人教版高中英语必修5 Unit3 Life in the future说课课件 (共36张PPT)
A boy who was given a chance to travel to the year AD 3008 as a prize.
He is now writing to his parents about his exciting and unforgettable tour…
•Unit
•Life in the Future
On-line shopping
on the earth; on land
On the space station
on the earth
On other planets
Under the sea
•Do you want to go traveling in the future like the mechanical cat---“Duo La A Meng”?
认识现在，展望未来，激发学生的想象力。
Arouse students’ imagination by predicting the future life
鼓励学生发言，增强学生自信心
Increase students’ confidence by encourage them to say
培养学生合作意识和竞争意识
运用所学英语写出具有丰富想象力的短文
Write fantastic passage with what you have learned
2.2 过程与方法目标 Procedure and approach objectives
使学生在口语和书面表达中自如运用语言点
Students can use language points freely when speaking and writing
本单元的中心话题是“谈未来”，内容 主要涉及人类对今后生活环境的想象、 猜测和思考。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。
二.教学目标（Teaching Goals）
2.1 知识技能目标
Cognition and skill objectives
巩固本单元所学的语法、单词、表达法
四、教学重点（Teaching Important Points)
过去分词做状语和定语(Past
Participals
as Adverbial ) 所学重点单词，词组 （Impression,lack,take up, be sweep up into…) 写作和写作技巧(Life in the future)
How did he get to the year 3008?
He went by time capsule.
What did he notice first when he arrived in AD 3008?
The first thing he noticed was the poor quality of the air and it gave him a headache.
Foster the competition and cooperation sence of students
三、教学方法(Teaching Approach )
①
②
③
任务型教学法(Task-based teaching approach） 合作学习教学法（Cooperative learning approach） 自主学习教学法（Autonomous learning approach)
1. Answer these questions in pairs Why did Li Qiang go into the future?
How did he feel when he left his own time?
Li Qiang went into the future because he had won a prize that gave him a tour. He felt rather anxious when he left his own time but soon got it over.
提高学生小组合作能力
Improve the cooperation ability of each group
培养学生独立思考问题的习惯
Cultivate independent thoughts of students
2.3 情感态度、价值观目标 Outlook on life and values ojectives
•The time machine can bring you to the future.
Pre-reading
Housing Population Pollution Global warming (greenhouse effect) Traffic Hunger ….
•Unit
•Life in the Future
Unit 3 Life in the Future
教材:高中英语必修5 （人民教育出版社普 通高中课程标准实验 教科书） 对象:高中三年级学生 课型:讨论 阅读 语法
一、 教材分析（Ananlysis of Teaching Material ）
Learn about new words，grammar and description of this unit
学习有关预测和猜测的表达方式
Learn how to make prediction
掌握过去分词做定语、状语的用法
Know how to use past participle as the Adverbial and Attribute
Make a list of the problems human are facing today.
poverty war violence
overpopulation
Help
pollute the environment
take up too much room to park…
Reading
unit3-Life-in-the-future-说课稿
IV. Teaching Procedures
Step 1. Warming up and Lead-in Step 2. Pre-reading Step 3. While-reading
1.What is a “time lag”? 2.Who guides Li Qiang’s trip?
3.How did he feel when he was in the capsule ? How
to solve the problem?
green tablets
unbelievable, worried, unsettled,
2)Teaching aims: Ability aims
Develop students’ reading skills such as skimming and sanning and enable them to use different reading skills in different reading materials.
4) Teaching difficult points
How to help the students do the reading comprehension efficiently.
II. Analysis of the students
Students in Senior II are at the age of 17-18, who are curious about the world. Although they are at different levels of English fluency, they have a strong desire for knowledge. In addition, they already have enough vocabulary and the basis of reading .Therefore, they can communicate with each other and express themselves in plain English. During the teaching process, I will teach them the proper way to learn English and try my best to arouse their interest in English and their enthusiasm of the life.
必修五 Unit 3 Life in the future说课稿
必修五Unit 3 Life in the futureFirst impressions 说课稿一、说教材1.未来生活在必修5 中是一个重要的话题。
本课是一节阅读课，First impressions讲述了李强如何安全到达“未来世界”的第一印象。
本课在提高学生的阅读能力上起着非常重要的作用。
教材设计这样一个话题，不仅是为了提高学生的语言技能，也是为了拓展学生的视野，激发学生的学习兴趣。
2.新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程，又是他们陶冶情操、拓展视野、丰富社会经历，开发思维能力和提高人文素养的过程。
二、说学情高二的学生已经掌握一定的词汇量，也已有自己独立的思想，普遍对新鲜事物感兴趣。
所以本节课以发展学生核心素养中的思维品质为出发点，以提高学生的阅读能力为目的，在教学设计上一定要由浅入深，层层递进，设计不同的教学任务让大部分学生参与进来，享受小组合作的快乐。
三、说教学目标1、语言能力：让学生通过听、说、读、写、看等方面的语言实践活动去发展英语语言能力。
学生会运用所学词汇去描述未来的生活。
2、通过本课的学习，学生能对“过去”“现在”“未来”进行分析，对比，分类，推断信息的逻辑关系，理性表达自己的观点，具备初步用英语进行多元思维的能力。
3、培养学生的语篇能力，引导学生从语境、信息、结构中获取相关信息。
四、说教学重点1、重点词汇与词组。
2、读懂本课。
五、说教学难点1、学会用思维导图去理解课文。
2、运用所学知识对过去、现在和未来生活的不同点的描述。
六、说教法和学法1、多媒体的使用，采用阅读一则作文《未来的智能车》和视频情景导入。
2、任务型教学法3、独立思考、小组讨论的合作方法4、学案辅助教学。
七、说教学设计Task 1 Warming upTask 2 Reading1) Predicting2)Fast reading3)Careful readingTask3 DiscussionTask4 Practice(高考链接)Task 5 summaryTask 6 Homework具体步骤如下：课前准备：自主学习，小组研讨。
高中英语《人教版Book 5 Unit 3 Life in the future》优质课教案、教学设计
人教版新课标高二必修Book 5 Unit 3 Life in future—教学设计一、整体思路本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，以往在设计这节课会把未来生活和现代生活作对比，教育学生珍惜现在、把握现在、爱护环境。
但是随着人工智能的发展，阅读文章中的很多内容现在已经变成了现实，例如人工加湿器、无人驾驶汽车。
所以我在设计这节课时大胆设计了一个以穿越为主线，在学习基础知识的基础上对学生进行一个励志的教育：无论时间和空间如何变化，人类的经典会永远流传下去，鼓励学生学习历史上伟大的人物品质，如苏轼、贝多芬、爱迪生...在历史的画卷中留下自己的一抹绿色。
把学科素养、传统文化以及社会主义核心价值观融入英语学科的教学中，坚持立德树人，引导学生树立正确的世界观、人生观、价值观，正确认识世界和中国发展大势；既要有国际视野又要有中国情怀，要结合学科特点，凸显英语学科的育人导向。
二、Teaching Goals:1.Read the text “First Impressions” and master the wholestructure.2.To arouse Ss to pay more attention to the problems thatprobably appear in the future .3.To illustrate Ss’ imagination of future life, remind Ss’ notto forget our past then we can face the new life in thefuture. (不忘本来,才能面向未来)Step 1 Leading-in 目标前置（设计意图：首先提出课堂要求。
然后由学生喜欢的虚拟歌手洛天依导入新课，虚拟歌手代表的是现代科技的发展，当苏轼穿越到现代，见到虚拟歌手表演他的作品时，他会说什么？以此打开学生的想象力，引出对课文的预测，对文章进行阅读处理和学习。
高一英语上册 Unit 3《Life in the Future》说课稿(人教版必修5)
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?
A little girl was walking happily with a basket in her arm. Suddenly, she found an egg lying in front of her. She was_____it. So she wanted to see what was happening. She _____the egg and walked ahead. To her_______, more eggs were lying on the snow. Walking along the eggs, she was ______ to find that a little boy was _____. Then she walked close to the boy. At the same time, she was______ the act of the boy, pulled his trousers and took out a hen from his trousers. Finally, the little girl walked back with the hen in her hand. And the boy _____ her.
高中英语 Unit3 Life in the Future说课稿 新人教版必修5-新人教版高二必修5
Unit3 Life in the FutureGood evening, everyone.I’m glad to be here sharing my lesson with you. The content of my lesson isSenior English for China Book5 Unit 3 Life in the Future. It’s about reading.I’ll be ready to begin this lesson from six parts: Analysis of th e teaching material,Analysis of the students, Teaching aims ,Teaching important and diffi cult points,Teaching methods and aids, Teaching procedures, and Blackboard design. First, let me talk aboutpart1 the Teaching material.Part 1 Analysis of the Teaching Material:This unit is about what human beings’life will be like in about one thousand years.By studying this unit,we’ll enable the students to know the chan ges in humans’lifeand think about the effect human beings ‘behavior have on theenvironment. This lesson playsan important part in the English teaching in thisunit. It’s about reading , mainly talking about how liqiang arrive at AD3008 and the first impression of it.From this lesson, it starts asking the Ss to grasp contents of each passage to improve students’ reading ability. Meanwhile, by reading this passage, students can know the difference from the future.If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.Part 2 Analysis of the StudentsAs Senior2 Ss, they are at different levels of English; some of t hem have lost interest in English and has poorEnglish. So during the lesson, I arrange a variety of activities to let all of them join in to attract their attention and let them be confident and taste the joy of success. On the other hand, students can be interested in talking the life in the future.Part 3 Teaching Goals一Teaching Goals1.Knowledge goalsTo master the important words and sentences patterns of this unit t hrough this period: previous, uncertain, guide, surroundings, press, be lt, flashed, take up, sweep up, lose sight of, etc.2.Ability goals①Enable the Ss to have the ability to know and talk about what humans’ life will belike in the year AD 3008;②Let the Ss learn the reading skills of skimming, scanning and getting the main idea of each part and each passage . at the same time appreciate the language.3.Moral goalsMotivate ss’ sense of protecting environmentPart4．Teaching Important points and Difficult points1. How to help the Ss to talk about the humans’life in the year AD3008;.2. How to improve the Ss’reading abilities in scanning3. How to grasp the main idea of each paragraph.Part 5. Teaching Methods and AidsTask-based method, , skimming, scanning, competition, discussion, etc. Multi-media aid , a tape recorder and some pictures.Part 6. Teaching proceduresStep1. Warming up & Lead-inStep2. Fast readingStep3. Careful- readingStep4. DiscussionStep5. SummaryStep6. HomeworkStep7. Blackboard DesignStep1. Warming up & Lead-inAt first I’ll leadin the passage by sharing a short video“The p roblems which our world is facing”to attract their interest. Meanwhi le, ask them to talk about what problems our human beings are facin g today. Then discuss which problems do you think people will have overcome in one thousand years and which problems do you think will still exist in AD3008 and why?( The prereading prepares Ss for the passage and relates the subject s of their own experience. They are encouraged to speak outtheir answers. Different answers areavailable)A free talk: Do you want to know what people’s life will be like in one thousand yearsImagine, there is a time machine, we can take it to travel to th e year AD3008. Doyou want to take the travel? Let’s do it.Step2. Fast- ReadingAsk students to read the text fast to get the main idea of the te xt.Then try to answer the following questions:①Who is going on the trip to the year AD3008?②What impression is it?③What is the form of this passage? What is the main idea of this passage?From the title” first impression’’ we can know it’s about how liqiang got to the future and his impression of it .( with the task, students are expected to grasp the theme of the passage. Maybe I can adopt competition for speaking)Step3. Careful- readingAsk the Ss to finish the following 4 Exercises by using competiti ons. I’ll dividethe Ss into 4 groups. If a student can answer the questions correct ly, then his/ hergroup can get one point. And the group which getsthe most points is the winner.Only through cooperation can the Ss taste the joy of success. If th e Ss know their answer is right, he’ll be confident and they’ll s urely become more enthusiastic inlearning English. The purpose is toimprove the Ss’reading comprehension.Task1.Answer the questions on page19①How did he feel when he left his own time?②What did he notice first when he arrived in AD 3008?③What else did he find that was different?Task 2.Try to find out what happened to liqiang before, during and after the journey. The task enable students have a knowledge of the text.Step 4. DiscussionDid you do anything bad for the environment in your daily life?What should you do to make our world more beautiful?Step 5. SummaryRead the test carefully then summarize the test. In this part, I design an exercise of filling in the blanks according to the passage. It is similar to a cloze. By doing it , students can understand the key words and phrases further to appreciate the beauty of the language.Step 6. HomeworkRead the test carefully after class, then retell it according to the summary. Step7. Blackboard designThen try to answer the following questions:①Who is going on the trip to the year AD3008?②What impression is it?③What is the form of this passage? What is the main idea of this passage?。
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说课课件
教材:人教版必修五Unit3 Life in the future 题目: • First impressions Extensive reading
Yesterday is a history Tomorrow is a mystery Today is a gift So we call it present
• 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。
• • • •
2. 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
• Get the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.
人教必修五Unit3Lifeinthefuturereading说课课件
THANK YOU
欢迎各位老师指点
五.教学难点
1. Inspire the students to imagine the future life.
2. Inspire the students to say something about the future transportation ,air quality and houses.
（3) Students XXX learn to use some words to express their own feelings.
情感态度
Emotion goal：
1) Students XXX be able to understand and grasp the impressions of Li Qiang's journey to the future life.
Life in the future
----Reading: First Impressions
一、学情分析
The students of Senior 2 have acquired certain reading abilities.But students still find it difficult to finish the tasks, such as the underlined word or the best titles in the reading passage.
七.教学内容及过程
Teaching procedures: Step1.Lead-in : enjoy a video Step2.Pre-reading
discussion Step3.Reading
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。
高二英语必修五教案《Unit 3 Life in the future》
高二英语必修五教案《Unit 3 Life in the future》【导语】高二是承上启下的一年，是成绩分化的分水岭，成绩常常形成两极分化：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作者高二频道为你整理了《高二英语必修五教案《Unit 3 Life in the future》》期望你爱好！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，使学生通过视察、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. 展开学生活动，发挥主体作用新课程强调要充分发挥学生在教学进程中的主体作用。
本课设计遵守以学生为主体，教师为主导这一教学原则，创设角色扮演情形、猛烈讨论提出建议，让学生限度地参与教学进程，尊重学生的主体地位，充分发挥学生在学习进程中的主动性、积极性、创造性，使课堂充满活力。
2. 实行情形教学，统合三维目标本课设计从教学需要动身，创设情形，进行情形设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地知道和接受知识，并在学习进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，所以在情形教学的进程中，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，增强教学成效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，增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，增强了教学成效。
4. 运用问题教学，启示学生思维本课设计依照诱思探究理论要求，遵守学生的认知规律，引导学生去发觉问题、分析问题和解决问题，从而掌控知识，形成能力，培养品质。