届人教版必修五一轮复习Unit3 Life in the future教案设计13页.docx

届人教版必修五一轮复习Unit3 Life in the future教案设计13页.docx

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届人教版必修五一轮复习Unit3Lifeinthefuture教案设计13页

Unit3Lifeinthefuture教案设计

第一部分

Aboutthetopicandthestructures

单元话题和结构

本单元的话题是“未来生活”，回顾过去、展望未来，为创造性使用语言创造了条件。

单元句法项目是“过去分词作状语和定语”。

教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。

但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。

教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。

Period1

Reading

阅读课

WarmingUp部分教师可以选择Warmingupbyfillingthechart,Warmingupbylookingintothefuture,或者Warmingupbywatchingafuturefilm形式激发背景知识、为其后的阅读作好词语、结构和心理的准备。

补充：

美国著名文学评论家伊哈布·哈桑曾说：

“科幻小说可能在哲学上是天真的，在道德上是简单的，在美学上是有些主观的，或粗糙的，但是就它最好的方面而言，它似乎触及了人类集体梦想的神经中枢，解放出我们人类这具机器中深藏的某些幻想。

”

Pre-reading以brainstorming展开，为其后的阅读做心理的铺垫和准备。

补充“未来的问题是能源问题和环境问题”：

全球石油将在50年后用完，煤在200~300年后用完。

气温正在上升，污染加剧，森林减少，沙漠化日趋严重。

这些都是亟待解决的问题。

Reading“第一印象”是篇记叙文，记叙人类对未来生活的幻想。

学生要从形式和内容两方面阅读本文，跟踪结构，理解意思。

补充宇宙科学幻想片名：

《接触未来》《星河战队》《独立日》《TITAN星人》《银河战将》《第五元素》《火星幽灵》《红色星球》《迷失太空》《迷走星球》《未来杀手》《黑洞表面》《阿波罗13号》《世界末日》《冲出宁静号》《火星任务》《银河系漫游指南》《天地大冲撞》《飞碟导航员》。

Period2

Learningaboutlanguage

知识课

Learningaboutlanguage第一部分是词法训练，强化学生对本单元重点词汇、短语的掌握和实用；第二部分是句法训练，进一步强化对“过去分词作副词短语和定语”的理解和运用。

Period3

Usinglanguage

运用课

Usinglanguage重点是阅读“我经历了奇异的事”，学语言、用语言，让学生的思维飞扬在未来；听、说、写部分依然围绕“未来”展开，引导学生在动笔之前“头脑风暴”一番，以集思广益、获得素材、有话可说。

实际教学过程课时划分建议

Period1

将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。

Period2

将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。

Period3

将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课

（一）”。

Period4

将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。

Period5

将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课

（二）”。

第二部分

教学资源说明

Section1

Background

背景

围绕单元话题“未来生活”我们提供了若干实用性背景材料。

这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。

Section2

Explanation

解析

重点针对“阅读课型”中的课文难句，我们提供了详尽的，就句论句的解析和翻译，并且以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。

Section3

Vocabulary

词汇

按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。

所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。

第三部分

教学测评说明

围绕单元词法、句法项目，我们提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。

有些测评题目直接源于历年高考试卷，更具有说服力和实用性。

Part1TeachingDesign

第一部分教学设计

Period1ASamplelessonplanforreading

（FIRSTIMPRESSIONS）

Introduction

Inthisperiod,afterthewarmingup,studentswillbeguidedtoreadanarrationaboutlifeinthefuture.Theyshallbereadingthetextbymeansofreadingforstructures,readingandcopying,readingthetexttodecideonthetypeofwritingandsummaryoftheidea,makingachainofeventsfromthetextFirstImpressionsandretellingthetextintheirownwordswiththehelpofthediagram.Theperiodwillbecloseddownbystudentstakingaquiz.

Objectives

■Tohelpstudentslearntomalepredictionsandconjectures

■Tohelpstudentslearntoreadanarrationaboutfuture

■Tohelpstudentsbetterunderstand“futurelife”

■Tohelpstudentslearntousesomeimportantwordsandexpressions

■Tohelpstudentsidentifyexamplesof“Thepastparticiple<3>astheadverbial&attribute”inthetext

Focus

Words

remind,lack,ache,hover,bend,press,master,flash,switch,imitate,assist,skip,require

Expressions

takeup,remind…of…,losesightof…,catchsightof…,sweepup,speedup,assistin

Patterns

Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.

WangPingwasveryunderstanding.

Thecapsuleshookaswelayrelaxedbyourdreams.

Confusedbythenewsurroundings,Iwashitbythelackoffreshair.

He…hurriedmethroughtoasmallroomnearbyformetorest..

IsawtheareaagainasithadbeenintheyearAD2005.

Aids

Multimediafacilities,tape-recorder,photos,diagrams

Procedures

1.Warmingup

⑴Warmingupbyfillingthechart

Hello,everyone!

Howdidyoucometoschooltoday?

Bybus,bybike,bymotorbicycle,bycaroronfoot?

HaveyoueverthoughtaboutthechangesintransportthathavetakenplacesincetheFirstEmperor,QinShihuangtraveledinhiscarriage?

Turntopage17.Readthechartanddiscussinpairstofillit.

Nowwhatchangeswouldyoumightexpecttoseeinthenexttwothousandyears?

⑵Warmingupbylookingintothefuture

Hello,everyone.TodaywetakeUnit3,Lifeinthefuture.Asitisknownthattheworldischangingfast.Thenwhatwillthefuturelifebelike?

Ithinkthedeadcanliveagaininthefuture.About50yearsfromnow,itwillbepossibletousevirtualrealitytobringthedeadbacktolife.Peoplewilldragouttheiroldandboringhomemoviesandchoosearelativetobringbacktolife.Thevisualwillbecombinedwithrecordsaboutthatpersontocreateavirtualrelative.Thenthefamilycanhaveachatwiththatrelative,keepitrunning,andlivewithit.Theexperiencewillbelikelivingwithaghost.

⑶Warmingupbywatchingafuturefilm

TodaywearegoingtotakeUnit3Lifeinthefuture.Butfirstlet’swatchafuturefilmcalledBackintothefuture.

2.Pre-readingbybrainstorming

BeforewereadthetextFirstImpressions,weshallspendsometimebrainstormingforproblemsfacinghumanbeingstodayandinthefutureinAD3005.

TheSevenSeriousProblemsFacingMankind

人类面临的七大问题

3.Readingforstructures

NowwehavecometothetextFIRSTIMPRESSIONS.Let’sreaditforthestructures,ofthesentences,oftheparagraph,andofthetextasawhole,first.

Attention,please.Whatproblemsdoyouhavewiththestructuresofthesentences,oftheparagraph,andofthetextasawhole?

Ifyoucannotsolvetheproblemsputthemtome.

4.Readingandcopying

Nextyouaretojotdownalltheexpressionsusefultoyou.Afterclasswriteashortpassage,makinguseoftheexpressions.

ExpressionsfromthetextFIRSTIMPRESSIONS

takeupone’sprize,rubone’seyes,remindoneselfthat…,beunsettledforsometime,sufferfrom…,timelag,getflashbacksfrom…,feelnervousanduncertain,transport…into…,inatimecapsule,climbinthrough…,lierelaxed,beonethousandyearsinthefuture,beconfusedby…,solvetheproblems,hurry…through…,innotime,onone’sfeet,floatabove…,pressdownon…,moveswiftly,mastertheidea,getlost,flyby,inalldirections,losesightof…,besweptupinto…,provide…with…,flashaswitchonacomputerscreen,risefromunderthefloor,bymagic,one’sfirsttimetraveltrip,plentyof…,spread…on…,produceabedfromthefloor,slideinto…,fallfastasleep

5.Readingthetexttodecideonthetypeofwritingandsummaryoftheidea

Typeofwriting

Thisisapieceofnarrativewriting.

Mainideaofthepassage

IttellsaboutLiQiangtravelingtotheyearAD3005andhisexperiencesthere.

Topicsentenceof1stparagraph

IhavetraveledtotheyearAD3005.

Topicsentenceof2ndparagraph

Iwasstillontheearthbutonethousandyearsinthefuture.

Topicsentenceof3rdparagraph

Iwashitbythelackoffreshair.

Topicsentenceof4thparagraph

TomorrowIwillbereadyforothervisitsorganizedby“FutureTours”.

6.MakingachainofeventsfromthetextFirstImpressions

7.Retellingthetextinyourownwordswiththehelpofthediagramabove

Aretoldpassageofthetext

IamLiQiang.IwastakingupmyprizeoftravelingtotheyearAD3005byatimecapsule.Iwasworriedaboutthetripfeelingunsettledforsometime.Asaresult,Isufferedfrom“timelag”whichissimilarto“timelag”.Igotflashbacksfrommyprevioustimeperiod,thatis,fromtheyearsbefore2005.Ifeltnervousanduncertain.Thesomegreentabletshelpedmealot.Iwasfinallytransportedintothefuture,arrivingtheyearAD3005,byatimecapsule.

…

8.Closingdownbytakingaquiz

Fillintheblankwithonewordtocompletethesummaryofthetext.

Astoday'sworldquickly1_____,weneedtomakereasonable2_____aboutwhatkindoflifewewanttolive.Keep3_____mindthatifwedon'tdecide,thenitwillbe4_____forus.Wewillfindourselvesdoing5_____wedon'treallyenjoy,thingsthatharm6_____health,thingswithunexpectedfutureconsequences,7_____thingsthatfillourliveswithfear8_____tension（violencecanbemadeto9_____attractiveandexciting）.Inthefuture,as10_____gainknowledgeandinsight,wewillwantreal11_____,thefreedomtomakesmartchoices12_____whatisbestforourselves.

（Keys:

1changes2choices3in4decided5things6our7or8and9look10we11freedom12about）

Workoutthewordandstructurequestions.

1.Rubbinghereyes____herthatshehasbeencaughtbyaUFO.

A:

noticedB:

toldC:

remindedD:

worried

2.Famousforher_____,hisschool,namedFutureWorkershasturnedoutthousandsofgraduates.

A:

expertsB:

skillsC:

experiencesD:

expertise

3.Iwasstillintheclassroombutfivehundredyear_____thefuture.

A:

intoB:

inC:

pastD:

beyond

4.Hecamebackin_____time.

A:

shortB:

someC:

noD:

much

5._____somebooksonthedesk,heproducedacomputerfromthewall.

A:

ShowingB:

HavingC:

SpreadingD:

Writing

（Keys:

CDBCC）

Period2AsamplelessonplanforLearningaboutLanguage

（ThePastParticiple<3>astheAdverbial&Attribute）

Introduction

Inthisperiodstudentswillbemainlylearningaboutthepastparticiple<3>astheadverbial&attribute.Theproceduresgolikethis:

Warmingupbytakingpredictionsofthefuture,Doingvocabularyexercises,StudyingThePastParticipleastheAdverbial,Studyingthepastparticipleastheattribute,Closingdownbylookingandpracticing.

Objectives

■Tohelpstudentslearnaboutthepastparticiple<3>astheadverbial&attribute.

■Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions

Procedures

1.Warmingupbytakingpredictionsofthefuture

Tobeginwithlet’slooksinpairsatTHEFUTUREandmakessuggestionssowecanmakebetterchoicesaboutourfuture.

Writedownyourpredictionsinnomorethan100wordseach.

TheDeadCanLiv