高二英语必修五unit3教案知识讲解

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。

英语高二(上)人教版新课标必修(5)unit 3：同步教案(

英语高二（上）人教版新课标必修（5）Unit 3：同步教案（10）（精品）Unit 3 Life in the Future10th period Unit Test1.教材分析（The analysis of teaching materials）This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. There are many ways can be provided to Ss, however, the best way is practice. So in this period, the teacher can provide more practice to consolidate what Ss have learned in this unit.2.学情分析（The analysis of the students）Most of our Ss are afraid of reading, especially the close test and reading comprehension and writing. In order to make our Ss to master the ways to do these parts, more exercises are needed.3.教学目标(Teaching aims)*知识目标(Knowledge aims)1. Get Ss to go over the useful new words, expressions and the new grammar in this unit by reading*能力目标(Ability aims)1. Develop Ss’ ability to use the important language points in this unit.2. Develop Ss’ reading ability*情感目标(Emotional aims)1. Encourage Ss to learn more about life in the future.2. Stimulate Ss’ interest in understanding others through future life.3. Strengthen Ss’ sense of group cooperation4.教学重点和难点（Teaching important points and difficult points）1. Get Ss to review and consolidate what they have learned in this unit.2. Develop Ss’ ability to solve problem3. How to do the close test and the reading comprehension5.教学过程(Teaching procedures)Step 1: Revision1.Check the homework exercises.Step 2: Review the ways to do the close testStep 3: Review how to do better in reading comprehensionStep 4: Learning tipAsk Ss to read the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing to so they will be teaching themselves a useful way of learning and from a good habit.6.知识结构（板书设计）1.课堂提问（Questions）1) How can you know the answer?2) what is the key sentence of this passage or paragraph？3) How can we translate this sentence?2.练习和作业（Practice and homework）完形填空(A. B 层全做)阅读下面短文，掌握其大意，然后从各题所给的四个选项(A、B、C和D)中，选出最佳选项。

高二英语必修五unit3教案(完整资料)

Unit 3 Life in the futureA teaching design for oral practiceTeaching 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 somethingaccording to the 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 brief acquaintance 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 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.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.C. he felt a bit homesick.D. he was hit by a lack of fresh air.Hit by a lack of fresh air, my head ached.1. What did Wang Ping ’s house look like?large, bright and cleanHis house is a large bright, clean room.It had a green wall, a brown floor and soft lighting.Discussionpessimistic1.To talk with your chairmate on the topic:Imagine, what the future world will be?2.Review the reading passage and find outthe difficult language points to you.3.Finish exercises 1&2on page 19.4.Review the words and phrases of thisunit. A dictation tomorrow.Ten wordsfrom “lack”to “safety belt”.HomeworkThe Fifth Element.。

英语高二(上)人教版新课标必修(5)unit3：同步教案(5)(精品)

英语高二（上）人教版新课标必修（5）Unit 3：同步教案（5）（精品）Unit 3 Life in the Future5th period reading (II) I have seen amazing things1.教材分析（the analysis of teaching materials）This Unit talks about life in the future. This passage mainly talks about a visit to a space station. With this background, the Ss can better cast a light on the future life.2.学情分析（the analysis of the students）From the first reading“First Impressions”, the Ss experience a wonderful future travel. With this basis, they can go on a further study about amazing things in the future life.3.教学目标(Teaching aims)*知识目标(Knowledge aims)1.Let the Ss understand the meanings of the new words as well as their usages.\2.Let the Ss know about some imaginary amazing things .*能力目标(Ability aims)1. Make the Ss to conclude the structure of the passage.*情感目标(Emotion aims)Through this passage, the Ss can open their mind to the space life, which can develop their imagination as well as a hope for the future life.4.教学重点和难点（teaching important points and difficult points）a. Help students extend the knowledge about future experience.b. Pronounce the new words correctly and know relative usages.5.教学过程(Teaching procedures)Step I: Pre-readingWhat does amazing mean? Do you know the amazing things?Step II: ReadingTask 1: Fast ReadingWhat is the shape of the space station? How many stops did I have?Task 2: Careful readingListen to the tape and try to fill in the form on p23. Step III: Words and expressions1.instant n.瞬间 in an instantadj.立即的一…就…the instant/instantly2.turn into变成turn in 上交turn up 出现，调高turn down 拒绝，调低turn out 结果是turn to 转向，向…求助3．副词/介词短语放句首+谓语+主语（名词非代词）e.g: Here comes the bus. Under the tree sits a boy.6.知识结构（板书设计）副板书：主板书：adj.立即的一…就…the instant/instantly2. turn into变成turn in 上交turn up 出现，调高turn down 拒绝，调低turn out 结果是turn to 转向，向…求助3．副词/介词短语放句首+谓语+主语（名词非代词）e.g: Here comes the bus. Under the tree sits a boy.7.问题研讨（课堂提问，练习和作业设计）1.课堂提问（questions）（1）What does amazing mean? Do you know the amazing things?(2 ) What is the shape of the space station? How many stops did I have?2.作业（homework）BC类：read the new words twice from citizen to motivation.ABC类：① You see the lightning ___ it happens, but you hear the thunder later.A. the instantB. for an instantC. on the instantD. in an instant② At the foot of the mountains _______.A. a village lieB. lies a villageC. does a village lieD. lying a village③当情况变得非常糟糕时，我向我的家人寻求帮助。

高二英语人教版必修五Unit3教学设计教案

高二英语人教版必修五Unit3教学设计教案教学设计教案Unit 3 Travel journalTeaching Objectives:1. Enable students to use the target language to describedifferent types of travel experiences.2. Develop students’ reading and speaking skills.3. Enhance students’ vocabulary and grammar related to traveland tourism.Teaching Procedures:Step 1: Pre-reading1. Show students some pictures of famous tourist attractions around the world, such as the Great Wall, the Eiffel Tower, Taj Mahal, etc.2. Ask students to discuss in pairs or small groups what kind of travel experience they would like to have and the reasons why.3. Have a class discussion and share some ideas.Step 2: Vocabulary building1. Give students a list of words related to travel and tourism.2. Provide definitions for the words and ask students to matchthe words with the definitions.3. Check the answers as a class and explain any difficult vocabulary.第1页/共4页Step 3: Reading comprehension1. Divide the class into small groups and give each group atravel journal.2. Instruct students to quickly skim the journal and discuss in their groups what kind of travel experience the journal describes.3. Ask each group to share their ideas with the class and explain their reasons.4. Have students read the journal more carefully and answer the following questions individually:a. What was the main purpose of the trip?b. What did the author see and do during the trip?c. How did the author feel about the trip?d. What were the challenges the author faced during the trip?5. Discuss the answers as a class and provide any necessary explanations.Step 4: Speaking practice1. Divide the class into pairs and ask students to imagine they are planning a trip together.2. Instruct each pair to choose a destination and discuss their travel plans, including the purpose of the trip, places to visit, activities to do, etc.3. After a few minutes of discussion, have some pairs share their plans with the class.Step 5: Grammar focus1. Introduce the past continuous tense to students using examples from the travel journal.2. Explain the formation of the past continuous tense and its usage in describing past actions and events that were in progress ata specific moment in the past.3. Provide more examples and ask students to practice using the past continuous tense in pairs or small groups.Step 6: Consolidation1. Show students a video clip or slideshow of different travel experiences, including adventure travel, cultural travel, volunteer travel, etc.2. Ask students to take notes on the different types of travel experiences and the reasons why people choose them.3. Have a class discussion and share the notes.Step 7: Homework1. Ask students to write a short travel journal entry about a memorable travel experience they have had or would like to have in the future.2. Encourage students to use the past continuous tense to describe the actions and events during their travel experience.3. Collect the journal entries in the next class for feedback and correction.Assessment:1. Observe students’ participation in class discussions and group activities.2. Evaluate students’ understanding of the reading comprehension questions.第3页/共4页3. Assess students’ use of the past continuous tense in their speaking and writing tasks.。

高二英语必修五unit3教案

Unit 3 Life in the futureA teaching design for oral practiceTeaching 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 willbe like2) Imagine where the house will be built in the future3. 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 andhousing.3.To improve the students’ oral ability.Teaching Important & difficult point::1.Inspire the students to imagine the future life and use the properexpressions.2.Enable the students to understand the meaning of the text, and say somethingaccording to the text.3.To improve the students’ oral ability.Teaching methods:reading; asking and answering activity; pair or group work.Teaching Aids: A puter, 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 ofthe text,and answer several questions according to each paragraph.purpose: These questionts are simple questions, just to help the students get a brief acquaintance 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 futureThe 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 orpessimistic”“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 willbe2. 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 blackboard Unit 3 Life in the Future wh- do 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.Go through the first paragraph (Para.1) quickly, then answer the following questions:1. What is a “time lag ”?2.Who guides my trip?3.How did he get to the future?Step 2. Detailed reading1. 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.Para.3Go through the third paragraph, then tryto answer the following questions.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 that Li Qiang ’s head ached?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.C. he felt a bit homesick.D. he was hit by a lack of fresh air.Hit by a lack of fresh air, my head ached.computer The hovering carriage is driven by ________ . These carriages _____above the ground and by ______or ________ down in your seat, you can drive it swiftly.float bending pressingPara.4Read the fourth paragraph quickly, thenanswer the following questions:1.What did Wang Ping’s house look like?2.What was the green wall made of ?3. What ’s the purpose of building this kind of green wall?1. What did Wang Ping ’s house look like?large, bright and cleanHis house is a large bright, clean room.It had a green wall, a brown floor and soft lighting.2. What was the green wall made of ?3.What ’s the purpose of building this kind of green wall?The green wall was made of trees.The leaves of the trees will provide much-needed oxygen to the house.Visiting Wang Ping ’s HomeThat is a _______________house, with a large,_____ and ____ room. It had a ______ ______, soft _______ and a _____ ____ which is actually _____. The _____ of the trees provided the room with ____________ _______. By flashing a ______ on the computer screen, bright clean green wallleavesoxygenswitchRetellstrange-looking brown floor lighting trees much-needed Imagine where the house will bebuilt in the future ?Topic :I suppose , in the future, house will be built in ….I imagine that ….This passage mainly tells us about ____________________________________________________________________Li Qiang ’s first trip to the future. It tells us how he got to the future, how he felt and what he had seen.What ’s the writer ’s attitudetowards the future, optimistic or pessimistic?How do you know?optimisticpessimistic•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.1.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 ”.HomeworkPs: Videos are from I, Robot and The Fifth Element.。

高中英语必修五知识讲解 Unit 3 Life in the future语言点

Unit 3 Life in the future语言点编稿：牛新阁审稿：王春霞学习目标重点词汇aspect, impression, remind, constantly，previous, uncertain, guide, surroundings, lack, optimistic, settlement, 小词简析重点短语take up, be back on one’s feet, lose sight of, sweep up, slide into, speed up重点句型1. as though/ as从句2. 疑问词+do you think +其余部分？3. Is it likely/ unlikely that...?4. Suppose that...知识讲解重点词汇aspect【原句回放】Below are some of the main aspects of life today. 以下是现代生活的几个主要方面。

【点拨】aspect n.方面；方位，朝向；样子，外观I feel we should look at the problem from every aspect.我感觉我们应该从各方面来考虑这个问题。

Would you give some advice to us on the health and safety aspects of our products?你能就我们的产品的健康和安全方面给我一些建议吗？Our room has a western aspect. 我们的房间朝西。

Her face wore an angry aspect. 她面带怒容。

impression【原句回放】First Impressions 第一印象【点拨】impression n.印象，印痕常用搭配：create/ give/ make a ... impression (on sb.) （给某人）留下......的印象have/ get the impression that... 有......的印象be under the impression that 原以为The dirty and seedy aspect of the bar created a bad impression on us.酒吧肮脏、破旧的外观留给我们很坏的印象。

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。

英语高二(上)人教版新课标必修(5)unit3：同步教案(2)(精品)

英语高二（上）人教版新课标必修（5）Unit 3：同步教案（2）（精品）Unit 3 Life in the future2nd period Reading (I) First Impressions1.教材分析（The analysis of teaching materials）This reading passage titled First Impressions introduces to Ss both not only the more advanced forms of transportation in AD 3008 but also the advantages and problems of life in the future.2.学情分析（The analysis of the students）The study of future life will let Ss know some advanced forms of transportation and the advantages and problems of life in the future. What’s more, by learning these, they may work hard in their own study.3.教学目标(Teaching aims)*知识目标(Knowledge aims)1.Let the Ss know how to read and can recite the new words:2.Let the Ss learn about the advantages and problems of life in the future.3.Have Ss read the passage and know about what life in the future might belike.*能力目标(Ability aims)1. Develop Ss’ reading ability and let them learn different reading skills.2. Enable Ss to talk about the advantages and problems of life in the future. * 情感目标(Emotional aims)1. Let Ss know about what life in the future might be like and stimulate them to study hard to create a bright future.2. Develop Ss’ sense of cooperative learning.4.教学重点（Teaching important points）1. Get Ss to read the passage and know about what life in the future might be like.2. Have Ss learn different reading skills.5.教学重点（Teaching and difficult points）1. Develop Ss’ reading ability2. Enable Ss to talk about the advantages and problems of life in the future.6. 教学过程(Teaching procedures)Step I Warming up1.Read some useful words and expressions together.constant adj 时常发生的 Impression n 印象，感想previous adj 在前的，早先的 guide n 指导，向导take up 拿起，接受，开始 Lose sight of…看不见…Sweep up 打扫，横扫 Slide into 移动，溜进2.T: Are you excited about the future life? But how can we go to the future?Do you know the future ways of transportation?Ss...T: Today, we will do a future travel. And we are two guides, they are…Step 2 skimmingT: How can we go to the future? We use two vehicles, they are ….Ss: time capsule, a hovering carriage.Step 3 Detailed reading1.Now let’s begin our journey, so before the journey, what would happen?1). Listen to paragraph 1.2). Answer the following questions①. Why can Li Qiang go to thw future?②. How about his feelings?③ Did he have any problem?④. What was his feeling?⑤. How did he overcome it?2. What would happen during the journey?1). Listen to paragraph 22). Answer the following questions① Look at the picture, what were they doing?② Inside the capsule, there were some seats. They were comfortable.③ What’s this? It’s a drink. It’s a drink for calming.④ After the drinkm, Li Qiang was sleepy. At the same time, the capsule swung gently sideways.3. What would life be like in the future? So we walked out of the capsule. This is the world in 1000 years.1). Listen to Paragraph 3.2). Answer the following questions.① Did he have any problem?why?② Then how to overcome it?③ How to use the hovering carriage swiftly?3) In a large market① What were people doing there?② What problem did Li Qiang have?③ Where was Wang Ping?3.After the journey1). Listen to paragraph 42). Answer the following questions.① What’s the description of Wang Ping’s home?Step 4 SummaryLi Qiang was in the AD 3008, he felt very lonely, and he missed his mother very much. So he made a call. Use the questions to make a dialogue. Now work in pairs. One is Li Qiang and the other is his mother.1.Questions:L: Mom, this is Li. I have traveled to the year AD 3008.M: Really, how did you go there?L: …M: Who went with you?L: …M: What have you seen?L: …M: How do you feel?L: …M: When will you come back?...Step5 Design a future school.1.Enjoy a video about Jimmy’s future life.2.Try to design a future school for Jimmy.3.Invite one of Ss come to draw a picture on the blackboard.Step 6 Discussion1.How to create a wonderful feature?2.Studying hard creates a better future.7.知识结构（板书设计）8.问题研讨（课堂提问，练习和作业设计）1.课堂提问（questions）1). How can we go to the future?2) What would the future life be like?2.练习（practice）Read the new words3作业（homework）A level:Finish exercise 3 “Learning about language” on P20.3. complete this advertisement choosing words or phrases in their proper forms.Need space cooks , cleaners , teachers , stewards and __________. You can be swiftly trained for your new job from using _________ skills. At first people may find the _________ to space life difficult to __________. However, they will be able to overcome the difficulties if their families encourage them to ____________ the job. That is why we persuade families not to ___________the advantages that come from a period of time in space. For health reasons only one stay of three years is allowed. People often want to stay longer, but the __________ between illness and length of stay is strong. It is sad, but the rules cannot be __________ for anyone.Key: opportunities, constantly, stewardesses, previous, adjustment, tolerate, take up, lose sight of, link, bentA /B level:Finish exercise 2 “Learning about language” on P20.2. Combine a verb from the left box with a word from the right box. Write down1.Where on earth did I put my belt? I am constantly losing it and having to______it.2.When we flew in the space capsule we were _______into the sky sp quicklythat I did not even have time to fasten my safety belt.3.When we wanted the hovering carriage to speed up, we ________ hard on thedriving pedal and bent over in the direction we wanted to go.4.After having your dinner, you __________ all the rubbish on the floor. Letthe net group of people have pleasant surrounding to eat it.5.After he won the competition, Li Qiang ___________ his prize and went ona time tour with his friend and guide Wang Ping.6.The steward opened the door of the spaceship and Li Qiang _________sideways______his seats.Key: 1. search for 2. swept up 3. pressed down 4. sweep up 5. took up 6. slid intoA/B/ C level:Review the new words of the passage and get ready for the dictation.constant adj 时常发生的 Impression n 印象，感想previous adj 在前的，早先的 guide n 指导，向导take up 拿起，接受，开始 Lose sight of…看不见…Sweep up 打扫，横扫 Slide into 移动，溜进。

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。

英语高二(上)人教版新课标必修(5)unit3：同步教案(10)(精品)

英语高二（上）人教版新课标必修（5）Unit 3：同步教案（10）（精品）Unit 3 Life in the Future10th period Unit Test1.教材分析（The analysis of teaching materials）This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. There are many ways can be provided to Ss, however, the best way is practice. So in this period, the teacher can provide more practice to consolidate what Ss have learned in this unit.2.学情分析（The analysis of the students）Most of our Ss are afraid of reading, especially the close test and reading comprehension and writing. In order to make our Ss to master the ways to do these parts, more exercises are needed.3.教学目标(Teaching aims)*知识目标(Knowledge aims)1. Get Ss to go over the useful new words, expressions and the new grammar in this unit by reading*能力目标(Ability aims)1. Develop Ss’ ability to use the important language points in this unit.2. Develop Ss’ reading ability*情感目标(Emotional aims)1. Encourage Ss to learn more about life in the future.2. Stimulate Ss’ interest in understanding others through future life.3. Strengthen Ss’ sense of group cooperation4.教学重点和难点（Teaching important points and difficult points）1. Get Ss to review and consolidate what they have learned in this unit.2. Develop Ss’ ability to solve problem3. How to do the close test and the reading comprehension5.教学过程(Teaching procedures)Step 1: Revision1.Check the homework exercises.Step 2: Review the ways to do the close testStep 3: Review how to do better in reading comprehensionStep 4: Learning tipAsk Ss to read the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing to so they will be teaching themselves a useful way of learning and from a good habit.1.课堂提问（Questions）1) How can you know the answer?2) what is the key sentence of this passage or paragraph？3) How can we translate this sentence?2.练习和作业（Practice and homework）完形填空(A. B 层全做)阅读下面短文，掌握其大意，然后从各题所给的四个选项(A、B、C和D)中，选出最佳选项。

高二英语必修五教案《Unit 3 Life in the future》

高二英语必修五教案《Unit 3 Life in the future》【导语】高二是承上启下的一年，是成绩分化的分水岭，成绩常常形成两极分化：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作者高二频道为你整理了《高二英语必修五教案《Unit 3 Life in the future》》期望你爱好！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，使学生通过视察、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. 展开学生活动，发挥主体作用新课程强调要充分发挥学生在教学进程中的主体作用。

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

2. 实行情形教学，统合三维目标本课设计从教学需要动身，创设情形，进行情形设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地知道和接受知识，并在学习进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，所以在情形教学的进程中，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，增强教学成效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，增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，增强了教学成效。

4. 运用问题教学，启示学生思维本课设计依照诱思探究理论要求，遵守学生的认知规律，引导学生去发觉问题、分析问题和解决问题，从而掌控知识，形成能力，培养品质。

英语高二(上)人教版新课标必修(5)unit3：同步教案(8)(精品)

英语高二（上）人教版新课标必修（5）Unit 3：同步教案（8）（精品）Unit 3 Life in the future1.教材分析[the analysis of teaching materials]This unit talks about the life in the future. The emphasis of this period will be placed on reviewing the important new words, expressions and sentence patterns in the parts;Warming up, Pre-reading, Reading and Comprehending. The aim is to make students grasp and use these important points thoroughly.2.学情分析[the analysis of the students]Our students dislike memorizing words and language points, so this class will help them to memorize language points by exercises.3.教学目标[Teaching aims][1]知识目标[Knowledge aims]a. Get students to go over the useful new words and expressions in this unitb. Have students review the grammar item; the Past Participle as the Object Complement.[2]能力目标 [Ability aims]a. Develop student’s ability to use the important language points in this unit.b. Enable student to learn to use the Past Participle as the Object Complement.[3]情感目标[emotional goals]a. Enable student the great interest in the future life.b. Develop students’ sense of cooperative learning.4.教学重难点[teaching important points and difficult points]a.Get students to review and consolidate what they have learned in this unitb.Develop students’ ability to solve problemsc.Get students to turn what they have learned into their ability5.教学过程[Teaching procedures]Step 1：RevisionAsk the Ss to do exercise on p73 in “活页” t o have a self-assessment of basic language points in unit3.Step 2：Fill in the blanks with proper words and expressionsStep 3：Grammar practicesStep 4：Homework6.板书设计[1] 课堂提问a. Can you understand the important words and expressions?b. Can you use them freely and correctly?c. Do you know the function of the Past Participle as the Object Complement?Unit 3Life in the future单元复习一.基础检测(B/C层)1.印象，感受，印记____________2.时常发生的____________3.在前的，先前的____________4.不确定____________ 5指导，导游____________ 6.周围的事情，环境____________7.忍受____________ 8.缺乏____________9.按，印刷________10.开关，转换____________11.公民；居民____________12.邮资____________13.瞬间；片刻____________14贪吃的；贪婪的____________ 15.定居 ___ 16.代表典型人物____________二．词组翻译(A/B/C层)1.拿起；接受；开始；继续____________2.恢复________________________3.横扫____________4.看不见____________5.溜进____________6.加速____________7.立刻____________8.关掉____________9.变成____________三.单元考点（A/B/C层）1.给某人留下印象________________________ 觉得________________________给某人留下………印象________________________2. 把……拆开____________ take in _________ take off____________ take on__________ Take over____________ take into____________ take out___________ take in ____________3. surround____________ ,adj____________ n____________由……包围____________4.缺乏____________，因缺乏____________，不缺少____________be lacking in____________5. 看见，望见___________；一见就，初次看见____________；可以看见____________一看见____________；在视野内____________=____________ 看不见____________6.sweep up/away/down____________/____________/____________7. 关(电器电灯等)turn off=____________ ；开（电灯电器等）____________=____________ 由……转变为……________________________；完全改变____________8. 以……速度_________________；以高速/低速__________________；全速地___________9.desert(vt) ____________;无人的，被抛弃的 ____________；擅自离开____________10.immediately=____________立刻；as soon as=___________________一……就……随时____________；片刻，一瞬间____________表示“一……就……”的表达方式：________________________+从句=____________________________________+从句=________________________四．单选（A/B层）1. ___ poor at English, I'm afraid I can't make myself ___.A. To be; understandB. I'm ;to understandC. Being ;understandingD. Being; understood2. I have had my bike ___ ,and I'm going to have somebody ___ my radio tomorrow.A. repair; to repairB. repairing; to be repairedC. repaired; repairD. to repair; repairing3. You must get the work ___ before Friday.A. doB. to doC. doingD. done4. ___ the room, the nurse found the tape-recorder ___.A. Entering; stealingB. Entering; goneC. To have entered; being stolenD. Having entered; to be stolen5. We are pleased to see the problem ___ so quickly.A. settledB. having been settledC. be settledD. settling6. Mrs. Brown was much disappointed to see the washing machine she had had ____ went wrong again. (上海1999）A. itB. it repairedC. repairedD. to be repaired7. It is wise to have some money ___ for old age. (NMET1996)A. put awayB. keep upC. give awayD. laid up (put away 放好, 储存. . . 备用, 处理掉, 放弃, 抛弃)8. I don't want the children ___ out in such weather.A. takeB. to takeC. takenD. taking9. ____ more attention, the trees could have grown better.A. GivenB. To giveC. GivingD. Having given10. The murderer was brought in, with his hands ___ behind his back.A. being tiedB. having tiedC. to be tiedD. tied (表动作完成）参考答案Key:1-10 DCDBA CACAD。