英语必修5人教版：精品教案(Unit 3 Life in the future Period 3)

高中英语人教版必修5Unit 3 Life in the future教学设计Important points:Let students discuss and predict the good and bad changes in the future.Get students to read the passage and know about what life in the future might be like.Have students learn different reading skills.Difficult points:Develop students` reading ability.Enable students to talk about the advantages and problems of life in the future.New words and expressions: aspect, uncertain, press, optimistic, representative, greedy, recycle, sideways, timetable, pessimistic, typist, citizen, swallow, instant, previous, tolerate, flash, material, fasten, take up, lose sight of, speed up, sweep up, be back on one’s feet, slide into, remind….of…, make predictions Making predictions:Do you suppose that….Suppose that….Do you imagine that….Is it likely / unlikely that….?It is possible that…I’m sure…Perhaps /Maybe / Possibly…..I wonder if….I imagine that…..Most likely….Probably……Introduction: This unit introduces the students to what life in the future might be like and help students to begin to examine their ideas about future. The approach is to encourage students to imagine the advantages and difficulties of life in 1000 years time. The possible things that Li Qing sees during his time travel trip include easy personal travel and a high level of personal comfort. The difficulties include a shortage of fresh air (because the problem of global warming has not yet been solved) and a solution to it (your own personal forest in the living room to provide a constant supply of oxygen).Step 1 Lead-inPresent some pictures, including some aliens, a horse, a carriage, a plane, a spaceship, the sun , the moon, the Mars, a thatched cottage, a skyscraper, etc. to increase students` interest.At the same time, ask them some questions:1. How did people travel 1000 years ago?2. How do you usually get to school?3. Where do you live, in a city or in the countryside?4. Do you live in a flat or a house?5. What kind of housing would you like to have in the future?6. What would you like to have in your room?Step 2 Warming up1. Encourage students to speculate about their ideas for life in one thousand years` time? Ask them the question: What changes do you expect to see in your life in one thousand years1 time?2. Let students choose two of the main aspects of life today to have a discussion in groups and then make notes in the table below.Step 3 Pre-reading1. Show students some questions to help them understand the text.1). Make a list of the problems human beings are facing today?2). Which problems do you think people will have overcome in one thousand years`?2. Ask students to read the title First Impressions and look at the pictures to predict the content of the text.Step 4 Reading1. Skimming.Ask students to skim the passage and try to get its general idea:The passage is mainly about______(B)____________.A. How Li Qing was transported to the future.B. How Li Qing got to the future and his first impressions of it.C. What the life was like in the future.D. The introduction of the “Future Tours” company.2. ScanningGet students to scan the passage carefully to get the detailed information and then do the following.1). Why did Li Qing get the chance of having this time travel?A. Because he had passed the final examination with high marks.B. Because ha had won a prize.C. Because he had given money to the company named “Future Tours”.D. Because he had written a story about a trip to the year AD 3008.2). Why did Li Qing`s head ache? Because _______________.A. he got a bad cold when traveling.B. there was no air at all.C. he felt a bit homesick.D. there was little oxygen in the air.3). A table and chairs rose from ____ in the clean room.A. under the floorB. under the curtainC. under the wallD. under the computer screen4). Which of the following statements is false according to the text?A. Wang Ping suffered from a “time lag” flashback when he travelled to the year AD3008.B. The company of Wang Ping`s parents transported LI Qing safely into the future in a time capsule.C. Li Qing lost sight of Wang Ping because there were so many carriages around him.D. Wang Ping was Li Qing`s friend and guide.(Suggested answers: BDAA)3. Intensive readingAllow students to read the passage carefully this time, try to understand the whole text and then answer the following questions.1). Did Li Qing feel comfortable at the beginning of his first travel?(No. Because it was his first time travel, he worried about it, and he was nervous and unsettled; as a result, he suffered from a “time lag” flashback.)2). How did Li Qing get to the future?(In a time capsule.)3). Were they still on the earth after they were transported into the future?(Yes.)4) What did Wang Ping give Li Qing when he got a headache?(A mask.)5). Why did Li Qing lose sight of Wang Ping?(Because there are so many hovering carriages flying in all directions that Wang Ping was swept up into the center of them.)6). What were the walls made of? And what is the function of them?(The walls were made of trees. The leaves of the trees could provide the house with much-needed oxygen.)Step 5 Post-readingEncourage students to discuss the following questions about the writing style.1). Do you think Li Qing`s descriptions are faire? Why or why not?2). What language does he use that gives you that impression?3). Do you think he feels comfortable in the future? Why or why not?Step 6 Discussion1. Group discussion to finish exercise 2 in Comprehending.Lat students skim the directions and the form, and then have a discussion in groups of 4. write down their ideas in the chart.2. Debate to finish Exercise 3 in ComprehendingStep 7 HomeworkLearn the useful new words and expressions by heart.Read the reading passage again and then finish off all the exercises in Comprehending.The second period: Reading：First ImpressionsImportant and difficult points:如何调动学生的积极性, 让他们主动参与和学习.掌握阅读的技巧和方法, 提取文章的一些重要信息. 掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式.通过文章的学习, 提高阅读能力, 根据文章的主题能理清文章的重要细节.未来生活如何要发挥大量的想象力. 提高爱护环境, 保护自然意识.灵活运用所学词组和句型, 写出具有一定想象力的短文. 运用多种阅读技巧, 提高学生的实际阅读能力.Step 1 Lead-inTalk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years. In groups, choose two of them to have a discussion and then share the ideas in front of class.We know we can travel forward or backward in space. Can we travel forward or backward in time? (Can we travel in to the future or backward into the past?) do you think time travel is possible?Step 2 Skimming1. Ask students to talk about the pictures in the reading material in pairs and predict the main idea according to the title.1). What can you see in each picture?(a time capsule; hovering carriages; a future home.)2). If you have a time capsule, where would you like to go?3). What do you think the main idea of the passage is?(How Li Qiang got to the future and his first impressions of it.)2. Skimming to find out the main idea for each paragraph.Para. 1: How I came to take a time travel journey.Details: my prize; my excitementPara. 2: The journey.Details: how I felt; the spaceship; the journeyPara. 3: My impressions of life one thousand years into the future.Details: little oxygen; masks to provide oxygen; hovering carriage; how to drive them; a “time lag”momentPara. 4: Staying in Wang Ping’s home.Details: appearance o house; trees as walls; where furniture stored; ate meal; prepared for sleepStep 3 Scanning1. Put the following sentences in the right order of time.1). We were transported in to the future by a comfortable time capsule.2). I had a rest in a small room with a mask on.3). I took some green tables.4). I collected a hovering carriage.5). I won a travel to the year AD 3008.6). I have my first try to master a hovering carriage.(Suggested answers: 5) 3) 1) 2) 4) 6)Part 1:1. Why did I have the chance to travel to the year AD 3008?2. What is a “time lag”?3. How did I feel when I was in the capsule?4. Who guided my trip?5. Why did my guide give me some tablets?6. Who transported them to the future?Part 2:1. Before the journey:1). How many people are mentioned in the text? Who are they?2). When did the writer write this letter? And to which year did he travel?3). Why did Li Qing travel to the year AD 3008?4). What did Li Qing suffered from?5). How did Li Qing feel? What makes him feel better?2. During the journey:1). In the capsule: climb through a small opening—comfortable seats—calming drink--- lay relaxed—complete the journey—1000 years later2). Out of the capsule:At first my new surroundings were difficult to tolerate.Q1: How did Li Qing overcome the lack of fresh air?3). Hovering carriage:Q2: How did the hovering carriage float?Q3: How can a person move swiftly?4). “A large market”Q4: What were people doing there?Q5: What happened to Li Qing?5). A large building:Q6: What is a “time lag” flashback?3. After the journey(Arriving home, he showed me into a large bright, clean room.)Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…..Q1: How did the author feel after visiting the special house?(Exhausted, I slid into bed and fell asleep.)Step 4 Language pointsStep 5 PracticeTask 1: Fill in the blanks:Task 2: Post reading: group workQuestions:1. What is the writer`s attitude towards the future, Optimistic or Pessimistic?Pessimistic: (Worried about the journey, I was unsettled for the first few days.At first my new surroundings were difficult to tolerate.Exhausted, I slid into bed and felt asleep.)Optimistic: (He was very excited when he travelled to the year AD 3008 and could not believe it was true. From this, we can see he is eager to go to the future, though he was hit by the lack of fresh air.)Step 6 Consolidation and summaryTask 1: Listen to the tape and correct the pronunciation.Task 2: Retell the story by showing some key words or phrases.Task 3: Summary some useful and important language points and then retell the story by the key words.Step 7 HomeworkFinish the exercises and discuss the following two questions:Retell and rewrite the story in the exercise books and do some reading materials.The third period: Language pointsImportant points:Enable students to grasp the usages of such important words and expressions as: impression, guide, surrounding, lack, press, flash, switch, take up, be back one`s feet, catch / lose sight of, sweep up, etc.Get students to master the following patterns:Worried about the journey, I was unsettled for the first few days.…..a table and some chairs rose from under the floor as if by magic.Difficult points:Let students learn the usages of the word “surrounding” and the expression “take up”Enable students to learn and master the pattern “Worried about the journey, I was unsettled for the first few days.”Get students to learn and understand some difficult long sentences.Knowledge aims:Some important useful new words and expressions: aspect, impression, constant, jet, previous, uncertain, guide, tablet, capsule, stewardess, steward, opening, sideways, surrounding, tolerate, lack, adjustment, mask, carriage, press, fasten, belt, flash, switch, timetable, optimistic, take up, be back on one`s feet, safety belt, lose sight of, sweep up, slide into, speed up.Step 1: Revision1. Check the homework exercises.2. Ask some students to talk about Li Qiang`s first impressions on his first time travel.3. Match each word with its meaning:Impression constantly; frequentlyConstantly everything that is around sb. /sth.Previous an idea or opinion of what something is likeLack to push sth. closely and firmly against sth.Surroundings happening or existing before something or someone elseStep 2 Reading and findingGet students to read the text Warming up, Pre-reading, Reading and Comprehending to understand all the new words and useful expressions or collocations.Collocations: in on thousand year`s time, main aspects, human beings, take up, remiand sb. of sth. be worried about, as a result, suffer from, be similar to, keep doing, be nevous and uncertain about, be very understanding, be well-known for, through a small opening, a lack of, as though, put on, in no time, be back on one`s feet, lose sight of, sweep up, just at that moment, catch sight of, provide …with, much-needed oxygen, flash a switch, as if, by magic, be ready for, slide into bed, fall fast asleep, an optimistic or a pessimistic view, read through, make notes, be prepared to do, join in, persuade sb. to do sth. agree with, pay particular attention toLet students read them aloud and copy them down in the exercise book after class. Try to learn them by heart.Step 3 Discovering useful words and expressionsTurn to page 20. Go through the exercises with students and make sure they know what to do.Get students to read through all the passage to find out all the problems they meet.Step 4 Studying important language points1. impression: an idea or opinion of what something is likeMy first impression of him was favorable.I got the impression that they were unhappy about the situation.His trip to India made a strong impression on him.Impress: to have a favorable effect on; to make sb. feel admiration and respectThe sights of the city never fail to impress foreign guests.It impressed me that she remembered my names.Impress sth. on / upon sb. = impress sb. with sth.He impressed her with his sincerity. / He impressed his sincerity on her.2. 短语take up的用法及意义.1). When does the incoming manager take up his job? (begin to do sth.)2). The copying of these documents took up the whole morning. ()3). He took up art while at school.4). He is going to take up the story where he left off yesterday.5). This shirt needs taking up. (make …..short)6). I would like to take up your offer of a ride into town. (accept)7). The carpets had to be taken up when the house was rewired.8). Blotting-paper takes up ink.take after, take away, take back, take down, take for当作误认为take in 收留, 包括, 吸收take off, take on, take out拔掉, 去掉,带某人出去take over, take to喜欢, 沉溺于take one`s time慢慢来,从容不迫3. constantly: continuously; frequentlyFashion is constantly changing.The area was constantly hit by drought.His report was constantly interrupted by applause.This entrance is in constant use, do not block it.remind: to make someone aware of something they have forgotten or might have forgottenremind sb. about / ofremind sb. to do sth.remind sb. that / what….4. as a result:He worked hard, and as a result, he got promoted quickly.as a / the result ofThe flight was delayed as a result of the bad weather.5. surroundings: all the objects, conditions, etc. that are around sb. / sth; environment;Animals in zoos are not in their natural surroundings.Everyone likes to work in pleasant surroundings.(有些词用做名词时总是用复数形式: thanks, regards, congradulations)6. tolerate: allow without interfering; endure without protesting; be able to take or undergo without harm We simply cannot tolerate cheating in exams.I cannot tolerate her rudeness.The body cannot tolerate such large amounts of radiation.7. lack: to be without; to have less than enough ofHe lacks confidence.There is no lack of vegetables.8. on one`s feet: recover from an illness or a set-backAfter his wife`s death it took two years to get back on his feet.Only our Party`s policies will put our country on its feet again.9. lose sight of: to be unable to see; to overlook or fail to consider; ignoreWe must not lose sight of / ignore the fact that…….catch / gain / get sight of 瞥见, 发现, 看出lose one`s sight 失明at first sight 乍看起来at (the) sight of 一看见….就…..be in sight 看的见, 在眼前out of sight 看不起10. sweep up: 快速抱起; 打扫; 横扫Sweep the leaves up, quickly.(学过的up短语: take up, sweep up, carry up, speed up, look up, make up….)Step 5 ConsolidationDo exercises 1-4 in Using words and expressions on page 56-57.Step 6 Closing down by a quizSome exercises:1). In our childhood, we were often ___ by Grandma to pa attention to our table manners.A. demandedB. remindedC. allowedD. hoped2). Though ___ money, his parents managed to send him to university.A. lackedB. lacking forC. lackingD. lacked in3). We did not buy anything because we _____ money.A. short ofB. were short ofC. lacking forD. were lacking for4). After he retired from office, Rogers ___ painting for a while, but soon lost interest.A. took upB. saved upC. kept upD. drew up5). As delegates to the People`s Congress Council, we will never____the trust people have placed in us.A. catch sight ofB. lose sight ofC. keep sight ofD. set out sight on6). Unless _____, the boy would not have admitted that it was he who broke the video.A. bendingB. remindedC. pressedD. questining7). Chinese handwriting is an important part of our culture, so young people are required to ____ handwriting.A. take awayB. take outC. take inD. take up8). What you said just now reminded me _____ that American professor.A. forB. ofC. aboutD. upon9). The chief must have hidden somewhere in the _____ area.A. followingB. surroundingC. surroundedD. surroundings10). My friend Martin was very sick with a strange fever; ____, she could neither eat nor sleep.A. as a resultB. after allC. anywayD. otherwise(Suggested answers: BCBAB CDBBA)Step 7 HomeworkLearn all the new words and expressions by heart.Finish off the homework exercises. Do exercise 3 on page 56 in the exercise books.Find out the sentences with the ast participle as the adverbial or attributive in the text and get prepared forgrammar study.The forth period: Learning about language: GrammarImportant points:Get students to learn and master the new grammar item: The Past Participle (3) as the adverbial and attributive.Difficult points:Enable students to learn how to use the past participle as the adverbial and attributive correctly.Step 1 RevisionCheck the homework exercises.Let students dictate some new words and expressions. (aspect, carriage, impression, constant, previous, tablet, surrounding, lack, stewardess, uncertain, guide, adjustment, mask, fasten, belt, flash, switch, optimistic, take up, be back on one`s feet, lose sight of, catch sight of, sweep up, slide into.)Step 2 Discovering useful structuresAsk students to read through the text carefully and find out all the sentences that include the past participles in.1. Worried about the journey, I was unsettled for the few days. (adverbial)2. Well-known for their expertise, his parents` company, called “Future Tours”, transported me safely into the future in a time capsule.(adverbial, attributive)3. The capsule began swinging gently sideways as we lay relaxed and dreaming. (adverbial)4. Hit by a lack of fresh air, my head ached. (adverbial)5. Exhausted, I slid into bed and fell fast asleep. (adverbial)Step 3 Understanding and summarizing1. Ask students to work in groups to finish the following exercises on how the past participles are used.1). Combine these two sentences using the past participle as the adverbial.(1). I was frightened by the loud noise. I went to see what was happening.(2). He was hit by the lack of fresh air. He got a bad headache.(3). I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.(4). Sue was frightened by the noise outside. Sue dared not sleep in her bedroom.(5). The museum was built in 1910. The museum is almost 100 years old.(6). The student was given some advice by the famous scientist. The student was not worried about hisscientific experiment any more.(7). George was exhausted after a day`s work. He took some tablets to help him feel better.(8). Lucy was very astonished at the amount of work in the new timetable. She decided to leave her job immediately.2. Combine these two sentences using the past participle as attributive.(1). Soon we lose sight of that famous astronomer. He is called Li Qing.(2). I am going to buy a painting. It is copied from Vincent van Gogh.(3). I like that old private house. It is built of wood and mud.(4). The room is completely empty. The room is connected to the rest of the house by a long passage.(5). The queen was sitting in royal carriage. The carriage was drawn by four horses.(6). The vehicle is mentioned in the book. The vehicle is unknown to me.(7). The castle is under repair. It was built in 1432.过去分词作状语的用法过去分词做状语,修饰谓语动词, 大多说明动作发生的背景或情境, 其逻辑主语是句子中的主语, 可以表示时间, 原因, 让步, 行为方式或伴随情况等, 在意义上相当于状语从句, 有时过去分词前可以加上连词when, while, once, if, unless, though等.1. 表示时间Seen from the top of the hill, the city looks like a big gardenAsked many times, I told him the secret.When (it is) completed, the museum will be open to the public next year.2. 表示原因Exhausted, the children fell asleep at once.Caught in a heavy rain, he was wet to the skin.Written in a hurry, this article was not so good. (=Because it was written in a hurry, this article was not so good.)3. 表示条件Heated, water changed into steam.Given another chance, he will do better.Grown in rich soil, these seeds can grow fast. (=If they are grow in rich soil, these seeds can grow fast.)4. 表示让步Laughed at by many people, he continued his study.Badly wounded, he continued to fight.5. 表示行为方式The old man entered the meeting room, supported by a young fellow.She was in tears as if deeply moved by the moving film.6. 表示伴随情况Surrounded by a group of pupils, the old teacher walked into the classroom.The trainer appeared, followed by five little dogs.After his journey from abroad, Richard Jones returned home, (and he left) exhausted.过去分词作定语的用法1. 过去分词作定语, 如单用, 一般防在名词的前面: 如果是分词短语, 通常放在名词的后面, 相当于定语从句.Polluted air and water are harmful to people`s health.The suggestion made by the foreign expert was adopted by the manager.2. 有时, 过去分词也可以用作非限制性定语, 前面用逗号隔开, 相当于非限制性定语从句.The books, written by Lu Xun, are very popular in China.The meeting, attended by one thousand students, was a success.3.过去分词作状语时，如果其逻辑主语为主句的主语，此时应注意人称一致.Given another hour, I can work out this problem.Seen from the top of the hill, the city looks more beautiful to us.4. 用分词作状语时, 如果其逻辑主语与整个橘子的主语不一致时, 分词短语就要有自己的逻辑主语，这种带逻辑主语的过去分词结构为独立主格结构.The signal given, the bus started.All our savings gone, we started looking for jobs.He rushed into the room, his face covered with sweat.5. 过去分词作状语来源于状语从句, 可以将其变为状语从句.Deeply moved by the story, the children began to cry. (=As they were deeply moved, the children began to cry.)She walked out of the house, followed by her little daughter. (= she walked out of the house, and was followed by her daughter.)Beaten by the enemy, he refused to let out the secret. (= Although he was beaten by the enemy, he refused to let out the secret.)反过来，讲状语从句改成过去分词作状语的结构时，有事也保留连词，构成“连词+ 过去分词”结构作状语。

人教版新课标高二必修Book 5 Unit 3 Life in future—教学设计一、整体思路本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，以往在设计这节课会把未来生活和现代生活作对比，教育学生珍惜现在、把握现在、爱护环境。

但是随着人工智能的发展，阅读文章中的很多内容现在已经变成了现实，例如人工加湿器、无人驾驶汽车。

所以我在设计这节课时大胆设计了一个以穿越为主线，在学习基础知识的基础上对学生进行一个励志的教育：无论时间和空间如何变化，人类的经典会永远流传下去，鼓励学生学习历史上伟大的人物品质，如苏轼、贝多芬、爱迪生...在历史的画卷中留下自己的一抹绿色。

把学科素养、传统文化以及社会主义核心价值观融入英语学科的教学中，坚持立德树人，引导学生树立正确的世界观、人生观、价值观，正确认识世界和中国发展大势；既要有国际视野又要有中国情怀，要结合学科特点，凸显英语学科的育人导向。

二、Teaching Goals:1.Read the text “First Impressions” and master the wholestructure.2.To arouse Ss to pay more attention to the problems thatprobably appear in the future .3.To illustrate Ss’ imagination of future life, remind Ss’ notto forget our past then we can face the new life in thefuture. (不忘本来,才能面向未来)Step 1 Leading-in 目标前置（设计意图：首先提出课堂要求。

然后由学生喜欢的虚拟歌手洛天依导入新课，虚拟歌手代表的是现代科技的发展，当苏轼穿越到现代，见到虚拟歌手表演他的作品时，他会说什么？以此打开学生的想象力，引出对课文的预测，对文章进行阅读处理和学习。

人教版高中英语必修5教案Unit 3 Lifein the FutureUnit3LifeintheFutureTeachingGoals:Topic:Predictingt hegoodandbadchangesinthefuture.imaginethealiencreat efulexpressions::takeup拿起;接受;开始;继续remind…of…使回想起或意识到losesightof…不再看见……catchsightof…瞥见sweepup打扫；横扫speedup加速assistin帮助;援助;协助Sentencestructures:IstillcannotbelievethatIamtaking upmyprizethatwaswonlastyear.worriedaboutthejourney, Iwasunsettledforthefirstfewdays.confusedbythenewsur roundings,Iwashitbythelackoffreshair.SoonIwasbackon myfeetagainandfollowedhimtocollectahoveringcarriage drivenbycomputer.Describedasanenormousroundplate,it spinsslowlyinspacetoimitatethepulloftheearth’sgravity.…atableandchairrosefromunderthefloorasifbymagic.Gram mar:1.过去分词作定语（Thepastparticipleastheattribute）Ifollowedhimtocollectahoveringcarriagedrivenbycompu ter.Tomorrowyouwillbereadyforsomevisitsorganizedbyc omputer.2.过去分词作状语（Thepastparticipleastheadverbial）worriedaboutthejourney,Iwasunsettledforthefirstfewd ays.confusedbythenewsurroundings,Iwashitbythelackof freshair.Period1TeachingAims:1.Learnsomenewwordsand expressions.2.Helpthestudentstotalkaboutlifeinthepa st,atpresentandinthefuture.3.Enablethestudentstodes cribethelifeinthepast,atpresentandinthefuture.Diffi cultandImportantPoints:comparelifeinthepast,atprese ntandinthefuturewhatislifeinthefuturelike?whatchang eswilltakeplace?Teachingmethods:1.Firstandcarefulre ading,2.Askingandansweringquestionactivity3.Individ ual,Pairwork&groupworkTeachingProcedures:Step1w armingupShowthestudentssomepicturesorvideosofthepastandpresentlife,andaskthemtheirfirstimpressionsofthepicture s.lead-in:Talkabouthowmanychangestherehavebeeninthe pastandinthepresent.Step2:pre-reading1.canyoutellwhatproblemspeoplearefacingt oday?2.whatproblemsdoyouthinkpeopleinthefuturewillh aveovercome?whichoneswillstillbethereorevenworseinA D3005?找教案key:1.Theproblemofpopulati onwillbesolved,havebeguntocontrolthebirthrate.2.The problemswillbestillthere,andwillevenworse.3.Idon’tthinkso.Nowscientistsaretryingtheirbesttodevelopne wresourcesthathumanbeingscanmakeuseof,suchassolaren ergy.Inmyopinion…step3：fastreadingReadthetextforthefirsttimeandtellwhatthe textisabout?It’sane-mailwrittenbyamanwhohastakenupatriptothefuture .2.Lookatthefollowingsentence,thereareinwrongorder, tellmethecorrectorderforthesesentenceA.weweretransp ortedintothefuturebyacomfortabletimecapsule.B.Iarri vedatwangPing’shomeandeverythinginhishousemademesurprised.c.Iwona traveltotheyearAD3005D.Ihavemyfirsttrytomasterahove ringcarriage.Step4carefulreading1.Questions&answers:1.whydidIhave thechancetotraveltotheyearAD3005?2.whatisa “timelag”?3.HowdidIfeelwhenIwasinthecapsule?4.who guidesmytrip?5.whydidmyguidegivemesometables?6.whot ransportedustothefuture?key.ItookuptheprizeIwontheyearbefore.2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod .3.Theseatsinthecapsuleareverycomfortable.4.myfrien dwangPingismyguidetothefuture.5.Thetabletscouldhelp mefeellessnervousanduncertain6.wangPing’sparents’companytransportedustothefuture.2.Fillinthechart:Go odchangesBadchangesTimetravelcantraveltoDifferentti mesasyouwishAfter-effectsoftraveltransport.canmoves wiftlyDisorganized,difficulttofindwayhousessavelivi ngspaceShortofspaceTownsBusy,looklikemarketsEasytogetlostAirqualityownfamilyoxygensupplyPoorqualityinpublicplaces3.Readingthetexttodecideon thetypeofwritingandsummaryoftheideaTypeofwritingThi sisapieceofnarrativewriting.mainideaofthepassageItt ellsaboutLiQiangtravelingtotheyearAD3005andhisexper iencesthere.Topicsentenceof1stparagraphIhavetravele dtotheyearAD3005.Topicsentenceof2ndparagraphIwassti llontheearthbutonethousandyearsinthefuture.Topicsen tenceof3rdparagraphIwashitbythelackoffreshair.Topic sentenceof4thparagraphTomorrowIwillbereadyforotherv isitsorganizedby“FutureTours”.4.makingachainofeventsfromthetextFirstImpressionsSuff eringfrom“timelag”Goingbyatimecapsuleonearthbut1000yearsinthefutureAt homeintheyearAD3005Step5:Discussion:SampleanswersEx.2Ithinkthewriterhasanoptimisticviewofthefuture.Hew asveryexcitedwhenhetraveledtotheyearAD3005andcouldn’tbelieveifwastrue.Fromthis,wecanseeheiseagertogotot hefuture.Thoughshewashitbythelackoffreshair,The2nd& amp;3rdperiodTeachingaims:Learnexpressions&phra sesLearnlanguagepointsDifficultandImportantPoints:1）Languagepoints2）Theusageof“takeupandsweep”Teachingmethods:Presentation&PracticeTeachingPr ocedures:StepIRevisionHaveadictationStepII.checkthe answers1)checktheanswersofyesterday’shomeworkStepthreelanguagepointwarmingupaspectn.方面，外观you’veonlyconsideredoneaspectoftheproblem.Thefierceaspe ctofthesalesmanfrightenedthecustomeroff.Pre-reading overcomevt.克服,战胜,找到处理问题的办法;表示“压倒,受不了”时,常用被动语态;beovercomewith…“…之极,极为…”Heovercamethebadhabitofsmoking.we’llovercomethedifficultywhenwegottoit.Thechildwasove rcomebywearinessandslept.mymotherwasovercomewithgri ef.Reading1.Istillcan’tbelievethatIamtakingupmyprizethatwaswonlastyear.Ta keup开始从事，选修,占用,吸收whendoesthemanagertakeuphisjob?hetookupartincollege Hedecidedtotakeupphotographyashiscareer.Thistableta kesuptoomuchroom.Plantstakeupwater.take的词组takeoff脱下,起飞takeover接管taketo喜欢上，对…产生好感Helenalwayshelpshermothereventhoughgoingtoschool___ _mostofherdayA.takesupB.makesupc.savesupD.putsup找教案2.Ihavetoconstantlyrubmyey estoremindmyselfthatIhavetraveledtotheyearAD3005我得不断擦拭自己的眼睛来提醒自己，我已到了公元3005年remind:tomakesomeoneremembersomethingthattheymustdo 这部影片使他回想起在中国所看到的一切。

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。

Unit3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Functions：1.做出预测（Making predictions）Do you suppose that…?Suppose that… I wonder if…Do you imagine that…? I imagine that…2. 猜测未来（Making conjectures about future）Is it likely/ unlikely that… Possibly …It is possible that … Most likely …I’m sure… Probably…Suppose that … Perhaps … Maybe …Grammar: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.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.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，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结合，学习怎么样写report本单元所涉及的要点有：1.学习并了解未来生活的各个方面用与现在生活的不同之处，学习外星人的生活方式。

Unit 3 Life in the futureThe first periodTeaching Contents:Warming up, pre-reading, readingTeaching aims:1.Inspire the students to imagine the future life.2.Develop the students’ reading ability3.Enable the students to understand the meaning of the text4.Get the students to think about the problem we’re facing now and in the future what the worldwould likeImportant & difficult point:Compare life in the past, at present and in the future. The students imagine what the future life is like and use the proper expressions.Teaching methods: fast and careful reading; asking and answering activity; pair or group work Teaching procedures:Step1: Lead-in.Look at some pictures of Mars and pictures about life in the past, at present and in the future. Step2: Warming up.Before doing the exercise, look at some pictures to remind the students of old things.And let the students know the change of life.Step3: Read the text quickly, then put the sentences into the correct order.Step4:Go through the first two paragraphs quickly, then answer the following questions:Step5: Have a discussion.The second periodTeaching Contents:1.Reading & Comprehendingnguage pointsTeaching Aims:1. Develop the students’ reading ability2.Enable the students to understand the meaning of the textTeaching Important Point:Develop the students’ reading abilityTeaching Aids:A computer, A tape recorder.Teaching Procedure:Step1: Fast Reading 1Ask the students to read the text quickly while listening to the tape of the text, then find out the main idea of the text.Step2: Fast Reading 2Ask the students to read the passage in detail and try to fill in the table.Step3: What’s the writer’s attitude towards the future, optimistic or pessimistic?How do you know?Step4: Make a telephone conversation between Li Qiang and his mother according to the text. Step5:Learn some important structuresThe Third periodTeaching Content: GrammarTeaching Aims:Teach grammar (The Past Participle as the Adverbial & Attribute)Difficult and Important Points:Distinguish the usage of the past participle as the adverbial and the past participle as the attribute. Teaching methods: practice.Teaching Procedures:Step 1. Word StudyAsk the Ss to do the Exx. 1&2 on pages 19 & 20 in Using words And Expressions in Workbook. Then check the answers.Step 2. The Ss will learn the usage of the past participle in different situations.Step 3. Make clear to the Ss the usage of the past participle as the adverbial. Ask the students to rewrite with proper conjunctionsStep 4. Complete each sentence using the Past Participle of the right verb.Step 5. SummaryStep 6. Make clear to the Ss the usage of the past participle as the attributive.Step 7. Do some exercisesThe Fourth periodTeaching Contents: TalkingTeaching aims:Enable the Ss to talk about things at present and predict things in the future.Important & difficult point:Teaching methods: Pair work and group workTeaching procedures:Step1: Lead-in.Look at some pictures of inventions. Let students be proud of the great people who have great imagination.Step2: Encourage the Ss to design an object for the future and ask them to make an introduction of their inventions.First, you need to decide on your product;Second, you will have to explain how your product works.Third, you need to show that people will be willing to use it.Use the descriptions on P56.Step3: Learn some language pointsThe fifth periodTeaching content: LISTENINGTeaching aims:Improve the Ss’ listening skillsTeaching difficult and important points:Listen to the material and get the general idea.Teaching methods: Listening; Cooperative learning Teaching procedures:Step1: Listening (P23)1. First Ss read the words and phrases, then listen and tick what they hear:2. Ss listen to tape again and fill in the blank:Step2: Listening (P59)Ss work in pairs to discussion:1. Suppose you live undersea and you happen to come across a disaster (灾难). What should you do?2. How will you deal with the problems that you meet, if you are the designer of the undersea city? Step3: Listening (P55)The sixth periodTeaching Contents: Reading, speaking and writingTeaching aims:1. Enable the Ss to read about imaginary alien creatures.2. Enable the Ss to talk about some imaginary things.3. Enable the Ss to predict things in the future and describe them.3.Enable the Ss to write a passage about life in the future.Teaching important and difficult points:1. Teach the Ss to understand alien creatures.2. Teach the Ss to describe imaginary things and give their opinions.3. Teach the Ss to imaginary description.Teaching methods:Task-based activities.Pair work and group work; Discussion and cooperation.Teaching procedures:Step1: RevisionStep2: Lead inHave you ever seen any amazing things, for example the alien creatures?Can you describe them?Step3: ReadingTask1: Read the passage I Have Seen Amazing Things quickly and try to fill in the chart.Step4: Show some key words to ask the students to retell the story.Step5: Show some imaginary pictures about the life in the future to Ss and ask the students to discuss.Step6: Learn the new words and expressions.The Seventh periodTeaching Contents: Extensive ReadingTeaching aims: enable the ss to discuss the possibilities and difficulties of living under the sea. Important & difficult point:Talk about the possibilities of living under the sea.Teaching methods:Fast and careful reading; asking and answering activity; discussionTeaching procedures:Step1: Lead in the topicStep2: Have a discussionStep3: Read the passage and fill in the blankStep4: Encourage the Ss to design a posterStep5: Writing style。

人教版高中英语必修5教案Unit 3 Lifein the FutureUnit 3 LFutureTeaching Goals:Topic:Useful ex::take up 拿起;接受;开始;继续remind…of… 使回想起或意识到lose sight of… 不再看见… … catch sight of… 瞥见sweep up 打扫；横扫 speed up 加速 a帮助;援助;协助uctures:I still cannot believe that I am taking uat was won last year.Worried abouurney, I was unsettledw daused bw surroundings, I was hit by the laaI was baagain and followedllect a hovering carriage driven by computer. Described a s aus round plalowly in spaaullarth’s gravity.…a table and chaundloor as if by magic.Grammar:1.过去分词作定语（The past participle as theattribute）I followedllect a hovering carriage driven by computer.Tomorrow you will be readvganized by computer. 2.过去分词作状语（The past participle as the adverbial）Worried abouurney, I was unsettledw daused bw surroundings, I was hit by the laair.Period 1Teaching Aims:1. Leaw words and ex2. Heludalk about last, aandutuabluddescribe the last, aanduture.Difficult and Important Points:Compare last, aandutureWhat is luture like? What changes will take place? Teaching Methods:1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work group workTeaching Procedures:warming upShow the studures or vidast andlife, and aures. lead-in: Talk about how many changave bast and2:pre-reading1. Can you tell what problle are facing today?2. What problems do youluture will have overcome? Wwill still bven wAD3005? 找教案 http://zhaojiaoa: 1. The problulation will be solved, have begul the birth rate.2. The problems will be stilland will even wI don’Nowag their best to develop new resources that human beings can make uuch as solar energy. I…：fast readingRead the texand tell whaxt is about?It’s an e-mail written by a man Who has taken up auture.2. Look allowingare in wrong order, telldA. We were transporteduture by aablapsule.B. I arrived a t Wang Ping’s home and everythinguse made me surprised.C.I won a travelar AD3005D. I havaster a hovering carriagareful reading1. Qu answers:1. Why did I havaavelar AD3005?2. What is a “time lag”?3. How did I feel when I waapsule?4. Who guid?5. Why did my guide givables?6. Who transported uuture?I took uI war b2. “Time lag” means agets flashbavioud.3. The seaapsule are vabld Wang Ping is my guidutuThe tablets could hell less nervous and uncertain6. Wang Ping’s parents’ company transported uuture.2. Fillart:Good changesBad changesTime travelCan travel toDas you wishAfter-aveltraan move swiftlyDisorganized, difficuld wayhousessave living spaaceTownsBusy, look likemaasy to get lostAir qualityOwn familyoxygen supplyPoor qualublic plaReading the text to decidwriting and summadeaType of writingThis is aarrative writing.Main ideaassageIt tells about Li Qiang travelingar AD 3005 and his exTaragraphI have traveledar AD 3005.T2nd paragraphI was stillarth buusand yeauture.Td paragraphI was hit by the laair.TaragraphTomorrow I will be readvganized by “ Future Tours”.4. Making a chain of evxt First IGoing by a time capsule 戴的老师。

Teaching Plan for Book 5Unit 3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Teaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. Thistime the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphasizes likely and increases the possibility. Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in their exercise books. Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures. When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.I believe you’re right.What are the problems then?What do you think is likely to happen?Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.A: I think the company will buy more land.B: I believe you‘re right.A: But it isn’t likely that the manager will make a decision soon.B: What are the problems then?With an ordinary class, just practice the dialogue in Part 1 again.HomeworkFinish off the Workbook exercises.。

高二英语必修五教案《Unit 3 Life in the future》【导语】高二是承上启下的一年，是成绩分化的分水岭，成绩常常形成两极分化：行则扶摇直上，不行则每况愈下。

在这一年里学生必须完成学习方式的转变。

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

1. 展开学生活动，发挥主体作用新课程强调要充分发挥学生在教学进程中的主体作用。

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

2. 实行情形教学，统合三维目标本课设计从教学需要动身，创设情形，进行情形设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地知道和接受知识，并在学习进程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。

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

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

4. 运用问题教学，启示学生思维本课设计依照诱思探究理论要求，遵守学生的认知规律，引导学生去发觉问题、分析问题和解决问题，从而掌控知识，形成能力，培养品质。