英语必修5unit3集体备课

Unit 3 Life in the futureA teaching design for oral practiceTeaching Contents:Oral practice based on the reading passage on page17 to page18.1. Orally, answer several questions according to the text.2. Practise two topics:1) What do you suppose the future transportation will be like?2) Imagine where the house will be built in the future ?3. Listening and retelling.Teaching aims:1. Inspire the students to imagine the future life.2. Inspire the students to say something about the future transportation and housing.3. To improve the students’ oral ability.Teaching Important & difficult point::1. Inspire the students to imagine the future life and use the proper expressions.2. Enable the students to understand the meaning of the text, and say somethingaccording to the text.3. To improve the students’ oral ability.Teaching methods:reading; asking and answering activity; pair or group work.Teaching Aids: A computer, multmedia.Teaching procedures:Step1: Lead-in .Enjoy a short video, cut from a science fiction film I, robot, to lead the students to imagine the future world.Step2: Fast ReadingAsk the students to read the text quickly, then find out the main idea of the text, and answer several questions according to each paragraph.purpose: These questionts are simple questions, just to help the students get a brief acquaintance to the future world described in the text.Step3: Listening and retelling according to paragraph 4. Show some tips to help the students retell the sentences.Purpose: This exercise is a practice for oral test part C in NCEE.Step4: Design two topics while talking about the hovering carriage and Wang Ping’s house. Practise the dialogues of making predictions.Topic 1: What do you suppose the future transportation will be like?Topic 2: Imagine where the house will be built in the future ?The students may use these structures :I suppose the transportation will be something like a ….I suppose , in the future, the house will be built in…..I imagine that ….Purpose: To practise the structure orally I suppose that… , I imagine that.. . Step5: Summary of the text orally.This passage mainly tells us about a boy named Li Qiang”s trip to the future. It tells us how he got to the future, how he felt and what he had seen.Step6: Discussion.“What’s the writer’s attitude towards the future, optimistic or pessimistic?”“How do you know? “The students may begin like these :•In my opinion, the writer’s attitude towards the future is _________ .•As far as I am concerned, the writer feels _________ to the future.•I think the writer has an _________ view of the future.Purpose: To learn to analyze the writer’s attitude and express your conclusion. Step7 Homework1. To talk with your chairmate on the topic: Imagine, what the future world will be?2. Review the reading passage and find out the difficult language points to you.3. Finish exercises 1,2&4 on page 19.4. Review the words and phrases of this unit. A dictation tomorrow.Display on the blackboardUnit 3 Life in the Futurewh- do you suppose ….?I suppose …..I imagine that….And some words, perhaps they will be: science fiction film, high-tech, time tunnelPs: Display on the screenStep 1. Skimming:Skim through the passage and get its general idea.The passage is mainly about.A.how Li Qiang was transported to the future.B.how Li Qiang got to the future and his first impression of it.C.what the life was like in the future.D.the introduction of the “Future Tours ”company.1. What is a “time lag ”?“Time lag ’’is similar to the “jet lag ”. It means a person gets flashbacks from his previous time period.2.Who guides my trip?3. And who transported us to the future?Wang Ping ’s parents ’company transported us to the future.My friend Wang Ping is my guide to the future.1.How did I feel as soon as I wastransported to the future?I thought it was difficult to tolerate. I was hit by the lack of fresh air. 2. How did Wang Ping solve this problem?Wang Ping gave a mask to me and hurried me through to a small room nearby to have a rest.C. he felt a bit homesick.D. he was hit by a lack of fresh air.Hit by a lack of fresh air, my head ached.1. What did Wang Ping ’s house look like?large, bright and cleanHis house is a large bright, clean room.It had a green wall, a brown floor and soft lighting.Discussionpessimistic1.To talk with your chairmate on the topic:Imagine, what the future world will be?2.Review the reading passage and find outthe difficult language points to you.3.Finish exercises 1&2on page 19.4.Review the words and phrases of thisunit. A dictation tomorrow.Ten wordsfrom “lack”to “safety belt”.HomeworkThe Fifth Element.。

人教新课标版高中英语必修五Unit 3全套单元教学教案汇总一、教学材料
授课年级、教材（名称、版次和页码）、单元名称、主题
授课年级：高二上第一学期
教材名称：Module 5 Unit 1 Great Scientists
版次：人教版页码：page 1-8
单元标题：Great Scientists
二、单元教学内容分析
1. 描述性分析：教材的主题线索、单元结构、各部分的关系、内容、语言特征、活
动等；
本单元中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理”。

通过本单元的学习，学生可以了解一些科学家发现真理的过程，丰富科
技文化意识。

单元的各项活动和设计都围绕着一些科学家的主题进行。

单元中有warming-up, pre-reading, reading, comprehending, learning about language, using language, summing up, learning tip, reading for fun几个部分组成。

每一个板块任务明确，一目了然。

“热身”(Warming Up)部分要求学生完成问卷回答。

通过回答问卷，学生可以得到更多关于科学家的背景知识。

“读前”(Pre-reading)部分要求学生以小组形式回答若干个问题，其中让学生预
测了解进行科学研究的步骤，并引导学生在阅读理解后检验自己的预测是否正确。

高中英语全英文讲课稿必修五 Unit3 Life in the Future讲课稿Good afternoon, everyone. It ’ s my great pleasure to be here sharing my lesson withyou. The content of my lesson is Senior English for China Book5 Unit 3 Life in the Future. I ’ ll beready to begin this lesson from six parts: Analysis of the teaching material, Analysis of the students, Teaching aims and important and difficult points, Teaching methods and aids, Teaching procedureS, and Blackboard design. First, let me talk about 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. Bystudying of this unit, we ’ ll Enable the studentstheto changesknow in humans’life and some new inventions bringing about the change and develop the interest in science. This lesson plays an important part in the English teaching in this unit. This is an important lesson in Book Five. Fromthis lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in theimportant position of the teaching material. If the Ss can learn it well, it will be helpful to make theSs learn the rest of this unit.Part 2Analysis of the SsAs Senior2 Ss, they are at different levels of English fluency, some of them have lost interestin English. So during the lesson, I arrange a variety of activities to let all of them join in to attracttheir interest and let them be confident and taste the joy of success. Part 3 Teaching Goals andImportant and difficult Points一. Teaching Goals1.Knowledge goalsTo master the important words and sentences patterns of this unit through this period:constantly, previous, uncertain, guide, surroundings, press, belt, flashed, take up, be backon one’sfeet, sweep up, lose sight of, etc.2.Ability goals①Enable the Ss to have the ability to know and talk about what humans ’life will be like inthe year AD 3008;②Let the Ss learn the reading skills of skimming, scanning and getting the main idea ofeach part and each passage3.Moral goalsIncrease the Ss’interest in English二． Key teaching 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’ readingies;abilit3.How to grasp the main idea of each paragraph / part & each passage.Part 4. Teaching Methods and AidsTask-based method, brainstorming, skimming, scanning, competition, discussion, role-play, class work, etc.Multi-media aid , a tape recorder and some pictures.Part 5. Teaching proceduresStep1. Warming up & Lead-in Step2. Fast readingStep3. Detailed readingStep4. DiscussionStep5. Role playStep6. Summary & HomeworkStep1. Warming up & Lead-in1.At first I’ll lead-in the passage by sharing a short video----“The problems which our world isfacing”to attract their interest. Meanwhile, ask them to talk about what problems our human beings are facing 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 pre-reading prepares Ss for the passage and relates the subjects of their own experience. They are encouraged to speak out their answer. Different answers are available.2. A free talk: Do you want to know what people’slife will be like in one thousand years Imagine,there is a time machine, we can take it to travel to the year AD3008. Doyou want to take the travel Let’sdo it.Step2. Fast ReadingAsk students to read the text fast to get the main idea of the text. Answer the following questions:Who is going on the trip to the year AD3008What impression is itWhat is the form of this passage (an e-mail) Who is Li Qiang writingto What is the main idea of this passageGet the general idea of the passage.Writing style E-mailWhose first Li Qiang ’s firstimpression is it?impressionThe passage is mainly about:A. how Li Qiang was transported to thefuture.B. how Li Qiang got to the future and hisfirst impression of it.C . what the life is like in the future(With the task, students are expected to grasp the theme of the article.)Step3. Careful Reading1.Ask the Ss to finish the following 4 Exercises by using competitions. I’lldivide the Ss into 4 groups. If a student can answer the questions correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through co-operation can the Ss taste the joy of success.If the Ss know their answer is right, he’ll be confident and they ’ll surely become more enthusiastic in learning English. The purpose is to the Ss’reading comprehension.Task 1:Read the text quickly, then put the following sentences into the correct order:a. We were transported into the future bya comfortable time capsule.b. I arrived at Wang Ping’s home andeverything in his house made mesurprised.c. I won a travel to the year AD 3008.d. I have my first try to master a hoveringcarriage.cadbTask 2: Finish the Exercise 1 on Page 19 Task 3: Finish on Page 19 Task 4: Finish on Page 192. Now try to find out what happened to Li Qiang before, during and after the journey.Before thejourneyLi felt _______ and ________at first. As a result ,hesuffered from _______.During the journey (1)Li was transported safely into the futurein a___________.During the journey(2)_________by the new surroundings, Li was hit by the____ of fresh air and his head ______.Arriving home, Li was ______ into a large bright,After the journey (1)clean room with a _____ wall, a _____ floorand____ lighting.After the journey (2)_________, he slid into bed and___ fast ______.(The task enables students to have a good knowledge of text.)Step4. DiscussionDid you do anything bad for the environment in your daily lifeWhat should you do to make our world more beautifulAnswers:the handkerchief instead of the paper napkin.paper bags instead of plastic bags.3.Don ’setuone-off chopsticks.4.Go to work/school on foot or by bike not by car.5.Throw cans, bottles, paper and plastic into the dustbin.⋯⋯..Step5. Role PlaySuppose Li Qiang has come back from the year AD3008, you are his friends or classmate. What questions will you ask him and what will he answerStudent A --------Li Qiang’sfriend or classmateStudent B --------Li Qiang(With the task, students learn to gather the main information.)Step6. Summary and HomeworkSummaryWrite down the main idea for each paragraph inyour own words. Then add the important details.Paragraph Main idea1How I came to take a time travel journeyDetails: my prize, my excitement2The journeyDetails: how I felt, the spaceship, the journey3My impressions of life 1000 years into the future.Details: little oxygen, masks to provide oxygen, hoveringcarriage, how to drive them, a“time lag”moment4Staying in Wang Ping’s homeDetails: appearance of house, trees as walls, wherefurniture stored, ate meal, prepared for sleepHomework: 1. Choose one paragraph to read aloud and retell it.2.Preview the reading on Page 22. Part 6. The Blackboard Design(略)。

Life in the future教课方案Analysis of the teaching material教材剖析本单元教课内容为人教版Module 5 Unit 3 Life in the future 。

本单元的中心话题是“将来生活” ，教材内容为学生供给了想象的空间，旨在培育学生展望将来的能力，经过对现实生活与将来生活的对照，唤醒学生掌握此刻，珍惜此刻，爱惜环境，保护自然的意识。

Teaching goals 教课目的1. Target language 目口号言a.要点词汇和短语constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache,b.要点句式This is similar to ..., but it means ... P17Well- known for ..., his parents pany’，comalled “Future Tour”, transported me safely into the future in a time capsule.. P182. 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教课重难点Compare life in the past, at present and in the future.What is life in the future like? What changes will take place?Teaching methods 教课方法Fast and careful reading; asking and answering activity; individual, group work. Teaching aids 教具准备A computer and a projector.Teaching procedures＆ways教课过程与方式Step 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? 2．Q2: No matter where you live, I am wondering how do you usually go to school? 3．Now let’s take a look at the screen to learn about the development of all the means of transportation.4．Q3: What will the future means of transportation be like? (Time travel)【设计说明】由平时问候开启话题，经过发问学生展望将来，引出跨时空旅游，进而进入阅读文章的办理与学习。

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。

高中英语全英文说课稿必修五Unit3 Life in the Future说课稿Good afternoon, everyone. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English for China Book5 Unit 3 Life in the Future. I’ll be ready to begin this lesson from six parts: Analysis of the teaching material, Analysis of the students, Teaching aims and important and difficult points, Teaching methods and aids, Teaching procedureS, and Blackboard design. First, let me talk about 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 of this unit, we’ll Enable the students to know the changes in humans’ life and some new inventions bringing about the change and develop the interest in science. This lesson plays an important part in the English teaching in this unit. This is an important lesson in Book Five. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. 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 SsAs Senior2 Ss, they are at different levels of English fluency, some of them have lost interest in English. So during the lesson, I arrange a variety of activities to let all of them join in to attract their interest and let them be confident and taste the joy of success.Part 3 Teaching Goals and Important and difficult Points一.Teaching Goals1.Knowledge goalsTo master the important words and sentences patterns of this unit through this period:constantly, previous, uncertain, guide, surroundings, press, belt, flashed, take up, be back on one’s feet, sweep up, lose sight of, etc.2.Ability goals①Enable the Ss to have the ability to know and talk about what humans’ life will be like inthe year AD 3008;②Let the Ss learn the reading skills of skimming, scanning and getting the main idea of eachpart and each passage3. Moral goalsIncrease the Ss’ interest in English二．Key teaching 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 abilit ies;3. How to grasp the main idea of each paragraph / part & each passage.Part 4. Teaching Methods and AidsTask-based method, brainstorming, skimming, scanning, competition, discussion, role-play, class work, etc.Multi-media aid , a tape recorder and some pictures.Part 5. Teaching proceduresStep1. Warming up & Lead-inStep2. Fast readingStep3. Detailed readingStep4. DiscussionStep5. Role playStep6. Summary & HomeworkStep1. Warming up & Lead-in1.At first I’ll lead-in the passage by sharing a short video----“The problems which our world isfacing” to attract their interest. Meanwhile, ask them to talk about what problems our human beings are facing 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 whyThe pre-reading prepares Ss for the passage and relates the subjects of their own experience. They are encouraged to speak out their answer. Different answers are available.2. 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 the 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 text. Answer the following questions:Who is going on the trip to the year AD3008What impression is itWhat is the form of this passage (an e-mail) Who is Li Qiang writing toWhat is the main idea of this passage(With the task, students are expected to grasp the theme of the article.)Step3. Careful Reading1. Ask the Ss to finish the following 4 Exercises by using competitions. I’ll divide the Ss into 4 groups. If a student can answer the questions correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through co-operation can the Ss taste the joy of success. If the Ss know their answer is right, he’ll be confident and they’ll surely become more enthusiastic in learning English. The purpose is to the Ss’ reading comprehension.Task 1:a. We were transported into the future by a comfortable time capsule.b. I arrived at Wang Ping ’s home andeverything in his house made mesurprised.c. I won a travel to the year AD 3008.d. I have my first try to master a hovering carriage.Read the text quickly, then put thefollowing sentences into the correctorder:ca d bTask 2: Finish the Exercise 1 on Page 19Task 3: Finish on Page 19Task 4: Finish on Page 19 2. Now try to find out what happened to Li Qiang before, during and after the journey.(The task enables students to have a good knowledge of text.)Step4. DiscussionDid you do anything bad for the environment in your daily lifeWhat should you do to make our world more beautifulAnswers:the handkerchief instead of the paper napkin.paper bags instead of plastic bags.3. Don’t u se one-off chopsticks.4. Go to work/school on foot or by bike not by car.5. Throw cans, bottles, paper and plastic into the dustbin.……..Step5. Role PlaySuppose Li Qiang has come back from the year AD3008, you are his friends or classmate. What questions will you ask him and what will he answerStudent A --------Li Qiang’s friend or classmateStudent B --------Li Qiang(With the task, students learn to gather the main information.)Step6. Summary and HomeworkHomework: 1. Choose one paragraph to read aloud and retell it.2. Preview the reading on Page 22. Part 6. The Blackboard Design(略)。

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.。

Unit 3 Life in the future 教案2(I HAVE AMAZING THINGS <PART 2>) Teaching aims:Learn expressions & phrasesLearn language pointsDifficult and Important Points:1）Language points2）The usage of “take up and sweep”Teaching Methods:Presentation & PracticeTeaching Procedures:Step 1 Pre-readingT: You did a good job, Most of you reviewed what we learned, Now let us guess what Li Qiang would go on visiting,S: He was to visit other planets by time capsule,S: I guess he would go to visit some interesting places,S: I think he would pay a visit to a family and a school,T: If you were the author of the passage, what would you like to introduce to readers?S: I might introduce the aliens who he met in the future,S: I think I would describe the way of future life,S: If I were the author, I would prefer to write something about future school,T: Some students seem to have the same opinion as the author, while some might be able to write a new passage for us to enjoy, I am glad to know you all have used your heads to have various answers, Now study the picture on Page 21 to tell me what you can see in the picture, S: I can see a strange thing is working in a special place,S: The strange thing has six hands and one leg, but its head is similar to ours,S: There is another creature, which is very small with many hands, compared with the bigone.Step 2 Fast ReadingT: Now let us read the title together,T: Can you predict what the passage may be about?S: It may be about what he had seen, especially about the amazing things in the future,T: You are right, as we all know, the best title is the one which can show the main idea of the reading passage, As a consequence, we should read the title when we begin to read one, which will help us to understand a passage, now read the passage quickly to find what amazing things are mentioned in it,(After one minute, )S: a pace station, some alien creatures, mu-mu, dimpodsT: Yes, Please look through it again and find out main idea for each paragraph, You’d better finish it in two minutes,(Two minutes later, ask the students to show their opinion to the whole class, Then discussit and decide the best answer, The teacher should tell them the answer in the end, ) Suggested answers:Para, 1 a space station considered the most modern in this part of spacePare, 2 the friendliest creatures, mu-muPara, 3 the most interesting creatures, dimpodsPara, 4 the differences and similarities between themStep 3 Careful ReadingT: Please read Para, one and answer the questions: Where did he first visit? Describe the place,(After one minute)S: His first visit was to a space station considered the most modern in this part of space, It is an enormous round plate, and it spins slowly in space to imi tate the pull of the earth’s gravity, Inside of it, it is divided into zones with extraordinarily differ atmospheres and gravities, T: Right, What other strange things can be found?S: There live the alien creatures while they work with human space scientists searching fornew worlds,T: Now please read the next two paragraphs to tell the following sentences true or false,1. The friendliest creatures are the tiny dimpods, while the most interesting creatures are the mu-mu,2. The mu-mu must wear red nightlights on the helmets so that they can see in the dark,3. The World Space Agency will send a spaceship to examine the fourth star in the Pleiades system next year,4. The mu-mu can skip around the pipes and between the wooden walls of the space station,5. The tiny dimpods are great engineers, which require the same the same atmospheres as humans,6. The tiny dimpods van produces a liquid from their bodies, which melts metal and very useful for the outside for spaceships,(Give students four minutes to read and consider the statements, )T: Let’s check the answers, if it is wrong, please correct it,S: 1, I think the first sentence is wrong, the two objects should be exchanged, That is to say, the friendliest creatures are the mu-mu, while the most interesting creatures are the tiny dimpods, T: Right, What about the next?S: 2, It is false, Human beings must wear red nightlights on the helmets so that they can see in the dark, But the mu-mus don’t need it because they can see in the dar k,T: Good, Is the third one wrong?S: 3, I think it is right,T: Right, What about the next one?S: 4, it is wrong, The tiny dimpods can skip round the pipes and between the wooden walls of the space station,T: I agree with you,S: 5, the fifth and the sixth are right,T: Excellent, Now, let’s read the last paragraph and combine what we just read to finish the following chart,Name of creature Mu-mu DimpodsSize Big TinyAppearance They are tall and thin withshell-covered “leg”, They are small, just the size of a little cat,Color They have black and white faces, They are purple or blue and the colorchanges depending on their mood,Personality 1, They see in the dark so they livein an area without light of any kind,2, The y are clever so that they haveassisted in the scientific discovery,3, They are not easy to talk to sothat you have to use alanguage-changer to help, Themu-mus only speak in whispers,4, They eat food that containscarbon and drink a strange mixtureof carrot juice and cocoa, 1, They require the same atmosphere as humans,2, They are great engineers and very clever,3, They are able to travel many light years away from the earth, which can produce a strange liquid from their bodies,4, They are difficult to talk to so that you have to use a language-changer to help, The dimpods shout loudly in your ear,5, They eat food that contains carbon, which drink lemonade mixed with herbs,Number of arms Six arms Many arms Number of legs A shell-covered leg Many legsHow it moves They move forward by slowlyshaking from side to side on ashell-covered leg, They skip around the pipes and between the wooden walls of the space station,Step 4 Post-readingT: What’s the main idea?S: The passage mainly tells us the strange things that he saw in the future, T: Right, What is the purpose of writing the passage?S: Writing the passage is to let us know what will happen in advance,S: I think the author attempted to encourage us to be brave enough to search for the futureto speed up the development of science,T: What a clever head! We should have a creative spirit to explore the development of the future to build up our society, We should work hard to make contributions to our country, trying to make our homeland highly developed,T: Now let’s imagine to add two extra characteristics of the creatures, Discuss what an alien creature of your own might be like with your partners,(About three minutes, ask some students to describe what an alien creature might be like in their minds, )Step 5 WritingT: Just now you discuss what an alien creature of your own might be like, Now please draw a picture of your alien, Then write a description based on your drawing and the notes in the chart, Show your drawing to your classmates and read your description to them,(Give them ten minutes to do it, First, let them do it by themselves, Later get them to exchange with their desk mates, Finally ask some students to show their work to the whole class, During doing it, the teacher can design a competition to arouse their interest, If possible, get some excellent works shown to the whole school to encourage students to have a creative spirit, )Step 6 ConsolidationT: In this period, we mainly focus on reading the passage: I Have Seen Amazing Things, Would you please make a sentence with “What I have seen… ”?(In order to get more students to take part in this activity, the teacher can let them have a competition between groups)Step 7 Listening (on Page 23)Task 1 Pre-listeningT: Let’s read the following phrases together,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 and gravity.T: Can you understand those phrases? Please predict what you are going to listen may be about according to the phrases,Ss: It may be about life on the other planet,Task 2 First ListeningT: 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 tape? Do Exercise One on Page 23.(After listening, let them check the answers)Task 3 Second ListeningT: This time, You’d write down the answers to the four que stions, Boys and girls, how can we write the answers fast and correctly?S: We should go through the questions first and keep them in mind, When we are listening, we just need to pay much attention to the sentences related to the answers,S: We needn’t write down each word of the answers, We just write down some key words, Later we can write down the complete answers with the help of these key words, T: You are clever, now please get ready, First, look through the introduction to the listening material, Then, scan the questions,(Two minutes later, the teacher plays the tape, Then give Ss time to organize their sentences) T: Let’s check the answers one by one,(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 the speakers’ intention and attitude, the teacher should give them so me help)Task 4 Post-listeningT: After listening, would you please answer some questions?1. What did you hear on the tape?2. Do you think people in the future will be able to live in “Wonder world”? 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 “Wonder world”, If possible, the teacher may have some of thestudents do the presentation work in class, By doing this, the students can get full understanding of what the tape is talking about.)Step 8 SpeakingTask 1 Lead-inT: Boys and girls are you sure what will happen to you tomorrow?S: No, No one knows what will happen tomorrow,T: I agree with you, when we express what will happen, what expressions do we often use?S: Is it possible that…?S: Suppose that…T: Good, We often use them to express our imagination, besides those, we also use the following:I wonder if… Do you imagine that… ? I wonder if… Is it likely/unlikely that…?Do you suppose that…? Perhaps/Maybe/Possibly… Mostly likely… Probably…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 and answers, Finally each group will choose a representative to give a talk to the class,Step 9 SummaryT: In this period, we mainly focus on the speaking and listening abilities, If you feel listening or speaking poor, you had better practice more, Practice makes perfect, After class, would you please do so? Today’s homewor k is to invent what you want to own in the future, Then prepare for description of how it will work and what advantages of using it,Step 10 HomeworkDo ex 1 in page 19 in the bookDo ex 2 in your exercise book。

Unit 3 Life in the future教学案年级：高二学科：英语第一课时使用时间：2015年9月21 日【学习目标】1.学生通过学习本单元词汇，掌握发音、变形及用法。

2.学生能够通过查词典确定同一词汇在不同的具体语境中的含义。

3.在了解本单元重点词汇的的基础上，能在语境中正确使用。

【重点难点】重点：1. impression、take up在句中的用法；2.“to”当介词讲所能运用的句型及短语难点：1.take up 、take away、take off 等关于take短语的意义；2.“to”做介词的用法注意事项。

【学法指导】1.正确反复朗读词汇，注意发音、变形及用法。

2.重点单词自行造句，体会用法。

【教学过程】一、导入二、深入学习及迁移运用1.impression n. [C]印象；感想；印记(P17)▶What was your first impression of London?你对伦敦的第一印象是什么？▶She made a good impression on his mother.她给他母亲留下了很好的印象。

▶I was under the impression that you hadn’t visited the city before, was I right?我以为你以前不曾到过该市,对不对?▶My father impressed on me the value of hard work.我父亲让我记住努力工作的重要性。

用impress的适当形式填空①I was very __________ with her performance.②I had a very good ___________ of him.③She always wears a gentle and warm smile, which is ___________.2.take up拿起；接受；开始从事；继续；占去(时间或空间)【原句】I still cannot believe that I am taking up this prize that I won last year.(P17)我还是无法相信我是在接受去年获得的这个奖励。

an听Ldiss说tpeen课ainkging
单元任务分工
（一）资源整合的原则：1.适合学生的认知水平
2.有利于课程目标的达成
（二）教材整合的方式：1.适当补充或删减教学内容 2.替换或扩展教学内容和活动
3.调整教学顺序
4.调整教学方法
主备人 导教案，导学案
主备人
主备人
主备人
导教案，导学案 导教案，导学案 导学案，导教案
角度了解未来生活的方方面面，从而能够根据想象自主
描述生活中的常见事物。
语言 掌握skimming ,scanning 和word guessing等阅读策略 技能 及获取信息的方法。
情感 让学生展望未来，培养创造意识。 态度
学习 策略
文化 意识
学生通过自主学习增强其自学能力，通过合作学习，使
其具备良好的团结协作能力，能进行有效的交流、合作和 讨论。
际
语言技能
听说读写
语言知识
语词语功话 音汇法能题
教材分析
内容
本单元以“Life in the future”为中心话题，包含First Impressions以及I Have Seen Amazing Things两篇课文旨 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，生活方式等各种问题进行猜测，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。
句子，即所谓的“词不离句”。
应用与迁移阶段策略：根据以上对单词教学的策略研究以及
对单词记忆规律的把握，在应用与迁移阶段建议设置一些语法填空或 翻译句子的题目，以提高单词在语境中的复现率，使学生在

个人收集整理仅供参考学习人教版高中英语必修5教案Unit 3 Life in the FuturePeriod 1 Warming up and readingLearning 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. Important Points:To help students learn to read a narration about John Snow Difficult Points:To help students learn to describe peopleTeaching 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.lead-in: Talk about how many changes there have been in the past and in the present.Step 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?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 resourcesthat human beings can make use of ,such as solar energy. In my opinion…Step 3：fast reading1. 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 sentenceA. We were transported into the future by a comfortable time capsule.B. I arrived a t Wang Ping's home and everything in his house made me surprised.C.I won a travel to the year AD3005D. I have my first try to master a hovering carriage.Step 4 careful readingTask1. Questions & answers:1. Why did I have the chance to travel to the year AD3005?2. What is a “time lag”?3. How did I feel when I was in the capsule?4. Who guides my trip?- 1 - / 9个人收集整理仅供参考学习5. Why did my guide give me some tables?6. Who transported us to the future?Key 1. I took up the prize I won the year before.2. “Time lag”means a person gets flashbacks from his previous time period.3. The seats in the capsule are very comfortable.4. My friend Wang Ping is my guide to the future.5. The tablets could help me feel less nervous and uncertain6. Wang Ping's parents' company transported us to the future.Task 2. Fill in the Chart:Good changesBad changesTime travelCan travel toDifferent times After-effects of travelas you wishtransport.can move swiftlyDisorganized, difficult tofind waysave living spacehousesShort of spaceBusy, look likeTowns Easy to get lostMarketsOwn family Air qualityPoor quality in public placesoxygen supplyTask 4：Making a chain of events from the text First Impressions- 2 - / 9个人收集整理仅供参考学习Step 5: Discussion: Sample answers Ex.2 讨论总结I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3005 an d couldn't 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.Period 2&3 Language focusLearning aims: To help students learn to use some important words and expressionsImportant Points:To help students learn to remember some important words andexpressionsDifficult Points:To help students learn to use some important words and expressionsTeaching Procedures:Step I RevisionHave a dictationStep II. Check the answers1)Check the answers of yesterday's homework (ing Words and Expressions) Warming up1. aspect n. 方面，外观You've only considered one aspect of the problem.The fierce aspect of the salesman frightened the customer off.Pre-reading2. overcome vt. 克服,战胜,找到处理问题地办法; 表示“压倒,受不了”时, 常用被动语态;be overcome with…“…之极, 极为…”He overcame the bad habit of smoking.We'll overcome the difficulty when we got to it.The child was overcome by weariness and slept.My mother was overcome with grief.Reading1. I still can't believe that I am taking up my prize that was won last year.Take up 开始从事，选修, 占用, 吸收When does the manager take up his job?he took up art in collegeHe decided to take up photography as his career.This table takes up too much room.Plants take up water.拓展：take 地词组take off 脱下, 起飞take over接管take to 喜欢上，对…产生好感Helen always helps her mother even though going to school ____ most of her dayA. takes upB. makes upC. saves upD. puts up- 3 - / 9个人收集整理仅供参考学习2.I have to constantly rub my eyes to remind myself that I have traveled to the year AD3005我得不断擦拭自己地眼睛来提醒自己，我已到了公元3005年remind: to make someone remember something that they must do这部影片使他回想起在中国所看到地一切.remind sb of sth 提醒某人…, 使某人想起…In case I forget, please remind me ofit.The film reminded him of what he had seen in China.remind sb to do sth Please remind me to write to my Mum. remind sb that/ where/how May I remind you that we agreed to start at 10:00?constantly adv. 经常地,不断地The area was constantly hit by drought.3. As a result, I suffered from ‘time lag”As a result: because of something that has happened结果，由于…地结果e.g He worked hard, and as a result, he got promoted quickly.V.S. as a result of…He was late as a result of snow.result from His failure resulted from not working hard enough.result in The accident resulted in his death.Suffer from: to experience 患有…为…所苦.he suffer from headache.发散思维：suffering n. 痛苦，劳苦sufferance n.容忍，忍耐4. This is similar to the “Jet lag”you get from flying. Bit instead it means you keep getting flashbacks from your previous time period.这种病有些像乘喷气式飞机高速飞行时所引起地时差反应那样，所不同是是，它意味着你地脑海里不停地从以前地时间断地直往回闪去a. similar / be similar to: 与…相似A cat is similar to a tiger in many respects.发散思维：similarity n. 类似，相似similarly: adv 相似地，同样地b. Keep doing something: 继续做某事It kept raining for a weekc. flashback : 闪回，倒叙The event in his happy family life are shown in flashback.d. previous adj. 先前地, 以前地He was there on the previous day.He has had no previous experience of this kind of job.5. Well-known for their expertise, his parents' company, called “Future Tours”…a. 过去分词known 作原因状语,相当于一个由as引导地原因状语从句As it waswell-known for…b. be known for…因…出名be known to…为…所熟知be known as…作为…- 4 - / 9个人收集整理仅供参考学习出名6. At first my new surroundings were difficult to tolerate.a. surroundings n.(常用pl.形式,谓语用复数) 周围事物,环境This hospital is in beautiful surroundings.The surroundings are very satisfactory.V.S. surrounding adj. 周围地His death made top news in the surrounding countryside.b. tolerate vt. 宽容, 忍受Our teacher won't tolerate any cheat in the exams.7. Hit by a lack of fresh air…lack vt.& vi. 缺乏；缺少；没有.例如：You lack courage/ strength/ability / experience.你缺乏勇气/力气/能力/经验.We didn't lack for money. 我们并不缺钱.(lack用作不及物动词时,常与for连用.一般用于否定句中.)n．缺乏；短缺地东西.（常与介词of连用）.例如：She showed a lack of humor.她表现出缺乏幽默感.I can't buy the bike because of my lack of money.我因为缺钱而不能买那架自行车. for lack of 因为缺少.例如：We can't discuss the details now for lack of time.因时间有限,我们现在无法讨论细节.lacking a. 欠缺地，不够地be lacking in =be short of.例如：He seemed to be lacking both in intelligence and ability.他似乎在智力和哪里上都有缺欠.8. on one's feet 战立, 恢复, 自立Ford Motor Company is finally back on its feet after years of low sales.I can't stay on my feet any longer.9. press vi & vt.1)压；按；推.例如：She pressed the key / button / doorbell. 她摁按键/按纽/门铃.He pressed a handkerchief to his nose.他用手帕捂着鼻子.2）熨；熨平.例如：I've pressed your trousers with the iron. 我用熨斗熨了你地裤子.3）紧迫.例如：Time presses. 时间紧迫The problem of fuel presses for solution.这个燃料地问题急待解决.We'll let you know if anything presses. 如有紧急情况,我们会通知你地.n. 按;压.出版业；新闻界；例如：Flatten the dough with a press of the hand. 用手把生面团压平.the University Press 大学出版社- 5 - / 9个人收集整理仅供参考学习The power of the press is very great. 新闻界地力量非常.10. Just as I tried to make the necessary adjustment to this new situation , …adjustment: The act of adjusting or the state of being adjusted.He made adjustment to the machine.11. sight n. 视力；视野；情景，景象.例如：He has good/ poor (eye)sight 他视力好/差.She lost her sight.她眼睛瞎了.Keep out of my sight.不要让我看到你.I watched him until he disappeared from sight in the distance.我望着他直到他消失在远方.The sunset is a beautiful sight. 落日是很美地景象.常见地短语：be in sight 看得见；come in sight进入视线；out of sight不被看到；lose sight of…看不见...了；catch/ get/ have (a) sight of…发现, 看出；at first sight 乍一看.12.he was swept up into the center of them and my link with him was broken as I was carried up to top of a high building nearby.Sweep up:本意是打扫，清扫，经常引申为“横扫，掠过”等意思The leaves were swept up into the air by the wind13. as if /though 好象，仿佛，似乎；一般引导表语从句和状语从句.从句中地动词有时要用虚拟语气.例如：It looks as if it is going to rain. 看起来天要下雨了.You look as if you didn't care. 你看来一点也不介意似地.She walked as though she was/were floating on air. 她走路地样子像是在空中漂浮. Tom stared at h his father as though he had never seen him before. 汤姆盯着他父亲仿佛从来都没见过他似地.as if 常可引导省略地状语从句.例如：He glanced about as if （he was）in search of something. 他扫视着四周，像是在找什么东西似地.The lad started, as if (he was) awakened from some dream. 那小伙惊跳了起来，仿佛从梦中惊醒过来.14. Wang Ping's mother appeared, flashed a switch on a computer screen, and a table and chairs rose from under the floor as if by magic.王平地妈妈出现了，电脑荧屏上地开头闪了一下，于是一个桌子和几把椅子就像变魔术般地从地板下面升了起来switch : n. 开关where is the light switch?vi. 转换，改变：he got tired of teaching and switched to writing stories- 6 - / 9个人收集整理仅供参考学习开放思维：switch off 把…关掉，不听，不理睬switch on: 接通，把开关打开Switch out: 关上As if by magic= like magicHe jumped so high as if by magicmagical: adj 魔力地，不可思议地Magically adv 迷人地，不可思议地magician n:魔术师15. You may find it difficult as this is your first time travel trip当你第一次做这样地时间旅行时，可能会感到有些困难Find it difficult: 结构为“find+宾语+宾补”宾补可以是形容词，不定式，动名词，从句I found him to be much younger than I expectedDo you find him very bright?I find it hard to talk with himI find it very easy to learn English well.16. slide into “不知不觉地陷入”The car slid into the ditch.Period 4 Learning about languageTeaching aims: The Past Participle as the adverbial and attributeImportant Points:1.过去分词作定语（The past participle as the attribute）I followed him to collect a hovering carriage driven by computer.Tomorrow you will be ready for some visits organized by computer.Difficult Points:2.过去分词作状语（The past participle as the adverbial）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.Teaching Methods:1.Inductive Method2.Group workTeaching Procedures:Step I DictationLet the students have a dictation.Step II. Grammar和现在分词及短语一样，过去分词（past participles）或过去分词短语（past participial phrases）也可以充当副词，修饰谓语动词.过去分词短语可以表达下列四种意思：（1）方法或活动方式，如：●He walked up and down, lost in thought.●I sat before the desk until after mid-night, absorbed in writing.- 7 - / 9个人收集整理仅供参考学习●Surrounded by a host of fans, the film star left the airport excitedly.（2）原因，如：●Greatly disappointed, some staff decided to leave the place.●Taken by surprise, the enemy surrendered.（3）时间，如：●Born and bred in a turbulent age, the older generation of people experienced all sorts of hardships.●Thrown to the floor, the boy regained his footing a few minutes later.（4）条件，如：●Given more time, the slow learners would have done better.●Criticized by someone else, Tony would not have flared up like that.除了直接修饰动词之外，过去分词或短语也可以和连词合组成短语，表示下列四种意思：（1）由when, whenever, while, until 等连词引导，表示“时间”，如：●When asked about his previous job, Bill said he had been a motor mechanic.●Susan seldom speaks in class until spoken to.（2）由where, wherever 连词引导，表示“地点”，如：●Mosquitoes should be completely exterminated where found.●Retirees in good health should be invited to return to work wherever needed. （3）由if, unless 引导，表示“条件”，如：●If kept for too long, some medicines will lose their effectiveness.●We have made a point of not attacking unless attacked.（4）由though, although, even though 连词引导，表示“让步”，如：●Though warned of the danger, they still went mountaineering.●Even though defeated for a second time, our team did not give up hope for the ultimate victory.此外，过去分词短语还可以和介词“with”或“without”连用，具副词作用.如：●With the water pipe choked, there wasn't any more water for use.●Without anything left in the kitchen, the Wangs decided to eat out.最后，过去分词短语，在适当情况下，可以有自己地主语而变成独立结构（the absolute construction），如：●The old man listened, his head inclined to one side4. Studying the past participle as the attribute过去分词作定语，在语态上，表被动；在时间上，表示动作已经发生或完成，与它所修饰地名词有逻辑上地动宾关系.过去分词作定语时，所修饰地名词在逻辑上相当于被动句中地主语，过去分词相当于谓语.过去分词作定语表示动作在谓语动作之前发生，已经完成并具有被动意义.有时也不表示时间性.作定语地过去分词一般由及物动词变来，因为只有及物动词才有被动意义.例如：He is a teacher loved by his students. 他是个很受学生爱戴地老师.也有用不及物动词地过去分词作定语地情况，一般作前置定语，它不表示被动意义，只表示主动意义，强调动作完成.不能像及物动词地过去分词那样放在名词后面作定语.例如：fallen leaves 落叶, retired workers 退休工人, the risen sun 升起地太阳- 8 - / 9个人收集整理仅供参考学习注意下面过去分词作定语地几种情况：A. 单个地过去分词作定语一般放在被修饰地名词之前.例如：We needed much more qualified workers. 我们需要更多地合格地工人.My friend is a returned student. 我地朋友是个归国地留学生.单个分词也可以作后置定语，用以强调动作.例如：They decided to change the material used. 他们决定更换使用地材料.B. 过去分词短语作定语要放在被修饰地名词后面，作后置定语，其作用相当于一个定语从句.例如：The student dressed in white is my daughter.(=The student who is dressed inwhite is my daughter.)C. 如果被修饰地词是由every/some/any/no+thing/body/one所构成地复合代词或指示代词those等时，即使一个单一地分词作形容词用，也要放在被修饰词地后面.例如：Is there anything unsolved?There is noting changed here since I left this town.D. 单个过去分词前加一名词或副词，常用连字符将它们连接起来构成一个复合形容词，放在其修饰地名词前，作前置定语.分词前加地名词表示分词地动作或行为主体，所加地副词表示方式、时间、程度、性质等意义.例如：This is a state-owned factory.This is our school-run factory.E. 作前置定语地某些动词地过去分词地形式与作谓语或表语地过去分词地形式往往不一样.例如：原形用作定语地过去分词用作表语或谓语地过去分词drink drunken drunklight lighted lit litmelt melten meltedsink Sunken SunkWe lit the candle and the candle lit up the room. 我们点着蜡烛，蜡烛照亮房间. There is a lighted candle on the table. 桌上有一支点着地蜡烛.5．Practicepast participle used as adverbial and attributeComplete the following sentences with the words given, using their proper forms. 1, I like reading the novels______ (write) by him2. The girl ________(write) a letter is my cousin3. There is something wrong with my bike and I have to get it __________(repair).4.He spoke loudly in order to make himself ____ (hear)- 9 - / 9。

Unit 3 Life in the future （集体备课）——上犹中学高二英语备课组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。

1.1Warming 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。

1.2Pre-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。

1.3Reading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。

1.4Comprehending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。

Unit 3 Life in the future教案教学设计Teaching Contents:Oral practice based on the reading passage on page17 to page18.1. Orally, answer several questions according to the text.2.Practise two topics:1) What do you suppose the future transportation will be like?2) Imagine where the house will be built in the future ?3. Listening and retelling.Teaching aims:1.Inspire the students to imagine the future life.2.Inspire the students to say something about the future transportation and housing.3.To improve the students’ oral ability.Teaching Important & difficult point::1.Inspire the students to imagine the future life and use the proper expressions.2.Enable the students to understand the meaning of the text, and say something according tothe text.3.To improve the students’ oral ability.Teaching methods:reading; asking and answering activity; pair or group work.Teaching Aids: A computer, multmedia.Teaching procedures:Step1: Lead-in .Enjoy a short video, cut from a science fiction film I, robot, to lead the students to imagine the future world.Step2: Fast ReadingAsk the students to read the text quickly, then find out the main idea of the text,and answer several questions according to each paragraph.purpose: These questionts are simple questions, just to help the students get a briefacquaintance to the future world described in the text.Step3: Listening and retelling according to paragraph 4. Show some tips to help the students retell the sentences.Purpose: This exercise is a practice for oral test part C in NCEE.Step4: Design two topics while talking about the hovering carriage and Wang Ping’s house.Practise the dialogues of making predictions.Topic 1: What do you suppose the future transportation will be like?Topic 2: Imagine where the house will be built in the future ?The students may use these structures :I suppose the transportation will be something like a ….I suppose , in the future, the house will be built in…..I imagine that ….Purpose: To practise the structure orally I suppose that… , I imagine that.. .Step5: Summary of the text orally.This passage mainly tells us about a boy named Li Qiang”s trip to the future. It tells us how he got to the future, how he felt and what he had seen.Step6: Discussion.“What’s the writer’s attitude towards the future, optimistic or pessimistic?”“How do you know? “The students may begin like these :•In my opinion, the writer’s attitude towards the future is _________ .•As far as I am concerned, the writer feels _________ to the future.•I think the writer has an _________ view of the future.Purpose: To learn to analyze the writer’s attitude and express your conclusion.Step7 Homework1. To talk with your chairmate on the topic: Imagine, what the future world will be?2. Review the reading passage and find out the difficult language points to you.3. Finish exercises 1,2&4 on page 19.4. Review the words and phrases of this unit. A dictation tomorrow.Display on the blackboardUnit 3 Life in the Futurewh- d o you suppose ….?I suppose …..I imagine that….And some words, perhaps they will be: science fiction film, high-tech, time tunnelPs: Display on the screenStep 1. Skimming:Skim through the passage and get its general idea.The passage is mainly about.A.how Li Qiang was transported to the future.B.how Li Qiang got to the future and his first impression of it.C.what the life was like in the future.D.the introduction of the “Future Tours ”company.1. What is a “time lag ”?“Time lag ’’is similar to the “jet lag ”. It means a person gets flashbacks from his previous time period.2.Who guides my trip?3. And who transported us to the future?Wang Ping ’s parents ’company transported us to the future.My friend Wang Ping is my guide to the future.1.How did I feel as soon as I wastransported to the future?I thought it was difficult to tolerate. I was hit by the lack of fresh air. 2. How did Wang Ping solve this problem?Wang Ping gave a mask to me and hurried me through to a small room nearby to have a rest.C. he felt a bit homesick.D. he was hit by a lack of fresh air.Hit by a lack of fresh air, my head ached.1. What did Wang Ping ’s house look like?large, bright and cleanHis house is a large bright, clean room.It had a green wall, a brown floor and soft lighting.How do you know?Discussionpessimistic1.To talk with your chairmate on the topic:Imagine, what the future world will be?2.Review the reading passage and find outthe difficult language points to you.3.Finish exercises 1&2on page 19.4.Review the words and phrases of thisunit. A dictation tomorrow.Ten wordsfrom “lack ”to “safety belt”.The Fifth Element.。

Unit 3 Life In the Future学情分析：________________ _______________________________________ _______________________________________________________________________ _______________________________________________________________________ 教材分析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。

通过本单元的学习，要让学生大胆发挥想象，对人类今后的生活环境，建议：高中阶段的英语教学，主要是阅读理解技能和读写技能，因此每个单元的教学设计中，要十分明确阅读微技能和读写微技能的教学目标，具体阅读微技能的描述，请参见《高中英语阅读技能》给出的表格和高考考试大纲中的阅读技能。

教案一Warming Up, Pre-reading and comprehending Teaching Goals:1.To illustrate Ss’ imagination of future life.2.To arouse Ss to pay more attention to the problems that probably appeared in thefuture life.3. Enable the students to describe the life in the past, at present and in the future. Step 1 Lead-in（多媒体展示）Show some pictures about life in the past and life at present.(or let students enjoy a short movie about life in the future.)Let students discuss the question :What do you think future life will be like?建议：呈现的图片或者视频，最好有个范围，比如：交通、通讯、学校生活等等，这些范围的内容最好和后面的阅读内容有较强的关联，以便更好的导入课文预测和阅读理解。