(必修5)用《Unit3 reading Life in the future》课件(共23张PPT)
高二英语必修五教案《Unit3Lifeinthefuture》
【导语】⾼⼆是承上启下的⼀年，是成绩分化的分⽔岭，成绩往往形成两极分化：⾏则扶摇直上，不⾏则每况愈下。
在这⼀年⾥学⽣必须完成学习⽅式的转变。
为了让你更好的学习⾼⼆频道为你整理了《⾼⼆英语必修五教案《Unit 3 Life in the future》》希望你喜欢！ 教案【⼀】 本教学设计在新课程教学理念的指导下，⼒求在培养学⽣的语⾔知识、知识技能、情感态度、学习策略和⽂化意识等素养的基础上发展学⽣综合运⽤语⾔的能⼒，使学⽣通过观察、体验、探究等主动学习的⽅法优化英语学习⽅法，充分发挥⾃⼰的学习潜能，形成有效的学习策略。
1. 开展学⽣活动，发挥主体作⽤ 新课程强调要充分发挥学⽣在教学过程中的主体作⽤。
本课设计遵循以学⽣为主体，教师为主导这⼀教学原则，创设⾓⾊扮演情景、激烈讨论提出建议，让学⽣限度地参与教学过程，尊重学⽣的主体地位，充分发挥学⽣在学习过程中的主动性、积极性、创造性，使课堂充满活⼒。
2. 实施情景教学，统合三维⽬标 本课设计从教学需要出发，创设情景，进⾏情景设问、讨论，激起学⽣的情感体验，激活学⽣思维，帮助学⽣迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的⼈⽣观及价值观，较好地落实了三维⽬标。
⽽三维⽬标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能⼒的培养、情感态度价值观的渗透交融在⼀起，实现了三维⽬标的和谐与统⼀。
3. 转变学习⽅式，增强教学效果 新课程要求提倡⾃主、合作、探究的学习⽅式，发挥学⽣的主体性、能动性和独⽴性，本课设计通过⾃学课本，⼩组讨论，综合分析，⾓⾊扮演等活动，为学⽣⾃主学习、合作学习、探究学习提供了空间，使学⽣体验了⾃主之乐，合作之趣，探究之悦，促进了学⽣知识的构建与运⽤，能⼒的培养和提⾼，情感体验和态度、价值观的形成，增强了教学效果。
4. 运⽤问题教学，启发学⽣思维 本课设计按照诱思探究理论要求，遵循学⽣的认知规律，引导学⽣去发现问题、分析问题和解决问题，从⽽掌握知识，形成能⼒，培养品质。
高考英语(人教版通用)：必修5 Unit3 Life in the future Reading
The old man’s hands shook constantly.
constant adj.经常的，连续的，不变的
Constant dropping wears a stone.
The car travels at a constant speed of 50 km/ph.
Unit 3 Reading
1. First impressions 第一印象 I had a very good impression of him.
He gave me a good imression . He made a good impression on me. The trip to England made a deep impression on us.
(1) as a result 结果，因此 He worked hard. As a result, he made great progress. as a result of 作为 ... 的结果，由于 He was late as a result of the heavy snow.
(2) suffer from 遭受(因…带来的苦难); 患…病 suffer from the earthquake/ the flood suffer from the war suffer from headache suffer vt. 遭到；蒙受 suffer a defeat suffer an attack suffer damage/loss
remind sb. of sth.使某人想起某人/某事 The old photo reminded me of my school life.
英语：Unit3《Life in the future》Reading教案(新人教版必修5)
英语：Unit3《Life in the future》Reading教案（新人教版必修5）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。
2）学习表示预测，建议的的句型。
（3）学习过去分词作定语和状语的结构。
（4）学习写好“report”,以训练学生的逻辑思维及写作能力.The 1st PeriodTeaching Aims:1. Learn some new words and expressions.2. Help the students to talk about life in the past, at present and in the future.3. Enable the students to describe the life in the past, at present and in the future.Difficult and Important Points:Compare life in the past, at present and in the futureWhat is life in the future like? What changes will take place?Teaching Methods:1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work & group workTeaching Procedures:Step 1 warming upTalk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years Step two: pre-reading1.Can you tell what problems people are facing today?2.what problems do you think people in the future will have overcome?Which ones will still be there or evenworse in AD3005?Key: 1The problem of population will be solved,have begun to Control the birth rate.2The problems will be still there,and will even worse.3I don’t think so.Now scientists are trying their best todevelop new resources that human beings can make use of ,such as solar energy.In my opinion……step three fast readingRead the text for the first time and tell what the text is about?It’s an e-mail written by a man Who has taken up a trip to the future.2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentenceA. We were transported into the future by a comfortable time capsule.B. I arrived a t Wang Ping’s home and everything in his house made me surprised.C.I won a travel to the year AD3005D. I have my first try to master a hovering carriage.Step four careful reading1.why did I have the chance to travel to the year AD3005?2. What is a “ time lag”?3. How did I feel when I was in the capsule?4who guides my trip?5.why did my guide give me some tables?6.who transported us to the future?Key 1. I took up the prize I won the year before.2. “Time lag”means a person gets flashbacks from his previous time period.3. The seats in the capsule are very comfortable.4. My friend Wang Ping is my guide to the future.5. The tablets could help me feel less nervous and uncertain6. Wang Ping’s parents’ company transported us to the future.1How did I feel as soon as I was transported to the future?After the writer was transported to the future,he was hit by the lack of fresh air.2.how did Wang Ping solve this problem?Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.3.what do you think has caused this kind of problem?Now we are causing more and more pollution to the nature,this will cause serious problems to life in the nature.This may be the cause of the lack of fresh air in the future.1 What did Wang Ping’s house look like?His 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? 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.3 How can you produce a TV set in Wang Ping’s house?You can just flash a switch on the computer screen and a TV set will rise from the floor.Sample answers Ex.2I think the writer has an optimistic view of the future.He was very excited when he traveled to the year AD 3005 an d couldn’t elieve if was true.From this,we can see he is eager to go to the future.Though ehe was hit by the lack of fresh air,。
人教版高二英语必修五 unit 3 life in the future reading
Transportation 1. How did people travel in the year AD 2005?
By a hovering carriage. 2. Who drove the carriages?
2. What is a “time lag”? 3. How did I feel when I was in the
capsule? 4. Who guides my trip? 5. Why did my guide give me some
tablets? 6. Who transported us to the future?
3
Life in the future
Reading
1. Get the Ss to read the text quickly and get the general idea.
2. Ask Ss to scan the text quickly to get some basic knowledge of the travel, and then check their understanding by asking some comprehending questions.
your cities.
people?
Pre-reading
1. What kindsቤተ መጻሕፍቲ ባይዱof problems are human beings facing today?
2. Discussion: What problems will be overcome in
the future? Which ones will be still there or even worse in AD 3005?
人教必修5 Unit 3 Life In The Future Reading
Space house
hard
poor
better
happier
?
What changes do you expect to see in your life in
one thousand years’ time?
horse or simple cars, airplanes, vehicle such astrains, a carriage spaceship, personal flying cars
Changes from ancient times to
modern society Transport Work Finance and currency Languages Environment Education Houses Communication
The Change of Life
future.
5. Why did my guide give me some tablets? The tablets could help me feel less nervous and uncertain. 6. Who transported us to the future? Wang Ping’s parents’ company
In the past by horse or Now
In the
future
by simple
cars, trains, spaceship, boats, time travel personal flying cars
Transport vehicle such airplanes,
as a carriage helicopter
必修五Unit 3 Life in the future(reading)说课稿
Unit 3 Life in the future Reading部分说课稿一．教材内容分析本单元的中心话题“谈未来”内容涉及人类对今后生活环境的想象、猜测和思考,激发学生的想象力语言技能和语言知识主要围绕“未来生活”这一中心话题进行设计的使学生掌握有关预测和猜测的表达方法Warming up 部分通过一个填表活动引导学生去回顾过去、认识现在和展望未来切入点为“行”和“住”Pre-reading 部分首先让学生列举一些当今世界存在的问题接着要求学生考虑一下在未来世界里那些问题会克服那些问题将恶化这样就为下面阅读作了铺垫Reading 部分以Li Qiang 发自宇宙空间站的电子邮件的形式向读者讲述了他如何安全到达“未来世界”以及在“未来世界”的第一印象教师引导学生把阅读的重点放在“未来世界”生活与我们现在生活的不同点上Comprehending 分成三部分来加深学生对Reading 部分的理解和复习第一部分要求学生根据要求通过阅读找到“未来世界”在以下几方面的变化：跨时空旅行、交通、住房、城镇环境和空气质量接着学生应该在思考的基础上得出自己的结论即哪些变化好哪些变化不好并说明理由第二部分要求学生通过阅读来判断Li Qiang 对未来的态度乐观的还悲观的学生应该在文中找出支持自己观点的论据或例子尽可能说服别人第三部分让学生想象一下Li Qiang 将会去参加什么活动这部分既鼓励学生展开想象的翅膀又为using Language 部分的语篇学习作了铺垫二．学生分析本堂课所教学生为高二理科班的学生，认真踏实是他们在课堂学习实践活动中的特点。
部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了基础。
表现为：大部分学生能够做到课前预习，课堂上能伴随课程的思路，较积极主动的参与课堂活动，如小组讨论，问答练习等；但是仍有少部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。
高二必修五Unit3Life_in_the_future知识点讲解
Unit 3Life in the future 一．单词考点1.impressvt 给某人留下印象——impressionn[C/U]印象；感想；印记——impressiveadj给人印象深刻的；感人的短语：impress sb. with sth.(=impress sth.upon/on sb.)使某人牢记某事impress …on…把……印在……上be impressed by/with sth.对……印象深刻have/get a good /bad impression of sb./sth.对…印象好/不好make/give/leave a/an…impression on sb.给某人留下…的印象eg:①The teacher impressed the importance of English on /upon me.②It’s important to make a good impression at your interview.2.take短语take up拿起；接受；开始从事；继续做/讲；占据(时间、空间等)take down拿下；写下；记下take in消化；吸收；收留；领会；理解；欺骗；包含，包括take on呈现；聘用；承担take over接管，接替；控制take off起飞；脱下，摘掉；成功，突然大受欢迎take back收回；撤销take apart拆开，拆卸take for（误）认为take out取出take to介(doing)开始沉迷于；对…产生好感；养成…的习惯3.previousadj在前的；早先的一般作前置定语，指时间或顺序在前。
常与介词to连用。
短语：be previous to介在…之前；先于4.be uncertain about对……拿不准/不确定eg:They ‘re uncertain about what to do.5.区别surroundings, environment, circumstance环境⑴surroundings专指自然环境，强调周围的事物这一环境。
新课标人教版高一英语必修5 unit3 life in the futureReading部分课件)
3008. B. Because he won a prize last year which offered
this trip. C. Because his parents were good friends with Li
Put the following sentences into the correct
order.
a. We were transported into the future by a comfortable time capsule.
b. I arrived at Wang Ping’s home and everything in his house made me surprised.
In t_h_e_t_i_m_e__c_a_p_s_u_le_: ◆ The seats were _c_o_m_f_o_r_t_a_b_le_ and we
slept after a calming drink. ◆ The capsule began swinging gently
sideways as we lay relaxed and dreaming.
Discussion
What’s the writer’s attitude towards the future, optimistic or pessimistic? How do you know?
optimistic pessimistic
Pessimistic
We know that from the following sentences:
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II. 根据提示翻译下面句子。 1. 这是不是那个曾被描述成英雄的 人？ (describe ... as ...) _________________________________ Is this the man who was once described ________________________________ as a hero? 2. 玛丽没有把她父亲的死责怪到任何人 身上。 (blame sb. for sth.) _________________________________ Mary doesn’t blame anyone for her _________________________________ father’s death.
n. (pron.) 1. consider考虑
疑问词＋to do
doing sth.
wh-clause
让我仔细想想这个问题。
Let me consider the matter carefully.
我在考虑买一辆车。
I am considering buying a new car.
我们应当考虑试一试。
In the 31st century
Use thoughtpad. Place__________ the metal ____________________ band over the head, clear__________ the mind the sending button press_______________________, the message and the next think__________ instant the message is sent.
We must consider giving it a try.
我们应当考虑一下怎么办。
We should consider what to do next.
2. Inside was an exhibition of the most upto-date inventions of the 31st century.
a thoughtpad
manufacturing robots
a waste disposal machine
Part 1 Part 2
a space station A brief introduction of _______________ Examining one of the latest forms of communication among the space ________________ citizens area ” Visiting the “environment __________________ changes that have Showing the ___________ happened to work practices
Manufacturing
on the earth and needed a lot of It took place___________ workers. on space stations and the It takes place________________ robots _________produce all the goods.
(to be)+ n/adj
consider sb/sth
as +n
sb/sth be considered to be/as 被认为是 ……
他是一位科学家，被认为世界上最伟大的科学家之一。
He is a scientist considered to be one of the greatest in the world.
People must live on a space station to monitor the robots
Disadvan Thoughts must be t-ages
clear or messages may be mixed up
Thoughtpad A waste machince Manufacturing robots
Hello, everybody! Today I‘m very pleased to introduce _____to you…
Language points 1. My first visit was to a space station considered the most modern in space. considered 过去分词作后置定语, 表被动。
3. 我看得出来汤姆刚刚不是饿了，他只 是贪吃饼干罢了。 (greedy for) I can tell that Tom was not hungry _________________________________ just now. He was just greedy for _________________________________ biscuits. ___________________________
4. He put a grape into his mouth and __________ swallowed (吞下) it whole. 5. Brick was used as the main building m_______ material for local churches. instant (立刻的) 6. We can’t promise ________ solutions, but we can promise to listen.
Using Language
I have seen amazing things
What can you see in the picture?
How do you feel at first sight of it?
1. Read the title “I have seen amazing things”. With the help of the picture in the passage, guess what the writer will see. 2. Skim over the passage, underline the amazing things that the writer has seen.
4. But we cannot blame the tools for the faults of the user, can we?
blame sb. for... 因...责怪某人 be to blame for … 因为某事应该被责备。 用主动表被动。
e.g. 你不应该因为打碎了花瓶而责怪他。 You shouldn’t __________________ blame him for breaking the vase. __________
【拓展】常见的instant的用法还有： instant与the连用，起连词的作用，相当 于as soon as，意为“一……就……”。 in an instant 立刻，立即，马上。 e.g. 电话铃声一响她就醒了。 She woke up __________________ the instant the phone rang ___________. 开始下雨的时候，人群立刻散去。 When the rain started, the crowd vanished ________________. in an instant
Communication
Waste Disposal
Manufacturing
Invention thoughtpad Advantages
A waste Manufacturing machine robots 1 quick 1 disposes of all 1 no waste 2 efficient 2 no pollution waste 2turns them into no 3 environmnvironmental useful material -lly friendly damage
5. A giant machine, always greedy for more, swallows all the waste available. greedy adj. 贪婪的 available adj. 可利用的，可得到的， 空闲的，有效的，可与之联系的。
翻译下列句子。 这附近有水吗？ Is there water available around here? 这张电影票已经不再有效了。 This film ticket is no longer available. 校长现在有空了。 The principal is available now.
6. I stared at the moving model of the waste machine, absorbed by its efficiency. moving 现在分词作定语 absorbed 过去分词作伴随状语
I. 根据句意及提示，写出单词的正确形式。 recycledmore than half its 1. This country r______ waste paper last year. 2. The _______ goods (货物) will be delivered within ten days. 3. She is German by birth but is now a French c_____. citizen
place…clear…press…think… environmentally...limitation...
be disposed of…be greedy for… swallow… turn into…be recycled