人教版必修5英语Unit3听说课公开课教学设计

Unit 3 Life in the future 学科：English 授课班级：Senior Two 授课时间：Ⅰ. 单元教学目标Ⅱ。

目标语言旁注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。

Unit3Reading公开课教学设计（二）Learning aims1.Learn some new words and expressions2.Improve the students’ reading skills3.Know the more advanced forms of transport in AD3008 and the advantages and problems of life in the future.Important pointsCan find what happened to Li Qiang before and during the journeyDifficult pointsCan find what happened to Li Qiang before and during the journeyLearning stepsStep I Warming upWhat changes happened in our life from the past to the present?Step II Pre-readingLook at the pictures and title and predict the main idea of the passage.Step III Fast ReadingPlease choose the right answers to complete the chart.A. Some details of the tourB. Boarding and taking offC. A brief introduction of the tourD. What happened to Li Qiang during the tourE. What the future home looks likeStep IV Detailed ReadingPara. I---_______the journeyReason: ____________________________________________________________Feeling: ____________________________________________________________ Problem: _________________ how to deal with it? ________________________ Para.2 ---_______the capsuleThough the______ _______seats a______ drink lay_______ swinggently sideways _______the journey ______years later outside the capsulePara. 3 ---_______the capsule1. How did I feel as soon as I was transported to the future?___________________________________________________________________ 2. How did Wang Ping solve this problem?___________________________________________________________________ 3. When and why did he get separated from Wang ping?__________________________________________________________________4. What do you think has caused this kind of problem that Li Qiang’s head ached?A. he got a bad cold when traveling.B. there was no air at all.C. he felt a bit homesick.D. he was hit by a lack of fresh air.Para.4--- ___________(a large bright clean room)Step V SummaryNow try to find out what happened to Li Qiang before and during the journey.Choose the suitable words or expressions to fill in the blanks by using their correct forms according to the text.Dear Mum and Dad,I still cannot believe that I am 1.______my prize that was won last year. I have to2.______Rub my eyes to3.______myself that I have traveled to the year AD3008.Asa result ,I suffered from “time lag”,which meant that you should keep getting flashbacks from your 4.______time period. My friend and 5.______, Wang Ping ,together with me, got into a time capsule , which would transport us into the future. A few minutes later the journey was completed. Confused by the new 6. ______, I was hit by the 7.______of fresh air. “Put on the musk.” Wang Ping advised. After that I felt better in no time. I 8.______Immediately and followed him to collect a hovering carriage driven by computer. It floated above the ground and by bending or pressing down in your seat, you can move 9.______ I mastered the carriage in a few minutes. However, there were so many carriages that I 10.______Wang Ping. He was 11.______into the center of them and my link with him was broken. Just at that moment I had a “time lag” flashback. I realized I had been transported into the future but still in my own hometown, just then I 12.______Wang ping and flew after him. Arriving at a strange-looking house, Wang Ping flashed a 13.______ on a computer screen, and a chair rose from under the floor magically. He suggested, that I have a rest and produced a bed from the floor. I 14______bed and fell fast asleep.Your loving son,Li Qiang Step VI Self-evaluation (Answer the questions with Yes/No/I’m not sure)1.Have you had a general idea of the passage?2.Have you known more about the life in the future?3.Have you improve your reading ability?4.Have you had your own imagination of the life in the future life?5.Do you still have any questions about the reading passage? Please write them down. Step VII Homework1. Read the text careful and find language points.2. Write a short passage about the future life in100---120words.。

Unit3听说课名师教学设计（一）Module 5, Unit 3 Life in the Future (Speaking)教学设计一、教学背景及目的科技对人类的影响日益扩大，尤其对于现在的学生，他们基本上是在科技产品的陪伴中成长的，有的甚至达到了依赖的程度。

基于人教版第五模块第三单元的主题——未来世界，而未来的发展，科技的推动必不可少，因此，对此话题的讨论是必须的。

但考虑到课文的部分内容已经成为现实，学生对科技的认识有可能比我们想像的还要多，所以，简单地组织学生讨论设计未来的生活，已不能满足时代、学生的要求，更达不到英语学科核心素养的要求。

为此，为了引导学生对科技的正确认识，加强英语的思辨能力，教师特意在本单元的第四课时设计了一节关于科技的利弊的讨论课，课型为说。

二、教学对象广州市第六中学高二1班（借班教学）是一个团结、积极活泼的班级，英语成绩位于年级前列，喜欢活动型的班级活动。

三、教学手段任务型教学、小组合作式教学四、教学准备了解整个单元的课文内容及课时安排等、查找大量的有关图片、视频，制作课件（含超链接）、了解班级特点五、教学步骤1. 简单的话题引入Lead-in.2. Task 1: 小组讨论Group discussion -- Future City in Your Mind1) 每个小组有不同的讨论话题：Each group has a different topic to discuss: School, Home, Hospital and Transportation in the future.2) 小组汇报Group presentation.3. Task 2: Hot-seatIs technology an angel or a devil? 科技是天使还是恶魔？1) 采访收集意见Do an interview.2) 整理所收集的意见Arrange all the collected opinions.3) 找6名同学来分享采访结论Six students are to share the opinions.4) 小结Make a brief conclusion.Is technology an angel or a devil?4. 思考Post-thinking: Besides technology, what makes up our bright future life?除了科技，还有什么构成我们的美好未来？5. 作业Homework:写一封信给你的好朋友，简单描述你想象中未来的世界，并告诉他班级讨论的结果。

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。

⼈教版英语必修五unit3教案教学设计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.h e n t r yn s. o b l e m ? k i n d 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.k i n d o fC. D. r.H i t a c h e d.1. W h a t d i d W a n g P i n g ’s h o u s e l o o k l i k e ? l a r g e , bright and cleanHis house is a large bright, clean room.It had a green wall, a brown floor and soft lighting.Discussioni c p1.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&2on page 19.4.Review the words and phrases of this unit. A dictation tomorrow.Ten words from “lack”to “safety belt”. HomeworkThe Fifth Element.。

Unit3 语言点名师教学设计Unit 3 life in the futurePeriod 2 vocabulary learningⅠ.Analysis of teaching materials(教材分析)As we all know ,vocabulary learning is the first important part in Unit 3 .There are about six key words and expressions to understand and grasp. So more practice should be given to help the students to master the usage.Ⅱ.Analysis of the students(学情分析)Students of Grade Two in high school have mastered some basic skills of self-learning ,they can memorize some basic words, so I can give some detailed explanation to those complex expressions.III Teaching aims and demands (教学目标)1. Knowledge aims(知识目标)a. Enable the students to know the usage of some important expressions.b. Help the students to find out the differences between some expressions.2.Ability aims(能力目标)a. Get the students to make sentences with the words in this unit.b. Enable the students to express their ideas properly.3.Emotional aims(情感目标)a. Develop the students’ interest in learning vocabulary.b. Arouse the students’ spirit of cooperation.IV Important and difficult points(教学重难点)1. Important point(重点)a. Learn the usage of the key words: tolerate instant impressionb. Learn to use phrases : take up lose sight of speed up2. Difficult points(难点)How to use the expressions to express themselves in a correct way.Ⅴ Teaching methods(教学方法)Communicative methodAudio—lingual method Integrative methodⅥ Teaching procedures(教学步骤)【导入】Step 1 Lead—inThe teacher introduce a picture of Lu Yu’s talk show, telling them that we will also have a talk show and two students will act two roles on the train.(由鲁豫有约这个知名的谈话节目作为切入点，导入到今天的talk show情景中，学生们的好奇心立即被激发，他们会带着高昂的兴致积极参与到后面的词汇学习中来。

Unit 3 Life in the futurePart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(I HAVE SEEN AMAZING THINGS)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students w armed up by talking about what the future hold, read an article I have seen amazing things and underline the useful expressions, fill the chart and listen and answer. The period will be closed down by students questioning and answering.Objectives■To help students read the passage “I have seen amazing things on page 21■To help students use the language by listening, speaking and writing as wellProcedures1. Warming up by talking about what the future holdLooking at the picture below and talk in groups about what you think the future hold for us.2. Reading and underliningNow read to the tape and underline all the expressions useful to you. After class you are to copy them into your note book.3. Filling the chartNext you are going to complete the worksheet on page 22 by writing identified details about the three items in the chart.Then use your imaginations to think up and talk about the best possible future life for yourselves.4. Listening and answeringI will play a tape about Wonderland to you and you are going to listen and answer the questions on page 23.5. Closing down by questioning and answeringIn pairs ask and answer questions about what life will be like in your country in 1000 years’ time. Use expressions like:。

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.。

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- do you supp ose ….?I suppose …..I imagine that….And some words, perhaps they will be: science fiction film, high-tech, time tunnelPs: Display on the screen。

Unit3Reading公开课教学设计（二）Learning aims1.Learn some new words and expressions2.Improve the students’ reading skills3.Know the more advanced forms of transport in AD3008 and the advantages and problems of life in the future.Important pointsCan find what happened to Li Qiang before and during the journeyDifficult pointsCan find what happened to Li Qiang before and during the journeyLearning stepsStep I Warming upWhat changes happened in our life from the past to the present?Step II Pre-readingLook at the pictures and title and predict the main idea of the passage.Step III Fast ReadingPlease choose the right answers to complete the chart.A. Some details of the tourB. Boarding and taking offC. A brief introduction of the tourD. What happened to Li Qiang during the tourE. What the future home looks likeStep IV Detailed ReadingPara. I---_______the journeyReason: ____________________________________________________________ Feeling: ____________________________________________________________Problem: _________________ how to deal with it? ________________________ Para.2 ---_______the capsuleThough the______ _______seats a______ drink lay_______ swinggently sideways _______the journey ______years later outside the capsulePara. 3 ---_______the capsule1. How did I feel as soon as I was transported to the future?___________________________________________________________________ 2. How did Wang Ping solve this problem?___________________________________________________________________ 3. When and why did he get separated from Wang ping?__________________________________________________________________4. What do you think has caused this kind of problem that Li Qiang’s head ached?A. he got a bad cold when traveling.B. there was no air at all.C. he felt a bit homesick.D. he was hit by a lack of fresh air.Para.4--- ___________(a large bright clean room)Step V SummaryNow try to find out what happened to Li Qiang before and during the journey. Before the journey Li felt _______ and ________ at first, as a resulthe suffered from _______.During the journey (1) Li was transported safely into the future in aChoose the suitable words or expressions to fill in the blanks by using their correct forms according to the text.Dear Mum and Dad,I still cannot believe that I am 1.______my prize that was won last year. I have to2.______Rub my eyes to3.______myself that I have traveled to the year AD3008.Asa result ,I suffered from “time lag”,which meant that you should keep getting flashbacks from your 4.______time period. My friend and 5.______, Wang Ping ,together with me, got into a time capsule , which would transport us into the future. A few minutes later the journey was completed. Confused by the new 6. ______, I was hit by the 7.______of fresh air. “Put on the musk.” Wang Ping advised. After that I felt better in no time. I 8.______Immediately and followed him to collect a hovering carriage driven by computer. It floated above the ground and by bending or pressing down in your seat, you can move 9.______ I mastered the carriage in a few minutes. However, there were so many carriages that I 10.______Wang Ping. He was 11.______into the center of them and my link with him was broken. Just at that moment I had a “time lag” flashback. I realized I had been transported into the future but still in my own hometown, just then I 12.______Wang ping and flew after him. Arriving at a strange-looking house, Wang Ping flashed a 13.______ on a computer screen, and a chair rose from under the floor magically. He suggested, that I have a rest and produced a bed from the floor. I 14______bed and fell fast asleep.Your loving son,Li Qiang Step VI Self-evaluation (Answer the questions with Yes/No/I’m not sure)1.Have you had a general idea of the passage?2.Have you known more about the life in the future?3.Have you improve your reading ability?4.Have you had your own imagination of the life in the future life?5.Do you still have any questions about the reading passage? Please write them down. Step VII Homework1. Read the text careful and find language points.2. Write a short passage about the future life in100---120words.。

Module 5 Unit 3 A healthy life单元教学目标Content analyze:本单元以健康话题为主题，听说读写等活动主要围绕如何健身，怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟，吸毒，艾滋病，学习与工作压力等影响健康的棘手问题。

本单元引导学生讨论这些问题，目的在于让他们远离有损健康的活动，并养成良好的习惯。

一、技能目标 Skill Goals◆Talk about health◆Learn the harm of smoking and how to stop smoking◆Learn to advise people about what to do and what not to do◆Learn about AIDS and how to keep safe from HIV二、语言目标（一）功能句式How to advise people about what to do and what not to do◆Do/don’t…◆Don’t forge to…◆It is not/would be a good idea to…◆You should…◆Yo u don’t have to…◆Mind your head/step!◆It’s OK/all right to…(二) 词汇(三) 语法The use of it(四)重点句子The 1st period Warming up and pre-readingTeaching aims:1. Talk about health2. Learn the issues that the young people are concerned about3. Learn to advise people about what to do and what not to do4. Talk about smoking and its harmTeaching procedures:Step one Warming upThis step is to lead the students to the topic of this unit ―― A healthy life 1.What health issues do you think concern young people the most?(After about 3 minutes)A sample list:Cigarette smoking Drinking alcohol Drug taking Diet Physical fitness Sexual health Stress AIDS and infections Cancer Anxiety and so on2. Group worka. Choose one health issue you think is particularly important.b. List five things you would like to tell other people about this issue.*Show some pictures on the computerDirections:Looking at the following pictures. What are they doing ?Which are healthy activities while which are unhealthy activities?(Ask the students to describe the pictures using their own words) Straightforward description:Picture one:They are Singing. HealthyPicture two:They are Dancing. HealthyPicture three:They are Playing basketball. HealthyPicture four:They are Doing Taiji. HealthyPicture five:They are Drinking alcohol. HealthyPicture six:They are Eating too much. UnhealthyPicture seven:They are Smoking, coughing. UnhealthyStep two Pre-reading*Questions:1. Have you ever smoked? If you have, have you ever tried to stop?2. Why do you think some adolescents start smoking?Possible answer:Some adolescents start smoking because they are falsely influenced by some media.Some think it’s cool. Maybe some want to lighten some stress.3. In what ways is smoking harmful?Mentally and healthily.4. What advice would you give to someone when wanted to stop smoking?Possible answer:Let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on.5. Where could you get good advice on stopping smoking?Step three HomeworkFind out some information from the Internet and write a short passage about the present situation of young people’s smoking in China as well as giving them some advice.The 2nd period ReadingTeaching aims:1.To promote the students’understanding of the text.2.To solve the problems and difficulties they meet in understanding the text bycooperation.3. Enable the Ss to learn how to give advice on stopping smoking.4. To talk about the importance of health and the harmful effects of smoking Teaching methods:Discussion, cooperative learning and oral practice.Teaching procedures:Step one Greetings.Greet the Ss as usual.Step two Pre-readingPredicting:Read the title of the text and the headings within it, and find out:1. Who wrote the letter?2. What is the purpose of the letter?Step three Skimming1. Read and check the answers to the two questions.2. Listen to the tape and find out the main idea of each paragraph.A. The writer leads to the topic of the letter by talking about James’ problem ofsmoking.B. Introducing some different ways of becoming addicted.C. Telling the writer’s hope for his grandson and advice on stopping smoking.D. Telling the harmful effects of smoking.E. From the life the writer is leading now, we can know the importance of healthylife.Keys: 2—A 3----B 5-----C 4-----D 1-----EStep four Detail reading1. List the details under the following subtitles.The ways to become addicted to cigarettesThe harmful effects of smokingSuggestions to quit smokingThe ways to become addicted to cigarettes1).Become physically addicted to nicotine2).Become addicted through habit3).Become mentally addictedThe harmful effects of smoking1). Do terrible damage to your heart and lungs2). Have difficulty in becoming pregnant3). Affect the health of non-smokers4). Smell terrible5). Have the ends of the fingers turn yellow6). Be unable to run fastSuggestions to quit smoking1). Prepare yourself2). Be determined3). Break the habit4). Relax5). Get help If you need it6). Keep trying2. Answer some questions. ( refer to PPT)4．Let students find the expressions in the passage that can be used to advise people about what to do and what not to do.Step five DiscussionSituation 1: Suppose you are a teacher, how will you persuade your students to quit smoking.Situation 2: Suppose your teacher is a smoker, how will you persuade him to quit smoking.Situation 3: Suppose you are a father, how will you persuade your son to quit smoking. Situation 4: Suppose your father is a smoker, how will you persuade him to quit smoking.Step six Homework1. Discuss the questions after class.2. Find out the key points of the text.3. Search some more information about the harmful effects of smoking and advice onstopping smoking.The 3rd Period Listening& SpeakingTeaching aims:1. To learn what should be paid attention to when going to the party and how to give advice and warnings to others.2. To train the ability of listening and speaking.Teaching procedures:Step one Listening1. Pre-listening1) Individual work:To show some pictures and make students judge which are the ways of keeping a health life.2) Group work:Discussion: Suppose you are invited to have a party in a nightclub by your friends,would you like to go there? If not, what are you worried about?2.While-listening1)Listen to what Tina and Sara are talking about and tick the things Sara is worriedabout.2)Listen again and complete Tina’s sentences.3)Listen to the tape for the third time. Understand the whole dialogue fully andcheck if the answers are complete, especially pay attention to different structures of giving advice.3.Post-listening1)Guessing: Will Sara still be nervous about going after listen ing to Tina’sadvice?2)To ask students what useful expressions we can use to give advice and teacherwrite them on the blackboard.Step two Speaking1.Review the target function by giving students two situations.Situation1: Your friend is worried about theEnglish test the class is having on Friday. (giving some advice)Situation2: Your friend tries to cross the road and you see a car speeding towards him/ her.(giving some warnings)2.Have a discussion to make students list the rules for behavingproperly in the party and share the lists with all the classmates.Step three Homework:1. Review the expressions of giving advice, warnings and prohibitions.2. Write a short passage to persuade one of your relatives to give up smoking. The 4th Period Learning about languageTeaching aims:1. To get students to learn and master the usage of the new words and the useful expressions in the reading.2. To enable students to grasp the grammar: the use of “it”.Teaching procedures:Step one ReviewReview the main idea of the letter and the suggestions to quit smoking orally. Step two Word study1.Find words and expressions from the text and match.accustomed feeling foolish or uncomfortable because of somethingmanage stop doingashamed having an unborn child or young in the bodyautomatically pressure caused by the problems of living, too much work, etc. quit done without conscious thought, esp. as a habitstress in the habit of; used topregnant because ofmental succeed in doingadolescents of the minddue to a boy or girl in the period between being a child and an adult.plete the text with words from above. (Ex 1,P 20)1. Rice production has increased greatly in china over the last few years, largely _______super hybrid rice.2. Having lived in Hawaii all his life, he was not __________to the cold of Northern Europe.3. He was_________ of his body so he decided to go on a diet and do more exercise.4. In spite of her wounded leg, she ________to get up the stairs.5. He told me the same story _____________ until I felt like screaming.6. With exams only a week away, I am under a lot of ______.7. When I ____________playing sport I become very fat and unhealthy.8._______health is as important as physical health.9. Now that I am __________ I eat a good diet because I want my baby to be born healthy.10.___________often take more risks than adults.Keys: 1.due to 2. accustomed 3. ashamed 4.manage 5.automatically 6.stress7.quit8. Mental 9. pregnant 10.Adolescents3. Complete the text with words from below. (Ex 2, P21)Before filling in the blacks, review the meaning of each with the whole class. adolescents 青少年 cigarettes 香烟quit 停止，戒 drugs毒品due to 归因于 stress压力eventually 终于 alcohol酒addicted 上瘾的 manage管理，努力做Smoking ________, drinking ______or taking other_______ produce many harmful effects and have no real benefits. So why do __________do it? Some because they believe it makes them look cool. Others think it will help with _________in their life possibly_____ pressure from their parents or teachers. Some just want to see what it is like. What they don’t realize is that they will get into the habit and ________become _______. It will then be difficult to _____the habit. A few people ________to quit easily but for many it is a very painful process. Of course, the best way to deal with these drugs is not to start in the first place.Keys: 1. cigarettes 2. alcohol 3. drugs 4. adolescents 5. stress 6. due to 7.eventually 8.addicted 9.quit 10.manageStep three Discovering useful structures1. Go over the first reading passage again and find out all sentences with “it”.a. It’s a beautiful day here---b. It’s a mazing that at my age I am still fit enough to cycle 20 kilometres in an afternoon.c. It’s my birthday in two weeks time---d. Your mother tells me that you have started smoking and that you are finding it difficult to give up.e. Believe me, I know how easy it is to begin smoking and how hard it is to stop.f. This means that after a while your body becomes accustomed to having nicotine in it and ---g. As you know, if you do the same thing over and over again, you begin to do it automatically.h. I think I was addicted in all three ways, so it was difficult to give up.i. I didn’t know it could do terrible damage to your heart and lungs or that I was more difficult for smoking couples to become pregnant.j. When I was taken off the school football team because I was too slow, I knew it was time to quit smoking.k. It might help you to stop.2. Discuss with their partner about the use of“it” (pairwork)3. Explain the use of it.“It” can be used in the subject position to stand for an infinitive, -ing form or a clause.Impersonal “it” can be used to talk about time, date, distance or weather4. Let students sort all the sentences.It stands for an infinitive: h.It stands for-ing formIt stands for time: c.It stands for date:It stands for distance:It stands for weather: a.It stands for others: d, e, f, g, I, j, k5. Explain and extend.It stands for an infinitive: h.I think I was addicted in all three ways, so it was difficult to give up.真正的主语to give up it形式主语 structure: it is+ adj.+ to do---补充1.手头边有个小笔记本是个好主意。

Period 3 Listening 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 k ind of quilt, which Xiao Feng has invented.It canWhen 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 anothertime 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 branch ofDuring 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 eyTeaching 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 RevisionT: Today we will begin our lesson with a competition between groups.In the lastperiod, 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 futuSs: ...(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 theTask 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, MartianT: 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 tape?Do ExerciseT: This time.You’d write down the answers to the four questions.Boys and girls,S: We should go through the questions first and keep them in mind.When we areS: 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 keyT: You are clever.Now please get ready.First, look through the introduction to 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 the speakers’ intention and attitude, the teacher should give them someTask 4 Post-listening1.What did you2.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”.I f possible, the teacher may have some of the students do the presentation work in class.By doing this, theStep 4 Post-Task 1 Pre-T: Now let’s learn ab out a magic quilt.Xiao Feng has invented this new kind of quilt.It can“think”for itself and become warmer or cooler according to the weather.Let’s read the following words and phrases on Page 55.Try to pronounce themT:T: Just now we have listened to it and know some advantages of this specialanager 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.(After listening,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 more information.Add two other places you think will be the right places to(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 answersTask 1 Lead-inT: I agree with you.When we express what will happen, what expressions do weofT: Good.We often use them to express our imagination.Besides those, we also useDo you suppose tTask 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 talkTask 3 TalkingT: Now let’s 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 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 products1.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 once to start and twice to2.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 the shirt releases chemical, which cleans itself as you wear it3.Never pay for electricity again!This light bulb absorbs light from the sun andstores it.When you turn it on at night, the light is released so the bulb gives(As usual, the teacher won’t forget to give comments on what the students d o, including the teacher’s words praising what they are doing in the first few stages.Only in this way are the students encouraged to talk freely about what they want to say andStep 6 SummaryT: In this period, we mainly focus on the speaking and listening abilities.If you feelclass, would you please do so?Today’s homework is to invent what you want to own in the future.Then prepare for description of how it will work and what advantages of usingThe Design of the Writing on the BlackboardUnit 3 Life in the futurePeriod 3 Listening and SpeakingIs it possible that...? Suppose that... I wonder iIs 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 data).It is very thin The Martian atmosphere is composed mainly of carbon dioxide (CO2(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 generally colder 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 winterpole.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 somesupports a variety of clouds.White clouds are 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 space 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 u sed 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 radioNASA 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 examinations of 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 photoNASA officials say they have discovered and confirmed that Opportunity landed on an area of Mars that is rich in the mineral crystalline hematite.On Earth such hematite usually forms in the presence of water.Scientists want to know if the hematite on MarsSome evidence suggests that long ago the Meridiani Planum area of Mars was wet and held water.Opportunity will search for more evidence of water and any evidence that some kind of life could have existed in the area.When they get to an interesting area they reach out with a mechanical arm thatwhat 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 are trying to answer the question: Is there any evidence that life onceUN calls for greater efforts to protect envirU.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 to nation, person to person, human to all other forms of life, ”heKlaus Toepfer, executive director of the U.N.Environment Program, said that theriches 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“The theme of this year’s World Environment Day 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 territorial bor ders, ”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 we 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.。