人教版必修五Unit3教案

1、厦门市湖滨中学教案纸教学方法设计等Unit 3 Life in the futureThis unit centers on life in the future, including people s imagination.guess and thought about future life and the living environment of future life. The students should be encouraged to practise talking about these topics.The whole unit can be divided into

2、 seven parts: warming up, reading,listening and speaking, language focusing, reading and writing, grammar, and assessment.In warming up, there is a table for the students to fill in ,which can help the students examine their ideas about the future. Pairwork ;brainstorming and discussion will be used

3、 in this period to help the students to communicate with each other using their previous knowledge.In the reading passage, the students will learn about the more advanced forms of transport in AD 3008 and the advantages and problems of life in the future. This will help the students to think about a

4、nd have more imagination about life in the future.In learning about language, the students are encouraged to learn the following words and expressions: aspect impression constant constantly jet previous uncertain guide tablet capsule steward stewardess opening sideways surroundings tolerate lack adj

5、ustment mask carriage press fasten belt flash switch timetable optimistic mud desert citizen typist typewriter postage postcode button instant receiver dustbin ecology greedy swallow material recycle goods representative settlement motivationtake upbe back on ones feet safety belt lose sight of swee

6、p up slide into speed up .While practicing using the language, the students will read a passage describing Li Qiang s visit to a space station, and their skills of reading,speaking, and writing will be improved.In listening and speaking , more chances will be given to the students to think of and ta

7、lk about some benefits and problems in the future .The students will be encouraged to write about what their hometown or home village may be like in 1,000 year s time.Assessments will help the students to look back what they have learned and focus on the difficult and important points.So, this unit

8、will be divided into seven periods as follows:Period 1 Welcome to the UnitPeriod 2 ReadingPeriod 3 Listening and SpeakingPeriod 4 Reading and writingPeriod 5 GrammarPeriod 6 Language FocusingPeriod 7 Assessment Teaching objectives1 . ability : Ss will be able to1) Talk about life in the future and p

9、redicting the good and bad changes in the future.Develop the abilities of pre-listening predicting &listening for key words while listening.Improve their reading skills.Learn to use the past participle as the Adverbial and Attribute.Language knowledge & skillsAfter this period of learning Ss will be

10、 able to Understand the meaning of the following words &phrases and master their basic usage: aspect impression constant constantly jet previous uncertain guide tablet capsule steward stewardess opening sideways surroundings tolerate lack adjustment mask carriage press fasten belt flash switch timet

11、able optimistic mud desert citizen typist typewriter postage postcode button instant receiver dustbin ecology greedy swallow material recycle goods representative settlement motivation take up be back on ones feet safety belt lose sight of sweep up slide into speed up .Learn how to use the following

12、 key sentence patterns:There is nothing planned on the timetable today.Well-known for their expertise, his parents company, called “Future Tours”Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.Key competence and cultural consciousness1) This unit introduces

13、the students to what life in the future might be like and encourage them t Imagine the advantages and difficulties of life in 1000 years time.Period 1 Warming up and reading Teaching objectivesability : Ss will be able todevelop their ability of speaking.2) Encourage to imagine life in the futureLan

14、guage knowledge & skillsAfter this period of learning Ss will be able to : Learn to talk about life in the future know the difference of life between the past, present and future. pay more attention to the problems that probably appeared in the future life.Key competence and cultural consciousness E

15、ncourage the students to learn about the life in the future To arouse Ss to pay more attention to the problems that probably appeared in the future life. Encourage the students to predict life in the futureTeaching important points Have the students discuss to speculate about their ideas for life 1,

16、000 years from now.Teaching difficulties Words and expressions about future life How to express their idea about future life.Teaching ProcedureStep one Lead inEncourage the students to speculate about their ideas for life 1.000 years from now.Step 2. BrainstormingIn pairs let the students list the c

17、hanges they imagine will happen in the next century in housing,transport, jobs, families and education. Gather their ideas on the board and see whether the students believe in a positive or a negative future ahead.Step 3. DiscussionLet the students to discuss the results and the kind of future they

18、imagine for themselves, introduce the chart and ask them to fill it in.Present timeIn One Thousand Year s TimeTransportAirplanes; cars; bicyclesNo longer by air because of environmental pollution; bicycles and horses will make a comebackWorkOffice; factory; construction; landscape; serviceAt home us

19、ing advanced, interactive computers; meetings can be conducted on the computer and people will see each other speak.Finance and currencyBanks; offices; insurance; businessOne global currency maybe the yuan as China will be the largest global exporterLanguageEnglish; Russian;ChineseOne global languag

20、e- perhaps Chinese or still EnglishEnvironmentAir: could be improved in citiesVery poor; need to recycle all waste; control on the use of cars; no airplanes; methods to improve poor air quality. Climate of the earth being very hot is making problems over water resourcesEducationNursery; schools; uni

21、versityLonger than now possibly until 25 years of age so that students can learn all the new technologiesHousesFlats; houses; concrete; woodBuilt into the ground as the surface of the earth is so hot.CommunicationPost office;InternetBy thoughtpad, telephone, computer, mobiles, Morse code, etcStep 4.

22、 Put students into pairs and let them make a list of the problems they think humanbeingsare facing today. And each group of four should choose the two most interesting ideas and be ready to present them to the class.Step 5. Summing upIn this period , we have talked a lot about life in the future,You

23、 have some previous knowledge and you are full of imagination and creativity. After class, it s better to read some passages about life in the future or you can surf the internet to get more information.The Design of the writing on the blackboardUnit 3 Life in the future Period 1 warming up Problems

24、:global warming, acid rain, growing areas of desert, over large world population, lack of enough drinking water, traffic hunger literacyAssignments:Unit 3 Life in the future Period 2 Reading Teaching objectivesability : Ss will be able todevelop their ability of reading .learn more advanced forms of

25、 transport in AD 3008 and to the advantages and problems of life in the future. Language knowledge & skillsLanguage knowledge & skillsAfter this period of learning Ss will be able to : Learn to talk about life in the future Try to understand the story that describe life in the future and learn to us

26、e whatever science we already know to make the story as “real”as possible.Key competence and cultural consciousness Encourage the students to predict the life in the future. Think critically and learn to express their ideas in proper language.Teaching important points Have a good understanding of th

27、e text by doing the exercise. Get the students to learn different reading skills, especially gist reading and comprehending beyond lines.Teaching difficulties Know the meanings between lines and beyond lines. Learn different reading skills for different reading purposes.厦门市湖滨中学教案纸 教学方法 设计等 Teaching

28、AidsMulti-media classroom and other normal teaching tools.Teaching ProcedureStep 1. RevisionRevise what was learnt yesterday about the life in one thousand years time.Check homework.Step 2. Pre-readingAsk Ss to look at the three pictures (P18) and then discuss with their partners and answer the foll

29、owing questions:Picture one:* What can you see in the picture?* What are the people doing?* Where do you think they are doing?Picture two:* How many people can you see in the picture?* Who are they, do you know?* What else can you see in the picture?* What can you use them for?Picture 3.* What can y

30、ou see in the picture?* Where is Li Qiang?* What is Li Qiang doing?* What is the table and chairs made of?* What is the wall made of? What function does it have?Step 3. Discussion:Ask Ss read through the text as quickly as possible and talk about Li Qiang s first impressions ofAD 3008, and at the sa

31、me time underline words, phrases, or sentences that are closely related to Li Qiang s first impressions.Step 4. ScanningTeam workAsk Ss to discuss how far their ideas of the future are from those in the story. Let them discussthe following questions.Do you think Li Qiang is impressed by what he find

32、s in the future? Why or why not?What improvements do you think there will be to your home city or home village one thousand years in the future? What problems might there be?What ideas do you think were believable in this story? Why?Which ideas do you think are too unrealistic? Why?Group workThis te

33、xt is written as if it were a letter from a son to his parents. He is telling them his impressions in an informal way. So the descriptions are mixed with his impressions to give you his idea of what the future is like. Now please discuss the style of the text. 厦门市湖滨中学教案纸 教学方法 设计等 Do you think Li Qia

34、ng s descriptions are fair? Why or why not? What language does he use that gives you that impression? Do you think he feels comfortable in the future? Why or why not?What language does he use that gives you that impression?Step 5.ComprehendingAsk Ss to tell the following sentences are True or False

35、(T or F)Li Qiang was worried about the journey, so he was unsettled all the time.Wang Ping is his friend who is also a good guide.His head ached because of lack of oxygen.Li Qiang lost in touch with Wang Ping, but he found him at last.Wang Ping s mother was not friendly to him.Suggested Answers: (1)

36、 F (2) T (3) F (4) T (5) FStep 6. ListeningListen to the tape and fill in the chart bellow:Suggested Answers:Good changesBad changesTime travelCan travel to different times as you wishAfter effects of travelTransportCan move swiftlyDisorganized, difficult to find wayHousesSave living spaceShort of s

37、paceTownsBusy, look like marketseasy to get lostAir qualityOwn family oxygen supplyPoor quality in public places.Step 7. Group workDivide the whole class into four groups. Each group is supposed to read through the text and find out the difficult words, expressions and sentences and then discusses t

38、hem.Step 8. Summing upThis period we have read the First Impressions .I hope you can try to retell the story briefly in your own words, using the answers to Exercise 1 on P19 to help you.The Design of the writing on the blackboardUnit 3 Life in the future Period 2 ReadingParagraph 1- main idea: How

39、I came to take a time travel journey.Paragraph 2- main idea:Paragraph 3-main idea;Paragraph 4-main idea:Assignments: Retell a story briefly in their own words.厦门市湖滨中学教案纸教学方法设计等Unit 3 Life in the future Period 3 Listening and speaking Teaching objectives :By the end of this class , the students will

40、be able to know the idea that people may one day live in town on Mars and examines the problems they will have to overcome and help students get more information about future life. Ability aims:Improve the students listening ability. Key competence and cultural consciousness:1) Imagine the life on o

41、ther planetsRealize they should put their dream into actionLay a good foundation for continuing development. Key points and difficulty1) Help students make use of some listening skills in pre-listening,while-listening and post-listening.2) Create relaxing and active class atmosphere for students to

42、speak.How to turn the listening input into the speaking output.Teaching procedure:Step 1. ListeningIndividual work new discoveries in space comets atmosphere and gravityListen to the tape and tick the things that you hear on the tape. space creatures living on another planet why a space station spin

43、s how to get water on Mars houses in a town on Mars Martian creaturesListen to the tape again, check the answers.Suggested Answers:living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on MarsPair workListen to the tape for the third time and try to get the ans

44、wers to the questions. You can discuss with your partners.How can “ Wondewr orld ” make sure there is enough oxygen?How can “ Wondewr orld ” make sure there is enough water?What is the advantage of living inw“oWrldon”d?erDo you think people will be healthy living inful w“oWrldon”de?r why?Suggested A

45、nswers:“Wonder world ” will provide a covered area for people to live in with a special air supply.“Wonder world ”will make sure there is enough water by collecting some from under the planet s surface. After use, this water will be cleaned and recycled so that it can be used as rain to water crops

46、and provide clean drinking water. Everyone will put their dirty water inspecial tanks and animals will have to go to the toilet in special places. Bacteria will clean this dirty water so it can be used again.People may become rich or famous.I think the people will be quite healthy as they have a sat

47、isfactory climate, enough water and sufficient accommodation to live comfortably.Step 2. Speakingtime.In pairs ask and answer questi ons about what life will be like in your country in 1000 years Use expressions like:Suppose that Perhaps I wonder ifMaybeIs it likely that Possibly Do you imagine that

48、Most likely Is it possible that Probably Do you suppose thatI m sure Ask Ss the following questions to stimulate their ideas.Suppose you would change something in your hometown, what would it be?Does your hometown need a really good quality of life?What do you suppose is most important to keep for f

49、uture generations?Ask Ss to prepare their talks in pairs. And let them get ready to give their talks to the whole class.The Design of the writing on the blackboardUnit 3 Life in the future Suppose that I wonder if Is it likely thatDo you imagine thatAssignments:Period 3 Listening and speakingPerhaps

50、 MaybePossibly Most likelyUnit 3 Life in the future Period 4 Grammar Teaching objectives :1. ability: Ss will be able to use the past participle used as the Adverbial and Attribute in speaking and writing.language knowledge & skillsAfter this period of learning students will learn about the past par

51、ticiple used as the Adverbial and Attibutive.Key competence and cultural consciousness Encourage the students to learn grammar by discovering it in discourses and using it.Teaching difficulty: to know the different using of the past participle as the attribute ,the predicative and adverbial to know

52、the differences between the past participle and the present participle.Teaching Aids:Multi-media classroom and other normal teaching tools.Teaching procedureStep 1: Revision1. Revise what was learned in the first three lessons,Ask students to talk about life in the future.2. Comment on the homework.

53、Step 2: Discovering structureAsk students to pick out two more sentences from the reading with pp used as the attribute.His parent s company named “ futurer atonusrpsorted” m te safely into the future in a time capsule.Tomorrow you will be ready for some visits organized by the companyHe became insp

54、ired when he thought about helping ordinary people exposed to cholera. Ask them to try to observe the sentences and find more sentences from the text where the past participle is used.Step 3: Practising1. Try to practice PP used as the adverbial in part 2 on Page 212. Try to practice PP used as the

55、attribute in part 3 on Page 21.Step 4: Further practicingStudents try to make a dialogue in pairs of groups using PP as the attribute or the adverbial.Summary:In this period ,we mainly focus on the past participle used as the attribute and the adverbial. After class, would you please write a passage

56、 containing past participles and present participle ,which shows that you have known how to use PP properly.The Design of the writing on the blackboardUnit 3 Life in the future Period 4 GrammarFrightened by the loud noise, I went to see what was happening.Hit by the lack of fresh air, he got a bad h

57、eadache,Tired after the long journey, I still enjoyed meeting the aliens on the space stationFrightened by the noise outside, the little girl dared not sleep in her bedroom.Built in 1910, the museum is almost 100 years old. Assignments:Unit 3 Life in the future Period 5 Using languageTeaching Goals:

58、1. To discover the useful words and expressions in the text.2. To learn and improve the use of useful words and expressions.To practise reading skills and learn something more about the future life.Teaching Procedures:Step 1 Learning about Languages life. Let1. Discussion As we all know that robots

59、now have become a very important part in humanSs discuss the robots advantages and disasd. vantage2. Ask Ss to do Ex2 (P20). In this Exercise, Ss can learn some phrases me aning by learning their forming. That is, a verb can change its meaning slightly when you add a preposition or adverb to it. Now

60、, look at the boxes below. Write the phrases down:search take slide sweep press for up down intoSuggested Answers: (1) search for (2) take up (3)slide into (4) sweep up (5) press down Search for/swept up/ pressed down/ sweep up/took up/ slid intoAsk Ss to choose the correct phrases to finish each se