人教版高中英语必修5 Unit3_Reading名师教学设计
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。
高中英语人教新课标必修五Unit3 Reading 学案设计
Unit3 Reading 优教学案（一）Unit 3 Life in the future学习目标1. Talk about life in the future.2. Practice making predictions.学习过程Step 1: Fast ReadingTask 1: Go through the beginning and the ending and fill in the blanks. The passage is a from Li Qiang to his parents on (date). Task 2: Read the passage quickly and answer the questions.(1)The passage is mainly about (whose) first impressions of .(2)Divide the passage into two parts according to the key words.Part 1(Para. 1- ) Before arriving at the futurePart 2(Para. -4) First impressions of future lifeStep 2: Intensive readingTask 1 Careful reading(Para. 1-2)(1)Why did Li Qiang go into the future?(2)How did he feel at first?(3)How did he get to the future?Task 2: Careful reading(Para. 3) First impressionsAir quality(1)What were his first impressions of the air quality?(2)How did he solve the problems?Transport(1)What was the transport?(2)How was the transport?Task 3: Careful reading (Para. 4)First impressions house—wall—table and chairs—bedStep 3: Post-readingSummary:I was taking up a that I last year. I was very and at first. I was transported safely to the future in a . The air in the future was as though its combination of gases had little left. Wang Ping asked me to put on a . We then collected a driven by . By or down in your seat, you can move . At last, we arrived at a house whose wall was made of . A table and some chairs rose from the as if by . A bed was also produced from the .Step 4: DiscussionWhat else would Li Qiang tell in his next spacemail?Group workMy imagination of future lifeAir quality; Transport; House and other aspects(Key words: time capsule, thin, a lack of, unbearable, hovering carriage, move swiftly. . . )Suggested structure:I suppose/imagine that. . .I wonder if. . .It is likely that. . .课后作业Level 1: Write an e-mail to Li Qiang’s parents to tell them more news.Level 2: Write a composition about your first impressions of future life.Level 3: Learn more about the future life by entering the suggested websites:http: //www. nehrp. gov/http: //future life. usgs. gov/http: //www. geohaz. org/参考答案学习过程Step 1Task 1spacemail; 15/11/3008Task 2(1)Li Qiang’s future life(2)2 3Step 2Task 1(1)Taking up the prize that he won last year.(2)Nervous/Uncertain.(3)By time capsule.Task 2Air quality(1)Thin air; little oxygen; a lack of fresh air.(2)By putting on a mask.Transport(1)A hovering carriage.(2)By bending or pressing down; move swiftly.Step 3prize; won; nervous; uncertain; time capsule; thin; oxygen; mask; hovering carriage; computer; bending; pressing; swiftly; trees; under; floor; magic; floor。
高二英语人教版必修五Unit 3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：ⅡⅢ. 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，认识现在旁注和展望未来。
通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。
1.2 Pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。
为下面的阅读做了铺垫。
1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。
阅读时要把重点放在“未来世界”生活与当今生活的不同点上。
1.4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。
第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。
接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。
第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。
学生要在文中找出支持自己观点的论据，尽可能说服别人。
第三个活动让学生想象一下Li Qiang 将会去参加哪些活动。
这样既鼓励学生展开丰富的想象，又为Using Language部分的语篇学习做了铺垫。
人教版英语必修五Unit 3(Warming up and Reading)同步教案
Unit 3 Life in the futureWarming-up & Reading*Teaching goals:1. Learn some new words and expressions.2. Improve the reading skills of the students.3. To illustrate Ss’ imagination of future life.4. Know more advanced forms of transport in AD 3008 and the advantages and problems of life in the future.*Teaching important points:1. Have the students discuss the changes that have taken place these yearsand what will happen in the coming one thousand years.2. Encourage the students to predict what problems people will have to overcome*Teaching aids: The blackboard; A computer and a projector.Teaching proceduresStep I Warming UpWatch a video about life in 2050 directed by a foreign director. And lead students to think and imagine the future life.Step Ⅱ PresentationLearn the some new words with some pictures, and try to make sentences with the new words.Step Ⅲ Fast readingT: Now please open your books and turn to page 17. Let’s read the pa ssage First Impressions. Read it quickly and then tell me what it is about.T: Well, have you finished reading the passage?Ss: Yes.T: OK. Who would like to tell me what the text is about?S: It’s an e-mail written by a man who has taken up a trip to the future.T: Good.Step Ⅳ SkimmingSkim the text and try to find the answer to the questionQ1: Which changes are mentioned in the text? They are good or bad?Time travel – transport – air quality – religion – clothing – eating – houses –townsQ2: How many people are mentioned in the text? Who are they?Q3: When did the writer write this letter? And to which year did he travel?Q4: Why did Li Qiang travel to the year AD 3008?Step Ⅴ DiscussionGet the Ss to compare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons.Step ⅤI Careful readingRead the text and then decide whether the following statements are ture or false.1. Li Qiang was sent to experience the life of AD 3008.( )2. The life of the future is comfortable and the flight journey to the future was dangerous.( )3. It was difficult for Li Qiang to learn to use the hovering carriage.( )4. Li Qiang had been transported into the future of his hometown.( )5. In the future, everything is prepared by magic.( )Step ⅤI I HomeworkReview the key sentences in the text.。
高中英语人教版必修5Unit3LifeinthefutureReading教案(系列二)
Unit3 Life in the future教案ReadingTeaching 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:pare 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 reading2. Asking and answering question activity3. Individual, Pair work & group workTeaching Procedures:Step 1 warming upShow the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures.leadin: Talk about how many changes there have been in the past and in the present.Step 2: prereading1. Can you tell what problems people are facing today?2. What problems do you think people in the future will have overe? Which ones will still be there or even worse in AD3008?Key: 1. The problem of population will be solved, have begun to Control the birth rate.2. The problems will be still there, and will even worse.3. I don’t think so. Now scientists are trying their best to develop new resources that humanbeings can make use of ,such as solar energy. In m y opinion…step 3： fast readingRead the text for the first time and tell what the text is about?It’s an email written by a man Who has taken up a trip to the future.2. Look at the following sentences, they are in wrong order. Tell me the correct order for these sentences.A. We were transported into the future by a fortable 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 AD3008D. I have my first try to master a hovering carriage.Step 4 careful reading1. Questions & answers:1. Why did I have the chance to travel to the year AD3008?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 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 fortable.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’ pany transported us to the future.2. Fill in the Chart:3. Read the text to decide on the type of writing and summary of the ideaMaking a chain of events from the text First ImpressionsStep 5: Discussion: 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 3008 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Though she was hit by the lack of fresh air,。
人教版必修第三册Unit5Reading for writing名师教学设计
Unit5 Reading for writing 名师教学设计Teaching Objectives：By the end of the class, students will be able to1.master following new words and phrases: tailor, element, clerk, option, downstairs, plot, in that case, be willing to do, etc.2. understand what Henry experienced in the tailor shop, and the change of the characters’ feelings.3. know the main feature of the play, especially the function of the dialogue and the stage direction.4. write another small play based on the analysis of this play.Teaching Important and Difficult Points：How to make students work out the change of the characters’ feelings.How to make students work out the function of the dialogue and the stage direction.Teaching Procedures:Step 1: Retell the ExperienceStudents will be asked to retell the experience of Henry with the help of the pictures and key words:Teachers: Now let’s continue Henry’s journey with the bank notes.Where would Henry go? (a picture)—— tailor’s shopWhat would happen in the tailor’s shop?Step 2: PredictionActivity: Match1.Student will be asked to recall the six elements of a play first:(title of play, scene, character names, narration, lines of dialogue, stage directions)2.Student will be asked to find the parts of the six elementsThe teacher comments on this part: So what happened in the tailor’s shop? Let’s read for more details.Step 3: Read for StructureStudents will be asked to skim the play within 1 minute and answer the questions:1.Can you divide the scene into three parts, according to the bank note?( Before showing the note, while showing the note, after showing the note)2.What’s the main idea of each part?(Henry was treated badly in the tailors shop, The change of the owner’s and clerks’ attitudes, Henry was treated enthusiastically in the tailors shop)The teacher comments on this part: Wow, the clerks and the tailor changed their attitude so obviously, but what happened detailedly in the scene? Why did their attitude changed so much?Step 4: Read for Plots1.Students will be asked to read the play carefully and finish the following chart with their own words:2.Students will be asked to read more carefully and discuss with their partners about the followingquestions:What were their attitudes in different plots? Show your opinion with the key information/words.The teacher comments on this part: sometimes we can get the hidden message and the emotions of characters from their lines, and the stage directions. And never judge a person from his appearance.3.Students will be asked to look through the play again and answer the following questions:How does the writer organize the plots? Or how did the atmosphere change with the development of the plots?The teacher comments on this part: So when organizing a play, we should also pay attention to the atmosphere in different plots. Now it’s your turn to write another scene of the play.Step 5: WritingAfter leaving the tailor shop, Henry wanted to have his hair cut, so what would happen to Henry in thebarbershop? Students will be asked to discuss and then write a short play with the help of the following cluesPart of my versionN: After leaving the tailor’s shop, Henry keeps walking along the street with the bank note in hand. When passing a barbershop, he sees his hair like straw. So he walks into it. (putting the note into pocket) 1st Barber: (in a normal manner) What can I do for you?Henry: ( point to a famous start’s photo) I want to make my hair look like that one.1st Barber: (in an impatient way) Are you sure? Do you know how much will it take?Henry: I’m sure. Please have my hair cut like this.1st Barber: OK. And Mary, wash his hair, please.Mary: (with a “please” gesture) This way, sir.2. Make an outline of the scenes(B--W--A) .3. The change of the characters’ feeling in different scenes.4. The dialogue happened among the characters.5. The stage direction you may give.1st Barber: (walking to another barber) See this man. I bet that he cannot afford the prize. I’m busy now, and I can’t offer him my service.2nd Barber: Me too. Never brother me.Mary: (after washing, and without looking at Henry) This way, sir. Please sit and wait here. Henry: (nearly 15 minutes later). Huh, hello? Who can help to cut my hair?(A few seconds later)3rd Barber: (hurry to Henry) Sorry, sir? Can I help you?Henry: Yeah, I want to have my hair cut like that one.(point to a famous start’s photo)3rd Barber: Sorry, sir. But I have to tell you the prize of it first. Because I think that it may be a little expensive for you.Henry: (raise his eyebrow) Yeah?3rd Barber: It’s a little expensive. You may have to pay at least 50 dollars.Henry: Thanks for telling me this. But I think maybe I can. (Then, he took out the bank note, unfold it on the table)...。
人教版英语必修五Unit 3 Life in the future“ First impressions ”Reading阅读课教学设计
人教版Module 5 Unit 3 Life in the future ( “First impressions ”) Reading阅读课教学设计一、教学内容人教版Module 5 Unit 3 Life in the future ( “First impressions ”) Reading二、教材分析这节课的阅读文本为人教版新课标Module 5 Unit 3 Life in the future的第一篇课文“First Impressions”。
文本所在单元的中心话题是“未来生活”，而这篇文章主要讲述的是主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。
作为一篇书信体的记叙文，这篇文章以时间为顺序描述了主人公在不同的阶段中心情的变化，好友Wang Ping为其提供的帮助，以及未来世界的生活给他带来的新奇的第一印象。
由于是一篇科幻性质的文章，所以对于同学们来说既有新鲜的阅读感受，也会在词汇和理解上有相应难度。
教材内容为学生提供了想象的空间，能够培养学生预测未来的想象力，通过对现实生活与未来生活的对比，唤醒学生把握现在，爱护环境，保护自然的意识，了解科技的巨大力量，并培养其从自身做起开创美好未来的创新精神。
同时，从Wang Ping的善解人意和为主人公提供的各种帮助方面，也可以体会到友情的可贵。
三、学情分析这节课的授课对象是高一下学期的学生。
在语言能力方面，应已经掌握了基本的阅读技巧，和一定的词汇量，应该能够用英语比较清晰地表达自己想法，准确地描绘生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。
在学习能力方面，对于高二的学生来说，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
四、教学目标1.语言知识目标：识记与单元话题相关的部分词汇和表达，能清晰表达自己的创新想法。
2. 阅读技能目标：训练获取文本大意、细读寻找特定信息等阅读技巧；把握文章主要结构，获取并分析特定细节；培养小组合作意识。
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
学
重
难
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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)
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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
重点句型：
1. I still ca n not believe that……. 2.Hit by lack of fresh air, my head ached.3. Arriving at a strange-looking house, he showed me into a large , bright, clean room. 4.I lost sight of Wangping when we reached what looked like a large market.
Unit3 Reading名师教学设计
Book5Unit3:Life in the future
Section 1阅读课框架单
教材版本：人教版册数：Book5单元：Unit 3课型（课时）：阅读课-Section1
教
材
分
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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。
建
议
教
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（一）任务型教学法
在阅读中的教学活动时，每个段落布置不同的阅读任务，多维度，多层次地引导学生思考和学习，以真正培养学生的阅读理解能力。
（二）情景交际法
在阅读前的热身活动中，从学生身边熟悉的现代社会入手，让学生分析现代社会存在的问题并展望未来社会会是什么样子，人们怎样解决这些问题，从而激起学生阅读的兴趣。利用学生熟悉的场景激活其先期知识，更能建立有效图示，更便于和后面获取的新知识建立联结。
步骤
过程
措施（教师活动与学生活动）
Байду номын сангаас目的
持续性评价
DELC1
预备与激活先期知识
Step 1
Leading in（导入活动）(2 mins )
T: Greetings……
T: Today we will learn something about future life. Let’s enjoy a short video“Life in the Future”
教学流程
（详见附后的教学设计）
教
学
评
价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致；
2.阅读课的活动环节设计遵循语言规律，自上而下逐层递进，注重培养学生的阅读理解能力；
3.阅读课后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与想象力的培养。
Section 1阅读课教学设计
3.能学会用思维导图总结文章结构和主旨大意。
教
学
重
难
点
教学重点：
1.通过训练提高学生略读的阅读技巧同时培养学生通过细节信息，总结主旨大意的能力；；
2.通过学习本文学生能对作者笔下的未来世界有一定的了解，并且自己展开丰富的想象。
教学难点：
1.如何指导学生展开对来来社会的想象；
2.让学生用发展的眼光，展开对解决现有社会问题的思考。
教
学
目
标
语言目标：
1.通过阅读讨论，学生能运用以下词汇、短语和句型进行听说读写四会：
重点词汇和短语
impressionpreviousguide uncertainconstant settlement recycle greedy optimistic goods instant swallow adjust toleratesurroundingsstewardesspressdesertrepresentativetypist; as a result; in no time; be back on one’s feet; sweep up; speed up; search for; remind sb of sth; make/leave a deep impression on sb; be amazed at/by sth;
S: Exchange theirideas with classmates.
1.通过欣赏短片，了解视频中所描绘的未来生活，引出本课话题。
1.通过就视频内容的讨论，学生能展开自己对未来世界的想象。
DELC2
获取新知识
Step 3 Pre-reading (读前活动)
(3 mins)
Free talk：
T: Teacher asks question:“If you can live forever, what changes do you expect to see in your life in 1000 years’ time?”You can talk about the changes from the following aspects: transport; work;finance and currency; Environment……