人教版英语必修五unit3教案教学设计
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。
[新版]人教课标版高中英语必修五_Unit3_Reading名师教案[精]
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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
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：Book 5单元：Unit 3课型（课时）：阅读课-Section1
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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。
人教版必修5英语Unit3写作课公开课教学设计
人教版必修5英语Unit3写作课公开课教学设计Unit3写作课公开课教学设计必修五Unit 3 Using language II想象类作文教学设计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。
II. 教学目标知识目标：1、明确高考书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。
2、学会内容表达的完整性、行文的连贯性、遣词造句的准确性。
能力目标：提高学生写作水平和综合运用英语的能力。
III. 教学辅助：多媒体IV. 教学过程：（一）lead-in 讲评导入引入情境Compare the following two compositions and tell us which one is better? Why? (5ms) 导入的任务是唤起注意，酝酿情绪，带入特定的语言交际场。
在教师的指导下进行两篇作文的比较，小组讨论各自的优点和不足之处。
(2011年高考作文全国II卷) 一家英语报社向中学生征文，主题是“十年后的我”。
请根据下列要求和你的畅想完成短文。
1.家庭;2.工作;3.业余生活注意:1.词数100左右；2.可以适当增加细节，以使行文连贯；3.开头语已为你写好。
Correct the mistakes:重点词汇：想象~ think about that…; an engineer;重点短语：与…不同~ be different with; 结婚~ get married with;投身于~ be devoted into; 进行定期的锻炼~ take regular exercises;在假期~ in my holiday; 更富有~ more richer重点句子：1. I often imagine that what is the life like in the future?2. I hope I can work in a computer company where is famous in the world.3. I’m going to take my family travel around the world.（二）presentation 温故知新合作探究Discuss with your partner and find out different ways to improve your sentences.(10ms) 句子升华---(把两个简单句合并为一个高级句式)1. 用定语从句I often imagine what my life will be like in the future. I think it must be different from the life now.I will work in a computer company as an engineer.I will enjoy my work and get along well with my partners.2. 用非谓语动词作状语I will be a 28-year-old young man in ten years.I have married and have a lovely kid.3. 用so…that连接两个句子I will love my job very much.I will devote myself to the job.（三）writing 迁移运用巩固提高假如你是李明，学校领导和教师因为担心同学们览不健康的网站，关闭了教室内电脑的网络浏览能，你们感到很难过。
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.。
人教版高三英语必修五《Unit 3 Life in the future》教案
教案【一】本教學設計在新課程教學理念的指導下，力求在培養學生的語言知識、知識技能、情感態度、學習策略和文化意識等素養的基礎上發展學生綜合運用語言的能力，使學生通過觀察、體驗、探究等主動學習的方法優化英語學習方法，充分發揮自己的學習潛能，形成有效的學習策略。
1. 開展學生活動，發揮主體作用新課程強調要充分發揮學生在教學過程中的主體作用。
本課設計遵循以學生為主體，教師為主導這一教學原則，創設角色扮演情景、激烈討論提出建議，讓學生限度地參與教學過程，尊重學生的主體地位，充分發揮學生在學習過程中的主動性、積極性、創造性，使課堂充滿活力。
2. 實施情景教學，統合三維目標本課設計從教學需要出發，創設情景，進行情景設問、討論，激起學生的情感體驗，啟動學生思維，幫助學生迅速、正確地理解和接受知識，並在學習過程中培養其積極進取的科學的人生觀及價值觀，較好地落實了三維目標。
而三維目標是相輔相成、相互滲透的，所以在情景教學的過程中，知識的落實、能力的培養、情感態度價值觀的滲透交融在一起，實現了三維目標的和諧與統一。
3. 轉變學習方式，增強教學效果新課程要求提倡自主、合作、探究的學習方式，發揮學生的主體性、能動性和獨立性，本課設計通過自學課本，小組討論，綜合分析，角色扮演等活動，為學生自主學習、合作學習、探究學習提供了空間，使學生體驗了自主之樂，合作之趣，探究之悅，促進了學生知識的構建與運用，能力的培養和提高，情感體驗和態度、價值觀的形成，增強了教學效果。
4. 運用問題教學，啟發學生思維本課設計按照誘思探究理論要求，遵循學生的認知規律，引導學生去發現問題、分析問題和解決問題，從而掌握知識，形成能力，培養品質。
通過對文章分析的由淺入深，由易到難，循序漸進，引導學生結合歷史現狀和教材資訊，發揮想像，活化語言，從而達到綜合運用英語進行交際的目的。
有利於培養學生的思維能力，激發學生的創新精神。
本教學設計貫穿了新的教學理念，體現了課程改革的鮮明特色，在教學內容的重新調整、教材的合理處理、教學思路的設計等方面作了嘗試性的突破與創新，具有較強的實踐性和操作性。
人教版高中英语必修五unit3-Life-in-the-future-(1)
S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.
S: I don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.
T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing
Give the Ss 1 or 2 minutes to think and they can discuss with their partners. Then check the answers.
After the Ss read the paragraphs, ask them the following questions.
人教必修5英语Unit3 Reading 教学设计
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
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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)
最新人教版必修5高中英语unit 3life in the future period 1教学设计
Unit 3 Life in the futureBrief Statements Based on This UnitThe topic of this unit is about life in the future, which is full of imagination.The unit gives us vivid pictures about the first impression in 3005 AD.The four skills of reading, listening, speaking and writing all center on the topic, life in the future.This unit can be divided into six parts—warming up, reading, learning about language, using language, listening and speaking, summing up and learning tip.In Warming-up, students are expected to fill in a chart.Let the students compare differences in life between in 1005AD and in 2005AD, and encourage them to imagine what will happen in 3005AD.The purpose of designing this part is to prepare the students for the knowledge of life in the future.In Pre-reading, two questions are presented.The first question is to ask the students to list all the problems we are facing.The other one is to get the students to discuss whether the problems will still exist in the future and will get much more serious in the future.In Reading, the students are to read a letter named First Impressions.In the letter, Li Qiang told his parents about how he traveled to the living space in 3005AD and what he saw there.In reading, it is necessary for the teacher to get the students aware of the strategies for reading descriptive articles.The purpose of designing this part is to develop the students’ reading ability, to get the students to know moreIn Post-reading, three exercises are followed.The students are asked to discuss which changes are good, while others belong to disadvantages.The next one is to ask the students to infer the author’sattitude towards the future.At the same time, the students are expected to show their own opinions to the whole class and reason them, trying to persuade othersIn Learning about language, there are two parts.The first is about vocabulary, which is to ask the students to apply the words and phrases freely.The other exercises are about the grammar, that is to say, the pastIn Using language reading, speaking and writing, there is a passage titled I have seen amazing things.Teaching and learning activities can be focused on reading, speaking and writing with the purpose of developingIn listening, the listening material is also about life in the future, which is about living in Wonder world.By listening to it, arouse the students to imagine whether such a world is fit for living in.In Speaking, the teacher mainly offers the students the chance to talkIn Writing, the students are expected to learn to describe a person in their imagination to get the students not only to be familiar with description but also to form the good habit of imagining.In Summing up and Learning tips, let the students learn to sum up what they have mastered in this unit, including words, expressions, grammar and what to know about the future.The purpose of this is to get the students to know what they have learned and what need to be learned in the future.Besides that, some advice is also given to the students on how towrite down notes.The new words and expressions to be learned in this unit are: vehicle, carriage, private, settlement, impression, constant, constantly, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend,press, swift, master, sight, flash, optimistic, length, extraordinary, helmet, assist, agency, skip, require.take up, remind...of, lose sight of, catch sight of, speed up, assist in, space agency, as a result, suffer from, be similar to, be well-known for, as though, in no time, provide...with, fall fast asleep, search for, go soft, speak in whispers, mix with, wave about, shake from side to side, depend on, put on, get lost,as if by magic, plenty of, in all directions.1.It took me only a few minutes to master the idea and soon I could fly as fast as Wang Ping.2.I got lost when we reached what looked like a large market because of the people flying by in all directions.4.Wang Ping’s mother appeared, flashed a switch on a computer screen,5.Worried about the journey, I was unsettled f6.This is similar to the “jet lag” you get when flying, but instead7.Confused by the new surroundings, I was hit by the lack of freshExhausted, I slid inThis unit can be divided into seven periods, which are as follows:Period 1Period 2Period 3Period 4Period 5 GrammarPeriod 6 Language FocusingPeriod 7 AssessmentPeriod 1 Welcome to the UnitThe General Idea of This PeriodThis is the first period of this unit.At the beginning of this period, the teacher can spend some time training the students to read new words and expressions.The purpose of this is to offer some new expressions to the students, which are helpful for the students to talk about the topic “life in the future” and to help the students pronounce them correctly.This unit is about life in the future, so the teacher can let the students brainstorm the words or phrases about future.In their minds, what will life in the future be like?The students are free to say anything that they can imagine.They should be encouraged to be brave enough to speak out what they dream.This activity gives Ss a chance to express their imagination.At the same time, this activity can stir the students’Later Ss are required to talk in groups of four about the following topic: Think about how many changes there have been in the last one thousand years.Now think about what changes you might expect to find in the next one thousand years in the following aspects: transport, houses,Then ask students to draw a picture about the topic “my future family”.After t hat, let some of them show what they have designed in the picture.What’s more, the teacher can ask them why they design it in this way and whether it is possible to realize their dream in the future.If they want such dreams to come true, what should they dApart from the above, the teacher can design a competition.Divide the class into four groups.Each group should work together to list thewhat they have listed is reasonable or not.The group, which has listedthe most problems, will be the best.Following that competition, the teacher will ask the students to consider what problems people in the future will have to overcome and which ones will still exist there or might be even worse in AD 3005 so as to lead in the text more coherently. The Ss are supposed to analyze the possibilities, and also show their reasons for such imagination.Finally, the teacher had better let the students consider this question“Do you want to live in AD 3005 or today?Why do you prefer toTeaching Important PointsHave the students discuss the changes that have taken place for almostEncourage the students to predict what problems people will have to Understand and learn the following words and expressions: vehicle,carriage, private, settlement, impression, take up, constant, remind, previous, tablet, capsule, surrounding, lack, mask, bend, press, swift, master, lose sight of, catch sight of, sweep, switch, optimistic, length,Teaching DifficultiesPredict what changes may take place/be found in the next one thousand Teaching AidsCAI equipment with a multi-media classroom and other normal teachingThree Dimensional Teaching AimsKnowledge AimsLearn about the changes that have happened for almost one thousand years and what will happen in the coming one thousandTry to understand and learn the following words and expressions:bend, press, swift, master, lose sight of, catch sight of, sweep, switch, optimistic, length, speed up, extraordinary, helmet, assist in, agency, slip,Ability AimsEncourage the students to imagine what will happen in the future toEmotional AimsEncourage the students to be brave enough to imagine what seems impossible today.Let them realize nothing is impossible and we can make the impossible possible.Having courage to imagine sometimes leads to newTeaching ProcedureStep 1 GreetingStep 2 Word PuzzlesT: Open your books to Page 94.Let’s read the words and expressions together.(The students read those words and expressions together.Help them pronounce the new words and expressions ter give them some time to remember some.If some students are poor in pronunciation, the teacher should give them some more help.)T: Now, listen to me carefully.I will give you some explanations or situations for some words and phrases.When I tell you some meanings orsituations, you’d better guess which words or phrases I refer to.Get ready for it.Let’s see who will be the first to find out the correct answers.T: When we go to some place, especially to a place far away from you, what do you need the most?S: VehicleT: Something belongs to one particular person or group only, whichS: This is my father’s own private chair, which no one else is allowedT: What a beautiful sentence.Next one is coming before in time orS: I thinkT: Good.I like the book very much, but I don’t have enough money onT: You areT: Even if he is in lack of money to buy food to eat and to buy a house to live in, he is still confident and leads an active life.So we can sayT: Quite gooStep 3 BrainstormingT: As we all know, no one can stop the wheel of history.Our societykeeps advancing, so what will happen in the future?Sure you often dream of your beautiful life tomorrow.Now, I’d like to share with you what you have imagined about the future.You are free to show your different imaginations.S: People will not have to work, because all of work will be done by machine.S: People will go to space very easily.We can go to other stars just as we visiT: Now let’s fill in the following chart according to your(Five minS: In the future people will live in different places.As the population is exploding, more people will prefer to live in faraway places,S: In the future people will speak onS: In the future, people can eat anything.People won’t need to worry about the food problem in the world.S: In the future people can find many ways to deal with pollution, we can live in a better environment.People in the future will explore a new kind of energy, which will never be used up.Step 4 DiscussionT: Just now you offered me a good chance to vividly view a future world.It is full of imagination and wonders.Let’s wait together for it coming asap (as soon as possible).Now let’s try to think about the many changes there have been in the last one thousand years.Then think about what changes you might expect to find in the next one thousand years, especially consider the following fields: transport, houses, villages, towns, location and settlement.I will break you up into several groups.Each group is made up of four students.Discuss it in groups.Infive(The teacher had better join in the discussion and give them some guidance when/whenever necessary.After the discussion, some studentswill come to summarize what the group has discussed.)(In fact, there are no fixed answers to the question what the future will be like.Various answers are possible.)T: Now, let us have a competition about designing our future family.Four students make up a group to design it.Make a sketch together.After that, some of you will show what you have designed in the picture.Discuss it first and then draw it.You are allowed to finish it in six minutes.(The teacher can join in their designing or just give them some helpT: Have you finished it?It’s ti me for you to show your pictures.Let’s see which group can offer us the most beautiful picture with the most wonderful imagination.What’s more, you will have to describe what you have drawn and why you design it in this way.In the end, you will predict whether it is possible to realize our dream in the future, and analyze why you have such view.The rule is that your group will be given one star when you finish one step.If your design is extremely excellent, you will be praised to get two stars.When you give us a vivid and imaginative description, which is also reasonable, you will also gain(The teacher can arrange everyone to take part in this activity.Onescribe it, one will tell us the purpose of designing it.The last one will tell us whether it is possible to realizeT: You did an excellent job.If you want such dreams to come true, what should we do now?S: We should work hard to be knowledgS: We should have enough courage to imagine what seems possible now,Ss: ...T: Just now you designed a beautiful dream.But as we know, each coin has two sides.We may meet with some problems in our daily life.Discuss what problems we are facing, and make a list of the problems human beings(The teacher had better join in discussion.Then ask some students toT: Look at the blackboard, and predict which problems will be overcome in the future and find out the w(The teacher should encourage the students to use their heads to findS: I think scientists will invent new medicine to deal with someS: There will be no war and people will not experience social and economics unrest.In my opinion, people all over the world will lead a rich and happy life, because our world is being highly developed and all the people will be educated to be friendly and kind to others.Ss: ...T: I am proud of your outstanding imagination.Can you tell me which problems will still be there or even worse in AD 3005?Why do you think so?You are expected to discuss in groups.If what you will present is reasonable a(The students should be given five minutes to discuss terS: I think pollution will still be a problem in the future, which willwill be larger and larger, in turn,S: The balance of nature will be destroyed worse and worse, because a large number of animals and plants are dying out day by day.As a consequence, human beings will be endangered.Ss: ...T: Good, you know.Everything has advantages and disadvantages.What should we do to make sure we will have a bright future?T: Good.We should be lifelong learners and accept the change, appreciate what is new and different, making great efforts to make ourStep 7 Sum upT: In this period, we have talked a lot about future.You are full of imagination and clever.In class, you are also active.So all of us bring me vivid pictures and let me preview what the future is like.After class, write a passage about the future.You are free to write what you areThe Design of the Writing on the BlackboardUnit 3 Life in the futurePeriod 1 Welcome to the UnitBrainstormingResearch and ActivitiesOne day, you are walking through a forest alone.Suddenly, you happen to meet a strange man who lives in AD 3005.At first sight, you find him kind and friendly, so you come to have a talk with him.You are talking about the way of life, transport, houses, villages, towns, locations of settlement, education, culture and customs.Now, imagine and write downReference for TeachingThe fastest electric vehicleLast week an electric and speed vehicle designed by a Ohio StateUniversity’s undergraduate, set new US and International land speed records for electric vehicles—308 mph and 271 mph respectively.HousingIn rural areas the floors of dwellings consist of pounded earth or concrete, or else of raised wood floors, while wooden framing supports walls of woven bamboo matting, and the roofs are of dried palm fiber or tiles.In urban areas floors are of cement or tile, the framing of the dwellings is of teak, the walls are of brick and plaster, and the roofs of tile or shingle.Although most of the population is nonurban, the major housing problems are in the cities, where new arrivals crowd into squalid slums.In their desire to escape the restraints of the traditional rural life and seek the opportunities of the cities, most immigrants find livingJakarta is the most modern city in Indonesia and also the one with the greatest problems.It lacks a dependable supply of electricity, gas, and water, an adequate telephone system, a waste-disposal system, and adequate school and health facilities.There is a severe housing shortage, with the gap being filled by substandard, temporary housing that does not require building permits.Subsidized housing is provided largely by employers, including government ministries, for a limited number of key employees, although efforts by the government are being made to provide more low-Life in 2060Let us suppose it is now about A.D.2060.Let’s make believe it is about sixty years from now①.Of course, things have changed and life is veryVoyages to the moon are being made every day.It is as easy to take a holiday on the moon today as it was for the people in 1960 to take a holiday in Europe.At a number of scenic spots on the moon, many hotelshave been built.The hotels are air conditioned, naturally.In order that everyone can enjoy the beautiful scenery on the moon, every room has at least one picture window.Everything imaginable is provided for entertainment (娱乐What are people eating now?People are still eating food.They haven’t yet started to take on heir (继承) supply of energy directly as electrical current or as nuclear power.They may some day.But many foods now come in pill form, and the food that goes into the pill continues to come mainlySince there are several times as many people in the world today as there were a hundred years ago, most of our planet’s surfa ce has to be filled.The deserts are irrigated with water and crops are no longerFarming, of course, is very highly developed.Very few people have to work on the farm.It is possible to run the farm by just pushing a few buttons now and then②People are now largely vegetarians (素食者).You see, as the number of people increases, the number of animals decreases.Therefore, the people have to be vegetarians and we are healthier both in our bodies and in our minds, and we know the causes and cure of disease and pain, and注释..................① Let’s make believe it is about sixty years from now.让我们假设现在是大约60年以后。
人教新课标高中英语必修5Unit3Lifeinthefuture--period3教案
Unit 3 Life in the futurePart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(I HAVE SEEN AMAZING THINGS)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students w armed up by talking about what the future hold, read an article I have seen amazing things and underline the useful expressions, fill the chart and listen and answer. The period will be closed down by students questioning and answering.Objectives■To help students read the passage “I have seen amazing things on page 21■To help students use the language by listening, speaking and writing as wellProcedures1. Warming up by talking about what the future holdLooking at the picture below and talk in groups about what you think the future hold for us.2. Reading and underliningNow read to the tape and underline all the expressions useful to you. After class you are to copy them into your note book.3. Filling the chartNext you are going to complete the worksheet on page 22 by writing identified details about the three items in the chart.Then use your imaginations to think up and talk about the best possible future life for yourselves.4. Listening and answeringI will play a tape about Wonderland to you and you are going to listen and answer the questions on page 23.5. Closing down by questioning and answeringIn pairs ask and answer questions about what life will be like in your country in 1000 years’ time. Use expressions like:。
(完整word版)高二英语人教版必修五Unit3教学设计教案
Unit 3 Life in the future 学科：English 授课班级：Senior Two 授课时间：Ⅰ. 单元教学目标Ⅱ。
目标语言旁注Ⅲ. 教材分析与教材重组1. 教材分析本单元以“Life in the future”为中心话题,旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识.同时让学生学会过去分词作定语和作状语的不同用法。
最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写report。
1。
1 Warming Up 部分利用一个关于“住”和“行"的对比研究表格引导学生回顾过去，认识现在和展望未来。
通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。
1.2 Pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。
为下面的阅读做了铺垫。
1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界",他对“未来世界”的印象,以及“未来世界”的日常生活方式和交通工具情况.阅读时要把重点放在“未来世界”生活与当今生活的不同点上。
1。
4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。
第一个活动要求学生通过阅读找出“未来世界"在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量.接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。
第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。
学生要在文中找出支持自己观点的论据，尽可能说服别人。
第三个活动让学生想象一下Li Qiang将会去参加哪些活动。
高中英语人教版必修5unit3LifeinthefutureUsinglanguage教案..
Unit 3 Life in the future教案Using languageSpeakingT eaching goals教学目标1. T arget language目标语言Make predictions:Suppose that...I wonder if...Is it likely / unlikely that...?Do you imagine that...?Is it possible that...?Do you suppose that...?2. Ability goals 能力目标Enable the Ss to talk about things at present and predict things in the future.Enable the Ss to describe some imaginary products.3. Learning ability goals 学能目标Help the Ss learn how to talk about things in the future and describe some imaginary products. Teaching important ＆difficult points教学重难点Teach the Ss to make predictions and express their ideas about future.Help the Ss make up their personal future plans.Teaching methods教学方法Pair work and group work; discussion and cooperation.Teaching aids教具准备A computer and a projector.Teaching procedures ＆ways教学过程与方式Step I T alkingSet a scene for the Ss: A man who is living in AD 2046 comes to visit your city and wants to know something about jobs in your city. Ask the Ss to work in pairs to make out an introduction plan. Make a comparison between jobs at present and jobs in the future, and find out the changes and why these changes take place.T: In the first period of our unit, we discussed the changes between life in the past and life at present, also we make a prediction about our future, right? Today let’s still talk about the future. Suppose a man of AD 2046 comes to our city, he wants to know something about jobs in our city. How will you introduce the following two kinds of jobs to him? Teachers and farmers.Give the Ss 1-2 minutes to discuss and then ask some of them to represent their opinions.T: OK. Who would like to talk about the job as a farmer?S: Nowadays farmers are still working very hard. Few of them use hi-tech machines, especially in developing countries. They have to work most by hand everyday. Sometimes they will use some machines such as trucks, seeding-machines, etc. In developed countries, agriculture has been computerized. Farmers in those countries are much easier.T: Good. What about teachers?S: Nowadays lots of students stay in the classrooms to listen to their teachers. And the teachers have to use chalk, and sometimes they use computers.Set another scene.T: So it seems that both these two kinds of jobs are very challenging. Will they change in the future? Now the man invites you to his city in the year 2046, what changes will you expect to find on these two jobs?S: I think 40 years later, working as a farmer will be much easier than now. Farmers won’t have to work by hand, they can set a program in the computer and then the computer will finish all the tasks. It’s fantastic! And the harvest will be much better because of the science.S: I think in the future we don’t have to come to school to study. Teache rs will work on the Internet. We will have classes through the Internet. And unlike today’s teacher, in the future, a teacher can teach many subjects. And we will have robots do teaching jobs.T: So maybe I should be born 40 years later, in that case, the job for me will be much interesting. Step II Follow-up ActivityEncourage the Ss to predict their future life and make a short-term plan. Let them talk about theirdreams and then write passages introducing these dreams.T: Everyone, have you ever dreamt of your own future? Have you asked yourself what you will be? Now let’s make a prediction, or we can say, let’s make a plan for ourselves: What will I be in the future? Y ou can discuss with your partners to fill in the following chart and then write a pas sage introducing your dreams.Show the Ss the chart on the screen.Give the Ss enough time to discuss. This will help them make clear of their own future. And then select some Ss to give a report to the whole class.Step Ⅳ HomeworkT: Imagine you are at your age of 30. Write a passage to describe your daily life or your experience.A sample version:It is the year 2020 and I have just turned 30 years old. More than 10 years ago, I left high school and went to study at a good university. I was a history major and I also studied two foreign languages. After graduation, I was offered a job teaching history in a middle school. At first, I didn’t think I’d like to teach history. I thought the students would think history w as too boring. My first year was very difficult. I didn’t know much about teaching and the students did not like my lessons. But I was lucky. One of the older teachers became my friend and taught me a lot.。
人教版英语必修五unit3教案教学设计
人教版英语必修五unit3教案教学设计Unit 3 Life in the future教案教学设计Teaching Contents:Oral practice based on the reading passage on page17 to page18.1. Orally, answer several questions according to the text.2.Practise two topics: 1) What do you suppose the future transportation will be like?2) Imagine where the house will be built in the future ?3. Listening and retelling.Teaching aims:1.Inspire the students to imagine the future life.2.Inspire the students to say something about the future transportation and housing.3.To improve the students’ oral ability.Teaching Important & difficult point::1.Inspire the students to imagine the future life and use the proper expressions.2.Enable the students to understand the meaning of the text, and say 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 ?。
人教版英语必修五Unit 3单元整体教案
Unit 3 Life in the futureThe 1st period warming up; pre-reading (P.17)Teaching goalTo prepare the students for the topic-life in the futureBefore classImportant words(1)_______v. 对…有印象→______adj.给人以深刻印象的_→_________ n.印象；感想；印记(2)________ adj. 时常发生的，连续不断的→_________ adv. 不断地(3)__________ adj. 不确切的，无把握的→____________(反义词)(4)___________ v. 调整，调节→__________ n. 调整，调节Important phrases⑴________________ 期望做某事(2)_________________一千年后(3)_______________ 主要方面(4)________________ 金融与货币(5)______________ 做笔记(6)_______________ 讨论（have a +n.）(7)______________ 列…的清单(8)_______________ 人类Difficult sentences1.What changes do you expect to see in your life in one thousand year’s time?译：____________________________________________________________2.Which problems do you think people will have overcome in one thousand years?译：__________________________________________________________________In classStep 1 Lead in⒈Have you ever seen the disaster film 2012? What do you think of the film?2. Do you think the life in the future will be better or not? Why?Step 2 Warming upWork in groups to fill in the table on page 17.Step 3 Pre-reading⒈Make a list of the problems human beings are facing today.2. Which problems do you think people will have overcome in one thousand years?3. Which problems do you think will still exist in AD 3008? Give your reasons.Step 4 Language points1. What changes do you expect to see in your life in one thousand years’ time?一千年后你期望在你的生活中看到哪些变化？【及时归纳】expect是及物动词，意为“预料，盼望”，它有以下常见用法：⑴expect + n. / pron. 预计……可能发生；期待某人或某物⑵expect + to do sth. 料想做某事⑶expect sb. to do sth. 期望某人做某事⑷expect + 从句预计/ 料想……【趁热打铁】请根据汉语意思完成英语句子，每空一词。
人教版必修五Unit3-教学设计与反思
培养学生的归纳总结能力
培养学生通过运用Scanning技巧获取文章细节信息，并加以处理的能力。
Post-
reading
(7 min)
Group work: analyze the good changes and the bad changes in the future and finish the form.
教学设计
基本信息
名称
Life in the future
执教者
唐山市开滦二中
吉静宜
课时
1
所属教材目录
人教版高中英语必修5第三单元第一课时
教材分析
本单元以“Life in the future”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。同时让学生学会过去分词作定语和作状语的不同用法。
文章主旨大意和段落大意通过简单的排序练习来使学生快速获得文章信息。因为本节课的段落多，所以在细节处理上，我把某些段落进行了整合，并且设计了不同的任务：排序，问答，填表，语法填空，并引导学生通过个人或合作提取和处理相关的信息。其中语法填空，设计的目的是培养学生的语法意识，体会过去分词作定语和作状语的不同用法。
教学过程
教学环节（注明每个环节预设的时间）
教师活动
学生活动
设计意图
Lead in
(5min)
播放科幻电影的预告片和电影海报。
用英语表述在视频和图片中所看到的场景和事物。
引出课文主题，激发学生学习兴趣。
While-
reading
(15min)
1.Prediction:引导学生通过课文中的图片预测文章中描述的未来生活的场景。
(完整版)人教版高中英语必修5精品教案Unit3LifeintheFuture
Unit3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Functions：1.做出预测（Making predictions）Do you suppose that…?Suppose that…I wonder if…Do you imagine that…? I imagine that…2. 猜测未来（Making conjectures about future）Is it likely/ unlikely that…Possibly …It is possible that …Most likely …I’m sure…Probably…Suppose that …Perhaps …Maybe …Grammar:1.过去分词作定语（The past participle as the attribute）I followed him to collect a hovering carriage driven by computer.Tomorrow you will be ready for some visits organized by computer.2.过去分词作状语（The past participle as the adverbial）Worried about the journey, I was unsettled for the first few days.Confused by the new surroundings, I was hit by the lack of fresh air.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，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结合，学习怎么样写report本单元所涉及的要点有：1.学习并了解未来生活的各个方面用与现在生活的不同之处，学习外星人的生活方式。
人教必修5英语Unit3 听说课 课程教学设计
T: L
话题。
space creatures, living on another planet, new
2.学生是否熟悉听力
discoveries in space, why a space station spins, how 3.通过听力记录关键信息回答问 材料中讨论的火星生
to get water on Mars, comets, houses in a town on 题，培养学生 note-taking 技巧。 活的几个方面。
标
I imagine that...(我想...)
It is likely/possible that...(很可能...)
Perhaps/Maybe/Possibly...(也许...)
I am sure….
I wonder if….
2．语义目标：
（1）能展开对未来社会的想象；
（2）能阐释个人对未来社会利弊的思考。
(5mins ) and disadvantages of thoughtpad、a waste machine、
manufacturing robots.
S: Read the passage and fill in the poster on page23.
2. Check the answers quickly and ask Ss to think
教材版本：人教版 册数：Book 5
Unit3 听说课名师教学设计 Book 5 Unit 3:
Section 4 听说课框架单 单元：Unit 3 课型（课时）：听说课-Section4
本课时整合了教材里“语言运用”中的阅读部分和听力部分。阅读部分主要介绍了一些只有在 31 世纪的太空站才能看 到的发明，吸引人们去太空旅游。阅读材料后设置了两个练习，一是完成太空站的海报；二是让学生两人一组的讨论在 教 太空站生活的利弊。听力部分与阅读部分密切相关，想象未来在火星的生活的对话，使学生对未来太空生活展开丰富的 材 想象，并通过回答问题训练学生的分析，解决问题的能力；说的部分要求学生讨论 1000 年后地球上的生活会是什么样子， 分 列出未来生活中的利与弊，为写作打好基础。这节听说课围绕该听力材料，共设计了三个听说练习。练习一是听对话， 析 勾选出听到的主题，了解听力材料和内容；练习二是第二遍听力后，回答四个相关问题；练习三是情景对话练习，让学 生想象 1000 年后人来会面临什么样的生活。本节听说课采用了“阅读输入-听力训练-听后对话输出”的教学模式，学生通 过阅读文本了解 31 世纪太空站的生活，再从听力对话中学习表示预测的句型，最后通过谈论未来社会生活的利弊学会相 关交际用语。 1.语言目标： （1）能够正确读写及运用以下单词及短语： impression previous guide uncertain constant settlement recycle greedy optimistic goods instant swallow adjust tolerate surroundings stewardess press desert representative typist; as a result; in no time; be back on one’s feet; sweep up; speed up;
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Unit 3 Life in the future教案教学设计
Teaching Contents:
Oral practice based on the reading passage on page17 to page18.
1. Orally, answer several questions according to the text.
2.Practise two topics:1) What do you suppose the future transportation will be like?
2) Imagine where the house will be built in the future ?
3. Listening and retelling.
Teaching aims:
1.Inspire the students to imagine the future life.
2.Inspire the students to say something about the future transportation and housing.
3.To improve the students’ oral ability.
Teaching Important & difficult point::
1.Inspire the students to imagine the future life and use the proper expressions.
2.Enable the students to understand the meaning of the text, and say something according 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 Reading
Ask 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 Homework
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 1,2&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 supp ose ….?
I suppose …..
I imagine that….
And some words, perhaps they will be: science fiction film, high-tech, time tunnel
Ps: Display on the screen。