高二英语必修5 unit3教案(牛津版)

译林牛津模块5 Unit3学案（教师版）(译林牛津版高二英语必修五教学案例)Unit 3 Science versus nature (Part I)For the use of teachersI. Words:1. announcement n. 口头通知草拟书面通知 draw up a noticemake an announcement发（口头）通知 a TV announcer 电视播音员announce和declare的辨析：announce 宣布固定结构是announce sth. to sb.，不可以是announce sb. sth.；declare宣布（如公开声明战争/和平/中立等，较正式的场合），和announce有时可互换。

The Declaration of Independence 《独立宣言》The court declared him guilty / innocent.The teacher announced to us that there would be a celebration for the 80th anniversary of our school.The super power declared war against that small country in April, 2003.Everyone was silent as the chairperson announced/declared the results of the Spoken English Contest.2. advanced 高级的；先进的；发达的advanced countries/technologies/courses/studies与时俱进 advance with the times 高级教师 a senior teacherin advance 提前；预先同义词组：beforehand ；ahead of time make great advances 取得较大进步/进展同义词组：make great/rapid progress in3. including 用include或contain的正确形式试填下列各空：This book contains forty maps, including three maps of China.Whisky contains a large percentage of alcohol.He was upset about losing the key to the drawer containing important documents.In the air crash in Brazil, 197 people died, including the 9 on the ground/the 9 on the ground included.4. praise n./vt. 表扬；赞扬 praise sb. for sth. 反义词组： blame sb. for sth.； criticize sb. for sth.sing high praise for 高度赞扬同义词组： think well/highly of ; speak highly of等反义词组有：think little/nothing of; speak badly of 等The leader spoke in praise of the teacher who had given his life for the education cause.与in praise of 结构相同的短语有：in celebration/need/want/memory/honor/hopes of5. interfere vi. 干涉；干预；摆弄；妨碍固定搭配：interfere with sb./sth. interfere in sth.你曾经因为完乐而妨碍了你的职责吗？Do you ever allow pleasure to interfere with duty?Who has been interfering with the clock? It has stopped. 是谁摆弄这个钟来着？现在不走了。

Unit 3 Life in the futureA teaching design for oral practiceTeaching Contents:Oral practice based on the reading passage on page17 to page18.1. Orally, answer several questions according to the text.2.Practise two topics:1) What do you suppose the future transportation willbe like2) Imagine where the house will be built in the future3. 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 andhousing.3.To improve the students’ oral ability.Teaching Important & difficult point::1.Inspire the students to imagine the future life and use the properexpressions.2.Enable the students to understand the meaning of the text, and say somethingaccording to the text.3.To improve the students’ oral ability.Teaching methods:reading; asking and answering activity; pair or group work.Teaching Aids: A puter, 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 ofthe text,and answer several questions according to each paragraph.purpose: These questionts are simple questions, just to help the students get a brief acquaintance to the future world described in the text. Step3:Listening and retelling according to paragraph 4. Show some tips to help the students retell the sentences.Purpose: This exercise is a practice for oral test part C in NCEE. Step4:Design two topics while talking about the hovering carriage and Wang Ping’s house. Practise the dialogues of making predictions.Topic 1: What do you suppose the future transportation will be like Topic 2: Imagine where the house will be built in the futureThe 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 orpessimistic”“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 willbe2. 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 blackboard Unit 3 Life in the Future wh- do you suppose …. I suppose ….. I imagine that ….And some words, perhaps they will be: science fiction film, high-tech, time tunnelPs: Display on the screenStep 1. Skimming:Skim through the passage and get its general idea.The passage is mainly about.A.how Li Qiang was transported to the future.B.how Li Qiang got to the future and his first impression of it.C.what the life was like in the future.D.the introduction of the “Future Tours ”company.Go through the first paragraph (Para.1) quickly, then answer the following questions:1. What is a “time lag ”?2.Who guides my trip?3.How did he get to the future?Step 2. Detailed reading1. 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.Para.3Go through the third paragraph, then tryto answer the following questions.1. How did I feel as soon as I was transported to the future?2. How did Wang Ping solve this problem?3. What do you think has caused this kind of problem that Li Qiang ’s head ached?1.How did I feel as soon as I wastransported to the future?I thought it was difficult to tolerate. I was hit by the lack of fresh air. 2. How did Wang Ping solve this problem?Wang Ping gave a mask to me and hurried me through to a small room nearby to have a rest.C. he felt a bit homesick.D. he was hit by a lack of fresh air.Hit by a lack of fresh air, my head ached.computer The hovering carriage is driven by ________ . These carriages _____above the ground and by ______or ________ down in your seat, you can drive it swiftly.float bending pressingPara.4Read the fourth paragraph quickly, thenanswer the following questions:1.What did Wang Ping’s house look like?2.What was the green wall made of ?3. What ’s the purpose of building this kind of green wall?1. What did Wang Ping ’s house look like?large, bright and cleanHis house is a large bright, clean room.It had a green wall, a brown floor and soft lighting.2. What was the green wall made of ?3.What ’s the purpose of building this kind of green wall?The green wall was made of trees.The leaves of the trees will provide much-needed oxygen to the house.Visiting Wang Ping ’s HomeThat is a _______________house, with a large,_____ and ____ room. It had a ______ ______, soft _______ and a _____ ____ which is actually _____. The _____ of the trees provided the room with ____________ _______. By flashing a ______ on the computer screen, bright clean green wallleavesoxygenswitchRetellstrange-looking brown floor lighting trees much-needed Imagine where the house will bebuilt in the future ?Topic :I suppose , in the future, house will be built in ….I imagine that ….This passage mainly tells us about ____________________________________________________________________Li Qiang ’s first trip to the future. It tells us how he got to the future, how he felt and what he had seen.What ’s the writer ’s attitudetowards the future, optimistic or pessimistic?How do you know?optimisticpessimistic•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.1.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 ”.HomeworkPs: Videos are from I, Robot and The Fifth Element.。

Unit 3 Science versus nature Ⅰ.单元教学目标Ⅱ.目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元围绕“科学和自然”这个论题展开，从“克隆技术”、“转基因食品”等方面将二者进行对照，并对人们的不同看法进行了描述，在此基础上让学生学会如何通过一些信息片断写一封正式的书信，以及如何进行采访、辩论等。

旨在通过教学使学生能够清楚地表达自己的看法，并使自己的观点更加有说服力。

同时，也对学生进行必要的情感教育，使其对前沿的高尖端技术有一个正确的认识，明白任何事物都有其自身的发展规律，遵循事物自身的发展规律是我们做任何事情的前提。

1-1 Welcome to the unit利用六幅克隆的小动物图片激发学生对本单元话题的兴趣，接着用三个问题引发学生的讨论，使学生在看图片的同时思考克隆这一高新技术，并能表达自己对克隆的看法，为后面内容的学习奠定基础。

1-2 Reading 一文讲述了人们对克隆技术的一些不同观点。

该部分共设计了六个活动：A部分要求学生快速阅读文章，并快速地找出三个问题的答案，培养学生的快速阅读能力；C1部分要求学生仔细阅读课文及两封来信，并判断所给6个句子是否正确；C2部分要求学生从课文及来信中找出人们赞成或反对克隆的原因，考察学生对课文细节的理解把握能力；D部分要求学生在课文中找到所列的8个词条，猜测其含义然后将这些词条与其英文释意相搭配，考查学生根据上下猜词的能力；E部分要求学生利用所给词汇完成王林写给报社编辑关于克隆的书信，巩固课文中所学的词汇；F部分要求学生讨论人类是否应该被克隆的问题，应用所学的语言表达自己的观点。

1-3 Word power包括 Prefixes and suffixes和 Organs of the body 两部分。

Prefixes and suffix介绍了部分前缀和后缀的含义，并通过一位环境科学家的一段话使学生在语境中进一步掌握词缀的用法；Organs of the body要求学生掌握有关人体器官的一些词汇，用一篇短文将学校的各个部分与人体各个部分器官进行类比，学生可以进一步理解人体各部分的作用。

英语必修5译林牛津版Unit 3第7课时表格教案主备人执教人授课日期班级总课题M5U3 总课时分课时1课型复习课题M5U3 Grammar 2tell the chf fere nee betwee n the verb-i ng form and the verb-ed form whe nthey are used to express feelings.教学H标2. an a lyze the situati on in which to use verb-i ng forms or verb-ed forms3. use verb-ed forms to express time, reason and condition教学重点Words , phrases and sentence patter ns教学难点Practical usage教具Blackboard , slides and handouts教学内容教法学法Show students a cartoon with expressions of the verb-ed form referring to feelings ・[Explanation]这幅卡通画将会是本节内容的一个主线。

同样的画面，不同的内容，给学生以不断的新鲜感。

Step 2 verb-ing and verb-ed used as adjectives (PPT5-7)1.Ask students to focus on such words as bored and challenging in the cartoon. And lead them tothink about in what situation are these expressions used・2.Conclusion 1: We use verb-i ng forms to describe some one/ something that causes certain feelings.They are usually active in meaning. We use verb-ed forms to say how we feel about some one/ somethi ng. They are usually passive in mea ning as they describe how some one/ somethi ng is affected by an action.3.Introduce more words alike.[Explanation]第一次出现时画面所反映的是现在分词和过去分词表示心情等的词语，把这些词语归在一起，可以让学生根据以往学习经验很快归纳出其用法及其一类词。

高中英语牛津版必修五教案3篇高中英语牛津版必修五教案篇1教学目标1、语言目标◆ 掌握部分有关电视节目以及表示装饰的词汇，如：soap opera, sitcom, sports show, host, super, agree, hair clip, key ring, belt, wallet etc.◆ What do you think of…? 句式在不同人称中的使用及其几种不同的答语方式，并能简单陈述理由。

◆ 掌握运用love, like, don’t like, don’t mind, can’t stand恰当表达对有关事物的观点和态度。

2、能力目标◆ 学会陈述自己的看法和意见。

◆ 学会谈论自己的喜好。

◆ 谈谈流行文化，了解各类电影和电视节目的名称。

◆ 了解一些日常生活用品，描述对其喜好程度。

3、策略目标利用不同媒体获取相关的学习资源，通过合作、探究的方式学习;学会正确评价自己的学习行为和学习效果。

4、情感目标◆ 学会客观地评价事物。

◆ 正确表达自己的意见。

◆ 正确认识流行文化。

◆ 了解中西文化在表达自己的观点时存在很大差异——我们比较委婉，而西方人则更直接一些。

教学重难点1、重点学习及掌握陈述自己的看法，意见及喜好的词汇和基本句型。

2、难点正确运用What do you/does he/she think of…?及Ilove/like/don’t like/don’t mind/can’t stand ... He/She loves/likes/doesn’t like/doesn’t mind/can’t stand ...等句型结构来表达对客观事物的评价。

教学工具课件教学过程Step1 Warming up : ChantWhat do you think of talk shows?I don’t mind them.What about game shows?I love them.Do you like sitcoms?Yes, I do.Step 2 Revision: Dialogue show time注：1. Dialogue show后要鼓励学生给予comments。

英语必修5译林牛津版Unit 3第2课时表格教案主备人执教人授课日期班级总课题M5U3 总课时分课时1课型复习课题M5U3 Reading教学目标use some useful phrases to state their "for and against〃opinions on an atmosphere ・2.write a persuasive article using supporting details・3.do conversion between book knowledge and their own knowledge・4.persuade using their voices.5.concern more about the relationship between science and nature・教学重点Words, phrases and sentence patter ns教学难点Practical usage教具Blackboard , slides and hand outs教学内容教法学法1.Start the less on by a brief review of what stude nts have talked about cloning.2.Present the learning objective of this period, which is to get more knowledge about cioning, andgrasp effective ways to express positive and negative opinions.3.Prediction based on the title・ What attitude does the author hold towards cloning, positive ornegative or neutral?[Explanation]基于上一课时已经对克隆这一话题有所涉及，本节的导入以单刀直入、承上启下为特点。

英语必修5译林牛津版Unit 3第3课时表格教案主备人执教人授课日期班级总课题M5U3 总课时分课时1课型复习课题M5U3 Word power1・ have a better understa nding of d if fere nt mea nings of prefixes and suffixes ・教学目标 2. have a larger vocabulary with the help of prefixes and suffixes・3. use specific words to describe human organs by means of comparison.教学重点Words, phrases and sentence patterns教学难点Practical usage教具Blackboard , slides and handouts教学内容教法学法Teaching procedures:Step 1 Lead in (PPT4-5)1.Ask stude nts to con elude some easy ways to double their vocabulary according to their years' ofEnglish learning・2.Introduce the intended answer by providing some examples so that students can be led to theanswer "By using prefixes and suffixes" or by "cloning it" (just for fu n)・[Explanation]鉴于学生已冇比较长时间的学习英语的经历，前后缀对于他们来说并不陌生。

以让他们总结如何让自己词汇量加倍这一方法开始整堂课的教学，从开放的问题到焦点的关注，从悬念到平实，让学生在瞬间产牛好奇，并且在答案揭晓的刹那能很好得活跃课堂气氛，为麻面的教学做好铺垫。