2016年人教版高中英语必修五_unit_3_life_in_the_future_Language_points精品ppt课件

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。

人教版高中英语必修5教案Unit 3 Life in the Future Unit 3 Life in the FutureTeahing Gals:Tpi:Prediting the gd and bad hanges in the futureiagine the alien reaturesUseful expressins::tae up 拿起;接受;开始;继续reind…f… 使回想起或意识到lse sight f… 不再看见… … ath sight f… 瞥见seep up 打扫；横扫speed up 加速assist in 帮助;援助;协助Sentene strutures:I still annt believe that I a taing up prize that as n last earrried abut the urne, I as unsettled fr the first fe dasnfused b the ne surrundings, I as hit b the la f fresh airSn I as ba n feet again and flled hi t llet a hvering arriage driven b puterDesribed as an enrus rund plate, it spins sll in spae t iitate the pull f the earth’s gravit…a table and hair rse fr under the flr as if b agiGraar:1过去分词作定语（The past partiiple as the attribute）I flled hi t llet a hvering arriage driven b puterTrr u ill be read fr se visits rganized b puter2过去分词作状语（The past partiiple as the adverbial）rried abut the urne, I as unsettled fr the first fe dasnfused b the ne surrundings, I as hit b the la f fresh airPerid 1Teahing Ais:1 Learn se ne rds and expressins2 Help the students t tal abut life in the past, at present and in the future3 Enable the students t desribe the life in the past, at present and in the futureDiffiult and Iprtant Pints:pare life in the past, at present and in the futurehat is life in the future lie? hat hanges ill tae plae?Teahing ethds:1 First and areful reading,2 Asing and ansering questin ativit3 Individual, Pair r ≈ grup rTeahing Predures:Step 1 aring upSh the students se pitures r vides f the past and present life, and as the their first ipressins f the pitureslead-in: Tal abut h an hanges there have been in the past and in the presentStep 2: pre-reading1 an u tell hat prbles peple are faing tda?2 hat prbles d u thin peple in the future ill have vere? hih nes ill still be there r even rse in AD300? 找教案http://zhaiaane: 1 The prble f ppulatin ill be slved, have begun t ntrl the birth rate2 The prbles ill be still there, and ill even rse3 I dn’t thin s N sientists are tring their best t develp ne resures that huan beings an ae use f ,suh as slar energ In pinin…step 3：fast readingRead the text fr the first tie and tell hat the text is abut?It’s an e-ail ritten b a an h has taen up a trip t the future2 L at the flling sentene, there are in rng rder, tell e the rret rder fr these senteneA e ere transprted int the future b a frtable tie apsuleB I arrived a t ang Ping’s he and everthing in his huse ade e surprised I n a travel t the ear AD300D I have first tr t aster a hvering arriageStep 4 areful reading1 Questins ≈ ansers:1 h did I have the hane t travel t the ear AD300?2 hat is a “tie lag”?3 H did I feel hen I as in the apsule?4 h guides trip?h did guide give e se tables?6 h transprted us t the future?e 1 I t up the prize I n the ear befre2 “Tie lag” eans a persn gets flashbas fr his previus tie perid3 The seats in the apsule are ver frtable4 friend ang Ping is guide t the futureThe tablets uld help e feel less nervus and unertain 6 ang Ping’s parents’pan transprted us t the future 2 Fill in the hart:Gd hangesBad hangesTie travelan travel t Different tiesas u ishAfter-effets f travelan ve siftl Disrganized, diffiult t find ahusessave living spae Shrt f spaeBus, l liearetsEas t get lstAir qualitn failxgen supplPr qualit in publi plaes3 Reading the text t deide n the tpe f riting and suar f the ideaTpe f ritingThis is a piee f narrative ritingain idea f the passageIt tells abut Li Qiang traveling t the ear AD 300 and his experienes thereTpi sentene f 1st paragraphI have traveled t the ear AD 300Tpi sentene f 2nd paragraphI as still n the earth but ne thusand ears in the future Tpi sentene f 3rd paragraphI as hit b the la f fresh airTpi sentene f 4th paragraphTrr I ill be read fr ther visits rganized b “ Future Turs”4 aing a hain f events fr the text First Ipressins Suffering fr “tie lag”Ging b a tie apsulen earth but 1000 ears in the futureAt he in the ear AD 300Step : Disussin: Saple ansers Ex2I thin the riter has an ptiisti vie f the future He as ver exited hen he traveled t the ear AD 300 an d uldn’t believe if as true Fr this, e an see he is eager t g t the future Thugh she as hit b the la f fresh air,The 2nd ≈ 3rd peridTeahing ais:Learn expressins ≈ phrasesLearn language pintsDiffiult and Iprtant Pints:1）Language pints2）The usage f “tae up and seep”Teahing ethds:Presentatin ≈ Pratie Teahing Predures:Step I RevisinHave a ditatinStep II he the ansers1)he the ansers f esterda’s her (P42Using rds and Expressins) Step three language pintaring upaspet n 方面，外观u’ve nl nsidered ne aspet f the prbleThe fiere aspet f the salesan frightened the uster ffPre-readingvere vt 克服,战胜,找到处理问题的办法; 表示“压倒,受不了” 时, 常用被动语态;be ver e ith… “…之极, 极为… ”He verae the bad habit f singe’ll vere the diffiult hen e gt t itThe hild as vere b eariness and sleptther as vere ith griefReading1 I still an’t believe that I a taing up prize that as n last ear Tae up 开始从事，选修, 占用, 吸收hen des the anager tae up his b?he t up art in llegeHe deided t tae up phtgraph as his areerThis table taes up t uh rPlants tae up atertae 的词组tae ff 脱下, 起飞tae ver接管tae t 喜欢上，对…产生好感Helen alas helps her ther even thugh ging t shl ____ st f her daA taes upB aes up saves up D puts up找教案http://zhaiaan2I have t nstantl rub ees t reind self that I have traveled t the ear AD300 我得不断擦拭自己的眼睛提醒自己，我已到了公元300年reind: t ae sene reeber sething that the ust d这部影片使他回想起在中国所看到的一切。

课本单元讲解：必修五Unit3Lifeinthefuture（人教版）国庆后，很多学校要学习第三单元的内容了，利用闲暇时间预习一下吧，很好很好的资料哦！Unit3 Life in the futureⅠ. 常考单词必背1．aspect n．方面；层面I shall limit myself to three aspects of the subject.我将从三个方面来讨论这个问题。

2．impression n．[C]印象；感觉I am going to do all I can to remove the unpleasant impression you have of me.我打算尽最大努力去掉你对我不好的印象。

[快速闪记](1)have/leave/make a(n)．..impression on sb 给某人留下……印象(2)impress vt.①印；压印②留下极深的印象impress sth on/upon sb/one's memory使某人铭记某事impress sb with sth (某事)给某人留下印象be impressed with/at/by...对……有深刻印象(3)impressive adj.给人深刻印象的；感人的；激动人心的3．constant adj.时常发生的；连续不断的constantly adv.不断地Teachers have to constantly update their knowledge in order to maintain their professional competence.教师为了保持职业能力，必须不断更新知识。

4．previous adj.在前的；早先的He recalled exactly what Bob had told him the previous night.他清楚记得前一天晚上鲍勃告诉他的话。

Unit Three Life in the future课程标准中的内容标准：本单元的话题是“谈未来”，内容主要涉及人类对今后生活环境的想象、猜测和思考。

语言技能和语言只是主要围绕“未来生活”这一中心话题进行设计。

教学细目：1、（情感目标）通过阅读，让学生考虑并当今世界存在的问题，并思考在未来社会哪些问题会克服，哪些问题将仍然存在，并给出理由。

让学生正视“未来世界”的生活与现在生活的不同点。

2、（交际）通过听说学习有关对未来作出预测的一些表达结构。

3、（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。

4、（写作）通过听说和书面训练，训练学生想象能力，对未来1000年生活的想象性描述。

5、（语法）通过书面训练，深入理解和进一步学习过去分词做状语和定语。

学习领域与主题内容及要求目标层次人教版必修五UnitThreeLifeinthefuture理解掌握运用1.1.1. 话题：Disability: life of disabledpeople√1.1.2功能（通过听和说，能在生活中运用下列英语进行交际）：1. Making predictions作出预测Do you suppose that…?Suppose that…Do you imagine that…?It is possible that…I’m sure…Perhaps/Maybe/Possibly…I wonder if…I imagine that…√Most likely…Probably…√1.1.3 Understanding vocabulary（理解词汇）（通过听、看、阅读，能理解下列词汇含义。

学生只需认识，不作为测试的内容考查。

）jet, jet lag, flashback, tablet,expertise, capsule, steward, stewardess,opening, sideways, mask, hover, carriage,belt, safety belt, switch, timetable, pedal,alien, mud, desert, enormous, citizen,typist, typewriter, postage, postcode,button, receiver, ribbon, dustbin, disposal,ecology, material, manufacture, goods, etc√1.1.4 Grasping vocabulary（掌握词汇）（通过听、看、读，能运用下列词汇进行造句，在完形填空和短文改错中运用下列词汇。

人教版高中英语必修5单元习语Unit Three The life in the future Warming up1. aspects of life 生活面面观2. make a list of ... 列一张……的清单3. over come the problems 解决问题Pre-reading, reading and comprehending4. impress sth．on／upon one's mind 把……牢记在心上have / get a good / bad impression of sb/ sth．对某人/某物的印象好/不好give sb. a favorable impression 给某人好印象be impressed by/at/with 被深深打动（感动）make an impression on sb给某人留下印象make no impression on... 对……无影响／效果give sb．a favorable impression给某人以好印象an impression of sb's foot某人的脚印be under the impression that... 原以为，误认为......5. take up this prize接受这个奖励take up从事；占(时间、空间、注意力等),继续take off脱掉（衣服等）；起飞：打折：作为折扣而减价：take over接管：获得对…的控制或管理take back收回(诺言)take apart拆开：分开后将…分成许多部分; take down写下,记下take for把…视作：误认为take …for granted认为……是理所当然6. remind sb. of sb/sth.使某人想起某人/某物remind sb. to do sth.提醒某人干某事remind sb．that也可以表示“提醒某人做某事”或“使某人想起去做某事”。

高中英语学习材料（灿若寒星*制作整理）Book 5 unit 3 Life in the future一、单项填空1．一Who came out______first in the London Olympic Men’s 100 metre?一Bolt．He’s always______first to reach the line．A．the：a B．不填；a C．the；不填D．不填；the2．There are plenty of jobs______in the western part of the country．A．present B．availableC．stable D．convenient3．My cousin doesn’t know what t0______at the university；he can’t make up his mind about his future．A．take on B．take away C．take up D．take after4．We’ve made 80me——to our differences SO that we can work together without quarrels．A．appointments B．adjustmentsC．settlements D．improvements5．This has been a timely reminder of the need for______care.A．tentative B．constant C．permanent D．primary6．was under the______that the man in red was the manager of this company．A．admission B．permissionC．impression D．expression7．Michelle seemed to be lacking______enthusiasm when I told her of the trip to Rome．A．on B．in C．to D．with8．Such animals as dinosaurs died out because they couldn’t ______the sudden change of the climate．A．suit to B．keep to C．stick to D．switch to9．She was always______，even when things were at their worst．A．greedy B．optimistic C pessimistic D．negative10．Taking enough nutritious food and keeping happy can______your recovery from illness．A．sweep up B．hold upC．set up D．speed up11．Au the information on CCTV has to be______refreshed, sometimes several times a day．A．simply B．continuallyC．instantly D．constantly12．The secretary Was allowed ten more minutes．She______ her boss’patience and tried to hurry．A．sensed B．toleratedC．realized D．understood13-Andrew really likes talkin9，but when______about the lessons in class by teachers，he often cannot say a word．A·questioning B．to be questionedC．questioned D．having que8tioned14·My parent8 pressed me______a quick decision。

教学准备1. 教学目标1、展望未来，激发学生的想象力；2、学习使用有关预测和猜测和表达方式；3、培养学生用英语表达未来的生活状况，达到用英语交流、培养实际运用英语能力的目的。

2. 教学重点/难点运用所学英语写出具有丰富想象力的短文3. 教学用具4. 标签教学过程（一）课前准备确定教学方式。

采用“任务型”教学方式。

首先让学生自愿分成几个学习小组，向他们提出要求，布置学习任务。

在教师指导下，学生自愿组成小组，教材Unit3的主要话题就是life in thefuture，故以该话题为核心，让学生从网络等渠道收集有关未来的材料,准备在课堂上交流。

这个活动能够调动学生课外英语学习的积极性，锻炼学生以合作形式收集资料、处理信息的能力，为学生提供运用英语的机会。

教师根据各个小组收集的资料进行指导，删掉雷同的，并帮助他们进行分类。

教师与各小组学生协商后，最后确定几个话题，如Animals in the future, Human beings in the future, Daily life in thefuture, Genetic engineering, Under sea life in the future, etc.各小组成员收集好素材，进行取舍和整理，并制作成多媒体课件。

教师课前对每组的课件进行审核，指导学生选取重要的信息。

之后每组选一个代表准备上讲台讲解，教师要纠正学生的一些错误语法、发音以及不地道的语言，并对学生及时给予鼓励和表扬，鼓教研专区全新登场教学设计教学方法课题研究教育论文日常工作励学生即兴发挥，从而激发学生们更高的参与热情。

（点评：学生从收集素材到制作课件，充分展现了他们自主学习能力、合作探究与交流能力、富有个性的创造能力和表达能力。

教师课前的指导作用是不容忽视的。

教师要对每组的合作做出及时和积极的评价。

）（二）导入教师开始上课，首先让学生分成四组，抢答“ What will it be in the future”。