人教版高中英语必修5《Unit 3 Life in the future》教案

1、人教版高中英语必修5Unit 3 Life in the future教案 人教版高中英语必修5Unit 3 Life in the future教案【一】 本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。 1. 开展学生活动，发挥主体作用 新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生最大限度地参与教学过

2、程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。 2. 实施情景教学，统合三维目标 本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和经受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互浸透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的浸透交融在一起，实现了三维目标的和谐与统一。 3. 转变学习方式，增强教学效果 新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，

3、小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提升，情感体验和态度、价值观的形成，增强了教学效果。 4. 运用问题教学，启发学生思维 本课设计遵照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，进而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，进而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。 本教学设计贯穿了新的教学理念，体现了课程

4、改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。 【教材分析】 本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。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，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保障自然的意识。 第一篇Reading文章主要讲述主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个特别非常的太空生物，并将两个

5、生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，进而对未来生活进行更细致的预测。 考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。 【学情

6、分析】 1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘 生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。 2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度确定，自我意识 发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。 3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。 【教学目标】 (1)知识与能力 学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用

7、法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。 (2)过程与方法 通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;而且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language,

8、第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。 (3)情感态度与价值观 通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提升环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。 【重点难点】 重点： 1.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。 2.通过对文章的学习，根据目前的现状预测未来的生活，提升环境保护、资源保护意识。 难点： 1.掌握过去分词作定语和状语的用法。 2.运用所学的词汇及句型写出具有一

9、定想象力的短文。 【教学策略与手段】 1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，经受式学习与探究式学习相结合。 2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。 3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。 【教学准备】 1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。 2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。 3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。

10、【教学过程】 Period 1: Warming-up & Reading Teaching Aims: 1. Learn some new words and expressions. 2. Improve the students reading skills. 3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future. Teaching Methods: 1. Inductive method 2. Pair work

11、& group work 3. Competition 4. Illustration 5. Deductive Method Step 1 Greetings and Lead-in 1.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? Do you live in a comfortable surrou

12、nding? Is it a suitable location for people to live in? What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud). 2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus) Bikes, cars, buses and so on can be used to carry people or

13、things from one place to another place, and they are called vehicles. What other vehicles do you know? carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, 3.Now lets take a look at the screen to learn about the development of all the means of transportation. sedan chair carriag

14、e bicycle motorcycle car train aeroplane space craft 4.Q3: What will the future means of transportation be like? (Time travel) Well, today we are going to learn a text about time travel. 【设计说明】 由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，进而进入阅读文章的处理与学习。(由于考虑到Warming

15、-up中的Transport与Houses, Villages,Towns, 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展异化应用于课文的导入中，这样比较科学自然。) Step 2 Skimming 1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability. Q1：What will the future life be l

16、ike? 2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text. Q2: Which changes are mentioned in the text? time travel transport air quality religion clothing eating houses towns 3.The teacher can ask the students to carry out a discuss

17、ion about the changes. Q3: Which changes are good and which are bad? 【设计说明】 猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活异化的描写，培养学生快速阅读的技巧与能力，并对未来生活异化的好坏进行小组讨论，培养集体协作精神。(由于Comprehending中关于未来生活异化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。) Step 3 Read

18、ing for details 1.Before the journey Q1: How many people are mentioned in the text? Who are they? Q2: When did the writer write this letter? And to which year did he travel? Q3: Why did Li Qiang travel to the year AD 3005? Q4: What did Li Qiang suffer from? Q5: How did Li Qiang feel? What makes him

19、feel better? Q6: Where did they arrive? 【设计说明】 通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都囊括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，并且降低了阅读的难度。 2.During the journey 1) In the capsule: Climb through the round opening - comfortable seats - calming drink - lay relaxed - we rose slowly

20、 from the ground - complete the journey - 1000 years later - ? 2) Out of the capsule Confused by the new surrounding, I was hit by the lack of fresh air Q1: How did Li Qiang overcome the lack of fresh air? 1. Hovering carriage: . Q2: How did the hovering carriage float? Q3: How can a person move swi

21、ftly? 2. “A large market” Q4: What were people doing there? Q5: What happened to Li Qiang? 3. A large building Q6: What is a “time lag” flashback? 【设计说明】 按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，遵照作者在太空仓外所处的三个不同地点Hovering carriage, a large market, a large building来处理文章

22、第三段。 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 fa

23、st asleep. 【设计说明】 通过精读课文，了解文章细致内容，遵照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可遵照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。 Step 4 Consolidation 1.Put the statements into correct order. ( C - A - D - B ) A. We are transported into the future by a comfortable time c

24、apsule. B. I arrived at Wang Pings home and everything in his house made me surprised. C. I won a travel to the year AD 3005. D. I have my first try to master a hovering carriage. 2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the change

25、s in the future AD 1005: China - AD 2022: Modern World - AD_ : Your idea 3.A telephone interview with Li Qiang Ask the students to discuss in group of six and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended. 【设计说明】 首先通过对文章故事情节的正常排序回顾文

26、章梗概;其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与异化;最后设置情景，进行角色扮演，模拟电话采访Li Qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。 Step5 Assignment 1.Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have c

27、aused those environmental problems in groups. Q1: What problems are we facing now? Q2: What have caused those problems? 2.Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life 3.Assignment: Object-design

28、ing Design an object which can help you change the world for a better future 【设计说明】 通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务-发明设计，以此激发学生的发明创造能力，唤醒学生保障自然、爱护环境的意识，学习中浸透道德教育，一举两得。 Period 2: Learning about language Teaching aims: 1. Learn past participle used as adverbial. 2. Master some

29、 important words: swiftly, unsettle, constant, remind, previous, bent, press, link. Teaching methods: 1. Teach grammar in real situations. 2. Learn grammar through practice. Step 1 Revision and Preparation 1.Ask the students to talk about the writers attitude towards the future life, was he optimist

30、ic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion? 2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life. 1 .Confused by the new surroundings, I was hit by the lack of fr

31、esh air. 2. Worried about the journey, I was unsettled for the first few days. 3. Exhausted, I slid into bed and fell fast asleep. And then ask the students to finish the exercises in their textbook. Ex.1. Combine these two sentences using the past participate as the adverbial. 1. I was frightened b

32、y the loud noise. I went to see what was happening. 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. 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

33、the aliens on the space station. Tired after the long journey, I still enjoyed meeting the aliens on the space station. 4. The museum was built in 1910. The museum is almost 100 years old. Built in 1910, the museum is almost 100 years old. 5. The little girl was frightened by the noise outside. The

34、little girl dared not sleep in her bedroom. Frightened by the noise outside, the little girl dared not sleep in her bedroom. 6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more. Given some advice by the famous scientist,

35、the student was not worried about his scientific experiment any more. 3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life. 1. His parents company named “Future Tours” transported me safely into the future. 2. A table and cha

36、irs rose from under the floor as if by magic. 3. Tomorrow you will be ready for some visits organized by the company. And then ask the students to finish the exercises in their textbook. Ex.2. Combine these two sentences using the past participate as the attribute. 1. Soon we lost sight of that famo

37、us astronomer. He is called Li Qiang. Soon we lost sight of that famous astronomer called Li Qiang. 2. I am going to buy a painting. It is copied from Vincent van Gogh. I am going to buy a painting copied from Vincent van Gogh. 3. The castle is under repair. It was built in 1432 The castle built in

38、1432 is under repair. 4. I like that old private house. It is built of wood and mud. I like that old private house built of wood and mud. 5. The vehicle is mentioned in the book. The vehicle is unknown to me. The vehicle mentioned in the book is unknown to me. 6. The room is completely empty. The ro

39、om is connected to the rest of the house by a long passage. The room connected to the rest of the house by a long passage is completely empty. 7. The queen was sitting in a royal carriage. The carriage was drawn b four horses. The queen was sitting in a royal carriage drawn by four horses. 【设计说明】 通过

40、设置讨论作者对未来生活持乐观还是悲观态度来复习并晋升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下： 过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示确定。 1. 作时间状语。 Once disc

41、overed, the enemies were completely wiped out. 2. 作原因状语 Moved by his words, I accepted his present. 3. 作条件状语 United we stand, divided we fail. 4. 作让步状语 Although tired, they continued to work. 5. 作方式或伴随状语 The teacher stood there, surrounded by many students. 注意： 1) 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓

42、语动词属于同一时间范围，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done. e.g. Having been told many times, he cant still remember it. 2). 过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。 (误)Checked carefully, some spelling mistakes can be avoided. (正)If the composition is checked carefully, some spelling mistakes can b

43、e avoided. 过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。 Step2 Consolidation 非谓语动词练习 B 1. _ and happy, Tony stood up and accepted the prize. (2022全国) A. Surprising B. Surprised C. Being surprised D. To be surprising A 2.No matter how frequently _, the work

44、s of Beethoven still attract people all over the world. (2022广东) A. performed B. performing C. to be performed D. being performed C 3._ and Ill get the work finished. (2022 重庆) A. Have one more hour B. One more hour C. Give one more hour D. If I have one more hour B. 4. The repairs cost a lot, but i

45、ts money well _. (2022 湖北) A. to spend B. spent C. being spent D. spending C. 5. _ with a difficult situation, Arnold decided to ask his boss for advice.(2022江苏) A. To face B. Having faced C. Faced D. Facing B 6.When her father, the girl burst into crying. (2022湖北) A. asking of B. asked about C. bei

46、ng asked D. asked D 7. The man kept silent in the room unless . (2022浙江) A. spoken B. speaking C. to speak D. spoken to D 8. _, the old man is living a happy life. (2022天津) A. taking good care B. taken good care C. having taken good care D. taken good care of D 9.The Olympic Games, in 776B.C., did n

47、ot include women players until 1912. (NMET2022) A. first playing B. to be first played C. to be first playing D. first played B 10. from his clothes, he is not so poor. (2022上海) A. Judged B. Judging C. To judge D. Having judged A 11.European football is played in 80 countries, it the most popular sp

48、ort in the world. (NMET2022) A. making B. makes C. made D. to make B 12.The secretary worked late into the night, a long speech for the president. (MET2022) A. to prepare B. preparing C. prepared D. was preparing C 13. a reply, he decided to write again. (2022北京) A. Not receiving B. Receiving not C.

49、 Not having received D. Having not received B 14.The houses are for the old people and the construction work will start soon. (2022江苏) A. built B. to be built C. to build D. being built C 15.If ill, Ill stay home a good rest. (2022辽宁) A. to fall, taking B. fall; to taking C. falling; taking D. falli

50、ng; take Step 3 Discussion: Life at present V.S. Life in the future 1. Ask the students to carry out a discussion to compare the present life and life in the future. Do you want to work for space? What worker should be needed for the space? 2. Ask the students whether they would like to work for spa

51、ce if possible, and then ask them to complete this advertisement choosing these words in their proper forms. (constant remind unsettle previous bend press swiftly link) Many people need to be_of the job opportunities on space stations, which _ need space cooks, cleaners, teachers, and computer engin

52、eers. You can be _ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any _ experience working in space for this

53、 length of time means you cannot apply. Many people _ to stay longer but the _ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be _ for anyone. 【设计说明】 通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。 Step4 Assignm

54、ent Ask the students to write an application letter for working in space. 【设计说明】 让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。 Period 3: Using language Teaching Aims: 1. Learn some new words and expressions. 2. Encourage students to master the features of the two alien creatures, and try to compare

55、 the similarities and difference between them. 3. Train the students reading skills and predict the future humans. Teaching Methods: 1. Prediction 2. Pair work & group work 3. Comparison Step 1 Lead-in 1.The teacher shows a video clip from Star War to the students. 2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions. Q1: Where do those creatures live? Galaxy, planet Q2: How are they different from us humans? Q3: What do they eat and drink? Q4: Which language do they speak? 【设计说明】 该部分阅读是上一课阅读材料的延续，主要谈及Li Qiang在太空中遇见的两类令人惊讶的生物。因内容与星球大战中形