人教版必修五Unit 3 Life in the future教案
Unit 3 Life in the future Ⅰ. 单元教学目标 技能目标Skill Goals ▲Talk about things in the past, at present and in the future ▲Talk about changes at present ▲Predict good and bad changes in the future
Ⅱ. 目标语言
词汇 1． 四会词汇 Expect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily 2． 认读词汇 jet lag, flashback, expertise, hover, pessimistic, enormous, imitate, 3． 词组 take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in 4． 重点词汇 constant, remind, lack, sight, assist, require, settlement, previous, swift
语 法
The past participle as the attribute …and following him to collect a hovering carriage driven by computer. The past participle as the adverbial Worried about the journey, I was unsettled for the first few days. Hit by a lack of fresh air, my head ached. Exhausted, I slid into bed and fell fast asleep. 1. This is similar to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P17 2. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P18 重 点 句 子
3. He handed it to me and immediately hurried me through to a small room nearby for a rest. P18 4. He was swept up into the centre of them. 5. I found later that their leaves provided the house with much-needed oxygen. P18 8. Everyone will get twice as much personal space as in flats on land. P58 9. Only when the robot cleaner touches objects can they be moved. P59
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。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。 1.5 Learning about Language部分突出了本单元的一些重点词汇及语法。首先通过完成语篇来考查学生运用本单元词汇的能力，并且通过练习，让学生区分两种动词短语，一种是以动词为中心的词组，另一种是以介词为中心的词组。语法部分要求学生主动找出阅读语篇中的重点结构——过去分词作定语和状语，然后加以应用。 1.6 Using Language 部分涵盖了听，说，读，写四项语言基本技能。要求学生通过阅读I HAVE SEEN AMAZING THINGS 一文，对Li Qiang旅行的第三站有个总体的印象，并能找出部分细节知识。 1.7 SUMMING UP 部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。 1.8 LEARNING TIP 部分告诉学生在讨论时记笔记的好处和方法。 2. 教材重组 2.1 可将Warming Up, Pre-reading, Reading 和 Comprehending 整合在一起上一节精读课。 2.2 Using Language 中的reading 和 listening 是 Li Qiang’s travel to the future的延续，可将这两部分及Workbook 中的LISTENING整合起来上一节听力课。 2.3可将Learning about Language 和 Workbook 中的 USING WORDS AND EXPRESSIONS 及USING STRUCTURES整合起来上一节语法课。 2.4 将 Workbook 中的 READING TASK 和 LISTENING TASK 结合起来上一节泛读课，进一步拓展学生的思维和想象力。 2.5 将 Using Language中的speaking 和 Workbook中的TALKING 整合在一起上一节口语课，鼓励学生对现在进行反思，对未来进行大胆猜测(make predictions)。 2.6 将Workbook 中的 SPEAKING TASK 和 WRITING TASK 整合起来上一节写作课，同时对整个单元进行一个小结。 3. 课型设计与课时分配 1st Period Reading 2nd Period Listening 3rd Period Grammar 4th Period Extensive Reading 5th Period Speaking 6th Period Writing Ⅳ. 分课时教案 The First Period Reading Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight of b. 重点句式 This is similar to ..., but it means ... P17 Well-known for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P18 He handed it to me and immediately hurried me through to a small room nearby for a rest. P18 2. Ability goals 能力目标 Enable the Ss to talk about the life in the past, at present and in the future. 3. Learning ability goals 学能目标 Help the Ss learn how to describe the life in the past, at present and in the future. Teaching important ＆ difficult points 教学重难点 Compare life in the past, at present and in the future. What is life in the future like? What changes will take place?
高中英语 Unit 3 Life in the future 语法课时教案 新人教版必修5
高中英语Unit 3 Life in the future 语法课时教案新人教版必修5present participle.Knowledge Ai mTo learn about the the past participleAbility AimTo use the past participle as the object complement freely and properly in speaking and writing.Emotional AimsEncourage the st udents learn more about the grammar.Help the students to form the good habit in learning.Encourage the students to do more exercises to consolidate their knowledge.At the beginning of this period, the teacher should give the一、过去分词作定语1．单个的过去分词或由过去分词构成的复合形容词作定语时，通常放在被修饰词的名词前面，代词后面。
frozen food 冷冻食品fallen leaves 落叶well educated man 有教养的人anyone caught 任何被捕的人2．过去分词短语作定语时要放在名词后面。
The fish caught yesterday is/are still alive.昨天捉来的鱼还活着。
The trees planted by the foreign visitors are growing well.外国游客种的那些树长势良好。
3. 有些不及物动词必须和副词搭配才能作定语。
well behaved children行为端庄的孩子newly come visitors 新来的观光客4．表示情感的动词的过去分词。
人教高中英语必修五教案：Unit+3+Life+in+the+future+period3.doc
新授课课时教案科目：英语教师授课时间：第周星期年月1、品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
人教新课标高中英语必修五Unit 3 Life in the futureUnit 3 Life in the future教案(7)
高考英语必修5 Unit 3 Lifeinthefuture 单元复习教学案基础梳理整合词汇拓展1．____________n. 定居；解决→____________vt. & vi.定居；解决2．____________n. 印象；感想；印记→____________vt.留下极深的印象3．____________adj.时常发生的；连续不断的→____________adv. 不断地4．____________n．指导；向导；导游→____________vt.指引；指导→____________n．指引；指导；领导5．____________ adj. 在前的；早先的→____________adv.事先；以前6．____________n.(出入的)通路；开口；开端→____________vt.开；打开→__________adj.开着的；开放的；开口的7．____________n. 周围的事物；环境→____________vt.环绕；包围8．____________vi. & vt. 缺乏；没有→____________n．缺乏；短缺的东西9．____________n．乘务员；服务员→____________女乘务员10．____________vt.容忍；忍受11．____________vi.&vt.按；压；逼迫→____________n．按；压；印刷；新闻→_____n．压力12．____________adj.乐观(主义)的→____________n．乐观(主义)13．____________n．沙漠；荒原→____________vt.抛弃；遗弃14．____________vt. & vi. (使)闪光；(使)闪现→____________n．闪光；闪现15．____________n. 开关；转换→____________ vt. 转换16．____________n．公民；居民；市民→____________n．国籍；公民身份17．____________n．瞬间；片刻→____________adj.立即的；立刻的→____________adv.立即；即刻→____________conj.一……就……18．____________n．生态；生态学→____________adj.生态的；生态学的19．____________adj.贪吃的；贪婪的；贪心的→____________n．贪婪；贪心20．____________vt.吞下；咽下→____________n．燕子21．____________vt.回收利用；再利用→____________n. 循环；自行车vi.骑自行车22．____________n．代表；典型人物→____________adj.典型的；有代表性的→_____vt.描绘；讲述；声称；代表23．____________n．动机→____________vt.作为……的动机；促动；激发语镜记词1．It's necessary for you to ____________(系牢) your safety belt when you drive.2．When I first met him I got the ____________(印象) that he was a shy man.3．The manager mentioned three ____________(方面) of the problem.4．I remember you mentioned the same thing on a____________(以前的) occasion.5．She was no longer ____________(主人) of her own future.6．She never lets her daughter out of her ____________(视野)．7．As I walked through the town, I was ____________(不断地) reminded of my childhood.8．There are several ____________(开关) on the wall.Can you tell me which one turns on the hall lights?9．She is ____________(乐观的) about her chances of winning a gold medal, for she has prepared well for it.10．A lot of children at the school don't live in town, but come from the ____________(周边的；周围的) countryside.短语回顾1．take ____________ 拿起；接受；开始；继续2．be back ____________ one's feet(困境后)恢复；完全复原3．lose sight ____________ ...看不见……4．catch sight ____________ ...瞥见……5．sweep ____________打扫；横扫6．speed ____________ 加速7．slide ____________(快捷而悄声地)移动；溜进……8．safety ____________ 安全带典句背诵1．____________ by a lack of fresh air, my head ached.由于缺乏新鲜空气，我感到头痛。
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,。
英语必修5人教版：精品教案(Unit 3 Life in the future Period 6)
The General Idea of This PeriodThis is the sixth Period.The teaching and studying activities will center on language studying in this nguage studying will contain all that has been learned in this unit.As usual, the teacher should check the students’ homework and offer chances for the students to go over what they learnt in the last periods at the beginning of the class.In this period, the emphasis will be put on the learning the words, phrases and sentence structures. In order to let the students understands these expressions thoroughly, the teacher first gets the students to understand their meaning in the context, then the teacher gives some explanations about them, later offers some practice to make the students know how to use them.At last let the students do some exercises for feedback.In order to enable students to use these language points both orally and in written form, the teacher is expected to carefully design it to encourage the students to be active in class.Make sure that the students are willing to take part in a ctivities in class and get ready to cooperate with each other.Teaching Important PointsTo learn the following words and phrases: lag, constantly, vehicle, take up, remind, be optimistic about, as a result, su ffer from, be similar to, well known for, lie, get lost, lose sight of, catch sight of, sweep up, provide something with something, fall fast asleep, search for, assist in, go soft, depend on, require, speed up, switch, impression, sweep upTo study the following sentence structures:(1)These hovering carriages float above the ground and by bending and pressing down on the(2)I got lost when we reached what looked like a large market because of the people flying in(3)Wang Ping’s mother appeared, flashed a switch on a computer screen, and a table and(5)Confused by the new surroTeaching DifficultiesHow to let the students learn to use these phrases and sentences structures in written and oral English.Teaching AidsMulti-Three Dimensional Teaching AimsKnowledge AimsAbility AimsEmotional AimsTo further understand the importance oTeaching ProcedureStep 1 Greeting6.His nephew, ________answers to the whole class.If they still have difficulty understand ing, the teacher should offerSuggested answers:1.connected2.folded3.carried4.mentioned5.intended6.lost7.Frightened8.GivenT: Now let’s have a e these sentences to make up a story.If necessary, you can change the expressions of the sentences.You had better make your story interesting and complete. If you can properly use the past participles in the story, there will be more chances for you to win the competition.First discuss making up a story with your partners, then tell your story to anotherpair near ter combine your story with another pair’s to make up a new story, which must be better than the first edition of your story.In the end, tell the whole class the story which has been(The teacher will give them five minutes to make up a story.After that, let volunteers show their story.The group will be the winner if they can tell the most interesting story and expressions are very fluent without mistakes.After the competition, the teacher had better praise the winner, and encourage the others to try to succeed next time.T: Yes.Taking utake up开始做（工作）; 占用; 选修; 从事; 打断了某人的话（以反驳和批评）; 提交议论等。
高中英语必修五 Unit3 Life in the future教学案例分析
高中英语必修五 Unit3 Life in the future教学案例分析该课对课文内容进行创造性拓展与补充，改变传统教学过于注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。
该课的中心话题是“谈未来”，内容主要涉及人类对未来生活的想象、猜测和思考。
该课旨在激发学生的想象力，探讨未来的世界，达到使学生学会用英语交流、培养实际运用英语的能力。
二、学情分析这个班虽然为农村普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神还是可以在平时的教学中不断提高和培养的。
根据这些特点，采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样面向全体学生便于调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。
三、学习目标1、展望未来，激发学生的想象力；2、学习使用有关预测和猜测和表达方式；3、培养学生用英语表达未来的生活状况，达到用英语交流、培养实际运用英语能力的目的；4、运用所学英语写出具有丰富想象力的短文。
四、设计理念“ Life in the future”一课倡导英语新课标理念下的合作学习。
根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标。
教师要引导学生利用所学语言来完成任务，促进学生运用所学外语获取信息，处理信息，使用信息与人交流，让学生去发现问题、设计问题并解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。
五、教学媒体设计指导学生将信息技术与英语学习相结合。
学生学完“ life in the future”这一单元，教师鼓励学生利用网络资源及多媒体技术积极探索和运用知识。
让学生展开想象，搜集有关资料，制成课件。
英语必修5人教版：精品教案(Unit 3 Life in the future Period 3)
Period 3Listening and SpeakingThe General Idea of This PeriodThis is the third period of this unit.At the beginning of this period, the teacher should design some exercises to review what the students learned in the last period.The second period centers on the understanding of the passage First Impression.The teacher can begin with asking some questions or having a competition to make some sentences with“first impressions”according to the passage.This period mainly deals with listening and speaking.At the beginning, teachers focus on training the Ss’ listening.This listening content is about living in“Wonderworld”and a new kind of quilt, which Xiao Feng has invented.It ca n “think” for itself and become warmer or cooler according to the weatWhen training the Ss’ listening ability, teachers should start with pre-listening, that is lead-in.If it is necessary, teachers had better introduce some background knowledge about the listening material.After that, ask the students to predict what the following listening material may be about according to the given information.Teaching students to listen in a proper way is the aim of this activity.A good listener should be able to predict according to some hints such as the topic, the questions listed, etc., to listen with the purpose of finding useful information and to ter, let the Ss listen to it.At the same time, teachers should design some simple questions.After that, the Ss have known some about the listening material, and then teachers can ask them to listen to it again to be ready for more difficult questions.If necessary, the Ss can be given another time to listen.While practicing, teachers had better give students some advice on how to do it well.Certainly, suppose there are many new words and expressions, teachers deal with them firstly.After practicing listening, the Ss are expected to learn some expressions about imagination.The topic is about what life will be like what life will be like in your hometown in 1000 years’ ter let the students work in pairs.Imagine you are two inventors and you have designed a new product, which you want to sell.First, you need to decide on your product.It can be anything that people might find useful in the future.It might save them time, make work easier or help in communication.Second, you will have to explain to the class exactly how your product works.It can use any branDuring the course, teachers should rank class activities from the easy to the difficult.First, ask them to learn the expressions.Then, ask them to imitate it to have a dialogue.Finally, the students are expected to create a dialogue or discuss the given topic, using the expressions about imagination.This period lays emphasis on speaking and listening.The teacher should try his or her best to encourage the students to say somethin g.Don’t always correct the mistakes that the students would make while speaking.Otherwise, the students would feel reluctant to speak out their opinions.Teaching Important PointsTeaching DifficultiesTrain the students’ listening ability.Especially listen and understand the k ey words andTeaching AidsThree Dimensional Teaching AimsKnowledge AimsGet the Ss to learn how to expressAbility AimsEmotional AimsTrain the students’ ability to cooperate with others.Teaching ProcedureStep 1 GreetingStep 2 Revisio nT: Today we will begin our lesson with a competition between groups.In the last period, we learnt about an e-mail written by Li Qiang.Now, please say something that you know about it.If you offer a complete sentence, you will be given ten marks.Your group will be given twenty marks when your expression is especially beautiful.S: Li Qiang paid a visit to the futuS: He felt very nervous at first, but he felt much better after eaSs: ...(The teacher should encourage more students to join in the competition.At the end of the competition, the teacher should announce the result of this competition.Praise the winner andTask 1 Pre-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 andT: Can you understand those phrases?Please predict what you are going to listen may be about according to the phrases.T: Now let’s listen to the tape to see whether what you predict is right or not.At the same time, you are asked to tick the things that you hear on the tapT: This time.You’d write down the answers to the four questions.Boys and girls, how can weS: We should go through the questions first and keep them in mind.When we are listening,S: We needn’t write down each word of the answers.We just write down some key words. Later we can write down the(Two minutes later, the teacher plays the tape.Then give Ss time to organize their sentences.)(If students make some common mistakes or they seem to have difficulty in finding out answers, teachers can give them some hints and let them listen to it again.After that, check the answers.If the students feel it difficult to make sense about the key words and understand theTask 4 Post-listening1.What did y2.Do you think people in the future will be able to live in“Wonderworld”?Why do you think so?(At this part the teacher may have the students present what they have heard on the tape and show their own opinion on living in“Wonderworld”.If possible, the teacher may have some of the students do the presentation work in class.By doing this, the students can get full understanding ofStep 4 Post-Task 1 Pre-T: Now let’s lear n about a magic quilt.Xiao Feng has invented this new kind of quilt.Itcan“think”for itself and become warmer or cooler according to the weather.Let’s read theyou are marketing manager in the company that makes the quilts.So you have been asked to find areas in the world to sell the quilt.Listen to the tape again and think of the places where the quilt will work best.You will be asked to finish Exercise Two.It will work best in __________ winters and__________ summers.Task 4 Post-T: You did a very good job just now.Let’s go on to fill in the e your atlas if you need(If the students have some difficulty, let them listen to the tape a third time.Then give them about three minutes to consider and discuss with their partners.Finally check the answers andTask 1 Lead-inS: SupposT: Good.We often use them to express our imagination.Besides those, we also use theDo you suppose that...?Perhaps/Maybe/Possibly...Mostly likely..Task 2 PracticeT: Now please use these expressions to list some questions about what life will be like in your hometown in 1000 years’ time.Then exchange your questions with your partner.After that, get together with another pair and answer their questions and ask them your questions.Four students make up a group.By asking and answering, you four choose the best questions andTask 3 TalkingT: Now let’s wor k in pairs.Imagine you are two inventors and you have designed a new product, which you want to sell.First, you need to decide on your product.It can be anything that people might find useful in the future.It might save them time, make people’s work easier or help in communication.Second, you will have to explain to the class exactly how your product works.It can use any branch of science.Third, you need to show that people will be willing to use it.These descriptions of some imaginary products may help you1.These“flying boots”are operated by a small computer chip.They will rise straight up from the ground and hover or move quickly forwards or backwards.Press the switch in your hand once2.Another time-saving invention.This is a shirt that cleans itself as you wear it.Heat from your body warms the shirt and it attracts water vapor from the air.When there is enough water the3.Never pay for electricity again!This light bulb absorbs light from the sun and stores(As usual, the teacher won’t forget to give comments on what the students do, including the teacher’s words praising what they are doing in the first few stages.Only in this way are theStep 6 SummaryT: In this period, we mainly focus on the speaking and listening abilities.If you feelwould you please do so?Today’s homework is to invent what you want to own in the future.Then prepare for description ofThe Design of the Writing on the BlackboardUnit 3 Life in the futureIs it possible that...?Suppose that... I wonder if..Is it likely/unlikely that...?Research and ActivitiesRead the following material about Mars, and then write a passage about whether people in the future will be able to live on the Mars.In the passage, you will be asked to present your opinion and try to persuade others to believe in your imagination.Basic atmospheric dataThe Martian atmosphere is composed mainly of carbon dioxide (CO2).It is very thin (less than 1 percent of the Earth’s atmospheric pressure).Evidence suggests that the atmosphere was much denser in the remote past and that water was once much more abundant at the surface.Only small amounts of water are found in the lower atmosphere today, occasionally forming thin ice clouds at high altitudes and, in several localities, morning ice fogs.Nitrogen, oxygen, carbon monoxide, and the rare gases (neon, argon, krypton, and xenon) also are present in small quantities.The characteristic temperature in the lower atmosphere is about 200 K, which is generallycolder than the average daytime surface temperature(250 K).It decreases upward from the surface at about 1.5 K per vertical kilometer.Unlike that of the Earth, the total mass (and pressure) of the atmosphere experiences large seasonal variations, as carbon dioxide“snows out”at the winter pole.The annual variation of surface pressure was measured to be about 26 percent of the mean atmospheric pressure (7-8 millibars) at the lander sites, equivalent to some 7.9×1012 metric tons of carbonare water ice, while the“yellow”ones are dust storms that throw dust into the atmosphere to heights of 10 km (6 miles) or more.Even in the absence of storms, the atmosphere is never clear of dust, which greatly affects atmospheric structure.Reference for TeachingExploring the planet MarsPeople on Earth have always been interested in the planet Mars.Recently, that interest has increased because several successful spacecraft have been placed in orbit around Mars.These include the American s pace agency’s Mars Global Surveyor and Mars Odyssey and the European Space Agency’s Mars Express.Perhaps the most exciting event took place on January third.That is when the first of two Mars exploration vehicles successfully landed on the Red Planet.The first lander is named“Spirit”.It came to rest in an area of Mars named Gusev lions of people us ed their computers to link with NASA’s Internet Web site to see photographs sent back by Spirit.On January fifteenth, NASA scientists told Spirit to use its six wheels to move off the landing device.It did this successfully and rolled on to the surface of Mars.Excited NASA officials said Spirit was now ready to begin its task of exploring the surface of the Red Planet.On January twentieth, scientists told the exploration rover to use one of its tools to study the soil near the rock.The next day, Spirit began having problems.It answered radio signals, but itNASA officials began to work to correct the problem with Spirit’s computer.The part of the computer that stores information was not working correctly.On February 1st, NASA announced that Spirit’s computer memory had been successfully repaired.It will begin scientific examinationsof rocks later this week.The second vehicle is named“Opportunity”.It landed in an area of Mars called Meridiani Planum.NASA scientists say Opportunity landed inside a large hole in the surface of the planet.Photographs from Opportunity show several large formations of rock.The photographs clearly show this rock is below the surface.NASA scientists say the rock they see in the photogNASA officials say they have discovered and confirmed that Opportunity landed on an area of Mars that is rich in t he mineral crys talline hematite.On Earth such hematite usually forms in the presence of water.Scientists want to know if the hematite on Mars was formed under waterSome evidence suggests that long ago the Meridiani Planum area of Mars w as wet and heldwater.Opportunity will search for more evidence of water and any evidence that some kind of life could have existed in the area.several tools.The arm carries the microscope, two instruments for identifying what the rock is made of and a tool for cutting into the rock.Scientists say that Spirit and Opportunity will explore the surface of Mars for as long as ninety days.The rovers will be exploring the surface in an effort to find evidence of water on Mars.Water is extremely important to any future human exploration of Mars.The two devices are trying to discover if we have not been alone in the universe.They areUN calls for greater efforts to protect enU.N.Secretary General Kofi Annan said that the theme of this year’s World Environment Day is Connect with the World Wide Web of Life, “a choice that reflects the need for every one of us to recognize our role in preserving our fragile planet and the ecosystems, resources and natural process that bind us all together.”“More than ever, life on Earth requires of us a sense of universal responsibility—nation toKlaus Toepfer, executive director of the U.N.Environment Program, said that the riches of the information age are being felt by everyone on earth, however, the world’s old problems are enduring and urgent, citing the looming threats of inequalities brought about by the forces of globalization, poverty, reduced food security, the intricate balance between population, resources and the environment, the challenge of sustainable development and the relationship of all these to the future of humanity and“The theme of this year’s World Environment Da y is a reminder that the earth with all its complex, interlocking ecosystems, is the foundation of our lives.It is our common heritage.The bounty of nature is one and indivisible.It knows no frontiers, no territori al borders, ”he said.He noted that human beings are a part of a vast web of interconnected species and systems that fit together in intricate ways, enabling the whole system to continue.“There are limits to how much our population can grow, and how much w e can alter our surrounding environment, without causing changes that will reverberate throughout that web and jeopardize our own future, ”he said.He called on governments and people worldwide to join hands and take common steps to protect environment so as to pass a safe, clean world to human’s offspring.。
最新-高一英语上册 Unit 3《Life in the Future》说课稿(人教版必修5) 精品
过去分词可在句中作时间、条件、让步、方式或伴随等状语。这时分词动作与句子主句主语构成逻辑上的动宾关系。可以在过去分词前面加上when, if, unless, once, as if, though, as, because, since等连词，构成“连词+从句”形式可转换为对应的状语从句。
Worried about the journey, I was unsettled for the first few days.
In this sentence the past participle is used as the adverbial. It is a way of joining two clauses together:As I was worried about the journey, I was unsettled for the first few days.
Unit 3 Life in the Future
A structure lesson（A Input-based Lesson）
语言材料分析
教学内容:本课为该单元的语法课。包括语法知识点分析、理解以及练习。部分要求学生主动找出阅读语篇中的重点结构---过去分词作状语，然后加以运用。教师应提醒学生既要注意意义（meaning）也要注意形式（form）。
⑵. Hit by a lack of fresh air, my head ached.
⑶. Exhausted, I slid into bed and fell fast sleep.
4. Ask Ss to observe the sentences, and tell the subjects of the clauses and the relationship between the verbs of the clauses and the subjects of the main clauses. Are they passive or active?
人教英语必修五Unit3Lifeinthefuture教案9
Unit3《Life in the future》The 5th PeriodTeaching Aims:Improve the students reading skills.Learn something about I have seem amazing thingsDifficult and Important Points:1)Reading Comprehension2) write a reportTeaching Methods:Comparative methodTeaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … buil t on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphas izes likely and increases the possibility.Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in their exercise books. Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures. When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.I believe you’re right.What are the problems then?What do you think is likely to happen?Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.A: I think the company will buy more land.B: I believe you‘re right.A: But it isn’t likely that the manager will make a decision soon.B: What are the problems then?With an ordinary class, just practice the dialogue in Part 1 again.HomeworkFinish off the Workbook exercises.。
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。