Unit 3 Life in the future教案复习过程

【导语】⾼⼆是承上启下的⼀年，是成绩分化的分⽔岭，成绩往往形成两极分化：⾏则扶摇直上，不⾏则每况愈下。

在这⼀年⾥学⽣必须完成学习⽅式的转变。

为了让你更好的学习⾼⼆频道为你整理了《⾼⼆英语必修五教案《Unit 3 Life in the future》》希望你喜欢！　教案【⼀】 本教学设计在新课程教学理念的指导下，⼒求在培养学⽣的语⾔知识、知识技能、情感态度、学习策略和⽂化意识等素养的基础上发展学⽣综合运⽤语⾔的能⼒，使学⽣通过观察、体验、探究等主动学习的⽅法优化英语学习⽅法，充分发挥⾃⼰的学习潜能，形成有效的学习策略。

1. 开展学⽣活动，发挥主体作⽤ 新课程强调要充分发挥学⽣在教学过程中的主体作⽤。

本课设计遵循以学⽣为主体，教师为主导这⼀教学原则，创设⾓⾊扮演情景、激烈讨论提出建议，让学⽣限度地参与教学过程，尊重学⽣的主体地位，充分发挥学⽣在学习过程中的主动性、积极性、创造性，使课堂充满活⼒。

2. 实施情景教学，统合三维⽬标 本课设计从教学需要出发，创设情景，进⾏情景设问、讨论，激起学⽣的情感体验，激活学⽣思维，帮助学⽣迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的⼈⽣观及价值观，较好地落实了三维⽬标。

⽽三维⽬标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能⼒的培养、情感态度价值观的渗透交融在⼀起，实现了三维⽬标的和谐与统⼀。

3. 转变学习⽅式，增强教学效果 新课程要求提倡⾃主、合作、探究的学习⽅式，发挥学⽣的主体性、能动性和独⽴性，本课设计通过⾃学课本，⼩组讨论，综合分析，⾓⾊扮演等活动，为学⽣⾃主学习、合作学习、探究学习提供了空间，使学⽣体验了⾃主之乐，合作之趣，探究之悦，促进了学⽣知识的构建与运⽤，能⼒的培养和提⾼，情感体验和态度、价值观的形成，增强了教学效果。

4. 运⽤问题教学，启发学⽣思维 本课设计按照诱思探究理论要求，遵循学⽣的认知规律，引导学⽣去发现问题、分析问题和解决问题，从⽽掌握知识，形成能⼒，培养品质。

Unit3《Life in the future》Section1Warming-up and ReadingTeaching Goals:1.Learn some new words and expressions.2.Improve the Ss’reading skills.3.To illustrate Ss’ imagination of future life4.Know the more advanced forms of transport in AD 3005 andthe advantages and problems of life in the future.Teaching Methods:1.Inductive method2.Pair work and group work4.Deductive MethodTeaching Procedures: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?Is it a suitable location for people to live in?What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).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.Q3:What other vehicles do you know?carriage, ambul ance, jeep, airbus, train, truck, motorcycle, fire engine, …Q4:What means of transport do you know?Car, bicycle, motorcycle, train, plane, Space craftQ5:Imagine what the future means of transport will be like?2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life.【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种类来预测未来的交通方式，从而导入课文。

课题Unit3 Life in the future教学程序教学内容设计意图授课课型Reading 班级Step1. Lead-inGive s ome pictures and let students talk about them.Step2. Fast readingAsk the students to talk about the pictures an d predict themain idea according to the titleStep3. Skimming1. Main ideas of each paragraph.2. Put some sentences in the order of timeStep4. Scanning1. Try t o find out what happened to Li Qiang before, during,and after the journey.Answer the questions True or false2. True or falseStep5. Detail readingCareful readi ng to answer questions in each paragraphStep6. Summa ryAnswer the questionsStep7. DiscussionDiscuss some good and bad changes to life in AD3008Step8. Homework1. Look up the important or difficult words and expressionsthat you find in the text2. Find out all the sentences with participle used as theattribute and adverbial板书设计：Unit3 Life in the futureP1:He was worried about the journeyP2:The journey was completed and they arrivedP3:He was confused by the new surroundingsP4:He arri ved at Wang Ping's home in the future图片导入，激发学生兴趣与积极性。

⾼中英语-unit-3-Life-In-the-Future-全单元教案⾼⼆上学期第三次教案设计⼈：Unit 3 Life In the FuturePeriod 1 & 2 Warming Up & Pre-reading, ReadingTeaching 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.To make Ss know the difference of life between the past, present and future. Teaching Procedures:Step 1 Leading-inPurpose: To talk about past and future changes of life.1. Group workLet Ss discuss the questions in groups of four.(1)How do you usually get to school?(2)Where do you live, in a city or in the countryside?(3)Where would you like to live in the future?(4)Do you live in a flat or a house?(5)Do you have a room of you won? Can you describe the room in the picture?(6)What kind of housing would you like to have in the future?(7)What would you like to have in your room?(8)What can we use to build houses? (brick, stone , steel , glass, ice, wood , plasticbamboo, …)2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life. Step 2. Warming Up1. Pair workIn pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next century.2. Individual workAccording to the result of the above Pair work, fill in the chart.Step 3. Pre-reading1. Pair workAsk Ss to discuss the following questions in pairs.(1)Make a list of the problems human beings are facing today.(2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist inAD 3008?Suggested Answers:①The first problem I would like to point out is the decline of morality.(道德沦丧)②The second problem is the racial bias problem. (种族歧视)③The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (资源匮乏)④Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (贫富悬殊)⑤The fifth problem is the pollution problem.(环境恶化)⑥Now I would like to talk about the sixth problem, the expensive arms race problem. (军备竞争)。

Unit 3 Life in the future[单词拼写应用]核心单词1．previous adj。

在前的；早先的2．fasten vt.系牢；扎牢3．desert n．沙漠；荒原4．flash vt。

& vi.(使)闪光；（使）闪现5．guide n．指导;向导；导游vt.指引；指导6．lack vi.＆vt。

缺乏；没有n．缺乏；短缺的东西7．switch n．开关;转换vt。

转换8．optimistic adj。

乐观(主义)的9．material n．原料;材料10．recycle vt。

回收利用；再利用11．dustbin n．垃圾箱12．button n．纽扣；按钮［语境运用］用所给词的适当形式填空.1．A new series of simple English reading materials （material) formiddle school students has come out this year。

2．With the man guiding（guide) us ahead，we had no trouble finding the village.3．According to the airline rules，we suggest you (should）_switch （switch）off your mobile phone before boarding。

4．All passengers on board are expected to_fasten（fasten) the seat belts when the plane takes off and lands.5．Paper,iron and glass are all materials which can be_recycled（recycle) and reused again.拓展单词1．tolerate vt.容忍；忍受→tolerance n．容忍2．impress v．（使)留下深刻印象→impression n．印象;感想；印记→impressive adj.给人深刻印象的3．constant adj.时常发生的；连续不断的→constantly adv。

Unit 3 Life in the futureGrammarTeaching goals 教学目标1. Ability goals 能力目标Enable the Ss to use the past participle as the adverbial and the past participles as the attribute.3. Learning ability goals 学能目标Help the Ss learn how to use the past participle as the adverbial and the past participles the attribute.Teaching important ＆difficult points 教学重难点Distinguish the usage of the past participle as the adverbial and the past participle as the attribute.Teaching procedures ＆ways 教学过程与方式Step I Lead-inShow some sentences on the screen, ask the Ss find some rules from these sentences.1. As I was worried about the journey, I was unsettled for the first few days.Worried about the journey, I was unsettled for the first few days.2. While I was confused by the new surroundings, I was hit by the lack of fresh air.Confused by the new surroundings, I was hit by the lack of fresh air.3. As I was exhausted, I slid into bed and fell fast asleep.Exhausted, I slid into bed and fell fast asleep.【设计说明】老师不直接讲语法，先给学生找出阅读中的几个句子，让学生自己试着找出句子中是否有规律可循。

Unit 3 Life in the future教案一、教学目标1、知识目标学生能够掌握与未来生活相关的词汇和短语，如“flying car”“space travel”“virtual reality”等。

学生能够理解并运用一般将来时和将来进行时来描述未来的情景。

2、能力目标通过阅读和听力训练，提高学生获取信息和理解文章的能力。

培养学生的口语表达能力，使他们能够流利地谈论未来生活。

3、情感目标激发学生对未来生活的想象和憧憬，培养创新思维。

引导学生关注科技发展对人类生活的影响，树立正确的科技观。

二、教学重难点1、教学重点重点词汇和短语的理解与运用。

一般将来时和将来进行时的正确使用。

2、教学难点如何引导学生展开丰富的想象，描述未来生活的情景。

培养学生对科技发展的辩证思维。

三、教学方法1、情景教学法通过创设未来生活的情景，让学生身临其境，感受未来的变化。

2、任务驱动法布置各种任务，如小组讨论、写作等，让学生在完成任务的过程中掌握知识和技能。

3、多媒体辅助教学法运用图片、视频等多媒体资源，直观地展示未来生活的场景，激发学生的学习兴趣。

四、教学过程1、导入（5 分钟）播放一段关于未来科技的视频，如飞行汽车、智能家居等，引起学生对未来生活的兴趣。

提问学生：“What do you think life will be like in the future?”让学生自由发言，分享他们对未来生活的想法。

2、词汇学习（10 分钟）展示与未来生活相关的图片，如太空站、机器人、3D 打印食物等，教授新词汇和短语，如“space station”“robot”“3Dprinted food”等。

让学生进行词汇练习，如单词拼写、造句等，巩固所学词汇。

3、语法讲解（15 分钟）讲解一般将来时和将来进行时的构成和用法，通过例句进行对比分析，让学生明白两者的区别。

给出一些句子，让学生判断使用一般将来时还是将来进行时，并说明原因。

Unit 3 Life in the future一、学习目标1.认识现在，展望未来，激发学生的想象力。

2.学习使用有关预测和猜测的表达方式。

3.掌握过去分词作状语的用法。

4.运用所学英语写出具有丰富想象力的短文。

二、学习重点和难点1.学习本单元词汇。

2.学习课文，通过课文学习，使用过去分词作状语的用法，并模仿写作。

三、学法指导：归纳、讨论、交流、展示Period One Reading课前预习：重点单词1. _______ adv. 不断地________adj.2. _________ v. 印象_________ n.3. _________ v.指导_________ n.4. _________ v.结合___________ n.5. _________ n. 效率_________ adj.6. _________ vt. 打扫7. _________ vt. 系牢8. ________vt. & n. (使)闪光、(使)闪现9. ___________ adj. 乐观的10. __________ adj. 巨大的重点短语1. ___________ 占据 6. __________ lose sight of2. ___________ 寻找7. __________ worried about3. ___________ 滑进8. __________ in all directions4. ___________ 按下9. __________ in no time5. ___________ 打扫10. ___________ switch on课堂探究：一、Fast reading and summary.Answer the following questions and then summarize the text.1.Where did I travel?_____________________________________________________________________ 2. How did I travel?_____________________________________________________________________ 3. What did I do in AD 3008?_____________________________________________________________________ Summary: By taking a ___________ , I traveled to _________ and experienced a lot of ________ things there.二、Careful reading and retelling.三、阅读课文，选择正确答案：( )1. Why did Li Qiang feel nervous and uncertain at first in the year AD 3008?A. Because he was frightened in the new surroundings.B. Because he hadn’t adapted himself to the new environment.C. Because he was affected by the flashbacks from his previous time period.D. Because he was in an imaginary world.( )2. It seemed that _______ from the passage.A. oxygen was no longer needed in the year AD 3008B. oxygen was still needed in the year AD 3008C. it was in the hovering carrige that Li Qiang traveled into the futureD. it was the calming drink that got Li Qiang into the future.( )3.This text is written mainly to ____________.A.introduce the future life to usB.imagine a kind of future lifeC.write about an adventurous tourD.tell us an amusing story课后作业：词汇理解1. to make use of(the prize)= _________2. to see = _______________3. to be unable to see = ______________4. You have travelled through many time zones. So you feel very tired. The feeling of this kind of tiredness is called ________.5. all the time, very often = __________6. to make sb.remember sth.= ________7. rapidly, quickly = _______8. tired = __________课文缩写填空Dear Mum and Dad,I have to remind myself 1.________ that I am 2.________ up this prize and I’m really in the year of 3008. I suffered from “time lag”that I kept getting flashbacks from 3.______ time period. We climbed in the capsule through a small 4. ________. It was very comfortable. A few minutes later, the journey was completed and we had arrived. At first the 5._______ were hard to 6._________. Because of a 7._________ of fresh air, I got a headache, so I put on a mask. After a rest, I followed Wang Ping to collect a hovering carriage driven by computer. These carriages float above the ground and by bending or 8._________ down in the seat, we can move swiftly. Wang Ping showed me how to use it, but I lost 9._______ of him when we reached a place where many carriages flew by in all directions. Later we arrived at a strange-looking house which had a green wall made of trees. A table and some chairs could rise from under the floor by flashing a 10._________ on a computer screen. I was exhausted that night and fell asleep quickly.Your loving son,Li Qiang学习自我评价：优良中差Period Two & Three Language Points课前预习：一、复习第一课时中的重点词汇和短语。