人教新課標(biāo)必修5課件教案unit3life in the futureperiod

1、Unit 3 Lifehe future第一部分About the topic andthestructures單元話題和結(jié)構(gòu)本單元的話題是“未來生活”，回顧過去、展望未來，為創(chuàng)造性使用語言創(chuàng)造了條件。單元句法項(xiàng)目是“過去分詞作狀語和定語”。教學(xué)設(shè)計(jì)在單元 劃分上與 保持一致，即“閱讀課、知識(shí)課、運(yùn)用課三 /三課型劃分”。但在實(shí)際教學(xué)過程中， 建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的 ，對(duì) 、對(duì)教學(xué)設(shè)計(jì)重新劃分課時(shí)、裁剪、拼接使用 提供的材料，以便“物盡所用”，達(dá)到最佳教學(xué)效果。教師也可以參照 “實(shí)際教學(xué)過程 劃分建議”進(jìn)行教學(xué)。Period 1 Reading閱讀課Warming Up 部

2、分教師可以選擇 Warming up by filling the chart, Warming up by looking o the future, 或者 Warming up by watching a future film 形式激發(fā)背景知識(shí)、為其后的閱讀作好詞語、結(jié)構(gòu)和心理的準(zhǔn)備。補(bǔ)充： 著名文學(xué)評(píng)論家 曾說：“科幻小說可能在哲學(xué)上是天真的，在道德上是簡單的，在美學(xué)上是有些 的，或粗糙的，但是就它最好的方面而言，它似乎觸及了人類集體夢(mèng)想的神經(jīng)中樞， 出 人類這具機(jī)器中深藏的某些幻想。”Pre-reading 以brainstorming 展開，為其后的閱讀做心理的鋪墊和準(zhǔn)備。補(bǔ)充“未

3、來的問題是能源問題和環(huán)境問題”：全球石油將在 50 年后用完，煤在 200300 年后用完。氣溫正在上升，污染加劇，森林減少，沙漠化日趨嚴(yán)重。這些都是亟待解決的問題。 Reading“第一印象”是篇記敘文，記敘人類對(duì)未來生活的幻想。學(xué)生要從形式和內(nèi)容兩方面閱讀本文，結(jié)構(gòu)，理解意思。補(bǔ)充宇宙科學(xué)幻想片名：接觸未來 星河戰(zhàn)隊(duì)獨(dú)立日TITAN 星人戰(zhàn)將第五元素火星紅色星球迷失太空迷走星球未來黑洞表面13 號(hào)世界沖出寧靜號(hào)火星任務(wù)系漫游指南天地大沖撞飛碟導(dǎo)航員。Period 2LearningaboutLearning about language 第一部分是詞法訓(xùn)練，強(qiáng)化學(xué)生對(duì)本單元重點(diǎn)詞匯、短語的

4、掌握和實(shí)用；第二部分是句法訓(xùn)練，進(jìn)一步強(qiáng)化對(duì)“過去language知識(shí)課分詞作副詞短語和定語”的理解和運(yùn)用。Period 3Using language運(yùn)用課Using language 重點(diǎn)是閱讀“我經(jīng)歷了奇異的事”，學(xué)語言、用語言，讓學(xué)生的思維飛揚(yáng)在未來；聽、說、寫部分依然圍繞“未來”展開，引導(dǎo)學(xué)生在動(dòng)筆之前“頭腦風(fēng)暴”一番，以集思廣益、獲得素材、有話可說。實(shí)際教學(xué)過程劃分建議Period 1將 Warming Up、 Pre-reading、Reading 和 Comprehending 整合在一起上一節(jié)“閱讀課”。Period 2將 Learning about language 和

5、Workbook 中的 USING WORDS ANDEXPRESS、USING STRUCTURES 整合在一起上一節(jié)“語言知識(shí)課”。Period 3將 Using language 設(shè)計(jì)為一節(jié)包括聽說讀寫單項(xiàng)技能或組合技能訓(xùn)練的“綜合技能課（一）”。Period 4將 Workbook 的 READING AND LISTENING 和 TALKING 整合在一起上一節(jié)“聽說課”。Period 5將 Workbook 的 LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK 整合為一節(jié)“綜合技能課（二）”。第二部分教學(xué)資源說明Sect

6、ion 1 Background背景圍繞單元話題“未來生活”提供了若干實(shí)用性背景材料。這些材料既可以作為教師教學(xué)參考材料為教師所用，也可以直接或改寫、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學(xué)生。Section 2 Explanation重點(diǎn)針對(duì)“閱讀課型”中的課文難句，提供了詳盡的，就句論句的和翻譯，并且以的焦點(diǎn)話題為線索，進(jìn)行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實(shí)施“語言形式”的教學(xué)。Section 3 Vocabulary詞匯按照單元詞匯表順序，重點(diǎn)提供動(dòng)詞、短語搭配的講解。所提供的例句，經(jīng)典、地道、實(shí)用、易懂，完全可以直接用于教學(xué)。第三部分Part 1 Teaching Desi

7、gn第一部分 教學(xué)設(shè)計(jì)Period 1 A Sample lesson plan for reading(IMPRESS)roductionhis period, after the warming up, students will be guided to read a narration about lifehefuture. They shall be reading the text by means of reading for structures, reading and copying,reading the text to decide on the type of wri

8、ting and summary of the idea, making a chain ofevents from the textImpress and reling the textheir own words with the help of thediagram. The period will be closed down by students taking a quiz.ObjectivesTo help students learn to male predictions and conjecturesTo help students learn to read a narr

9、ation about futureTo help students better understand “future life”To help students learn to use some important words and expressTo help students identify examples of “The past participle as the adverbial &attribute”he textFocusWordsremind, lack, ache, hover, bend, press, master, flash, switch, imie,

10、 assist,skip, requireExpresstake up, remindof, lose sight of, catch sight of, sp up, speed up,assist inPatternsWorried about the journey, I was unsettled for thefew days. Wangwas very understanding.The capsule shook as we lay relaxed by our dreams.教學(xué)說明圍繞單元詞法、句法項(xiàng)目，提供了長短不一的“單元教學(xué)”，并備有參考供教師使用。有些題目直接源于高卷

11、，更具有說服力和實(shí)用性。AidsMultimedia facilities, t-recorder, photos, diagramsProcedures1. Warming upWarming up by filling the charto, everyone! How did you come to school today? By bus, by bike, by motorbicycle, by car oron foot?Have you ever thought about the changes in transportt have taken place since theE

12、mperor, Qin Shihuang traveled in his carriage? Turn to page 17. Read the chart and discuss inpairs to fill it.Now what changes would you might expect to seehe next two thousand years? Warming up by lookingo the futureo, everyone. Today we take Unit 3, Life in the future. As it is knownt the world is

13、changing fast. Then what will the future life be like?I think the dead can live againhe future. About 50 years from now, it will besible touse virtual reality to bring the dead back to life. People will drag out their old and boring homemovies and choose a relative to bring back to life. The visual

14、will be combined with records abouttto create a virtual relative. Then the family can have a chat witht relative, ketrunning, and live with it. The experience will be like living wighost.Warming up by watching a future filmToday we are going to take Unit 3 Lifehe future. Butlets watch a future film

15、called Backo the future.2. Pre-reading by brainstormingBefore we read the textImpress, we shall spend some time brainstorming for problemsfacing human beings today andhe future in AD 3005.Confused by the new surroundings, I was hit by the lack of fresh air. Hehurried me through to a small room nearb

16、y for me to rest.I saw the area again as id beenhe year AD 2005.3. Reading for structuresNow we have come to the textIMPRESS. Lets read it for the structures, of thesenten, of the paragraph, and of the text as a whole,.Attention, please. What problems do you have with the structures of the senten, o

17、f theparagraph, and of the text as a whole?If you cannot solve the problems put them to me.4. Reading and copyingNext you are to jot down all the express useful to you. After class write a short passage,making use of the express.5. Reading the text to decide on the type of writing and summary of the

18、 ideaType of writingThis is a piece of narrative writing.Main idea of the passageItls about Li Qiang traveling to the year AD 3005 and hisexperienthere.Topic sentence of 1st paragraphI have traveled to the year AD 3005.Topic sentence of 2nd paragraphI was still on the earth but one thousand yearshe

19、future.Topic sentence of 3rd paragraphI was hit by the lack of fresh air.Express from the textIMPRESStake up ones prize, rub ones eyes, remind olft, be unsettled for some time, suffer from, time lag, get flashbacks from, feel nervous and uncertain, transport o, in a time capsule, climbhrough,relaxed

20、, be one thousand yearshe future, be confused by, solve the problems, hurrythrough, in no time, on ones feet, float above, press down on, move swiftly, master the idea, get lost, fly by, in all directions, lose sight of, be st upo, providewith, flash a switch on a computer screen, rise from under th

21、e floor, by, ones time travel trip, plenty of, spreadon, produce a bed from the floor, slideo, fallfast asleepThe Seven Serious Problems Facing Mind人類的七大問題6. Making a chain of events from the textImpress7. Reling the text in your own words with the help of the diagram aboveA retold passage of the te

22、xtI am Li Qiang. I was taking up my prize of traveling to the year AD 3005 by a time capsule. Iwas worried about the trip feeling unsettled for some time. As a result, I suffered from “time lag”which is similar to “time lag”. I got flashbacks from my previous time period,t is, from theyears before 2

23、005. I felt nervous and uncertain. The some green tablets helped me a lot. I wasfinally transportedo the future, arriving the year AD 3005, by a time capsule.8. Closing down by taking a quizFill he bl withord to complete the summary of the text.As todays world quickly 1 , we need to make reasonable

24、2 about what kind of life we want to live. Keep 3 mind t if we dont decide, then it will be 4 for us. We will find ourselves ng 5 we dont really enjoy, things t harm 6 health, things with unexpected future consequen , 7 things t fill our lives with fear 8 ten(can be made to 9 attractive and exciting). In the future, as 10 gain knowledge and insight, we will want real 11 , the freedom to make smart choi 12 what is best for ourselves