人教版必修五Unit 3 Life in the future教案
Unit 3 Life in the future 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，并在此基础上，对人类的种种活动进行反思，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相结合，学习怎样写report。
1.1 Warming Up 部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。
1.2 Pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。为下面的阅读做了铺垫。
1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。阅读时要把重点放在“未来世界”生活与当今生活的不同点上。
1.4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。学生要在文中找出
支持自己观点的论据，尽可能说服别人。第三个活动让学生想象一下Li Qiang 将会去参加哪些活动。这样既鼓励学生展开丰富的想象，又为Using Language 部分的语篇学习做了铺垫。
1.5 Learning about Language部分突出了本单元的一些重点词汇及语法。首先通过完成语篇来考查学生运用本单元词汇的能力，并且通过练习，让学生区分两种动词短语，一种是以动词为中心的词组，另一种是以介词为中心的词组。语法部分要求学生主动找出阅读语篇中的重点结构——过去分词作定语和状语，然后加以应用。
1.6 Using Language 部分涵盖了听，说，读，写四项语言基本技能。要求学生通过阅读I HA VE SEEN AMAZING THINGS 一文，对Li Qiang旅行的第三站有个总体的印象，并能找出部分细节知识。
1.7 SUMMING UP 部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。
1.8 LEARNING TIP 部分告诉学生在讨论时记笔记的好处和方法。
2. 教材重组
2.1 可将Warming Up, Pre-reading, Reading 和Comprehending 整合在一起上一节精读课。
2.2 Using Language 中的reading 和listening 是Li Qiang’s travel to the future的延续，可将这两部分及Workbook 中的LISTENING整合起来上一节听力课。
2.3可将Learning about Language 和Workbook 中的USING WORDS AND EXPRESSIONS 及USING STRUCTURES整合起来上一节语法课。
2.4 将Workbook 中的READING TASK 和LISTENING TASK 结合起来上一节泛读课，进一步拓展学生的思维和想象力。
2.5 将Using Language中的speaking 和Workbook中的TALKING 整合在一起上一节口语课，鼓励学生对现在进行反思，对未来进行大胆猜测(make predictions)。
2.6 将Workbook 中的SPEAKING TASK 和WRITING TASK 整合起来上一节写作课，同时对整个单元进行一个小结。
3. 课型设计与课时分配
1st Period Reading
2nd Period Listening
3rd Period Grammar
4th Period Extensive Reading
5th Period Speaking
6th Period Writing
Ⅳ. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight of
b. 重点句式
This is similar to ..., but it means ... P17
Well-known for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P18
He handed it to me and immediately hurried me through to a small room nearby for a rest. P18
2. 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 教学重难点
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 教学方法
Fast and careful reading; asking and answering activity; individual, pair or group work.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures ＆ways 教学过程与方式
Step I Warming Up
Show some pictures of life in the past, at present and in the future to the Ss, period by period. First show the pictures of life in China in AD 1005.
T: Do these pictures describe our daily life?
Ss: No, perhaps they describe life of many many years ago.
T: Good. Then can you tell me what life was like one thousand years ago? For example, life in AD 3008.
S: Let me try. People living at that time didn’t have cars or planes. They rode horses or took carriages.
S: They didn’t have electricity.
S: They didn’t live in tall buildings.
...
Show the pictures of life at present.
T: Good! What about our life at present? What is it like?
S: Our life at present is convenient. We live in various kinds of buildings, and we have lots of entertainments. We travel by many modern transportations, such as cars, buses, planes and etc.
Show the pictures of life in the future.
T: Every day we can come across passages about life in the future in magazines, newspapers and so on. Please look at these pictures and try your best to describe what life in the future will be like.
S: Let me have a try. I think in the future we can travel the whole space in a spaceship freely. And perhaps we can communicate with aliens.
S: At that time, I think the earth will have been polluted so heavily that no one can
live on it. We perhaps will have to move to other planets to live. ...
Then set a scene for the Ss — A special tour guide.
T: Now imagine you are working in a tour company which has just promoted a new kind of travel — time travel. Your company can transport people in AD 2008 to the past, also it can transport people in the past to your cities. You are chosen to be a guide for 5 people who want to go back to the China in AD 1005, and also 4 people in that year want to visit the China in AD 2008. How will you organize your trip? What kind of things will you introduce to those people?
Give the Ss 2 minutes to discuss.
T: OK. Time’s up. V olunteer?
S: If I am the tour guide who will take people back to the past, I will introduce them the houses, the way people lived and their clothing. Because these are quite different from ours today, I think people will be very interested in them.
S: If the company gives me the chance to take people living in the past to our city at present, I will try my best to provide them an impressive trip. I will introduce something which is different from things in the past to them. For example, transportation, TV, computer and business. Because these have changed greatly as time goes by.
T: OK. You have done a good job. Now open your books and turn to page 17. Please work in pairs to discuss the items in the chart. When you finished, complete the chart. Give the Ss ten minutes, and after that, check the answers.
Step Ⅱ Pre-reading
Get the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text. T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing?
S: Pollution.
S: Population is becoming larger and larger.
S: The shortage of resources.
T: Yes! Then can you predict which problems can be solved in the future? And which ones will still be there?
S: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.
S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.
S: I don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.
Step Ⅲ Reading
T: Now please open your books and turn to page 17. Let’s read the passage First Impressions. Read it quickly and then tell me what it is about.
Several minutes later.
T: Well, have you finished reading the passage?
Ss: Yes.
T: OK. Who would like to tell me what the text is about?
S: It’s an e-mail written by a man who has taken up a trip to the future.
T: Good. Then look at the following sentences. They are in wrong order. Anyone can tell me the correct order of these sentences?
A. We were transported into the future by a comfortable time capsule.
B. I arrived at Wang Ping’s home and everything in his house made me surprised.
C. I won a travel to the year AD 3008.
D. I have my first try to master a hovering carriage.
S: C-A-D-B.
T: Very good! Let’s go through the first two paragraphs together and get the general idea of Li Qiang’s trip to the future. Then answer the questions on the screen.
Show these checking questions on the screen.
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 guides my trip?
5. Why did my guide give me some tablets?
6. Who transported us to the future?
A few minutes later, check the answers.
Sample answers:
1. He took up the prize he won the year before.
2. “Time lag” means a person gets flashbacks from his previous time period.
3. The seats in the capsule are very comfortable.
4. My friend Wang Ping is my guide to the future.
5. The tablets could help me feel less nervous and uncertain.
6. Wang Ping’s parents’ company transported us to the future.
T: Wonderful. Do you want to know more about his trip? Now please go through the third paragraph to get some details on the environment in the future. When you finish, please answer the following questions.
Show these three questions on the screen.
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?
Give the Ss 1 or 2 minutes to think and they can discuss with their partners. Then check the answers.
Sample answers:
1. After the writer was transported to the future, he was hit by the lack of fresh air.
2. Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.
3. Now we are causing more and more pollution to the nature, this will cause serious problems to life in the future. This may be the cause of the lack of fresh air in the future.
T: What will transportation in the future be like? Are there any differences between transportation in the future and that at present? Now please read the fourth and fifth
paragraphs and find out something about both transportation and daily life in the future.
After the Ss read the paragraphs, ask them the following questions.
1. What did Wang Ping’s house look like?
2. What was the green wall made of? What’s the purpose of building this kind of green wall?
3. How can you produce a TV set in Wang Ping’s house?
Sample answers:
1. His house is a large bright, clean room. It had a green wall, a brown floor and soft lighting.
2. The green wall was made of trees. The leaves of the trees will provide much-needed oxygen to the house.
3. You can just flash a switch on the computer screen and a TV set will rise from the floor.
T: So we can see life in the future is much more convenient and much easier than our present life.
Step Ⅳ Follow-up Activity
Get the Ss to compare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons.
T: Now let’s make a prediction about future and see what will be changed in the future.
I will give you 3 minutes to discuss in pairs, and after your discussion please finish the following chart.
Sample answers:
Then let the Ss do Exx. 2 ＆3 on page 19. A few minutes later, check the answers. Sample answer to Ex. 3:
I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3008 and couldn’t 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, the problem was immediately solved by putting on a mask. And he tells us the transport in the future is convenient. When he arrived Wang Ping’s home, he found there were many trees after the wall moved, and these trees provided the house with much-needed oxygen. Finally he described the automatic equipment in Wang Ping’s
house. All the above has shown his view of the future.
Step Ⅴ Homework
Review the key sentences in the text.
The Second Period Listening
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
extraordinarily, atmosphere, gravity, assist in
2. Ability goals 能力目标
Enable the Ss to tell the differences between two kinds of alien creatures.
Enable the Ss to understand the facilities in “Wonderworld”.
3. Learning ability goals 学能目标
Help the Ss learn how to promote a new invention by analyzing different situations. Teaching important ＆difficult points 教学重难点
Listen to the material about the new invention and find out its special qualities. Teaching methods 教学方法
Discussion; listening; cooperative learning.
Teaching aids 教具准备
A computer, a projector and a recorder.
Teaching procedures ＆ways 教学过程与方式
Step Ⅰ Lead-in
Let the Ss discuss the following two questions:
1. Do you think time travel is possible?
2. If you have the chance to have a time travel, which places would you like to visit? And why?
T: Glad to see you, everyone. Last time we learnt something about Li Qiang’s travel to the future. It’s fantastic, right? In our daily life, we also read lots of novels and watch many films about time travel. Can you name some great movies about time travel?
S: Matrix!
T: Yes. Good. Do you think time travel is possible?
S: I think it is possible. In the past, people cannot travel to the moon, but now they can. So with the development of science, maybe one day, we can travel to the past or to the future. This is quite possible!
T: If you have the chance to have a time travel, where would you like to visit? Why? S: I want to visit the space station. In the future, maybe we will find out some other creatures living in other planets. I would like to communicate with them and know something about them.
Step Ⅱ Listening
Task 1 Let the Ss listen to the material on page 23 twice. After listening for the first time, let them answer some simple questions to check their general understanding. T: OK. We know that Li Qiang had a chance to travel to the future, today we are going to learn where he would visit. Don’t open your textbooks. Just listen. I will play the recording for you twice. For the first time, listen to the general idea
Listen again and check the answers.
1.How can “Wonderworld” make sure there is enough oxygen?
2.How can “Wonderworld” make sure there is enough water?
3.What is the advantage of living in “Wonderworld”?
4.Do you think people will be healthy living in “Wonderworld”? Why?
Task 3 Deal with the LISTENING on page 55.
T: There will be lots of new inventions in the future. Here we’ve got a new kind of quilt. Why is it special? Let’s listen to the tape and try to find it out. Meanwhile we should find out where these quilts are suitable to promote.
Play the tape for the Ss twice. Let them do Exx. 1－3 on page 55 and then check the answers.
Step Ⅲ Homework
After class, let the Ss listen to the three materials repeatedly.
The Third Period Grammar
Teaching goals 教学目标
1. Target language目标语言
重点词汇和短语
swiftly, unsettle, speed up
2. Ability goals 能力目标
Enable the Ss to use the past participle as the adverbial and the past participles as the attribute.
3. Learning ability goals 学能目标
Help the Ss learn how to use the past participle as the adverbial and the past participles the attribute.
Teaching important ＆difficult points 教学重难点
Distinguish the usage of the past participle as the adverbial and the past participle as the attribute.
Teaching methods 教学方法
Practice.
Teaching aids 教具准备
A computer, a projector and a blackboard.
Teaching procedures ＆ways 教学过程与方式
Step I Word Study
This part is a consolidation of the words learnt in this unit.
Ask the Ss to do the Exx. 1 ＆2 on pages 20 ＆21 and exercises in USING WORDS AND EXPRESSIONS in Workbook independently. Then check the answers. Step II Grammar
The Ss will learn the usage of the past participle in different situations.
Task 1 Make clear to the Ss the usage of the past participle as the adverbial.
T: Now please look at the sentence:
Worried about the journey, I was unsettled for the first few days.
= As I was worried about the journey, I was unsettled for the first few days.
过去分词作状语：
用作状语的过去分词通常来自及物动词。过去分词用作状语时，修饰主句的谓语
动词，意义上相当于状语从句，表示时间、条件、原因、伴随状况等。过去分词作状语，前边往往可以加when, while, as if, as though。一般说来，这种结构的逻辑主语必须与主句的主语一致。例如：
Whenever praised, she blushes.（作时间状语）
= Whenever she is praised, she blushes.
United, we stand; divided, we fall.（作条件状语）
= If we are united, we stand; if we are divided, we fall.
Written in great haste, this book is full of errors.（作原因状语）
= Because this book is written in great haste, it is full of errors.
Mary was reading a love story, completely lost to the romantic life.（作伴随状语）= Mary was reading a love story, and she was completely lost to the romantic life. Although born in Germany, John lives and works in U.S.A.（作让步状语）
= Although John was born in Germany, he lives and works in U.S.A.
Task 2 Make clear to the Ss the usage of the past participle as the attribute.
T: Now please look at these two sentences:
1. I followed him to collect a hovering carriage driven by computer.
= I followed him to collect a hovering carriage that / which was driven by computer.
2. Tomorrow you will be ready for some visits organized by the company.
= Tomorrow you will be ready for some visits that / which was organized by the company.
过去分词作定语：
a. 用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。例如：
We like skating in the frozen lake in the winter.
= We like skating in the lake which has been frozen in the winter.
How many finished products have you got up to now?
= How many products that have been finished have you got up to now?
来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义：
a retired worker = a worker who has retired
an escaped prisoner = a prisoner who has escaped
a faded / withered flower = a flower that has faded / withered
fallen leaves = leaves that have fallen
the risen sun = the sun that has just risen
a returned student = a student who has returned
vanished treasure = treasure that has vanished
b. 用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这明相当于一个定语从句。例如：
Things seen are better than things heard.
= Things that / which are seen are better than things that / which are heard.
The lobster broiled over charcoal was delicious.
= The lobster that / which was broiled over charcoal was delicious.
Then let the Ss do Exx. 1－4 on pages 20 ＆21 and exercises in USING STRUCTURES in Workbook to consolidate what they have learnt. And check the answers. If time permits, let the Ss learn the following usage of the past participle in the class.
过去分词作表语：
过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go, come, assemble等，它们用在联系动词之后，表示完成意义，无被动意义。例如：The man looked quite disappointed.
He is greatly discouraged by her refusal.
His hair is nearly all gone.
已经形容化了的过去分词大多可作表语，常见的有:
accomplished, amazed, amused, astonished, broken, closed, completed, complicated, confused, crowded, devoted, disappointed, discouraged, drunk, excited, frightened, hurt, interested, lost, satisfied, surprised, worried等。
过去分词作宾语补足语：
a. see, hear, feel, find, think等表示感觉和心理状态的动词可以带过去分词作宾语
补足语。例如：
Tom found himself involved in an awkward situation.
I saw Tom dressed like a beggar in the street.
Everybody thought the match lost until the last minute.
b. make, get, have, keep等表示“致使”意义的动词可以带过去分词作宾语补足语。例如：
I have my clothes washed everyday.
Don’t get your schedule changed; stay with us in the class.
He’s trying to make himself understood.
Please keep us informed of the latest price.
c. like, want, wish, order等表示希望、要求、命令等意义的动词可以带过去分词作宾语补足语。例如：We don’t like such topics (to be) discussed in class.
I wish this problem (to be) solved this week.
Step Ⅳ Homework
T: After class, please review what we’ve learnt this class and do more exercises. Then preview the READING TASK in Workbook.
The Fourth Period Extensive Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
imitate, spin, shuttle-submarine, destination, sensor, be essential for, contact
b. 重点句式
The sea bottom is deep and this makes it difficult to.. P58
Only the robot cleaner will be able to move objects. P58
2. Ability goals能力目标
Enable the Ss to discuss the possibilities and the difficulties of living under the sea. 3. Learning ability goals 学能目标
Help the Ss learn how to talk about the possibilities and the difficulties of living under the sea.
Teaching important ＆difficult points 教学重难点
Talk about the possibilities of living under the sea.
Teaching methods 教学方法
Fast and careful reading; asking and answering activity; discussion.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures ＆ways 教学过程与方式
Step I Warming up
Lead in the topic by discussing the possibilities of living under the sea. Encourage the Ss to use their imaginations.
T: Have you ever watched the movie “The Little Mermaid”? Do you like the sea? I myself like the sea very much. I always think that how great it will be if I have the chance to live under the sea! Do you think living under the sea is possible? Why? Now please work in pairs to discuss the three questions on the screen.
Show the following questions on the screen and hold a discussion.
1. Do you think living under the sea is possible?
2. Where are you going to live under the sea?
3. In the undersea cities, what equipments do you think are necessary?
Ten minutes later, ask some Ss to answer the questions.
T: Have you finished? Who would like to tell us your opinion? V olunteer?
S: I think it’s possible. Maybe in the future scientists will invent some kind of equipment that makes it possible for human being to live under the sea.
T: If it is possible, where are you going to live under the sea? There is all water and fishes around you.
S: Maybe in a special equipment which will provide us much-needed oxygen and can float in the water. In that case we can travel in the sea to enjoy the wonderful view of the sea.
T: Good. If you are going to live under the sea, what kind of equipment do you think is necessary for your living?
S: Oxygen provision and cleaning machine may be necessary.
Step Ⅱ Reading
Deal with the passage on page 58.
T: OK. From what you said, I know all of you are looking forward to living under the sea. Now a company just provides the very service! Please turn to page 58 and read the passage RISING TO A CHALLENGE. Let’s see what the life will be like in this undersea city. When you finish reading, complete the sentences on the screen.
Give the Ss 3 minutes to go through the whole passage.
1. The undersea city is so comfortable that it is described as ___________ .
2. The undersea city has the following advantages:
a. _____________
b. _____________
c. _____________
d. _____________
T: Can you find out some suitable sentences or words to fill in the blanks? What’re the advantages of living under the sea?
S: The undersea c ity is so comfortable that it is described as “a silk adventure”.
S: The undersea city has the following advantages: a. easy contact with the land surface; b. more personal space; c. complete personal security; d. no housework worries.
T: That’s great. You all have got the general idea of the passage. Now let’s look into some detailed aspects of the undersea city. First let’s look at its contact with the land surface. Who would like to tell me at the very beginning, what kind of problem were they facing? And how was the problem solved?
S: The sea bottom is so deep that it’s hard to contact with the land surface. But later they invented the one-person or family shuttle-submarines which will always be ready to take people to the surface.
T: So in that case people who live under the sea can easily contact with the land surface. Then com-paring with living on land, what advantage do you think can attract people to live under the sea?
S: We can get twice as much personal space as in flats on land.
T: Good! Then what kind of special equipment will be provided so as to realize all the advantages? Please read the text again and finish the following chart. You can work with your partners.
Show the chart on the screen and give the Ss 3 minutes to go through the whole text again to scan for the answer. A few minutes later, check the answers.
T: This undersea city is amazing. But I think designing such kind of undersea city is quite difficult! Do you want to meet its designer? Now the designer of the city William Lee is being interview. Let’s listen to his interview and find out which two problems he came across and how he solved them. Then please finish the exercises on page 59.
...
Step Ⅲ Follow-up Activity
Set a scene for the Ss: The company is going to held a press conference and exhibition. Encourage the Ss to design a poster which will draw visitors’ attention and provide some useful information.
T: We know that all new products have to be promoted so that it can be well-known among people. Now a press conference and exhibition is going to be held to make the undersea city known to people. If you work in the company, can you design a special poster to draw visitors’ attention so that they will come to the press conference? Use your imagination and you can discuss with your group members.
A Sample poster:
Step Ⅳ Homework
T: After class, please listen to the tape repeatedly until you can retell it yourselves and
高二英语必修五unit3教案设计
Unit 3 Life in the future A teaching design for oral practice Teaching 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 will be like? 2) Imagine where the house will be built in the future ? 3. 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 and housing. 3. To improve the students’ oral ability. Teaching Important & difficult point:: 1. Inspire the students to imagine the future life and use the proper expressions. 2. Enable the students to understand the meaning of the text, and say something according to the text. 3. To improve the students’ oral ability. Teaching methods: reading; asking and answering activity; pair or group work. Teaching Aids: A computer, 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 Reading Ask the students to read the text quickly, then find out the main idea of the 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.
最新高中英语人教版必修二 Unit3 课文内容
必修二Unit3 课文内容 1 2 1.I developed very slowly and it took nearly two hundred years 3 before I was built as an analytical machine by Charles Babbage. 4 本句是由并列连词and连接的并列句。and后的句子中before引导时间状5 语从句。 6 △ before引导时间状语从句 7 before引导时间状语从句时可以根据语境译作“过了……（时间）才……”，8 “还没来得及……就……”或“在……之前”。 9 They walked about 30 miles before they saw a village. 10 We hadn’t run a mile before he felt tired. 11 △ before常用于以下句型中： 12 ⑴ It was + 时间段 + before... “过了……才……”，从句常用一般过 13 去时。 14 ⑵ It was not long before ... “不久就……”，从句常用一般过去时。 15 ⑶ It will not be long before... “不久就会……”，从句常用一般现 16 在时。 17 ⑷ It will be + 时间段 + before... “要过……才……”，从句常用一 18 般现在时。 19 It was five days before he came back. 20 It was not long before he sensed the danger of the position.
人教版高中英语必修三Unit 5《Canada》教学设计
教学设计 Teaching aims: 1.To introduce Canada’s geography, culture,climate and cities to the students in order to know more about the country.After leaning the text, the students have the chance to compare China with Canada and therefore,the students have a deep passion for our country. 2.To learn to use some phrases and sentences structures about direction and position to describe a place Teaching tools:1.some pictures about Canada;2.mufti- media. Teaching procedures: Step1. Scan the text quickly and choose the best answer to the following questions. 1.Which country is the text about? A.Canada B.Russia C. America D. China 2.Which part is not mentioned in the text? A.Canada’s economy and politics B.Canada’s geography and weather C.Canada’s history and population D.Canada’s landscape and cities Step 2.Read the text carefully and answer the following questions 1.What is the main idea of the fifth paragraph? _______________________________________________________ 2.Why do people say that Canada is a multicultural country ? _______________________________________________________ 3.What are some of the major similarities and differenc_es between China and Canada? _______________________________________________________ 4.Which sentence can be replaced by the following one? If you want to skin,sail, or if you’re crazy about the delicious food,the best place is Canada. 5.Translate the underlined sentence in the last paragraph into Chinese. Step 3. Find the sentences below in the text , appreciate it and put them into Chinese. 1.The Canadian Shield stretches from the Arctic to the Great Lakes and Labrador, cutting the country in half and contributing to a division between easterners and westerners. 2.France pioneered settlement, but Britain gained control in 176 3.
重庆高中英语必修五 Unit3《Life in the future》全套教案
Unit 3 life in the future说课稿 尊敬的评委： 早上好。今天我说课的主题是必修五第三单元life in the future，第一篇课文First impressions。我准备从教材，学情，教学，学法，教学过程，板书设计六方面来说。 一．说教材 1. 未来生活在必修5中是一个重要话题。本课是一节泛读课，First impressions 讲述了李强如何安全到达“未来世界”以及在“未来”的第一印象。本课在提高学生的阅读能力上起着非常重要的作用。教材设计这样一个话题，不仅是为了提高学生的语言技能，也是为了拓宽学生的视野，激发学生的学习兴趣。 2. 新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。学习英语是人的发展的一部分，体现更多的人文精神。 的情感，并有自己的见解。 二．说学情 高二的学生已掌握一定的词汇量，也有自己独立的思想，普遍对新鲜事物感兴趣。但大部分学生阅读能力差，对英语缺乏兴趣，也缺乏信心，所以本节课要以增强学习英语的兴趣和自信为出发点，以提高学生的阅读能力为目的。在教学设计上一定要由浅入深，层层递进。设计不同的教学活动让大部分学生参与进来，享受小组合作的快乐。 基于教材和学情分析本课教学目标: 知识目标：让学生理解课文中心大意，并在文中巩固一些重要的词，短语，句子。 能力目标：提高学生的预测，略读，查读，推断等阅读技巧。 情感目标：激发学生学习英语的兴趣，热爱生活，提高小组合作意识。 教学重难点：掌握未来生活与现在生活的不同，提高推断阅读技巧；理解作者对未来生活 三．说教法和学法 在教学中兴趣是最好的老师，在文中巩固词汇才具有生命力，高中提高学生各种阅读技能是重点。新课程还强调学生是学习的主人，教师只是引导者，要让学生积极主动参入。所以我采用了： 1. 多媒体的使用，采用视频情境导入。 2. 略读（借助图片，每段首尾句），（带着中心词）查读，推断（根据课文提供
牛津译林版高中英语必修五Unit3Scienceandnature第3课时教案
Unit 3 Science versus nature
教学过程 Third period Reading strategies: Understanding scientific terms When reading articles about science, we often come across difficult scientific terms. We have to work out their meaning in order to understand the text as a whole. Begin by reading the first and last paragraphs for an idea of what the article is about. Then, scan the body of the article. Circle any words you do not know. Question things you do not understand or that do not appear to make sense. Finally, read through the article a few times. You will often be amazed to discover that what confused you at first makes sense upon further readings. 2011年江西卷D篇 Why should mankind explore space? Why should money, time and effort be spent exploring and researching something with so few apparent benefits? Why should resources be s pent on space rather than on conditions and people on Earth? These are questions that, understandably, are very often asked. Perhaps the best answer lies in our genetic makeup(基因构成) as human beings. What drove our ancestors to move from the trees into the plains, and on into all possible areas and environments? The wider the spread of a species, the better its chance of survival. Perhaps the best reason for exploring space is this genetic tendency to expand wherever possible. Nearly every successful civilization has explored, because by doing so, any dangers in surrounding areas can be identified and prepared for. Without knowledge, we may be completely destroyed by the danger. With knowledge, we can lessen its effects. Exploration also allows minerals and other potential (潜在的) resources to be found. Even if we have no immediate need of them, they will perhaps be useful later. Resources may be more than physical possessions. Knowledge or techniques have been acquired through exploration. The techniques may have medical applications which can improve the length or quality of our lives. We have already benefited from other spin-offs including improvements in earthquake prediction, in satellites for weather forecasting and in communications systems. Even non-stick pans and mirrored sunglasses are by-products (副产品) of technological developments in the space, the chance to save ourselves might not exist. While many resources are spent on what seems a sm all return, the exploration of space allows creative, brave and intelligent members of our species to focus on what may serve to save us. While space may hold many wonders and explanations of how the universe was formed or how it works, it also holds dangers. The danger exists, but knowledge can help human being to survive. Without the ability to reach out across space, the chance to save ourselves might not exist. While Earth is the only planet known to support life, surely the
语文必修二第三单元课文翻译
兰亭集序 永和九年，是癸丑之年，阴历三月初，(我们)会集在会稽山阴的兰亭，(为了)做禊事。众多贤才都汇聚在这里，年长的年少的都聚集在一起。兰亭这地方有高峻的山峰，茂盛的树林，高高的竹子。又有清澈湍急的溪流，(如同青罗带一般)环绕在亭子的四周，引(清流激湍)来作为流觞的曲水，列坐在曲水旁边。虽然没有演奏音乐的盛况，(但)饮酒一杯，咏诗一首，也足以令人抒发内心深处的情意。 这一天，晴明爽朗，和风习习。向上看，天空广大无边，向下看，地上事物如此繁多，借以纵展眼力，开畅胸怀，极尽视听的乐趣，实在是快乐呀! 人与人相交往，很快便度过一生。有的人把自己的志趣抱负，在室内畅谈;有的人就着自己所爱好的事物，寄托自己的情怀，不受拘束，自由放纵地生活。虽然各有各的爱好，取舍爱好各不相同，恬静与躁动不同，(可是)当他们对所接触的事物感到高兴时，一时感到自得，感到高兴和自足，不觉得老年即将到来;等到(对于)所喜爱或得到的东西已经厌倦，感情随着事物的变化而改变，感慨随着产生。过去感到高兴的事，转眼之间成为旧迹，仍然不能不因它引起心中的感触，何况寿命的长短，听凭造化，最后归结于消灭!古人说：“死生是一件大事。”怎么能不悲痛呢?
每当看到古人(对死生)发生感慨的原因，(和我所感慨的)像符契那样相合，没有不面对他们的文章而感叹悲伤的，(却)不能明白于心。本来就知道，那种把死和生等同起来的说法是不真实的，把长命和短命等同起来的说法是妄造的。后代的人看现在，也正如同我们今天看过去一样，这真是可悲呀!所以我一个一个记下当时聚会的人，抄录他们做的诗赋，即使时代变了，世事不同了，但是人们兴发感慨的缘由，人们的思想情趣是一样的。后世的读者，也将有感慨于这次聚会的诗文。 赤壁赋 壬戌年秋，七月十六日，苏轼与友人在赤壁下泛舟游玩。清风阵阵拂来，水面波澜不起。举起酒杯向同伴敬酒，吟诵着与明月有关的文章，歌颂窈窕这一章。不多时，明月从东山后升起，徘徊在斗宿与牛宿之间。白茫茫的雾气横贯江面，清泠泠的水光连着天际。听任小船漂流到各处，凌于苍茫的万顷江面之上。乘着轻风(在江面上)无所不至，并不知到哪里才会停栖，感觉身轻得似要离开尘世飘飞而去，有如道家羽化成仙。 这时候喝酒喝得高兴起来，用手叩击着船舷，应声高歌。歌中唱道：“桂木船棹呵香兰船桨，迎击空明的粼波，逆着流水的泛光。我的心怀悠远，想望伊人在天涯那方”。有客人吹起洞箫，按着节奏为歌声伴和，洞箫呜呜作声：又如怨怼又如倾慕，既像啜泣也像低诉，
【单元教案】高一英语必修三 Unit 5_教案
教学过程 一、课堂导入 了解加拿大风土人情。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对表语从句和同位语从句具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 multi- 是一个前缀。意为“多”。
(回归课本P33) Canada is a multicultural country. 加拿大是一个多元文化国家。[归纳拓展] multiply a.乘;繁殖(multi + ply表动词→变多→乘) multiple a.多样的;多功能的(multi + pile→多的→多功能的) multilingual a. 多种语言的(multi + lingual方向的) multidirectional a. 多方向的(multi + directional方向的) multiform a.多种多样的(multi + form形式) multicultural a.多种文化的(multi + cultural文化的) multimedia a.多媒体的(multi + media媒介) multitude a.多数;群众(multi + tude状态→多的状态→多数) rather than并列连词，而不是 (回归课本P34) Rather than take the aero plane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. 他们不想一路乘飞机，而决定先飞到温哥华，再从西海岸乘火车横穿加拿大到东海岸。 1、rather than:意为“而不是”、“而没有”，侧重客观上的差别，还可以表示“与其……，倒不如（或宁可）……”，侧重句子主语或说话人主观上的选择。句中rather than 前后一般应为名词、代词、动名词、形容词、谓语动词、动词不定式、介词短语，甚至分句等。 2、rather than做并列连词。其前后都应是相互对应的词语，但接不定式时，常可省去不定式符号to 。rather than 也可分开使用，和would 或had 构成
2019外研版高一英语必修二unit3课文
必修二unit3课文 A game for the world 1. These days, football is one of the most popular sports in the world. Given that Neil Armstrong wanted to take a football to the Moon, we could even say that it is also the most popular sport out of this world! The history of the game goes back over two thousand years to Ancient China. It was then known as cuju (kick ball), a game using a ball of animal skins with hair inside. Girls were hung in the air. Football as we know it today started in Great Britain, where the game was given new rules. 2. That football is such a simple game to play is perhaps the basis of its popularity. It is also a game that is very cheap to play. You don't need expensive equipment; even the ball doesn't have to cost much money. All over the world you can see kids playing to their hearts' content with a ball made of plastic bags; just like Pele did when he was a boy. 3. Another factor behind football's global popularity is the creativity and excitement on the field. It is fun enough to attract millions of people. You do not have to be a fan to recognise the skill of professional players- how they use their bodies to pass, score and defend can be amazing to see- or to feel the excitement of a game engine with a surprising twist.
人教版高中英语必修五：Unit+5教案+
Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.360docs.net/doc/b113966703.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?
人教版高中英语必修三Unit5 reading教案
人教版高中英语必修三 Unit5 Canada—“The Truth North” Teaching content: Book3 Unit 5 Lesson type: Reading 1. Analysis of teaching material This unit is about Canada. The students can learn some basic information about Canada by the travelling experience of Li Daiyu. It includes the geographical conditions, the characteristics of each city, the social and cultural characteristics and so on. 2. Analysis of students Although students have the basic abilities of listening, speaking, reading and writing, they still need more chances to practices these abilities. Furthermore, as a student, they ability is still limit and the background information about the passage also have limitation. So they need more guidance and give them more suggestion and direction about how to study efficiently. 3. Teaching aims: 3.1. Knowledge aims ◆Get the students to learn the new words and expressions ◆Let the students know some basic information about Canada—the geographical location, major cities, local customs and practices and so on. ◆Make the student understand the multi-culture and the characteristics of multicultural countries. 3.2 Ability aims ◆Let the students learn how to read a traveling report and use the map. ◆Get the students to learn how to express the direction and location 3.3 Emotional aims ◆Stimulate the students’ desire to learn something about Canada by putting up some auxiliary material on wall around the classroom ◆Stimulate the students’ interest of learning English by cooperative activities. 4. Teaching important and difficult points: 4.1 Teaching important points ◆The new words and expressions in this unit. ◆Improve the students’ reading skills by reading passage ◆Improve the students’ comprehensive skills by listening, speaking and writing. 4.2 Teaching difficult points ◆How to read a traveling report and use the map ◆How to express the direction and location
高中英语人教版必修二-Unit3-课文内容
高中英语人教版必修二-Unit3-课文内容
必修二Unit3 课文内容 1.I developed very slowly and it took nearly two hundred years before I was built as an analytical machine by Charles Babbage. 本句是由并列连词and连接的并列句。and后的句子中before引导时间状语从句。 △before引导时间状语从句 before引导时间状语从句时可以根据语境译作“过了……（时间）才……”，“还没来得及……就……”或“在……之前”。 They walked about 30 miles before they saw a village. We hadn’t run a mile before he felt tired. △before常用于以下句型中： ⑴It was + 时间段+ before... “过了……才……”，从句常用一般过去时。 ⑵It was not long before ... “不久就……”，从句常用一般过去时。 ⑶It will not be long before... “不久就会……”，从句常用一般现在时。 ⑷It will be + 时间段+ before... “要过……才……”，从句常用一般现在时。
It was five days before he came back. It was not long before he sensed the danger of the position. It will not be long before they understand each other. It will be half a year before you graduate from the school. 练习： 1. It was evening ______ we reached the little town of Winchester. A. that B. until C. since D. before 2. Scientists say it may be five or six years ______ it is possible to test this medicine on human patients. A. since B. after C. before D. when 3. Someone called me up in the middle of the night, but they hung up ______ I could answer the phone. A. as B. since C. until D. before
人教版高中英语必修三Unit5CanadaThetrueNorthword全单元教案
Unit 5 Canada ——“The true North” Period 1 Warming up and Reading 1 Teaching aims: 1. Talking about Canada. 2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada. 3. Learn how to read a traveling report and pictures. Teaching aids: A computer, a project and pictures. Teaching steps: Step 1. Warming up. 1. Ss discuss the following questions. 1) Do you like to go tra veling? 2) Which countries do you like to visit? Why? 3) What can you see in these countries? shows some pictures of winter and invites Ss to describe them. Ss to talk what they know about Canada. shows a map of Canada and asks: continent is Canada in? country is its neighbor? are the Oceans Canada fac es? large is Canada? 4. Have a quiz. Step 2. Pre-reading. T: Would you like to take a trip to Canada? What three words would you use to describe Canada? Step 3 Reading 1. Shimming: Get Ss to read the passage quickly and answer the following questions: 1) What is the passage mainly about? Sample：The passage is about a trip of two girls, and it tells us some information about Canada. 2) What is “The Ture No rth”?
2021人教版必修五unit3《lifeinthefuture》word教案5
2021人教版必修五unit3《lifeinthefuture》word 教案5 The 5th Period 全模块要求Teaching Goals: Topic: 1.Predicting the good and bad changes in the future. 2.imagine the alien creatures. Useful expressions:: take up 拿起;同意;开始;连续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assist in 关心;援助;协助Sentence structures: I still cannot believe that I am taking up my prize that was won last year. 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. Soon I was back on my feet again and followed him to collect a hovering carriage driven by computer. Described as an enormous round plate, it spins slowly in space to imitate the pull of the earth’s gravity. …a table and chair rose from under the floor as if by magic. 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.