人教新课标高中英语必修五Unit+3+Life+in+the+future+教案1.doc
高中英语新人教必修五Unit3Lifeinthefuturereading教案
Period 1: Warming-up & ReadingTeaching Aims:1.Learn some new words and expressions.2.Improve the students’ reading skills.3.Know the more advanced forms of transport in AD 3005 and the advantages and problems oflife in the future.Teaching Methods:1.Inductive method2.Pair work & group workpetition4.Illustration5.Deductive MethodStep 1 Greetings and Lead-in1．The teacher can start with daily greetings and try to lead in some words in this unit.Q1: Where do you come from? Do you live in the downtown or in the countryside?Do you live in a comfortable surrounding?Is it a suitable location for people to live in?What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).2．Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …3．Now let’s take a look at the screen to learn about the development of all the means of transportation.sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft4．Q3: What will the future means of transportation be like? (Time travel)Well, today we are going to learn a text about time travel.【设计说明】由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词；然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。
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+period6.doc
新授课课时教案科目：英语教师：易倩授课时间：第周星期年品味人生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。
优质高中英语必修五教案：Unit+3+Life+in+the+future+教案
Unit 3 Life in the future Ⅰ. 单元教学目标Ⅱ. 目标语言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。
人教版高中英语必修5教案Unit 3 Life in the Future
人教版高中英语必修5教案Unit 3 Life in the Future Unit 3 Life in the FutureStep 1 warming upStep 2: 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 even worse in AD3005? 鎵炬暀妗?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鈥檛think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion鈥?step 3锛?fast readingRead the text for the first time and tell what the text is about?It鈥檚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鈥檚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 4 careful reading1. Questions & answers:1. Why did I have the chance to travel to the year AD3005?2. What is a 鈥渢ime lag鈥?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. 鈥淭ime lag鈥?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鈥檚parents鈥?company transported us to the future.Difficult and Important Points:Step II. Check the answersStep three language pointWarming upaspect n. ?You鈥檝e only considered one aspect of the problem.The fierce aspect of the salesman frightened the customer off. Pre-readingovercome vt. 鍏嬫湇,鎴樿儨,? 琛ㄧず鈥滃帇鍊?鍙椾笉浜嗏€?鏃? ?be overcome with鈥?鈥溾€︿箣鏋? 鏋佷负鈥?鈥?He overcame the bad habit of smoking.We鈥檒l overcome the difficulty when we got to it.The child was overcome by weariness and slept.My mother was overcome with grief.ReadingUsing LanguageHomework Step I DictationThe 5th PeriodThe 6th periodStep 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鈥榯know. = I honestly don鈥檛know.c Right now = At this momentd The problem is 鈥?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 鈥?built 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鈥榮quite likely: Quite emphasizes likely and increases the possibility.Step 5 Practice鎵炬暀妗?Demonstrate 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 attentionshould 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鈥檙e 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鈥榬e right.A: But it isn鈥檛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.。
人教新课标高中英语必修五Unit 3 Life in the futureUnit 3 Life in the future导学案(1)
Unit 3 Life in the future Reading 导学提纲Designer: Luo Xing Supervisors：Teachers in senior 2班级：组名：姓名：使用时间【学习目标】1. To get the main idea and general meaning of the reading passage.2. To develop the reading skills(skimming;scanning;generalization).3. Stimulate the students’interest and love for learning life in the future.【导学流程】一、导picture shows二、思Fast ReadingMatch each part with its main idea.Paragragh 1 The journey.Paragragh 2 Stay ing in Wang Ping’s home.Paragragh 3 How I came to take a time travel journey.Paragragh 4 My impressions of life one thousand years into the future.三、议、展、评Task1. Choose the best answer.1. Why did Li Qiang have the chance to travel to the year AD 3008?A.His parents sponsored him.B.He won a prize.C. His friend invited him.D.He took part in a tourist group.2.How did Li Qiang travel to the future?__ __A.In a space shuttle.B.In a hovering carriage.C.In a time capsule.D.In a rocket.3.From the passage we can infer that ________.A．Wang Ping often travels to the future B．Li Qiang has been to the future twice C．Li Qiang's parents didn't agree to his travel D．people in the future don't have to eat foodTask2. Answer the following questions.1. What is a “time lag”?2. Why did my guide give me some tablets?3. How did I feel as soon as I was transported to the future? How did Wang Ping solve this problem?4. What did Wang Ping’s house look like? What was the green wall made of ? What’s the purpose of building this kind of green wall?Task2. DiscussionWhat's the writer's attitude towards the future,optimistic or pessimistic? How do you know that?四、检（Self-checking）Although Li Qiang suffered from“time _______”，he was transported safely into the futureby________ (take) a time capsule.Confused by the new___________(surround), he ________ (hit) by a lack of fresh air and his head ached and had to put on a ________ to get _________ oxygen.Then he flew behind Wang Ping in a hovering carriage.________(arrive) at Wang Ping's home, Li Qiang was shown ________ a large room with a wall made of trees, a brown floor and soft lighting.As he was exhausted, Li Qiang ________ into bed and________ fast asleep.五、Homework-完成日日清。
高中英语人教版必修5unit3LifeinthefutureUsinglanguage教案..
Unit 3 Life in the future教案Using languageSpeakingT eaching goals教学目标1. T arget language目标语言Make predictions:Suppose that...I wonder if...Is it likely / unlikely that...?Do you imagine that...?Is it possible that...?Do you suppose that...?2. Ability goals 能力目标Enable the Ss to talk about things at present and predict things in the future.Enable the Ss to describe some imaginary products.3. Learning ability goals 学能目标Help the Ss learn how to talk about things in the future and describe some imaginary products. Teaching important ＆difficult points教学重难点Teach the Ss to make predictions and express their ideas about future.Help the Ss make up their personal future plans.Teaching methods教学方法Pair work and group work; discussion and cooperation.Teaching aids教具准备A computer and a projector.Teaching procedures ＆ways教学过程与方式Step I T alkingSet a scene for the Ss: A man who is living in AD 2046 comes to visit your city and wants to know something about jobs in your city. Ask the Ss to work in pairs to make out an introduction plan. Make a comparison between jobs at present and jobs in the future, and find out the changes and why these changes take place.T: In the first period of our unit, we discussed the changes between life in the past and life at present, also we make a prediction about our future, right? Today let’s still talk about the future. Suppose a man of AD 2046 comes to our city, he wants to know something about jobs in our city. How will you introduce the following two kinds of jobs to him? Teachers and farmers.Give the Ss 1-2 minutes to discuss and then ask some of them to represent their opinions.T: OK. Who would like to talk about the job as a farmer?S: Nowadays farmers are still working very hard. Few of them use hi-tech machines, especially in developing countries. They have to work most by hand everyday. Sometimes they will use some machines such as trucks, seeding-machines, etc. In developed countries, agriculture has been computerized. Farmers in those countries are much easier.T: Good. What about teachers?S: Nowadays lots of students stay in the classrooms to listen to their teachers. And the teachers have to use chalk, and sometimes they use computers.Set another scene.T: So it seems that both these two kinds of jobs are very challenging. Will they change in the future? Now the man invites you to his city in the year 2046, what changes will you expect to find on these two jobs?S: I think 40 years later, working as a farmer will be much easier than now. Farmers won’t have to work by hand, they can set a program in the computer and then the computer will finish all the tasks. It’s fantastic! And the harvest will be much better because of the science.S: I think in the future we don’t have to come to school to study. Teache rs will work on the Internet. We will have classes through the Internet. And unlike today’s teacher, in the future, a teacher can teach many subjects. And we will have robots do teaching jobs.T: So maybe I should be born 40 years later, in that case, the job for me will be much interesting. Step II Follow-up ActivityEncourage the Ss to predict their future life and make a short-term plan. Let them talk about theirdreams and then write passages introducing these dreams.T: Everyone, have you ever dreamt of your own future? Have you asked yourself what you will be? Now let’s make a prediction, or we can say, let’s make a plan for ourselves: What will I be in the future? Y ou can discuss with your partners to fill in the following chart and then write a pas sage introducing your dreams.Show the Ss the chart on the screen.Give the Ss enough time to discuss. This will help them make clear of their own future. And then select some Ss to give a report to the whole class.Step Ⅳ HomeworkT: Imagine you are at your age of 30. Write a passage to describe your daily life or your experience.A sample version:It is the year 2020 and I have just turned 30 years old. More than 10 years ago, I left high school and went to study at a good university. I was a history major and I also studied two foreign languages. After graduation, I was offered a job teaching history in a middle school. At first, I didn’t think I’d like to teach history. I thought the students would think history w as too boring. My first year was very difficult. I didn’t know much about teaching and the students did not like my lessons. But I was lucky. One of the older teachers became my friend and taught me a lot.。
人教高中英语必修五教案：Unit+3+Life+in+the+future+period8.doc
新授课课时教案科目：英语教师：授课时间：第周星期年月Get the Ss to learnTrain the students’ ability to coopera精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
人教版高中英语必修5教案Unit 3 Life in the Future
人教版高中英语必修5教案Unit 3 Lifein the FutureUnit 3 LFutureTeaching Goals:Topic:Useful ex::take up 拿起;接受;开始;继续remind…of… 使回想起或意识到lose sight of… 不再看见… … catch sight of… 瞥见sweep up 打扫；横扫 speed up 加速 a帮助;援助;协助uctures:I still cannot believe that I am taking uat was won last year.Worried abouurney, I was unsettledw daused bw surroundings, I was hit by the laaI was baagain and followedllect a hovering carriage driven by computer. Described a s aus round plalowly in spaaullarth’s gravity.…a table and chaundloor as if by magic.Grammar:1.过去分词作定语（The past participle as theattribute）I followedllect a hovering carriage driven by computer.Tomorrow you will be readvganized by computer. 2.过去分词作状语（The past participle as the adverbial）Worried abouurney, I was unsettledw daused bw surroundings, I was hit by the laair.Period 1Teaching Aims:1. Leaw words and ex2. Heludalk about last, aandutuabluddescribe the last, aanduture.Difficult and Important Points:Compare last, aandutureWhat is luture 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:warming upShow the studures or vidast andlife, and aures. lead-in: Talk about how many changave bast and2:pre-reading1. Can you tell what problle are facing today?2. What problems do youluture will have overcome? Wwill still bven wAD3005? 找教案 http://zhaojiaoa: 1. The problulation will be solved, have begul the birth rate.2. The problems will be stilland will even wI don’Nowag their best to develop new resources that human beings can make uuch as solar energy. I…：fast readingRead the texand tell whaxt is about?It’s an e-mail written by a man Who has taken up auture.2. Look allowingare in wrong order, telldA. We were transporteduture by aablapsule.B. I arrived a t Wang Ping’s home and everythinguse made me surprised.C.I won a travelar AD3005D. I havaster a hovering carriagareful reading1. Qu answers:1. Why did I havaavelar AD3005?2. What is a “time lag”?3. How did I feel when I waapsule?4. Who guid?5. Why did my guide givables?6. Who transported uuture?I took uI war b2. “Time lag” means agets flashbavioud.3. The seaapsule are vabld Wang Ping is my guidutuThe tablets could hell less nervous and uncertain6. Wang Ping’s parents’ company transported uuture.2. Fillart:Good changesBad changesTime travelCan travel toDas you wishAfter-aveltraan move swiftlyDisorganized, difficuld wayhousessave living spaaceTownsBusy, look likemaasy to get lostAir qualityOwn familyoxygen supplyPoor qualublic plaReading the text to decidwriting and summadeaType of writingThis is aarrative writing.Main ideaassageIt tells about Li Qiang travelingar AD 3005 and his exTaragraphI have traveledar AD 3005.T2nd paragraphI was stillarth buusand yeauture.Td paragraphI was hit by the laair.TaragraphTomorrow I will be readvganized by “ Future Tours”.4. Making a chain of evxt First IGoing by a time capsule 戴的老师。
高中英语必修五(Unit 3 Life in the future Period 1) 教案
Unit 3Life 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 pare 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, toIn 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’s attitude towards the future.At the same time, the students are expected to show thei r own opinions to the whole class and reason them, trying to persuade othersIn Learning about language, there are two parts.The fi rst is about vocabulary, which is to ask the students to apply the words and phrases freely.The other exercises are about the grammar, thatIn 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 writingIn 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 talk about the future andIn 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 to write down 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, shakefrom 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 puter screen, and a table and chairs5.Worried about the journey, I was unsettled forExhausted, I slid intoPeriod 1Period 2Period 3Period 4Period 5 GrammarPeriod 6Language FocusingPeriod 7AssessmentPeriod 1Wele 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 a nything 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, thisLater 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, villages, towns,Then ask students to draw a picture about the topic “my future family”.After that, le t 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 wantApart from the above, the teacher can design a petition.Divide the class into four groups.Eachdiscuss whether what they have listed is reasonable or not.The group, which has listed the most problems, will be the best.Following that petition, the teacher will ask the students to consider what problems people in the future will have to overe 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 doTeaching Important PointsHave the students discuss the changes that have taken place for almost one thousand yearsEncourage the students to predict what proUnderstand 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 DifficultiesTeaching Aid sCAI equipment with a multi-Three Dimensional Teaching AimsKnowledge AimsLearn about the changes that have happened for almost one thousand years and what willList what problemssettlement, impression, take up, constant, remind, previmask, bend, press, swift, master, lose sight of, catch sight of, sweep, switch, optimistic, length,Ability AimsEncourage the students to imagine what will happen in the future to cultivate the students forEmotional 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 sometimesTeaching 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 or situations, 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 answer s.T: When we go to some place, especially to a place far away from you, what do you need the most?S: VehicleT: Excellent.CT: What a beautiful sentence.Next one is ing before in time or order.Can you guess what itT: Yes.Would yT: Good.I like the book very much, but I don’t have enough money on me.What difficulty doT: You are clever.I can’t buy the book beT: Even if he is in lack of money to buy food to eat and to buy a house to live in, he is stillT: Quite good.He has an optimistic view ofStep 3 BrainstormingT: As we all know, no one can stop the wheel of history.Our society keeps 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.nowadays.S: Pe(Five minutes later, ask three or four Ss tS: In the future people will live in different places.As the population is exploding, moreS: 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 ing asap (as soon a s 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 upinto several groups.Each group is made up of four students.Discuss it in groups.In five minutes,(The teacher had better join in the discussion and give them some guidance when/whenevernecessary.After the discussion, some students will e to summarize what the group has discussed.) Farmers needn’t g o toskyanswers are possible.)T: Now, let us have a petition 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.T: Have you finished it?It’s time 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, wh ich is also reasonable, you will also gain two stars for one step.Let’s see whichone will describe it, one will tell us the purpose of designing it.The last one will tell us whether itT: You did an excellent job.If you want such dreams to e true, what should we do now?S: We should work hard to be knS: We had better make efforts to speeS: We should have enough courage to imagine what seems possible now, which may lead toSs: ...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 teacher had better join in discussion.Then ask some students to e to write problems onT: Look at the blackboard, and predict which problems will be overe in the future and find(The teacher should encourage the students to use their heads to find out as many ways asS: 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 w orse in AD 3005?Why do you think so?You are expected to discuss in groups.If(The students should be given five minutes to discuss ter exchange them with thepopulation will be larger and larger, in turn, more pollution wS: 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 ouStep 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 are interestedThe Design of the Writing on the BlackboardUnit 3Life in the futurePeriod 1Wele 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 e to have a talk with him.You are talking about the way of life, transport, houses, villages, towns, locations ofReference for TeachingThe fastest electric vehicleLast week an electric and speed vehicle designed by a Ohio State University’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 ofdried 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 living conditions that are less attractive thanJakarta 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 now①V oyages 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 hotels have 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) oWhat 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 e in pill form, and the food that goes into the pill continues to e mainlySince there are several times as many people in the world today as there were a hundred years ago, most of our planet’s surface has to be filled.The deserts are irrigated with water and cropFarming, 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 healthierboth in our bodies and in our minds, and we know the causes and cure of disease and pain, and it is po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。
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Unit 3 Life in the future 教案1 (FIRST IMPRESSION ) Teaching 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 future What is life in the future like? What changes will take place? Teaching Methods: 1. First and careful reading, 2. Asking and answering question activity 3. Individual, Pair work & group work Teaching Procedures: Step 1 warming up 1. Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures. 2. lead-in: Talk about how many changes there have been in the past and in the present. Topic: Predicting the good and bad changes in the future. imagine the alien creatures. 3. useful expressions: take up 拿起;接受;开始;继续 remind…of… 使回想起或意识到 lose sight of… 不再看见… … catch sight of… 瞥见 sweep up 打扫；横扫 speed up 加速 assist in 帮助;援助;协助 4. sentence structures: I still cannot believe that I am taking up my prize that was won last year. Worried about the journey, I was unsettled for the first few days. Confused by the new surroundings, I was hit by the lack of fresh air. Soon I was back on my feet again and followed him to collect a hovering carriage driven by computer. Described as an enormous round plate, it spins slowly in space to imitate the pull of the earth’s gravity. …a table and chair rose from under the floor as if by magic. Step 2 pre-reading 1. 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 even worse in AD3005? 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 human beings can make use of, such as solar energy. In my opinion… Step 3 reading 1. Fast reading 1) Read 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 sentence A. 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 AD3005 D. I have my first try to master a hovering carriage. 2. careful reading 1). Questions & answers: Why did I have the chance to travel to the year AD3005? What is a “time lag”? How did I feel when I was in the capsule? Who guides my trip? Why did my guide give me some tables? 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 uncertain 6. Wang Ping’s parents’ company transported us to the future. 2. Fill in the Chart:
Good changes Bad changes Time travel Can travel to Different times as you wish After-effects of travel
transport .can move swiftly Disorganized, difficult to find way houses save living space Short of space Towns Busy, look like markets Easy to get lost
Air quality Own family oxygen supply Poor quality in public places
3. Reading the text to decide on the type of writing and summary of the idea Type of writing This is a piece of narrative writing. Main idea of the passage It tells about Li Qiang traveling to the year AD 3005 and his experiences there. Topic sentence of 1st paragraph I have traveled to the year AD 3005. Topic sentence of 2nd paragraph I was still on the earth but one thousand years in the future. Topic sentence of 3rd paragraph I was hit by the lack of fresh air. Topic sentence of 4th paragraph Tomorrow I will be ready for other visits organized by “Future Tours”.