人教版必修五Unit 3教案

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等Unit 3 Life in the future This unit centers on life in the future, including people’s imagination.guess and thought about future life and the living environment of future life. The students should be encouraged to practise talking about these topics. The whole unit can be divided into seven parts: warming up, reading,listening and speaking, language focusing, reading and writing, grammar, and assessment. In warming up, there is a table for the students to fill in ,which can help the students examine their ideas about the future. Pairwork ;brainstorming and discussion will be used in this period to help the students to communicate with each other using their previous knowledge. In the reading passage, the students will learn about the more advanced forms of transport in AD 3008 and the advantages and problems of life in the future. This will help the students to think about and have more imagination about life in the future. In learning about language, the students are encouraged to learn the following words and expressions: aspect impression constant constantly jet previous uncertain guide tablet capsule steward stewardess opening sideways surroundings tolerate lack adjustment mask carriage press fasten belt flash switch timetable optimistic mud desert citizen typist typewriter postage postcode button instant receiver dustbin ecology greedy swallow material recycle goods representative settlement motivation take up be back on one’s feet safety belt lose sight of sweep up slide into speed up . While practicing using the language, the students will read a passage describing Li Qiang’s visit to a space station, and their skills of reading,speaking, and writing will be improved. In listening and speaking , more chances will be given to the students to think of and talk about some benefits and problems in the future . The students will be encouraged to write about what their hometown or home village may be like in 1,000 year’s time. Assessments will help the students to look back what they have learned and focus on the difficult and important points. So, this unit will be divided into seven periods as follows: Period 1 Welcome to the Unit Period 2 Reading Period 3 Listening and Speaking Period 4 Reading and writing Period 5 Grammar Period 6 Language Focusing Period 7 Assessment ☆Teaching objectives 1. ability : Ss will be able to 1）Talk about life in the future and predicting the good and bad changes in the future. 2）Develop the abilities of pre-listening predicting &listening for key words while listening. 3）Improve their reading skills. 4）Learn to use the past participle as the Adverbial and Attribute. 2. Language knowledge & skills After this period of learning Ss will be able to----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等●Understand the meaning of the following words &phrases and master their basic usage: aspect impression constant constantly jet previous uncertain guide tablet capsule steward stewardess opening sideways surroundings tolerate lack adjustment mask carriage press fasten belt flash switch timetable optimistic mud desert citizen typist typewriter postage postcode button instant receiver dustbin ecology greedy swallow material recycle goods representative settlement motivation take up be back on one’s feet safety belt lose sight of sweep up slide into speed up . Learn how to use the following key sentence patterns: 1）There is nothing planned on the timetable today. 2）Well-known for their expertise, his parents’ company, called “Future Tours”--- 3）Hit by a lack of fresh air, my head ached. 4）Exhausted, I slid into bed and fell fast asleep. 3. Key competence and cultural consciousness 1) This unit introduces the students to what life in the future might be like and encourage them t Imagine the advantages and difficulties of life in 1000 years time. Period 1 Warming up and reading ☆Teaching objectives 1.ability : Ss will be able to 1)develop their ability of speaking. 2)Encourage to imagine life in the future nguage knowledge & skills After this period of learning Ss will be able to : ◆Learn to talk about life in the future ◆know the difference of life between the past, present and future. ◆pay more attention to the problems that probably appeared in the future life. 3.Key competence and cultural consciousness ★Encourage the students to learn about the life in the future ★To arouse Ss to pay more attention to the problems that probably appeared in the future life. ★Encourage the students to predict life in the future 4.Teaching important points ◆Have the students discuss to speculate about their ideas for life 1,000 years from now. 5.Teaching difficulties ★Words and expressions about future life ★How to express their idea about future life. Teaching Procedure Step one Lead in Encourage the students to speculate about their ideas for life 1.000 years from now.----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等The Design of the writing on the blackboard Unit 3 Life in the future Period 1 warming up Problems: global warming, acid rain, growing areas of desert, over large world population, lack of enough drinking water, traffic hunger literacy Assignments: Unit 3 Life in the future Period 2 Reading ☆Teaching objectives 1.ability : Ss will be able to 1) develop their ability of reading . 2) learn more advanced forms of transport in AD 3008 and to the advantages and problems of life in the future. Language knowledge & skills Language knowledge & skills After this period of learning Ss will be able to : ◆Learn to talk about life in the future ◆Try to understand the story that describe life in the future and learn to use whatever science we already know to make the story as “real”as possible. Key competence and cultural consciousness ★Encourage the students to predict the life in the future. ★Think critically and learn to express their ideas in proper language. Teaching important points ◆Have a good understanding of the text by doing the exercise. ◆Get the students to learn different reading skills, especially gist reading and comprehending beyond lines. Teaching difficulties ★Know the meanings between lines and beyond lines. ★Learn different reading skills for different reading purposes.----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等Teaching Aids Multi-media classroom and other normal teaching tools. Teaching Procedure Step 1. Revision1.Revise what was learnt yesterday about the life in one thousand years’ time. 2.Check homework. Step 2. Pre-reading Ask Ss to look at the three pictures (P18) and then discuss with their partners and answer the following questions: ①Picture one: * What can you see in the picture? * What are the people doing? * Where do you think they are doing? ②Picture two: * How many people can you see in the picture? * Who are they, do you know? * What else can you see in the picture? * What can you use them for? ③Picture 3. * What can you see in the picture? * Where is Li Qiang? * What is Li Qiang doing? * What is the table and chairs made of? * What is the wall made of? What function does it have? Step 3. Discussion: Ask Ss read through the text as quickly as possible and talk about Li Qiang’s first impressions of AD 3008, and at the same time underline words, phrases, or sentences that are closely related to Li Qiang’s first impressions.Step 4. Scanning (1) Team work Ask Ss to discuss how far their ideas of the future are from those in the story. Let them discuss the following questions. ①Do you think Li Qiang is impressed by what he finds in the future? Why or why not? ②What improvements do you think there will be to your home city or home village one thousand years in the future? What problems might there be? ③What ideas do you think were believable in this story? Why? ④Which ideas do you think are too unrealistic? Why? (2) Group work This text is written as if it were a letter from a son to his parents. He is telling them his impressions in an informal way. So the descriptions are mixed with his impressions to give you his idea of what the future is like. Now please discuss the style of the text.----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等Unit 3 Life in the future Period 3 Listening and speaking ☆Teaching objectives : By the end of this class , the students will be able to know the idea that people may one day live in town on Mars and examines the problems they will have to overcome and help students get more information about future life. ☆Ability aims: Improve the students’ listening ability. ☆Key competence and cultural consciousness: 1)Imagine the life on other planets 2)Realize they should put their dream into action 3)Lay a good foundation for continuing development. ☆Key points and difficulty 1)Help students make use of some listening skills in pre-listening,while-listening and post-listening. 2)Create relaxing and active class atmosphere for students to speak. 3)How to turn the listening input into the speaking output. Teaching procedure: Step 1. Listening 1. Individual work (1) Listen to the tape and tick the things that you hear on the tape. □space creatures □living on another planet □new discoveries in space□why a space station spins □how to get water on Mars □comets □houses in a town on Mars □Martian creatures □atmosphere and gravity (2) Listen to the tape again, check the answers. Suggested Answers:living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars 2. Pair work Listen to the tape for the third time and try to get the answers to the questions. You can discuss with your partners. How can “Wonder world” make sure there is enough oxygen?How can “Wonder world” make sure there is enough water?What is the advantage of living in “Wonder world”?Do you think people will be healthy living in “Wonder ful world”? why?Suggested Answers: “Wonder world ” will provide a covered area for people to live in with a special air supply. “Wonder world ”will make sure there is enough water by collecting some from under the planet’s surface. After use, this water will be cleaned and recycled so that it can be used as rain to water crops and provide clean drinking water. Everyone will put their dirty water in----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等special tanks and animals will have to go to the toilet in special places. Bacteria will clean this dirty water so it can be used again. People may become rich or famous. I think the people will be quite healthy as they have a satisfactory climate, enough water and sufficient accommodation to live comfortably. Step 2. Speaking1. In pairs ask and answer questi ons about what life will be like in your country in 1000 years’ time. Use expressions like: Suppose that… Perhaps…I wonder if… Maybe…Is it likely that … Possibly …Do you imagine that … Most likely …Is it possible that… Probably…Do you suppose that … I’m sure…2. Ask Ss the following questions to stimulate their ideas. (1) Suppose you would change something in your hometown, what would it be? (2) Does your hometown need a really good quality of life? (3) What do you suppose is most important to keep for future generations? 3.Ask Ss to prepare their talks in pairs. And let them get ready to give their talks to the whole class. The Design of the writing on the blackboard Unit 3 Life in the future Period 3 Listening and speaking Suppose that… Perhaps…I wonder if… Maybe…Is it likely that … Possibly …Do you imagine that … Most likely Assignments: Unit 3 Life in the future Period 4 Grammar ☆Teaching objectives : 1. ability: Ss will be able to use the past participle used as the Adverbial and Attribute in speaking and writing. 2. language knowledge & skills After this period of learning students will learn about the past participle used as the Adverbial and Attibutive. 3.Key competence and cultural consciousness Encourage the students to learn grammar by discovering it in discourses and using it.----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等Teaching difficulty: ▼to know the different using of the past participle as the attribute ,the predicative and adverbial ▼to know the differences between the past participle and the present participle. Teaching Aids: Multi-media classroom and other normal teaching tools. Teaching procedure Step 1: Revision 1.Revise what was learned in the first three lessons,Ask students to talk about life in the future. ment on the homework. Step 2: Discovering structure Ask students to pick out two more sentences from the reading with pp used as the attribute. 1. His parent’s company named “future tours” t ransported me safely into the future in a time capsule. 2. Tomorrow you will be ready for some visits organized by the company 3. He became inspired when he thought about helping ordinary people exposed to cholera. Ask them to try to observe the sentences and find more sentences from the text where the past participle is used. Step 3: Practising 1.Try to practice PP used as the adverbial in part 2 on Page 21 2.Try to practice PP used as the attribute in part 3 on Page 21. Step 4: Further practicing Students try to make a dialogue in pairs of groups using PP as the attribute or the adverbial. Summary: In this period ,we mainly focus on the past participle used as the attribute and the adverbial. After class, would you please write a passage containing past participles and present participle ,which shows that you have known how to use PP properly. The Design of the writing on the blackboard Unit 3 Life in the future Period 4 Grammar 1. Frightened by the loud noise, I went to see what was happening.2. Hit by the lack of fresh air, he got a bad headache, 3. Tired after the long journey, I still enjoyed meeting the aliens on the space station 4. Frightened by the noise outside, the little girl dared not sleep in her bedroom. 5. Built in 1910, the museum is almost 100 years old. Assignments:----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等of the Andromeda galaxy. To begin with we thought it would be impossible to talk to this creature. It used to run away and hide whenever we came near. However, my friend thought of a good way to make friends with it. S2: I noticed that it always looked up when oil was near. SO I thought maybe it could smell the oil so I covered myself in oil and went near. The moddock did not run away but came close to sniff me. S1: Once we knew that an oil –smell was the way to make friends with it, everything was much easier. S2: It would put one of its six hands over your face and feel the lip movements. Then it remembered them and watched your face. We found it could speak our language very quickly and soon we were having long conversation s. They ‘re marvelous language learners. 2. Writing Ask Ss to draw a picture of their aliens and then write an essay based on their pictures. At last let them read it to their partners. Follow these steps: ○In pairs prepare 4 to 5 questions about the future ○Ask and answer questions using the following expressions. ○Organize the notes you have collected from the discussion. ○write a passage of at least 80 words. ○swap your writing with your partner and check each other’s work. ○rewrite your passage till you are satisfied with it The Design of the writing on the blackboard: Suppose that---- Do you imagine that---? I wonder if ---- Is it likely /unlikely that--- I imagine that---- Is it possible that----? I’m sure------ Do you suppose that----? Assignments:----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等。