高三英语必修五《Unit 3 Life in the future》教案Word文件下载.docx

1、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，保护自然的意识。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非常特别的太空生物，并将两个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

2、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，从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

3、. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，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

4、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;并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, 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

5、学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，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，提高环境保护、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，接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

6、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。【教学过程】Period 1: Warming-up #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，从而进入阅读文章的处理与学习。（由于考虑到Warming-up中的Transpor

7、t与Houses, Villages,Towns, 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。）Step 2 Skimming1.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 like?2.The studen

8、ts 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 towns3.The teacher can ask the students to carry out a discussion about the change

9、s.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变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。（由于Comprehending中关于未来生活变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 Reading for details1.Before t

10、he journeyQ1: How many people are mentioned in the text? Who are they? When did the writer write this letter? And to which year did he travel? 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 feel better?Q6: Where did they arrive

11、?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，而记叙文时一般都包括事件发生的人物、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，而且降低了阅读的难度。2.During the journey1） In the capsule:Climb through the round opening - fortable seats - calming drink - lay relaxed - we rose slowly from the ground - plete the journey - 1000 years la

12、ter - ?2） Out of the capsuleConfused by the new surrounding, I was hit by the lack of fresh air How did Li Qiang overe the lack of fresh air?1. Hovering carriage: . How did the hovering carriage float? How can a person move swiftly?2. “A large market” What were people doing there? What happened to L

13、i Qiang?3. A large building What is a “time lag” flashback?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”，按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来处理文章第三段。3.After the journey（Arriving home, he showed me into a large bright, clean room.Description

14、 of the house: brown floor, soft lighting, trees, leaves, puter screen, tables, chairs, green wall How did the author feel after visiting the special house?Exhausted, I slid into bed and fell fast asleep.通过精读课文，了解文章细致内容，按照“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”又可按照“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

15、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 Consolidation1.Put the statements into correct order. （ C - A - D - B ）A. We are transported into the future by a fortable time capsule.B. I arrived at Wang Pings home and everything in his house made me surprised.C. I won a travel to the year AD 30

16、05.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 changes in the futureAD 1005: China - AD 2007: Modern World - AD_ : Your idea3.A telephone interview with Li QiangAsk the students

17、 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 remended.首先通过对文章故事情节的正常排序回顾文章梗概;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变化;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 Assignme

18、nt1.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 caused those environmental problems in groups. What problems are we facing now? What have caused those problems?2.Show some advanced and imag

19、inative inventions to the students, and try to arouse their imagination to design specific objects for a better future life3.Assignment: Object-designingDesign an object which can help you change the world for a better future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

20、，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。Period 2: Learning about languageTeaching aims:1. Learn past participle used as adverbial.2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.Teaching methods:1. Teach grammar in real situations.2. Learn grammar through pr

21、actice.Step 1 Revision and Preparation1.Ask the students to talk about the writers attitude towards the future life, was he optimistic 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

22、 the opinion that the author is pessimistic about the future life.1 .Confused by the new surroundings, I was hit by the lack of fresh 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 ex

23、ercises in their textbook.Ex.1. Combine these two sentences using the past participate as the adverbial.1. I was frightened by 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

24、.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.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 yea

25、rs old.Built in 1910, the museum is almost 100 years old.5. The little girl was frightened by the noise outside. The 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

26、. The student was not worried about his scientific experiment any more.Given some advice by the famous scientist, 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 f

27、uture life.1. His parents pany named “Future Tours” transported me safely into the future.2. A table and chairs rose from under the floor as if by magic.3. Tomorrow you will be ready for some visits organized by the pany.Ex.2. Combine these two sentences using the past participate as the attribute.1. Soon we lost sight of that famous 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