人教必修5英语Unit3 Reading 教学设计

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高二英语必修五教案《Unit3Lifeinthefuture》

【导语】⾼⼆是承上启下的⼀年，是成绩分化的分⽔岭，成绩往往形成两极分化：⾏则扶摇直上，不⾏则每况愈下。

在这⼀年⾥学⽣必须完成学习⽅式的转变。

为了让你更好的学习⾼⼆频道为你整理了《⾼⼆英语必修五教案《Unit 3 Life in the future》》希望你喜欢！　教案【⼀】本教学设计在新课程教学理念的指导下，⼒求在培养学⽣的语⾔知识、知识技能、情感态度、学习策略和⽂化意识等素养的基础上发展学⽣综合运⽤语⾔的能⼒，使学⽣通过观察、体验、探究等主动学习的⽅法优化英语学习⽅法，充分发挥⾃⼰的学习潜能，形成有效的学习策略。

1. 开展学⽣活动，发挥主体作⽤新课程强调要充分发挥学⽣在教学过程中的主体作⽤。

本课设计遵循以学⽣为主体，教师为主导这⼀教学原则，创设⾓⾊扮演情景、激烈讨论提出建议，让学⽣限度地参与教学过程，尊重学⽣的主体地位，充分发挥学⽣在学习过程中的主动性、积极性、创造性，使课堂充满活⼒。

2. 实施情景教学，统合三维⽬标本课设计从教学需要出发，创设情景，进⾏情景设问、讨论，激起学⽣的情感体验，激活学⽣思维，帮助学⽣迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的⼈⽣观及价值观，较好地落实了三维⽬标。

⽽三维⽬标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能⼒的培养、情感态度价值观的渗透交融在⼀起，实现了三维⽬标的和谐与统⼀。

3. 转变学习⽅式，增强教学效果新课程要求提倡⾃主、合作、探究的学习⽅式，发挥学⽣的主体性、能动性和独⽴性，本课设计通过⾃学课本，⼩组讨论，综合分析，⾓⾊扮演等活动，为学⽣⾃主学习、合作学习、探究学习提供了空间，使学⽣体验了⾃主之乐，合作之趣，探究之悦，促进了学⽣知识的构建与运⽤，能⼒的培养和提⾼，情感体验和态度、价值观的形成，增强了教学效果。

4. 运⽤问题教学，启发学⽣思维本课设计按照诱思探究理论要求，遵循学⽣的认知规律，引导学⽣去发现问题、分析问题和解决问题，从⽽掌握知识，形成能⼒，培养品质。

人教必修5英语Unit3读写课课程教学设计

Unit3读写课名师教学设计Unit 3 Life in the futureWarming up, Reading & Writing (教学设计)河北省三河市第一中学英语组康颖Teaching 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: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:1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work & group work Teaching Procedures:Step I Lead-inGreet students as usual and lead in the class.Task 1 Students enjoy a video and talk about what it is about.Task 2 Students are asked to work in groups and have a discussion about what life will be like in the future from the following three main aspects of life—houses, transport and environment.Step II Fast readingStudents are asked to look through the whole passage as soon as possible and finish the following three exercises:Exe 1.Get the general idea of the passage.Exe 2. 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 is like in the futureD. the introduction of the “ Future Tours” company.Exe 3. Divide the passage into 3 partsPart1.( ) Before the journeyPart2.( ) During the journeyPart3.( ) After the journey (at home)Step III Careful readingStudents are asked to read the passage paragraph by paragraph and finish the respective exercises to get some detailed information about it.Part1 (Para.1)---Before the journey1.2.How did Li Qiang feel before the journey? (underline some adjectives) He felt worried, _______ ,________and________.3.How did he deal with these feelings? (solution)_________________________________Part2 (Para. 2-3)---During the journeyI. Inside the capsule:(Para 2)What did Li Qiang do inside the capsule? (underline the key information)II. Outside the capsule(para.3)1. What did Li Qiang think about the new surroundings? (surroundings / air) His new surroundings ____________________ .The air__________________________; there is _________ fresh air.2. How did Li Qiang deal with the new surroundings? (solution) _______________3.How did people travel in the year AD 3008?____________________How does it work?⑴_______________________________⑵______________________________⑶______________________________4.What happened to Li Qiang when he was in the large market? What was the cause? Li Qiang _______________Wang Ping; he _____________into the center of the carriages. Because too many carriages__________________________.Part3(Para.4 ) After the journey (at home)1.What did Wang Ping’s room look like? (underline some adjectives)2.What did Li Qiang see in the house?(7 things)Step IV WritingStudents are asked to finish some writing tasks using the words and phrases they learnt in this class concerning the topic “life in the future”. The purpose is to practice their writing ability and raise their awareness of building their vocabulary by learning new words and expressions from the easily-get reading materials such as their textbooks.Task 1 Sentence writing:Students complete the following sentences using the words and expressions they learnt in this passage.1.我对未来生活感到非常乐观。

Unit3Reading教案高中英语人教版必修第二册

高中英语人教版新版教材Unit 3-reading 教案以及知识点Step1-Warming up:Before reading: look at the title and discuss these questions in pairs.Q1: What do you think the text will say ?Probably answer: It might talk about the Internet or the change brought by the Internet in our daily life.Q2:How do you think the writer feels about the topic ?Probably answer: The writer might feel excited because it is the Internet that has greatly improved her life.Step-2: While readings:-lead students to understand the main idea of this article and then translate the article with students together.-answer the questions of the article:Q1: Why did Jane quit her job ?Q2:How did the people in the online community help her ?She and her friends now organize events and collect money to pay for private teachers.Q3: Why did she start th e IT club ?Because she was so inspired by the people she met onlineQ4:What is the digital divide ?Not everyone has access to the Internet and knows how to use new technologyQ5:What is Jan’s next goal ?Her next goal is to start a charity website to raise money for children in poor countries.Q6: What can we learn from her experience ?We can know she is a grateful woman who is always inspired by other people’s situation and she is considerable.3.examples: students can take part in on-line classes during the outbreak of COVID-19 epidemic.4.Answers:1.benefit2.convenient3.surf4. download5.distance6.cash7.updated8.inspirework 10. accessWords and expression:1.convenient adj. 方便的；近便的(1) It is convenient (for sb.) to do sth. 做某事(对某人来说)是方便的(2) conveniently adv. 方便地；近便地(3) convenience n. 方便；便利；适宜at one's convenience 在某人方便的时候(4)inconvenient adj. 不方便的；不近便的【练透考点】单句语法填空①______ your convenience，I'd like to invite you and your family to visit China.②If_____is convenient for you，can you pick me up at the airport at 11：30 am?③This apartment is very convenient for the bus station and it has a lot of_______________.(convenience)1.at2.it3.convenience.2. benefit n.益处vt.使受益vi.得益于(1)be of(great) benefit to 有益于;对……(很)有益for the benefit of sb=for one’s benefit为了某人的利益(2)benefit sb/sth使某人/某物受益benefit from/by...从……中获益(3)benefi cial adj.有益的;有利的be beneficial to...对……有益1.Actually，these books are great benefit to the staff.2.Everyone benefited limiting their intake of tea to just three or four cups a day.3.Reading is （benefit）to all of us.4.Walking outdoors regularly for sunshine is of great benefit everyone.1.of2.from/by3.beneficial4. to3.distance n.距离(1)in the distance在远方at/from a distance在(稍)远处,从远处keep sb at a distance对某人冷淡,疏远某人keep one’s distance (from...)(与……)保持距离(2)distant adj.遥远的,远隔的;冷淡的be distant from...离……远On Monday mornings it usually takes me an hour to drive to work although the actual _______(distant)is only 20 miles.4.inspire vt.鼓舞;激励;启发思考(1)inspire sb with... 用……激励某人inspire sb to do激励某人做某事(2)inspiration n.灵感,启发inspiring adj.鼓舞人心的,激励的inspired adj.受到激励的,得到灵感的be inspired by...被……鼓舞5. access n.通道;(使用、查阅、接近或面见的)机会vt.进入;使用;获取(1)access to ... ……的通路；利用……的权利have/get/gain/obtain access to ... 使用/接近…的权利或机会(2)accessible adj. 可接近的；可进入的；可使用的be accessible to 易接近的；能进入的①For one thing, with almost all of us having ________ (accessible) to the Internet and other media sources, such news is within our easy reach.②All roads were blocked and the only access _____ the earthquake stricken areas was by water.。

Unit3DiverseCulturesReadingforwriting公开课教学设计高中英语人教

新人教版（2019）英语必修三Unit 3Period 4 Reading for Writing教学设计Invite us to a cultural diversity fest.Through background reading, students should learn how to find out the key information in a passage and lead students tounderstand the definition of China town, Chinese immigrant and archway.✧ Chinatown ✧ Chineseimmigrant ✧ ArchwayStep 3Background readingTeacher guides students to read a Travel Page to Chinatown, San Francisco and complete the trivia quizzes to get the task card.- Guide students to get the key information quickly and correctly.Step 4Let’s answerTeacher chooses students to answer the questions.1. How many Chinatowns are there in the world?A. 35 Chinatowns in 19 countriesB. 16 Chinatowns in 15 countriesC. 12 Chinatowns in 8 countriesD. 7 Chinatowns in 5 countries2. The first Chinese immigrants arrived in San Francisco in ______. A. 1402 B. 1882 C. 1848 D. 19063. Which picture does NOT include an archway ?keys:1. A 2. C 3. FGet the Task Card Task 1: PredictionTask 2: Global Reading- Provide some backgroundinformation for students.Expressions in Paragraph 1location, features, climateExpressions in Paragraph 2history, ethnic group, languageExpressions in Paragraph 3tourist attractions, famous figuresExpressions in Paragraph 4storesExpressions in Paragraph 4foodExpressions in Paragraph 4unique cultureTask 4: Critical thinkingDo you think your hometown is a city withcultural diversity? Why?While-writingStep 6Write an introduction to a place with distinctive cultural identity.1.I n groups. brainstorm as much information aspossible about your city/town and its culture.Then write an outline of your introduction.2.T hink about the following questions:Is it a city/town/district with diverse cultures?What is unique about this place?What examples can you give to illustrate itsfeature?Students learn howto introduce a place.-Get the tips ofwriting.-Improve theirfast-writingskill.Take Wuhan as an example. Watch an introduction video to Wuhan and ask students to take notes about the facts of Wuhan to prepare for their own writing.W-Water (tourist attractions)U-University(education)H-High technology(business)A-Automobile(industries)N-Noodles(Food)3.W rite an introduction to your city/town. Thefollowing phrases and expressions may you.•is located in/on•is divided up into•is … in size•the most popular/greatest/largest•has a history of … years•has a population of•is home to…ethnic groups•popular festivals/foods/tourist sites include ... Tips for Writing an Introduction to a City1.Discuss one aspect of the city in each paragraph. For example, one paragraph about general facts and population, one paragraph about industries, one paragraph about culture, etc.e search engines such as Baidu to help you find facts about the city.e 'its' as a possessive when writing about a city (not her, or his). For example, Its main exports are ...4.When using numbers, write out the numbers up to twenty. For larger numbers, use numerals. For example: There are two professional sports organizations ... BUT There are over 130,000。

【教案】Unit+3Reading+and+Thinking+教学设计人教版(2019)必修第二册

教学设计课时The secondperiod 课型Reading 授课班级高一、一班学科英语授课教师授课时间教具 a projectorblackboard 教法Situational method and communication methodCore literacy nguage competence: Help the students learn English expressions related to the Internet and analyze the structure of the text.2.Cultural consciousness: Guide the students to understand China's important developments in the field of the Internet and learn to use the Internet for learning and social interaction.3. Thinking quality: Students canconnect their own life experience of using the Internet with the text and discuss the advantages and disadvantages of the Internet in daily life.4. Learning ability: Get the students to exchange their ideas with others freely and develop the ability of understanding and cooperating.Important points 1. Help the students learn English expressions related to the Internet and analyze the structure of the text.2.Get the students to exchange their ideas with others freely and develop the ability of understanding and cooperating.Difficult points 1.Guide the students to understand China's important developments in the field of the Internet and learn to use the Internet for learning and social interaction.2.Students canconnect their own life experience of using the Internet with the text and discuss the advantages and disadvantages of the Internet in daily life.高考考点阅读理解题教学环节主要内容、过程与方法设计意图Step 1 Warming up and leadin(3')Interlanguage: Boys and girls, before our class,let's enjoy some pictures together and compare howthe Internet changed our lives.Teacher shows some pictures and let students talkabout howthe Internet changed their lives.通过呈现一些图片，让学生谈论互联网如何改变了我们的生活，吸引学生注意力，为新课做准备。

人教版英语必修一Unit 3(Reading：Journey down the Mekong)教案

Unit 3 Travel journal
Reading: Journey down the Mekong教案
Part 1:The Dream and The plan
Time：September 27,2016
Place:HuizhongMiddle school
Teacher:党连霞
School:永靖中学
Para. 3The preparations before the trip & details about theMekongRiver.
•Who are Wang Kun and Wang Wei?
•What is their dream?
。Who are Dao Wei and Yu Hang?
４．Sometimes, the river becomes a ________ and enters ____ ______.
５．At last, the river _____ enters the South China Sea.
６．If you travel with them ,you will see all the following except
A. desert B. a waterfall
C. a delta D. a glacier
通过skimming及scanning阅读策略，引领学生关注文本的主题及涉及主题的主要信息。（也是这节课的重点和难点）
Step 4：Summary
Wang Wei and ____.___ have dreamed about ____ a great ___ ___.It was Wang Wei who first had the idea to ____ along the entireMekongRiver. My sister doesn’t ___________ details, because she doesn’t know the best way of getting to places.

人教版高中英语必修5课件：Unit3 Reading (共41张PPT)

Reading First Impressions
Task 1
Read the text and choose the best answer.
1. What’s the text about? A A. An e-mail written by a man who has taken up a trip to the future B. The man has his first try to master a hovering carriage. C. The man is surprised at the Wang ping’s home. D. The preparation of the trip.
journey suffered from _ti_m_e__la_g_.
Li was transported safely into the future in a During the _ti_m__e_c_a_p_s_u_le_. journey _C_o_n_f_u_s_e_d_by the new surroundings, Li was hit by the _l_a_c_k_ of fresh air and his head _a_c_h_e_d_.
3. Li Qiang was unsettled for the first few days because he __A___. A. was uncertain about what might happen during the future tour B. became so excited whenever he thought of the future tour C. couldn’t wait to make the future tour D. hadn’t decided whether to take the risk of experiencing the future tour.

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。

人教版英语必修一Unit 3(Reading)实用教案

TRAVEL JOURNAL Reading天水市第八中学韩斌Teaching goals1.Learn something about the Mekong River through reading.2.Students can use what they have learned to describe a trip.3.Students should realize if they want to be successful,whatpersonalities they should have.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period. Teaching aids: a computer & a projectorTeaching proceduresStep Ⅰ Warming UpT: Do you like travelling?Present some pictures of beautiful places to arouse their interest of travelling. Meanwhile, the teacher can also ask some more questions to make the students say something about their journey , such as their plans of trips, the difficulties they met in their journey and so on.2.Travelling in 10.1(the national holidays)After the end of the national holiday ,you may find you have experienced lots of things and have got so many wonderful memories you couldn’t forget.what you can learn from them,Before our reading, we will ask some of our classmates to give us his travel experience during the national holidays!Step Ⅱ Lead InT: Q1:Have you visited any river? Q2: How many great rivers do you know? Q3: If you could travel down only one of them, which one would you choose? Why?Ask the students the locations of some famous rivers in theworld .(Mekong, Rhein, Seine, Nile, Thames, Congo, Amazon, Mississippi, blog)Step Ⅲ Pre-readingT: Have you visited the Mekong River? If no, let’s learn something about it.1. Show a picture of the Mekong River and the brief introduction of it. Ask them:2. Can you list the countries that the Mekong River flows through?3.Enjoy the beautiful sights along the Mekong River to arouse theirinterest of it.4.Travel journalWe could find if you are living in the Tailand, The air quality is fresh and the environment is wonderful for there are less pollution, what’s more, the working pressure is low, people could do whatever they like to do in their free time.Every year, many tourists from other countries will travel to the Meikong river to enjoy the beautiful scenery, they have never seen before, with the assistance of the local guide, they find that Tailand is one of the world wonders on the earth.The environment around the Meikong river can’t be described in words, you can only feel it by using your own heart, what’s more, people living there are hospital and ready to help others if you are in trouble, they will always like to help strangers even they don’t know each other. Before reading, I will show you some wonderful picture of this on wangkun and his sister wangwei’s experience and travel route on their traveljournal. First of all ,we should remember this saying, “there must be one soul on the road, traveling or reading, by traveling ,we could get many practical experience ; By reading, we could also get useful wisdom ”Step IV ReadingIn this step, get the students to read the text and finish some tasks. Task1: Scan the text quickly, then answer some questionsQ1. Who are Wang kun and Wang Wei?Q2.What are their dreams?Q3.Who are Dao Wei and Yu Hang?Q4. Is it a difficult journey to cycle along the Mekong? Why?Q5.What can you see when you travel along the Mekong River?Task2: Listen to the tape and pay attention to the pronunciation, then do the T or F exercise.1.Wang kun is a high school student.2.Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province3.The source of Mekong is in Qinghai province .4.Finally Wang Kun agreed with his sister to cycle with her.5.They found few atlas and books about Mekong River in library.6. Mekong river begins at glacier on a Tibet mountain. the water there is clear but not cold.7.Only a small part of the river is in China.8.As it enters Southeast Asia, it moves slowly.Task3: Careful readingRead the text again and try to complete a form.Task4: ConsolidationFill in the blanksMekong River begins ___ a glacier on a Tibetan mountain. At first ,The river is small and the water begins to move_______. It becomes ______as it passes ______ deep valleys. Traveling ______western Yunnan Province. Sometimes The River ______ wide Valley and becomes a_________. We were both surprised to learn that half of the river is in China . After it leaves china and the high altitudes, the Mekong becomes _____ , brown and warm. As it enters Southeast Asia, it travels slowly _________hills and low valleys, and the _____ where rice grows. at last the river’s delta enters the South China Sea.Step V Post-readingTask1:Make comparisonAn attitude is what a person thinks about something. Make lists of Wang Wei’s and Wang Kun’s similar and different attitudes about the trip. Task2: DebateWhich character do you like,Wang Kun or Wang wei? Why?Read the passage carefully and answer the following questions.1.what was wangkun and wangwei’s idea of a good trip?2.who planned the trip to the mekong?3.where is the source of the mekong and which does it enters?4.what can you see when you travel along the mekong?Task3: Understand two mottosLife is just a series of trying to make up your m ind.Success belongs to the persevence长难句分析1.After graduating from college, we finally got the chance to take a bike trip.在大学毕业以后，我们最终有了一个机会去做一个长途的自行车旅行。

高中英语 book5 unit3_Life in the future--- reading(1)First Impression课件新人教版必修5

can move swiftly
after-effects of travel
disorganizing space
short of space
Towns
busy; look like markets
Air quality
own family oxygen supply
combmetutneircation environment
Have you ever imagined what life will be in the future?
Will it change for better or worse ? It all depends! trabentstpeorrt bheotutseers
tiMmeeacnasposfule transportation
Find out the changes Li has mentioned
Towns
Time travel
Transport
Houses
CHANGES
Air quality
Eating
Clothing
Religion
3.Careful reading
Li Qiang was hit by the lake of fresh air and his head ached.Wang Ping gave him a mask and ask him to have a rest in a small room nearby.
2. In what way did people in the future travel?
5. Choose the best answers.
1. According to the passage, why did Li Qiang take this future tour?

高二英语必修5 unit3 教学设计

Unit 3 Life in the future第二课时Reading (泛读和理解课)一、内容与解析这节课要学的内容是阅读一封发自未来的电子邮件，讲述作者Li Qiang怎样安全到达―未来世界‖，介绍他对―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。

而本课之前已进行了单元话题的确立及新词汇的认知，故本课的快速阅读为之后的单元学习提供了阅读上的铺垫。

解决重点的关键是快速阅读读懂文章了解文中的―未来世界‖生活。

二、教学目标与解析1. 目标定位：培养学生把握篇章中心内容、归纳段落大意以及获取关键信息的阅读技巧，并且能针对阅读内容提出问题，发展思维，抓住文章的行文逻辑。

2. 目标解析：要求学生通过阅读读懂文中―未来世界‖在以下几个方面的情况：跨时空旅行，交通，住房环境和空气质量。

三、问题诊断分析在本节课的教学中，学生可能遇到的问题是部分学生英语语感能力差，新词词义的不懂又不会找关键词句，导致对整段文章大意不能理解。

要解决这一问题关键是多读多记多背且要提前预习。

四、教学支持条件分析在本节课阅读的教学中，准备利用多媒体展示几个问题及其答案。

因为使用多媒体展示问题更直观，大大节省教师板书问题及答案的时间，也能够让学生明确所要掌握的信息及对各自出现的问题有一个比较。

五、教学过程Step1 Review and lead-in(一) 复习上节课的内容（单句改错）1. The foreigner tried his best to make his point be understood.（删去be）2. I noticed the traffic holding up after a bad accident.（held）(二) 预习下列新内容写出下列单词的汉语意思1 sideways adv.往(向、从)一侧；侧着；侧面朝前2 tolerate vt.容忍；忍受3 lack vi. & vt.缺乏；没有n．缺乏；短缺的东西4 mask n．面具；面罩；伪装5 fasten vt.系牢；扎牢6 belt [belt] n．腰带；皮带7 flash vt. & vi.(使)闪光；(使)闪现Step2 Reading问题 1 SkimmingSkim over the passage and find the main idea of the passage.Keys：It’s about Li Qiang’s journey to the future and his first impression of the life in the future.设计意图：首先了解文章的主旨大意。

【公开课】Unit3Reading+and+thinking教学设计-人教版(2019)必修第一册

教学案例必修一unit3 sports and fitnessLiving Legends本节课是关于人与自我，人与社会的主题内容。

主题是“选择你最喜欢的运动员”（Choose your favourite athlete）。

文本提供了活动的情境，即某杂志社请读者来信选举自己心目中的“体育界的活传奇”（Living Legends of Sports）。

要求学生在理解语篇信息的基础上，总结评选标准，推荐自己心目中的体育明星，并给出推荐的理由。

该活动旨在培养学生理性思考和客观评判的思维品质。

一、教学指导思想：北师大著名专家郭华教授说：“深度学习是指在教师引领下，学生围绕着具有挑战性的学习主题，全身心积极参与、体验成功、获得发展的有意义的学习过程。

”本课题重在研究学生实现深度学习必备的学习经验是什么？如何引导学生去学习？用什么方法指导最有效?怎样设计具有挑战性的学习，才能使学生全身心积极参与课堂活动，自主探究、合作探究和评价与自我评价等，促使学生在知识、技能、思维和情感态度的提升，目的是促进学生深度学习，真正激发学生学习的内在动机，乐于学习、终身学习。

真正培养学生英语核心素养。

二、教学背景分析：以《普通高中英语课程标准》的内容“重视以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情境化。

”选取人教新版高中英语必修一unit3 sports and fitness为例，主题内容关于人与自我，人与社会。

以运动和健康为主题，从不同方面说明运动除了竞赛的目的，更多的还是为了身心的健康。

年轻人参加运动不仅能强身健体，还可以锻炼意志和耐力，学会与人合作，学会承受压力和失败，学会挑战自己的极限。

本单元选择了年轻人展跑作为主题图，体现出一种奋进向上以及“生命在于运动”的积极意义。

引导学生参与到“全民运动"和“全民健身”活动中。

三、教学内容：本节阅读课的主题是“选择你最喜欢的运动员”（Choose your favourite athlete）。

【教案】Unit3+阅读课教学设计高中英语人教版(2019)选择性必修第三册

基本信息内容人教版选择性必修三Unit 3EnvironmentProtection 标题Climate changerequires theworld’sattention年级高二课型阅读课文本分析本节课教学内容是选择性必修三Unit 3 Environmental Protection 的第一部分 Reading and thinking 部分，探讨的话题为环境保护，该主题语境是“人与自然”。

标题为Climate change requires the world’s attentio n，是一篇说明文，文本结构清晰，按照“现象-原因-危害-措施”的逻辑顺序展开，通过展示气候变暖的趋势和影响，分析气候变化的成因和警示气候变化的后果，号召全人类采取恰当行动，减少碳排放，应对全球变暖。

学情分析大多数学生英语水平较好，理解能力较强。

英语学习主动性较强,愿意进行小组合作学习。

少数学生基础薄弱。

学生整体合作意识强。

在课前学生调查中发现，大部分学生有较强的环境保护意识，对气候变暖也有所了解，只是还不太清楚如何在日常生活中尽自己所能保护环境。

学生的语言表达的逻辑性欠佳，因此帮助学生建立语言体系很重要。

教学目标语言能力 1.阅读文章，理解全球气候变暖的原因、危害以及各国政府和个人应该采取的措施，探究如何减少温室气体的排放，控制全球气候变暖的进程。

学习能力 1.能够厘清温室效应的因果关系，制作流程图和思维导图来表达该关系。

文化意识 1.能够理解并感悟个人在环境保护中的作用和意义。

2.能够理解环境问题是需要全球共同面对和携手解决的问题，有意识地培养人类命运共同体意识，节约地球资源，保护地球家园。

思维品质 1.能够根据数据图表分析气候变化的趋势，找到问题产生的源头与解决问题的对策。

2.能够发表个人对气候变暖及环境保护的看法。

教学重难点教学重点 1.引导学生运用思维导图梳理文章内容及结构。

2.启发鼓励学生改变生活方式，减少碳排放，提出改善性的意见和对策。

Unit3ReadingandThinking教案-高中英语人教版选择性必修第二册

2019新人教高中英语选择性必修二Unit 3 Food andCultureReading and Thinking 公开课教案Teaching aims:By the end of this period, students will be able to:1.To explore different kinds of food and typical dishes in different places of China and understand the link between food and culture.2.To learn about the discourse structure of the text and understand cause and effect.3.To identify the purpose and intended readers according to the content and linguistic features.4.To express your opinions on the link between food and culture.Teaching key points:1.Lead students to connect the link between food and culture.2.Help students to understand cause and effect in the context.Teaching difficult points:Lead students to express their opinions on the link between food and culture.Teaching procedures:Step 团Lead-inPlay a clip of A bite of China and help students to intuitively feel the Chinese cuisine culture and lead in the text.Questions:!. How many kinds of Chinese cuisine are there, and how can these cuisines be described?2.What, if anything, do these cuisines tell you about the people who eat them?Suggested answers:1.There are at least eight different kinds of Chinese cuisines:Shandong(fresh and saltyJ,Sichuanfhot from chilly and Sichuan peppercorns)Jiangsu(soft texture, a little sweet),Cantonese(mild and slightly sweet),Fujianfumami taste, light), Zhejiang(fresh flavour, soft texture), Hunanfdry hot), and Anhui(fresh herbs, oily, colourful).In addition, there are numerous cooking styles that are associated withethnic minorities.2.The cuisines certainly say something about the kinds of ingredients available to thepeople, and a lot about the kinds of flavours the people prefer.Step 由PredictionBefore reading the text, look at the title and pictures and answer the questions.1.What can you see from the picture in the text?2.What do you think the word “cuisine“ in the title means?3.What do you think the text is about?Suggested answers:l.Food.4.Food cooked in a certain way.5.Maybe it is about different kinds of Chinese food and the culture each food represents.StepO While-readingScan for detailsActivity 1 Read the quote z/You are what you eat/ in Paragraph 1 and answer these questions.1.What do you think the quote means?2.Whafs the function of the quote?Suggested answers:1.The quote means that the kind of food we eat tells us something about our personality,character,and culture.2.The quote is used here to introduce the topic.Activity 2 Read Paragraphs 2 to 6 and fill in the table below.（红色为学生作答部分）1.What can the kinds of food local people consume tell us?2.How do you understand “culture and cuisine go hand in hand"?Suggested answers:1.The kinds of food local people consume can tell us what they grow in their region,what kinds of lives they lead and what they like and do not like.2.The food flavours and the food features also well demonstrate the personality,character or culture of the local people.Activity 4 Match the causes to the effects.Cause Effect⑴ The flavour A .The chef justpreferences of began filling ourAmericans often table with thediffer from those of the Chinese. (2)We had no idea how to order food.(3)These groups traditionally wandered the open range on horses.Suggested answers: (1)-C (2)-A (3)-BStep 团 Analyse the structure of the passage Para. 1 ： Topic ： You arc what you cat.Cullure and cuisine go hand in hand.StepBPragmatic analysis1 .What is the writer's purpose of writing this text?2 .Who do you think is the intended audience? Suggested answers:l.To share with the readers his viewpoint: Culture and cuisine go hand in hand. 3 .Everyone who is interested in Chinese cuisines. StepS Post-readingDiscuss the questions.Work in pairs.l.What/s the writer's opinion about culture and cuisine? 4 .What is the writer's reason?5 .Do you agree with the writer? What is your own opinion? With the impact of globalization,do you think food can still reflect different cultures?Suggested answers:l.They go hand in hand.differ from those of the Chinese. (2)We had no idea how toorderfood.(3)These groups traditionally wanderedtheopen range on horses.best food we had ever eaten. B.Their traditional foods are what you can cook over an open fire. C.Chinese food in America is changed to suit American tastes.2.In America,Chinese food has been changed to suit American tastes,and it tells us much about the character of Americans.In China,people in different places have different kinds of traditional food,which reflect different traditional cultures.As a result,the writer thinks that culture and cuisine go hand in hand z and if you do not experience one,you can never really know the other.3.The answers may vary.StepS SummaryPrior to coming to China,my only experience with Chinese cooking was in America,with Chinese food that 1.(change) to suit American tastes.Later,I had a chance to experience authentic Chinese food by 2.(come) to China.A Sichuan restaurant had been recommended to my family and me by a friend.3.(tire),hungry,and not knowing a word of Chinese,we had no idea how to order;so the chef just began filling our table 4. the best food we had ever eaten.With this,we had the pleasure of experiencing an 5.(entire) new taste:Sichuan peppercorns.The food was wonderful and different,but 6.was even more important was the friendship 7.(offer) us.In northern Xinjiang,the traditional foods are what you can cook over 8. open fire—usually boiled or roasted meat.From south to central Chinajn each place we experienced wonderful local 9.(dish),from Guangdong's elegant dim sum to the exceptional stewed noodles in Henan.Everywhere.the food was as varied as the people.However,one thing is always true:Through food,Chinese people everywhere show friendship and 10.(kind).Suggested answers:l.had been changed ing 3.Tired 4.with5.entirely6.what 7.offered 8.an 9.dishes 10.kindness。

高中英语 Unit 3《Life in the Future》教案(10) 新人教版必修5

Module 5 Unit 3 A healthy life单元教学目标Content analyze:本单元以健康话题为主题，听说读写等活动主要围绕如何健身，怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟，吸毒，艾滋病，学习与工作压力等影响健康的棘手问题。

本单元引导学生讨论这些问题，目的在于让他们远离有损健康的活动，并养成良好的习惯。

一、技能目标 Skill Goals◆Talk about health◆Learn the harm of smoking and how to stop smoking◆Learn to advise people about what to do and what not to do◆Learn about AIDS and how to keep safe from HIV二、语言目标（一）功能句式How to advise people about what to do and what not to do◆Do/don’t…◆Don’t forge to…◆It is not/would be a good idea to…◆You should…◆Yo u don’t have to…◆Mind your head/step!◆It’s OK/all right to…(二) 词汇(三) 语法The use of it(四)重点句子The 1st period Warming up and pre-readingTeaching aims:1. Talk about health2. Learn the issues that the young people are concerned about3. Learn to advise people about what to do and what not to do4. Talk about smoking and its harmTeaching procedures:Step one Warming upThis step is to lead the students to the topic of this unit ―― A healthy life 1.What health issues do you think concern young people the most?(After about 3 minutes)A sample list:Cigarette smoking Drinking alcohol Drug taking Diet Physical fitness Sexual health Stress AIDS and infections Cancer Anxiety and so on2. Group worka. Choose one health issue you think is particularly important.b. List five things you would like to tell other people about this issue.*Show some pictures on the computerDirections:Looking at the following pictures. What are they doing ?Which are healthy activities while which are unhealthy activities?(Ask the students to describe the pictures using their own words) Straightforward description:Picture one:They are Singing. HealthyPicture two:They are Dancing. HealthyPicture three:They are Playing basketball. HealthyPicture four:They are Doing Taiji. HealthyPicture five:They are Drinking alcohol. HealthyPicture six:They are Eating too much. UnhealthyPicture seven:They are Smoking, coughing. UnhealthyStep two Pre-reading*Questions:1. Have you ever smoked? If you have, have you ever tried to stop?2. Why do you think some adolescents start smoking?Possible answer:Some adolescents start smoking because they are falsely influenced by some media.Some think it’s cool. Maybe some want to lighten some stress.3. In what ways is smoking harmful?Mentally and healthily.4. What advice would you give to someone when wanted to stop smoking?Possible answer:Let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on.5. Where could you get good advice on stopping smoking?Step three HomeworkFind out some information from the Internet and write a short passage about the present situation of young people’s smoking in China as well as giving them some advice.The 2nd period ReadingTeaching aims:1.To promote the students’understanding of the text.2.To solve the problems and difficulties they meet in understanding the text bycooperation.3. Enable the Ss to learn how to give advice on stopping smoking.4. To talk about the importance of health and the harmful effects of smoking Teaching methods:Discussion, cooperative learning and oral practice.Teaching procedures:Step one Greetings.Greet the Ss as usual.Step two Pre-readingPredicting:Read the title of the text and the headings within it, and find out:1. Who wrote the letter?2. What is the purpose of the letter?Step three Skimming1. Read and check the answers to the two questions.2. Listen to the tape and find out the main idea of each paragraph.A. The writer leads to the topic of the letter by talking about James’ problem ofsmoking.B. Introducing some different ways of becoming addicted.C. Telling the writer’s hope for his grandson and advice on stopping smoking.D. Telling the harmful effects of smoking.E. From the life the writer is leading now, we can know the importance of healthylife.Keys: 2—A 3----B 5-----C 4-----D 1-----EStep four Detail reading1. List the details under the following subtitles.The ways to become addicted to cigarettesThe harmful effects of smokingSuggestions to quit smokingThe ways to become addicted to cigarettes1).Become physically addicted to nicotine2).Become addicted through habit3).Become mentally addictedThe harmful effects of smoking1). Do terrible damage to your heart and lungs2). Have difficulty in becoming pregnant3). Affect the health of non-smokers4). Smell terrible5). Have the ends of the fingers turn yellow6). Be unable to run fastSuggestions to quit smoking1). Prepare yourself2). Be determined3). Break the habit4). Relax5). Get help If you need it6). Keep trying2. Answer some questions. ( refer to PPT)4．Let students find the expressions in the passage that can be used to advise people about what to do and what not to do.Step five DiscussionSituation 1: Suppose you are a teacher, how will you persuade your students to quit smoking.Situation 2: Suppose your teacher is a smoker, how will you persuade him to quit smoking.Situation 3: Suppose you are a father, how will you persuade your son to quit smoking. Situation 4: Suppose your father is a smoker, how will you persuade him to quit smoking.Step six Homework1. Discuss the questions after class.2. Find out the key points of the text.3. Search some more information about the harmful effects of smoking and advice onstopping smoking.The 3rd Period Listening& SpeakingTeaching aims:1. To learn what should be paid attention to when going to the party and how to give advice and warnings to others.2. To train the ability of listening and speaking.Teaching procedures:Step one Listening1. Pre-listening1) Individual work:To show some pictures and make students judge which are the ways of keeping a health life.2) Group work:Discussion: Suppose you are invited to have a party in a nightclub by your friends,would you like to go there? If not, what are you worried about?2.While-listening1)Listen to what Tina and Sara are talking about and tick the things Sara is worriedabout.2)Listen again and complete Tina’s sentences.3)Listen to the tape for the third time. Understand the whole dialogue fully andcheck if the answers are complete, especially pay attention to different structures of giving advice.3.Post-listening1)Guessing: Will Sara still be nervous about going after listen ing to Tina’sadvice?2)To ask students what useful expressions we can use to give advice and teacherwrite them on the blackboard.Step two Speaking1.Review the target function by giving students two situations.Situation1: Your friend is worried about theEnglish test the class is having on Friday. (giving some advice)Situation2: Your friend tries to cross the road and you see a car speeding towards him/ her.(giving some warnings)2.Have a discussion to make students list the rules for behavingproperly in the party and share the lists with all the classmates.Step three Homework:1. Review the expressions of giving advice, warnings and prohibitions.2. Write a short passage to persuade one of your relatives to give up smoking. The 4th Period Learning about languageTeaching aims:1. To get students to learn and master the usage of the new words and the useful expressions in the reading.2. To enable students to grasp the grammar: the use of “it”.Teaching procedures:Step one ReviewReview the main idea of the letter and the suggestions to quit smoking orally. Step two Word study1.Find words and expressions from the text and match.accustomed feeling foolish or uncomfortable because of somethingmanage stop doingashamed having an unborn child or young in the bodyautomatically pressure caused by the problems of living, too much work, etc. quit done without conscious thought, esp. as a habitstress in the habit of; used topregnant because ofmental succeed in doingadolescents of the minddue to a boy or girl in the period between being a child and an adult.plete the text with words from above. (Ex 1,P 20)1. Rice production has increased greatly in china over the last few years, largely _______super hybrid rice.2. Having lived in Hawaii all his life, he was not __________to the cold of Northern Europe.3. He was_________ of his body so he decided to go on a diet and do more exercise.4. In spite of her wounded leg, she ________to get up the stairs.5. He told me the same story _____________ until I felt like screaming.6. With exams only a week away, I am under a lot of ______.7. When I ____________playing sport I become very fat and unhealthy.8._______health is as important as physical health.9. Now that I am __________ I eat a good diet because I want my baby to be born healthy.10.___________often take more risks than adults.Keys: 1.due to 2. accustomed 3. ashamed 4.manage 5.automatically 6.stress7.quit8. Mental 9. pregnant 10.Adolescents3. Complete the text with words from below. (Ex 2, P21)Before filling in the blacks, review the meaning of each with the whole class. adolescents 青少年 cigarettes 香烟quit 停止，戒 drugs毒品due to 归因于 stress压力eventually 终于 alcohol酒addicted 上瘾的 manage管理，努力做Smoking ________, drinking ______or taking other_______ produce many harmful effects and have no real benefits. So why do __________do it? Some because they believe it makes them look cool. Others think it will help with _________in their life possibly_____ pressure from their parents or teachers. Some just want to see what it is like. What they don’t realize is that they will get into the habit and ________become _______. It will then be difficult to _____the habit. A few people ________to quit easily but for many it is a very painful process. Of course, the best way to deal with these drugs is not to start in the first place.Keys: 1. cigarettes 2. alcohol 3. drugs 4. adolescents 5. stress 6. due to 7.eventually 8.addicted 9.quit 10.manageStep three Discovering useful structures1. Go over the first reading passage again and find out all sentences with “it”.a. It’s a beautiful day here---b. It’s a mazing that at my age I am still fit enough to cycle 20 kilometres in an afternoon.c. It’s my birthday in two weeks time---d. Your mother tells me that you have started smoking and that you are finding it difficult to give up.e. Believe me, I know how easy it is to begin smoking and how hard it is to stop.f. This means that after a while your body becomes accustomed to having nicotine in it and ---g. As you know, if you do the same thing over and over again, you begin to do it automatically.h. I think I was addicted in all three ways, so it was difficult to give up.i. I didn’t know it could do terrible damage to your heart and lungs or that I was more difficult for smoking couples to become pregnant.j. When I was taken off the school football team because I was too slow, I knew it was time to quit smoking.k. It might help you to stop.2. Discuss with their partner about the use of“it” (pairwork)3. Explain the use of it.“It” can be used in the subject position to stand for an infinitive, -ing form or a clause.Impersonal “it” can be used to talk about time, date, distance or weather4. Let students sort all the sentences.It stands for an infinitive: h.It stands for-ing formIt stands for time: c.It stands for date:It stands for distance:It stands for weather: a.It stands for others: d, e, f, g, I, j, k5. Explain and extend.It stands for an infinitive: h.I think I was addicted in all three ways, so it was difficult to give up.真正的主语to give up it形式主语 structure: it is+ adj.+ to do---补充1.手头边有个小笔记本是个好主意。

英语人教版高中必修一(新课标)教案Unit 3 Reading for Writing 教案

Unit 3 Sports and FitnessPeriod 5 Reading for Writing教材分析本单元我们从体育人物、体育竞技的角度讨论体育，而本课时为读写内容，要求学生从健康的角度探讨体育和人们日常生活的关系。

活动主题是“为健康手册编写一页内容”（Write a page in a wellness book）。

文章中描述了主人公健身前后的变化，并且收录在国外高中班级的健康手册中。

在阅读中要求学生理解文章，了解青少年应该具有的正确的健身态度和方式，学习比较和对比的写作方法。

同时，要求学生对自己的心理和身体健康进行反思，对比过去与现在或者将来的打算，培养关注健康的意识并形成正确的健康观。

教学目标1. To read and talk about the story of Kayla.2. To read for writing.3. To summarize the information and organization.4. To write a page for a class wellness book.教学重难点【教学重点】引导学生正确描述健康方面的问题和解决办法。

【教学难点】引导学生学会使用比较和对比的方法，描述事物前后的变化。

教学过程Step 1 Warming-up1. Free talking about health and fitness.(1) How do you keep fit?(2) List different ways of getting fit.设计意图：引导学生谈论自己的健身方法，并且提供图片以供同学讨论不同健身的方法，为引出本课时话题做好铺垫。

Step 2 Pre-readingWork in pairs. Guess what the passage is mainly about according to the theme of this unit and the title Going Positive.设计意图：通过小组活动，根据单元主题来预测文本内容的主旨大意。

Unit 3 DIVERSE CULTURES—Reading高中英语必修教案教学设计

Unit 3 Diverse CulturesReading and ThinkingTeaching Material AnalysisThe topic of this part is “Learn about a city that has diverse cultures”.This section is a travel journal. In the diary, a Chinese student Li Lan recorded her trip to California and mainly introduced her day trip to San Francisco and what she had seen, heard and felt, from the beginning interest in the city buildings to later better understanding of the diverse cultures’ influence to all aspects of the city. San Francisco is a place which shows the mix of American diverse cultures, like the Mission District where many from Mexico or Central America live and Chinatown where many Chinese made a living by running shops and restaurants because of the gold rush in the 19th century. Therefore, many different cultures have been mixed from the 19th century, among of which is the Chinese culture.Diary is just a way of recording daily life and has its own format. The first line is the date, on the left or on the right. The body of diary is always used to record what the writer saw, heard, did and thought all day with the first person and past tense. Travel journal recording the writer’s travel attractions, activities and thoughts has the same format as the diary.Concretely, Li Lan recorded her own day travel according to the timeline or time order. In the first paragraph, she told the reader her first impression on San Francisco. In the second, third and fourth paragraphs, she respectively described her activities, what she saw and heard and the next day’s plan in the morning, afternoon and tomorrow evening. In the day travel, the writer experienced and gradually understood diverse cultures are filled with every corner of the city, which is also the theme of the text.Teaching Aims1. Get the detailed information according the timeline; classify and organize information by drawing a diagram.2. Learn the reading skills—finding the timeline and drawing a diagram to classify and organize information.3. Know and understand the features and reasons of diverse cultures.4. Think critically of the reasons, advantages and disadvantages of diverse cultures. Important and Difficult Points1. Learn the reading skills—finding the timeline and drawing a diagram to classify andorganize information.2. Know and understand the features and reasons of diverse cultures.Teaching ProceduresStep 1 Lead in—Small talkHave students find San Francisco on the map and discuss this question in groups:What do you know and want to know about the city？Step 2 Before reading—Predict the contentFormat: diaryThe heroine: Li LanWhat she did: visit San Francisco, USTherefore, we can know the article is about Li Lan recording what she saw, heard, did and felt in her diary after visiting San Francisco, US. So it may be a travel journal.Step 3 While readingTask 1Read the text and answer the following questions.Q1: Where has she been to and where does she plan to visit? (The captalised words)Q2: When did the earthquake happen in the city of San Francisco?Q3: Why did Chinese immigrants（移民）go to San Francisco?Q4: Where did Li Yan go for dinner?Q5: How is the article organized?Task 2Read the text again and complete the timeline of Li Lan’s trip in Activity 3.Task 3Answer the questions using information from the travel journal.Q1: What impressed the writer first about San Francisco?Q2: What is so special about the Mission District?Q3: What examples of ethnic diversity can you find in the journal?Step 4 Post reading—Critical thinkingDiscuss these questions in groups. And then get some Ss to share their opinions.Q1: Have you ever been to a place that has a diverse culture? What do you think about culture diversity?Q2: What are the benefits and challenges of cultural diversity?Step 5 Post reading—RetellComplete the passage according to the text.Today, I arrived back in San Francisco, and it feels good (1) _____ (be) back in the city again. The city succeeded in (2) _____ (rebuild) itself after the earthquake that (3) _____ (occur) in 1906, and I stayed in the Mission District, enjoying some delicious noodles mixed with cultures.In the afternoon, I headed to a local museum (4) _____ showed the historical changes in California. During the gold rush, many Chinese arrived, and some opened up shops and restaurants in Chinatown to earn a (5) _____ (live). Many others worked on (6) _____ (farm), joined the gold rush, or went to build the railway that connected California to the east. The museum showed us (7) _____ America was built by immigrants from (8) _____ (difference) countries and cultures.In the evening, I went to Chinatown, and ate in a Cantonese restaurant that served food on (9) _____ (beauty) china plates. Tomorrow evening, I’m going to (10) _____ jazz bar in the Richmond District.Step 6 HomeworkReview what you have learned today.。

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2.学习与未来社会相关的词汇。
语义目标：
1.学生能认识现在，展望未来，激发学生的想象力；
2.学生能深入理解文章内容，并复述课文。
语用目标：
1.能谈论个人对未来社会的想象；
2.能通过对比分析想象未来社会中人们解决现有问题的方法；
学习策略：
1.通过略读文章找处细节，归纳文章的主题思想；
2.能运用跳读策略寻找细节信息
S: Li Qiang’s feeling about the journey.
Paragraph 3:
1. Find details to describe the air quality and the transport;
T: Let’s get familiar with some terms about future life.
Eg: green tablets; time capsule; hovering carriage.
1.通过讨论现在生活中的问题，以及希望做出的改变，引导学生思考展望未来的社会。
2.通过了解与未来社会相关的专业术语、表达，减少学生的阅读障碍。
3.能学会用思维导图总结文章结构和主旨大意。
教
学
重
难
点
教学重点：
1.通过训练提高学生略读的阅读技巧同时培养学生通过细节信息，总结主旨大意的能力；；
2.通过学习本文学生能对作者笔下的未来世界有一定的了解，并且自己展开丰富的想象。
教学难点：
1.如何指导学生展开对来来社会的想象；
2.让学生用发展的眼光，展开对解决现有社会问题的思考。
D. The change of life between now and the future
Q: This passage is written in the order of ________. (time/ space/ importance)
S: It is organized in time periods, from earliest to present time.
Unit3 Reading名师教学设计
Book5Unit3:Life in the future
Section 1阅读课框架单
教材版本：人教版册数：Book5单元：Unit 3课型（课时）：阅读课-Section1
教
材
分
析
本单元的中心话题是“未来生活”，阅读材料为作者写给父母的一封电子邮件，邮件中描写了作者如何获得穿越时空的机会，怎样乘坐时空穿梭机穿越到AD3008，并且详细表述了在未来世界中的所见所感。该阅读课共分为热身（Warming up）、读前活动（Pre-reading）、阅读（Reading）、理解（Comprehending）四个环节。热身部分通过引导学生讨论当今生活中人们所使用的交通工具、通讯工具、金融货币、语言……等方面，让学生展望一千年后这些东西会有怎样的变化，并在此过程中学习本单元即将出现的生词；读前部分的三个问题引导学生结合生活实际列出现代社会人们所面临的问题，同时想象一下这些问题在AD3008的时候是否已经解决，从而引起学生阅读的兴趣，让学生带着问题：“未来社会中人们是否面对同样的问题？他们是怎么解决这些问题的？”来阅读整篇文章；阅读部分主要介绍了作者怎样穿越到一千年以后的社会，并描写了未来社会中使用的交通工具以及居住环境；理解部分设置的四个练习，第一和第三题是合作讨论的练习，要求学生讨论回答四个问题并寻找细节用以分析作者对未来社会的态度。第二题是开放性练习，让学生就未来社会中产生的变化给予评价。第四、五题是能力提升性练习，要求学生能通过细节总结各段的段落大意，通过最后一段的朗读练习，提高自己的语音语调。
教
学
目
标
语言目标：
1.通过阅读讨论，学生能运用以下词汇、短语和句型进行听说读写四会：
重点词汇和短语
impressionpreviousguide uncertainconstant settlement recycle greedy optimistic goods instant swallow adjust toleratesurroundingsstewardesspressdesertrepresentativetypist; as a result; in no time; be back on one’s feet; sweep up; speed up; search for; remind sb of sth; make/leave a deep impression on sb; be amazed at/by sth;
建
议
教
法
（一）任务型教学法
在阅读中的教学活动时，每个段落布置不同的阅读任务，多维度，多层次地引导学生思考和学习，以真正培养学生的阅读理解能力。
（二）情景交际法
在阅读前的热身活动中，从学生身边熟悉的现代社会入手，让学生分析现代社会存在的问题并展望未来社会会是什么样子，人们怎样解决这些问题，从而激起学生阅读的兴趣。利用学生熟悉的场景激活其先期知识，更能建立有效图示，更便于和后面获取的新知识建立联结。
Paragraph 2:
1. Answer questions related to the text;
2. Summarize the main idea of Para 2
T: Stewardess was the first people they saw in the capsule. Usually, when you take a flight, the stewardess will say: “Welcome aboard! Wish you a pleasant journey!” Do you think their journey is a pleasant one or a terrible one?
2.Detailed reading
Paragraph 1:
1.Paraphrase the new phrases in English, such as: take up my prize,
remind constantly, keep getting flashbacks;
T:Please read Paragraph 1 and guess the underlined phrases with your desk mate.
T: How do you know?
T: Find some details to support your idea.
S: The seats were comfortable; felt sleepy; lay relaxed, a few minutes later
T;Can you summarize the main idea of Paragraph 2?
T:Please read the passage quickly and answer the following two questions.
Question 1: main idea.
Questions 2: if you think its order is time, underline time words in the passage. If you think its order is space, then underline words of places.
S: Exchange theirideas with classmates.
T:Anybody wants to share your idea?
(Provide positive feedback to students’ answers, using comment like creative, imaginative, a brilliant idea, etc.)
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
DELC1
预备与激活先期知识
Step 1
Leading in（导入活动）(2 mins )
T: Greetings……
T: Today we will learn something about future life. Let’s enjoy a short video“Life in the Future”
1.通过欣赏短片，了解视频中所描绘的未来生活，引出本课话题。
1.通过就视频内容的讨论，学生能展开自己对未来世界的想象。
DELC2
获取新知识
Step 3 Pre-reading (读前活动)
(3 mins)
Free talk：
T: Teacher asks question:“If you can live forever, what changes do you expect to see in your life in 1000 years’ time?”You can talk about the changes from the following aspects: transport; work;finance and currency; Environment……
Q: What’s the main idea of this passage?
A.Li Qiang traveling to the year AD 3005 and his experiences.
B.What life looks like in the future
C. The reason why Li Qiang went into the future
教学流程
（详见附后的教学设计）
教
学
评
价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致；