy has impressed his teachers with his courage and determination.(4)His words are strongly impressed on my memory.(5)First impressions are the most lasting.After all, you never get a second chance to make a first impression.(6)He impressed her with his sincerity.(7)We were driving there and it was quite impressive.(8)My father impressed on me the value of hard work.(9)His trip to India made a strong impression on him.(10)I t’s an impressive ceremony.(11)T his movie is so impressive that we can’t help crying.(12)S he made a good impression on his mother.2.take up 开始做（某项工作）；拿起；接受；继续；占用（时间、空间等）take…apart把…拆开take in理解；欺骗；接纳take off脱掉；起飞；突然受欢迎take on 呈现；雇用；承担责任take over 接管；接任（职位）take back收回（说错的话）take down 取下；记下；拆卸(1)Let’s take the clock apart and see what’s wrong with it.(2)He persuaded Joe to take him in.(3)Sales of home computers have taken off in recent years.(4)Are consumers ready to take on even more debt?(5)Yes, I will take over as President in January.(6)If you don’t take back what you said about me, I’m going to knock your head off.(7)Peter will take over as managing director when Bill retires.(8)In order to get the job,I’ve to take up his suggestion.(9)The insect can take on the color of its surroundings.(10)T hat big clock will have to go;it takes up too much space in the small hall.(11)H e would neither apologize nor take back what he had said.(12)W e have to take the whole engine apart to discover the cause of the trouble.(13)P eter liked to see aeroplanes take off from the airport.(14)I have taken up teaching since I graduated from university.3.constantly adv.不断地；重复不断地它经常和进行时连用，表示说话者的一种情感。

高中英语_人教版英语必修五第三单元写作练习课教学设计学情分析教材分析课后反思

必修五 unit1 life in the future 写作练习课教学设计Step 1：Lead-inReview the relative knowledge that has learnt in this unit. And present some pictures that showed the future life. Ask students what life will be like in the next thirty years to lead to the writing class. Show the writing task.Step 1 Review the main steps of writing【一审】【二列】词语储备【三连】连词成句【四美】句式升级【五誊】Step 2 Self-study(5 minutes)Read the task and complete the useful words and common phrases.A．Useful words (Level 1)：1. 职业____________2. 海底________3. 可视电话_________4. 机器人_______B. Common phrases(Level 2)：1. 可能_______________________2. 享受假期______________________________3. 体检_________________________4. 体检________________________________5. 欣赏美景_______________________6. 美好的未来__________________________C Sentences1、我认为我的职业可能是... _________________________________________________2、我可能到月球上度假，享受假期。

人教版高中英语必修五unit3-Life-in-the-future-(1)

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.
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
Give the Ss 1 or 2 minutes to think and they can discuss with their partners. Then check the answers.
After the Ss read the paragraphs, ask them the following questions.

高中英语必修五 Unit3 Life in the future教学案例分析

高中英语必修五 Unit3 Life in the future教学案例分析该课对课文内容进行创造性拓展与补充，改变传统教学过于注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。

该课的中心话题是“谈未来”，内容主要涉及人类对未来生活的想象、猜测和思考。

该课旨在激发学生的想象力，探讨未来的世界，达到使学生学会用英语交流、培养实际运用英语的能力。

二、学情分析这个班虽然为农村普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神还是可以在平时的教学中不断提高和培养的。

根据这些特点，采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样面向全体学生便于调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。

三、学习目标1、展望未来，激发学生的想象力；2、学习使用有关预测和猜测和表达方式；3、培养学生用英语表达未来的生活状况，达到用英语交流、培养实际运用英语能力的目的；4、运用所学英语写出具有丰富想象力的短文。

四、设计理念“ Life in the future”一课倡导英语新课标理念下的合作学习。

根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标。

教师要引导学生利用所学语言来完成任务，促进学生运用所学外语获取信息，处理信息，使用信息与人交流，让学生去发现问题、设计问题并解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。

五、教学媒体设计指导学生将信息技术与英语学习相结合。

学生学完“ life in the future”这一单元，教师鼓励学生利用网络资源及多媒体技术积极探索和运用知识。

让学生展开想象，搜集有关资料，制成课件。

(完整word版)高二英语人教版必修五Unit3教学设计教案

Unit 3 Life in the future 学科：English 授课班级：Senior Two 授课时间：Ⅰ. 单元教学目标Ⅱ。

目标语言旁注Ⅲ. 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。

人教版高中英语必修五M5U3 Reading教学设计与反思

英语・教学经纬
人教版高中英语必修五Ｍ５Ｕ３Ｒｅａｄｉｎｇ教学设计与反思
甘肃兰州市第五十九中学（７３００６０）叶芳
［摘
要］ “ 翻转课堂” 教学模式，即先学后教，以学定教，改变了目前高中英语课堂教师一味灌输、学生被动接受的教学现状，
学科应用以及规律，让学生通过合作探究找到解决问题的一般方法，掌握解决问题的一般规律，突出重点，突破
难点。
２．列出本课知识与其他学科的联系，归纳出能帮助
学生理解、拓展及运用的相关解释和说明，总结出相关
的规律和结论。
真正将参与课堂互动的主动权交还给学生。人教版高中英语必修五Ｍ５Ｕ３Ｒｅａｄｉｎｇ的教学就可以采用“ 翻转课堂” 的教学模式，培养学生自主学习的习惯。
［关键词］教学设计翻转课堂导学案自主学习［中图分类号］Ｇ６３３．４１教材分析［文献标识码］Ａ［文章编号］１６７４ — ６０５８（２０１６）３１ — ００５３
一
、
见闻，着重介绍了未来的环境、交通和房屋三方面内容。通过学习，学生们能够受到启发而畅想未来，关注未来，意识到要适应社会发展就必须努力学习，用知识武装自己，这样才能创造更加美好的未来。
（二）教学目标
（一）教材的地位和作用
多样化，做到知识网络化和知识问题化，既能让学生从总体上把握本课的重难点，又能体现学法指导。（３）精心设计，使问题具有启发性，能引导学生主动阅读教材并思考，引发学生积极参与。如：Ｄｏｙｏｕｌｉｋｅ

人教版英语必修五unit3教案教学设计

⼈教版英语必修五unit3教案教学设计Unit 3 Life in the future教案教学设计Teaching Contents:Oral practice based on the reading passage on page17 to page18.1. Orally, answer several questions according to the text.2.Practise two topics:1) What do you suppose the future transportation will be like?2) Imagine where the house will be built in the future ?3. Listening and retelling.Teaching aims:1.Inspire the students to imagine the future life.2.Inspire the students to say something about the future transportation and housing.3.To improve the students’ oral ability.Teaching Important & difficult point::1.Inspire the students to imagine the future life and use the proper expressions.2.Enable the students to understand the meaning of the text, and say something according tothe text.3.To improve the students’ oral ability.Teaching methods:reading; asking and answering activity; pair or group work.Teaching Aids: A computer, multmedia.Teaching procedures:Step1: Lead-in .Enjoy a short video, cut from a science fiction film I, robot, to lead the students to imagine the future world.Step2: Fast ReadingAsk the students to read the text quickly, then find out the main idea of the text,and answer several questions according to each paragraph.purpose: These questionts are simple questions, just to help the students get a briefacquaintance to the future world described in the text.Step3: Listening and retelling according to paragraph 4. Show some tips to help the students retell the sentences. Purpose: This exercise is a practice for oral test part C in NCEE.Step4: Design two topics while talking about the hovering carriage and Wang Ping’s house.Practise the dialogues of making predictions.Topic 1: What do you suppose the future transportation will be like?Topic 2: Imagine where the house will be built in the future ?The students may use these structures :I suppose the transportation will be something like a ….I suppose , in the future, the house will be built in…..I imagine that ….Purpose: To practise the structure orally I suppose that… , I imagine that.. .Step5: Summary of the text orally.This passage mainly tells us about a boy named Li Qiang”s trip to the future. It tells us how he got to the future, how he felt and what he had seen.Step6: Discussion.“What’s the writer’s attitude towards the future, optimistic or pessimistic?”“How do you know? “The students may begin like these :In my opinion, the writer’s attitude towards the future is _________ .As far as I am concerned, the writer feels _________ to the future.I think the writer has an _________ view of the future.Purpose: To learn to analyze the writer’s attitude and express your conclusion.Step7 Homework1. To talk with your chairmate on the topic: Imagine, what the future world will be?2. Review the reading passage and find out the difficult language points to you.3. Finish exercises 1,2&4 on page 19.4. Review the words and phrases of this unit. A dictation tomorrow.Display on the blackboardUnit 3 Life in the Futurewh- d o you suppose ….?I suppose …..I imagine that….And some words, perhaps they will be: science fiction film, high-tech, time tunnelPs: Display on the screenStep 1. Skimming:Skim through the passage and get its general idea.The passage is mainly about.A.how Li Qiang was transported to the future.B.how Li Qiang got to the future and his first impression of it.C.what the life was like in the future.D.the introduction of the “Future Tours ”company.1. What is a “time lag ”?“Time lag ’’is similar to the “jet lag ”. It means a person gets flashbacks from his previous time period.2.Who guides my trip?3. And who transported us to the future?Wang Ping ’s parents ’company transported us to the future.My friend Wang Ping is my guide to the future.h e n t r yn s. o b l e m ? k i n d 1.How did I feel as soon as I wastransported to the future?I thought it was difficult to tolerate. I was hit by the 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.k i n d o fC. D. r.H i t a c h e d.1. W h a t d i d W a n g P i n g ’s h o u s e l o o k l i k e ? l a r g e , bright and cleanHis house is a large bright, clean room.It had a green wall, a brown floor and soft lighting.Discussioni c p1.To talk with your chairmate on the topic: Imagine, what the future world will be?2.Review the reading passage and find out the difficult language points to you.3.Finish exercises 1&2on page 19.4.Review the words and phrases of this unit. A dictation tomorrow.Ten words from “lack”to “safety belt”. HomeworkThe Fifth Element.。

人教版高中英语必修五Unit 3 Life in the future的相关阅读话题教学设计与反思

人教版高中英语必修五 Unit 3 Life inthe future的相关阅读话题教学设计与反思摘要：文章是必修五Unit 3 Life in the future的相关阅读话题. 文章来源Global Times，我对文章进行了重组，设计的一节阅读课。

随着高考改革，仅拘泥于课本阅读已经远远不能满足高考要求，每年的高考试卷分析就发现阅读材料来自原汁原味的新闻报道，现行教材需要跟上时代脚步，补充适当的课外阅读势在必行。

本文将浅谈Unit 3 Life in the future的相关阅读话题教学设计与反思。

关键词：高中英语；教学设计；反思知识目标：1) Get Ss to know the following useful words andexpressions:reduceemphasize a matter of There is nothing worse than2) Get Ss to know basic opinions about cashless payments能力目标:1) Get Ss to use skimming and scanning to get the information they need2)Get Ss to use their language to state their opinions on cashless payment情感目标：1) Get Ss to cultivate the ability of independent thinking and the ability of cooperative.教学重难点：1 )How to use skimming and scanning to get the information2)How to summarize your opinions on cashless paymentSteps1 :lead inT: Look at the picture what is the name of them?S：QR-code wechat pay Ali payStep 2: BrainstormT:Q: How many kinds of payments do you know?Means of paymentscash paymentcashless paymentsdebit card or credit card plastic carde-banking/online banking mobile payment QR-code paymentStep 3: Now listen to two pieces of news from China DailyStep 4 : Pre readingTask 1 Discussion in groupswhat benefits and drawbacks on cashless payment do you know?Benefits1 Lower crime because there's no tangible money to steal2 Easier currency exchange while traveling internationallyDrawback1 Exposes your personal information to a possible data breach2 Some may find it harder to control spending when they don't see physical cash leaving their handsTask 2 Read the sentences try to guess the words meaning.1reduce: cut down on; bring to humbler or weaker state or condition;2emphasize: give extra weight to (a communication);3 a matter of opinion : something that depends on personal preference:While readingStep 5: While -reading1.What does the underlined word“that in paragraph 3 probably refer to ?A Economic activityB Cashless paymentC Development of economyD Large amount of payment2 Why has Alibaba’s Hema store become a focus?A. It fights against illegal activitiesB. It provides comprehensive servicesC. Customers are not permitted to use cash thereStep 6: Post readingTask 1 : langyage analyse1There is nothing worse than reaching intoyour pocket trying to find some small change to pay for a newspaper or a coffee.Task 2 :DiscussionQ:What Does a Zero-Cash World Look Like?O:When you read the signs,reading, “no cash, please.” Life can be hard for those unwilling or unable to embrace the changes.Step 7: Homework自我教学反思手机在人们的日常生活中扮演越来越重要的角色。

高中英语Unit 3阅读课的教学设计与反思

Task：“My Robot Friend----Alice”
学生学习活动评价设计
学生学习活动评价表
项目
评分细则
评分
课堂
表现
40分
认真听课，积极进行课堂学习活动。并有自已独立的见解。
40分
基本上能认真听课，积极进行课堂学习活动。
30分
能认真听课，并进行课堂学习活动。但有分神的现象。要教师约束。20分
2. Find and retell the grammar structure of the Present Perfect Passive Voice. (activity 5)
(3) Emotions and Attitudes
(4) Learning Strageties
Recourses, Communicaiton, Cognition
2.从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。任务设计要符合学生的实际水平，难易要适中。而且设计活动时要考虑活动有教学目标是否真正一致，避免活动流于形式，单纯地追求“快乐”。
3.在教学中有效地使用图片能大大提高学生对学习的兴趣。在使用中，要根据实际需要做好筛选工作，用最恰当的 of the text and take an active attitude to computers and furthermore can use what they have learned in class in their daily life.
学情分析
本单元的中心话题是“计算机”，内容涉及计算机的发展历史、计算机的应用等，其中还谈到包括计算机在内的几种信息技术的载体、智能计算机的发明等等。不过，整个单元多以计算机为第一人称进行自白，这种拟人的手法使得文章谈起来妙趣横生，抽象的专业知识介绍起来也浅显易懂。本主旨语篇WHO AM I ?以计算机的口吻自述其发展演变的历史以及计算机在当今世界各个领域的运用。表达了计算机的发展变化之快以及在生活中用途之广。

人教版英语必修五unit3教案教学设计

Unit 3 Life in the future教案教学设计Teaching Contents:Oral practice based on the reading passage on page17 to page18.1. Orally, answer several questions according to the text.2.Practise two topics:1) What do you suppose the future transportation will be like?2) Imagine where the house will be built in the future ?3. Listening and retelling.Teaching aims:1.Inspire the students to imagine the future life.2.Inspire the students to say something about the future transportation and housing.3.To improve the students’ oral ability.Teaching Important & difficult point::1.Inspire the students to imagine the future life and use the proper expressions.2.Enable the students to understand the meaning of the text, and say something according tothe text.3.To improve the students’ oral ability.Teaching methods:reading; asking and answering activity; pair or group work.Teaching Aids: A computer, multmedia.Teaching procedures:Step1: Lead-in .Enjoy a short video, cut from a science fiction film I, robot, to lead the students to imagine the future world. Step2: Fast ReadingAsk the students to read the text quickly, then find out the main idea of the text,and answer several questions according to each paragraph.purpose: These questionts are simple questions, just to help the students get a briefacquaintance to the future world described in the text.Step3: Listening and retelling according to paragraph 4. Show some tips to help the students retell the sentences.Purpose: This exercise is a practice for oral test part C in NCEE.Step4: Design two topics while talking about the hovering carriage and Wang Ping’s house.Practise the dialogues of making predictions.Topic 1: What do you suppose the future transportation will be like?Topic 2: Imagine where the house will be built in the future ?The students may use these structures :I suppose the transportation will be something like a ….I suppose , in the future, the house will be built in…..I imagine that ….Purpose: To practise the structure orally I suppose that… , I imagine that.. .Step5: Summary of the text orally.This passage mainly tells us about a boy named Li Qiang”s trip to the future. It tells us how he got to the future, how he felt and what he had seen.Step6: Discussion.“What’s the writer’s attitude towards the future, optimistic or pessimistic?”“How do you know? “The students may begin like these :•In my opinion, the writer’s attitude towards the future is _________ .•As far as I am concerned, the writer feels _________ to the future.•I think the writer has an _________ view of the future.Purpose: To learn to analyze the writer’s attitude and express your conclusion.Step7 Homework1. To talk with your chairmate on the topic:Imagine, what the future world will be?2. Review the reading passage and find out the difficult language points to you.3. Finish exercises 1,2&4 on page 19.4. Review the words and phrases of this unit. A dictation tomorrow.Display on the blackboardUnit 3 Life in the Futurewh- do you supp ose ….?I suppose …..I imagine that….And some words, perhaps they will be: science fiction film, high-tech, time tunnelPs: Display on the screen。

必修五Unit 3Life in the future 读后写作课教案

Replace the underlined words with correct forms of the expressions.
1.小组校对作业，活跃气氛，提升效率。
2.通过改编课文呈现本节课重点词块；
3.采用匹配的方式检查学生的词块语义能力；
4.通过替换表达，检查学生正确运用词块的能力；
5.要求学生整句朗读，培养学生朗读的能力。
( Detailed descriptions)advanced; up-to-date / efficient; be environmentally friendly;
provide convenience for; be equipped with; different types of; replace
( Feelings)What impressed me most was that...; It was unforgettable that...;
more than delighted and proud；
( Imaginary writing）It is likely that...; Suppose that...; I imagine that...; Perhaps / Possibly/ Maybe...
Teaching important and difficult points:
1.Get the hang of expressions of describing something creative and technological for writing：（Scenes）catch sight of; I still remember the moment when...; pay a visit to;

人教版必修五Unit3-教学设计与反思

训练学生的预测能力
培养学生的归纳总结能力
培养学生通过运用Scanning技巧获取文章细节信息，并加以处理的能力。
Post-
reading
(7 min)
Group work: analyze the good changes and the bad changes in the future and finish the form.
教学设计
基本信息
名称
Life in the future
执教者
唐山市开滦二中
吉静宜
课时
1
所属教材目录
人教版高中英语必修5第三单元第一课时
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。
文章主旨大意和段落大意通过简单的排序练习来使学生快速获得文章信息。因为本节课的段落多，所以在细节处理上，我把某些段落进行了整合，并且设计了不同的任务：排序，问答，填表，语法填空，并引导学生通过个人或合作提取和处理相关的信息。其中语法填空，设计的目的是培养学生的语法意识，体会过去分词作定语和作状语的不同用法。
教学过程
教学环节（注明每个环节预设的时间）
教师活动
学生活动
设计意图
Lead in
(5min)
播放科幻电影的预告片和电影海报。
用英语表述在视频和图片中所看到的场景和事物。
引出课文主题，激发学生学习兴趣。
While-
reading
(15min)
1.Prediction:引导学生通过课文中的图片预测文章中描述的未来生活的场景。

英语听说课教学设计(共4篇)

英语听说课教学设计〔共4篇〕第1篇：高中英语听说课教学设计必修五unit3 life in the future听说课教学设计教学目的：通过听一段对话，对大意有整体印象，并能获得局部细节信息。

教学重点：听对话时，既要注意大意，又要注意细节。

通过练习，训练学生的根本语言技能。

教学方法：work 教具准备：多媒体教学流程：第一步：作业检查及引入话题〔分组辩论〕1.Ask Ss to have a debate on whether people can live on Mars.2.Teacher gives ments on bothsides,saying : both of you have given sound reasons to support your arguments.And now let’s listen to an interview between Li Qiang and Walker Hiller, who is to build a town on Mars.第二步：听力训练〔一〕〔双人活动〕 Listening and speaking(page23) 1.Get the Ss to get through Exercise1.2.First, listen for the Ss to finish Exercise1 3.Second,listen for the Ss to finish Exercise2 4.Third,listen for the Ss to put down thequestion in it that are used to make predictions.Can you imagine how that’ll be ach ieved Is it likely that you can find and use water I wonder if...How health will the people be, I wonder 5.Get the Ss to exchange their information to correct their answers 第三步：口语活动1.〔pair work〕Ask Ss to list some questions about what life will be like in you hometown in 1000 years’ time, using the expreions above to help them.2.(pair work) Interview Situation : Suppose you’re in anewly-elected major, and now is being interviewed on TV.The host is raising some questions on your plan for the ing five years.Have the Ss to make up theinterview in pairs, trying to use the expreions above.第四步：听力训练〔二〕〔双人活动〕Listening task(page55) 1.Ss read the phrases before listening to the tape.2.Listen to the tape and finish Exercise1 第五步：口语训练〔二〕广告词设计大赛1.Ask the Ss to have a look at the requirements in the “taking part”2.Let them choose of the three as they like and work in groups of four and design thetext of an ad for the product.3.Ask Ss to read their texts to the cla, and Ss vote for theirfavorite.4.Count the result to see which group get the most votes.5.Teacher may give an award to the winners.第六步：布置作业Ask the Ss to go over what they learned in the cla according to the “Summing up” on page 24.教学反思：这一节听说课的教学设计，从听前的问题预测，到听后的问题答复，都与利于学生的听力培养和口语表达，是学生在听说过程中逐步进步英语运用才能。

英语优秀教案(人教版)：必修五(Unit 3 Life in the future Period 6)

Period 6Language FocusingThe General Idea of This PeriodThis is the sixth Period.The teaching and studying activities will center on language studying in this nguage studying will contain all that has been learned in this unit.As usual, the t eacher should check the students’ homework and offer chances for the students to go over what they learnt in the last periods at the beginning of the class.In this period, the emphasis will be put on the learning the words, phrases and sentence structures. In order to let the students understands these expressions thoroughly, the teacher first gets the students to understand their meaning in the context, then the teacher gives some explanations about them, later offers some practice to make the students know how to use them.At last let the students do some exercises for feedback.In order to enable students to use these language points both orally and in written form, the teacher is expected to carefully design it to encourage the students to be active in c lass.Make sure that the students are willing to take part in activities in class and get ready to cooperate with each other.T eaching Important PointsTo learn the following words and phrases: lag, constantly, vehicle, take up, remind, be optimistic about, as a result, suffer from, be similar to, well known for, lie, get lost, lose sight of, catch sight of, sweep up, provide something with something, fall fast asleep, search for, assist in, go soft, depend on, require, speed up, switch, impression, sweep up.To study the following sentence structures:(1)These hovering carriages float above the ground and by bending and pressing down on the driving stick strongly one can move swiftly.(2)I got lost when we reached what looked like a large market because of the people flying in all directions.(3)Wang Ping’s mother appeared, flashed a switch on a computer screen, and a table and chairs rose from under the floor as if by magic.(4)Neither of these creatures is easy to talk to.(5)Confused by the new surroundings, I was hit by the lack of fresh air.T eaching DifficultiesHow to let the students learn to use these phrases and sentences structures in written and oral English.T eaching AidsMulti-media classroom and other normal teaching tools.Three Dimensional T eaching AimsKnowledge AimsTo learn the useful expressions and sentence structures in the unit.Ability AimsTo enable the students to use these language points both orally and in written form.Emotional AimsTo further understand the importance of exploring the future and to realize the value of scientific imagination.T eaching ProcedureStep 1 GreetingT: Hello, my friends.Ss: Hello, Miss Wang.Step 2 Reviewing the Grammar: the Past Participle(The teacher should give enough time for the students to consider, and then ask to show their answers to the whole class.If they still have difficulty understanding, the teacher should offer some explanation.)Suggested answers:1.connected2.folded3.carried4.mentioned5.intended6.lost7.Frightened8.GivenT: Now let’s have a e these sentences to make up a story.If necessary, you can change the expressions of the sentences.Y ou had better make your story interesting and complete. If you can properly use the past participles in the story, there will be more chances for you to win the competition.First discuss making up a story with your partners, then tell your story to another pair near ter combine your story with another pair’s to make up a new story, which must b e better than the first edition of your story.In the end, tell the whole class the story which has been made up by your group.Let’s see which group will do the best.(The teacher will give them five minutes to make up a story.After that, let volunteers show their story.The group will be the winner if they can tell the most interesting story and expressions are very fluent without mistakes.After the competition, the teacher had better praise the winner, and encourage the others to try to succeed next time.)Step 3 Learning about Words and ExpressionsT: What did Li Qiang not believe?S: He can’t believe that he is taking up his prize that was won last year.T: Right.What does“taking up”mean in the sentence?S: Start or begin something.T: Yes.Taking up means starting or beginning something, especially a job.For example , “She takes up her duties next week.In fact, it has many meanings.”take up开始做（工作）; 占用; 选修; 从事; 打断了某人的话（以反驳和批评）; 提交议论等。

《Unit 3 My friends》教学设计教学反思

《My friends》教学设计方案（第一课时）一、教学目标1. 学生能够理解和应用“朋友”这个词汇。

2. 学生能够应用简单的英语描述自己的朋友，包括外貌特征和性格特点等。

3. 培养学生的口语表达能力和团队协作精神。

二、教学重难点1. 重点：学生能够用英语描述自己的朋友，并表达出朋友的个性特点。

2. 难点：学生能够用简单的英语描述朋友的特征，并表达出友谊的重要性。

三、教学准备1. 准备教学PPT，包括图片和词汇。

2. 准备相关词汇的卡片和笔。

3. 准备教学视频或音频，帮助学生理解和应用英语词汇。

4. 安排小组活动，培养学生的团队协作精神。

四、教学过程：1. 热身活动（Warm-up）通过歌曲或韵文的形式，让学生熟悉英文表达方式，营建英语学习氛围。

可以选择《Friends》这首歌曲进行热身。

2. 导入新课（Presentation）通过图片或实物展示，让学生认识朋友的基本信息，如姓名、年龄等。

同时，引出本节课的重点句型：“My friend is…”，并让学生尝试应用该句型进行表达。

3. 词汇学习（Vocabulary）学习单词：name, age, likes, dislikes等。

可以通过图片、实物或动作演示等方式进行教学，帮助学生理解和记忆单词。

同时，可以结合句型进行练习，让学生在实际语境中运用所学词汇。

4. 对话练习（Practice）设计一些简单的对话练习，让学生运用所学句型和词汇进行表达。

可以选择一些学生熟悉的主题，如介绍朋友、谈论兴趣爱好等，让学生在对话中加深对所学内容的理解和记忆。

5. 小组活动（Group work）将学生分成小组，让他们互相介绍自己的朋友，并尝试应用本节课所学的句型和词汇。

通过小组活动，培养学生的合作认识和表达能力。

6. 反馈评判（Assessment）设计一些简单的评判表，让学生和老师共同评判学生的学习效果和表现。

评判内容可以包括单词记忆、句型运用、表达流畅度等方面。

人教版必修五Unit3-教学设计与反思

人教版英语必修五Unit 3单元整体教学教案

人教版高中英语必修五unit3知识点教案

高中英语_人教版英语必修五第三单元 写作练习课教学设计学情分析教材分析课后反思

人教版高中英语必修五unit3-Life-in-the-future-(1)

高中英语必修五 Unit3 Life in the future教学案例分析

(完整word版)高二英语人教版必修五Unit3教学设计教案

人教版高中英语必修五M5U3 Reading教学设计与反思

人教版英语必修五unit3教案教学设计

人教版高中英语必修五Unit 3 Life in the future的相关阅读话题教学设计与反思

高中英语Unit 3阅读课的教学设计与反思

人教版英语必修五unit3教案教学设计

必修五Unit 3Life in the future 读后写作课 教案

人教版必修五Unit3-教学设计与反思

英语听说课教学设计(共4篇)

英语优秀教案(人教版)：必修五(Unit 3 Life in the future Period 6)

《Unit 3 My friends》教学设计教学反思

高中英语_人教版英语必修五第三单元写作练习课教学设计学情分析教材分析课后反思

必修五Unit 3Life in the future 读后写作课教案