高中英语人教新课标必修五 Unit 3 Life in the future第5课时speaking教案
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| 名称 | 高中英语人教新课标必修五 Unit 3 Life in the future第5课时speaking教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2015-12-14 19:48:21 | ||
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Unit 3 Life in the future
Ⅰ. 单元教学目标
技能目标Skill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the future
Ⅱ. 目标语言
词汇 1． 四会词汇Expec ( http: / / www.21cnjy.com )t, aspect, cons ( http: / / www.21cnjy.com )tant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2. 认读词汇jet lag, flashback, e ( http: / / www.21cnjy.com )xpertise, hover, pessimistic, enormous, imitate, 3. 词组take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4. 重点词汇constant, remind, lack, sight, assist, require, settlement, previous, swift
语法 The past participle as the attribute…and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.
重点句子 1. This is similar ( http: / / www.21cnjy.com )to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for ( http: / / www.21cnjy.com ) their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it t ( http: / / www.21cnjy.com )o me and immediately hurried me through to a small room nearby for a rest. P184. He was swept up into the centre of them. 5. I found later that ( http: / / www.21cnjy.com )their leaves provided the house with much-needed oxygen. P188. Everyone w ( http: / / www.21cnjy.com )ill get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以“Life i ( http: / / www.21cnjy.com )n 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 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )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 abou ( http: / / www.21cnjy.com )t 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 ( http: / / www.21cnjy.com ) 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 HAVE 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 Lan ( http: / / www.21cnjy.com )guage 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 abou ( http: / / www.21cnjy.com )t 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 R ( http: / / www.21cnjy.com )EADING 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 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )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
The Fifth Period Speaking
Teaching goals教学目标
1. Target language目标语言
Make predictions:
Suppose that...
I wonder if...
Is it likely / unlikely that...
Do you imagine that...
Is it possible that...
Do you suppose that...
2. Ability goals 能力目标
Enable the Ss to ta ( http: / / www.21cnjy.com )lk about things at present and predict things in the future.
Enable the Ss to describe some imaginary products.
3. Learning ability goals 学能目标
Help the Ss learn ho ( http: / / www.21cnjy.com )w to talk about things in the future and describe some imaginary products.
Teaching important ＆ difficult points教学重难点
Teach the Ss to make p ( http: / / www.21cnjy.com )redictions and express their ideas about future.
Help the Ss make up their personal future plans.
Teaching methods教学方法
Pair work and group work; discussion and cooperation.
Teaching aids教具准备
A computer and a projector.
Teaching procedures ＆ ways教学过程与方式
Step I Talking
Set a scene for th ( http: / / www.21cnjy.com )e Ss: A man who is living in AD 2046 comes to visit your city and wants to know something about jobs in your city. Ask the Ss to work in pairs to make out an introduction plan. Make a comparison between jobs at present and jobs in the future, and find out the changes and why these changes take place.
T: In the first per ( http: / / www.21cnjy.com )iod of our unit, we discussed the changes between life in the past and life at present, also we make a prediction about our future, right Today let’s still talk about the future. Suppose a man of AD 2046 comes to our city, he wants to know something about jobs in our city. How will you introduce the following two kinds of jobs to him Teachers and farmers.
Give the Ss 1-2 minu ( http: / / www.21cnjy.com )tes to discuss and then ask some of them to represent their opinions.
T: OK. Who would like to talk about the job as a farmer
S: Nowadays farme ( http: / / www.21cnjy.com )rs are still working very hard. Few of them use hi-tech machines, especially in developing countries. They have to work most by hand everyday. Sometimes they will use some machines such as trucks, seeding-machines, etc. In developed countries, agriculture has been computerized. Farmers in those countries are much easier.
T: Good. What about teachers
S: Nowadays lots o ( http: / / www.21cnjy.com )f students stay in the classrooms to listen to their teachers. And the teachers have to use chalk, and sometimes they use computers.
Set another scene.
T: So it seems that ( http: / / www.21cnjy.com ) both these two kinds of jobs are very challenging. Will they change in the future Now the man invites you to his city in the year 2046, what changes will you expect to find on these two jobs
S: I think 40 ( http: / / www.21cnjy.com )years later, working as a farmer will be much easier than now. Farmers won’t have to work by hand, they can set a program in the computer and then the computer will finish all the tasks. It’s fantastic! And the harvest will be much better because of the science.
S: I think in ( http: / / www.21cnjy.com ) the future we don’t have to come to school to study. Teachers will work on the Internet. We will have classes through the Internet. And unlike today’s teacher, in the future, a teacher can teach many subjects. And we will have robots do teaching jobs.
T: So maybe I should ( http: / / www.21cnjy.com )be born 40 years later, in that case, the job for me will be much interesting.
Step II Follow-up Activity
Encourage the Ss to pr ( http: / / www.21cnjy.com )edict their future life and make a short-term plan. Let them talk about their dreams and then write passages introducing these dreams.
T: Everyone, have you ( http: / / www.21cnjy.com )ever dreamt of your own future Have you asked yourself what you will be Now let’s make a prediction, or we can say, let’s make a plan for ourselves: What will I be in the future You can discuss with your partners to fill in the following chart and then write a passage introducing your dreams.
Show the Ss the chart on the screen.
Time What will you do Where will you be How will youprepare for it
1 year later
5 years from now
10 years from now
Give the Ss en ( http: / / www.21cnjy.com )ough time to discuss. This will help them make clear of their own future. And then select some Ss to give a report to the whole class.
Step Ⅳ Homework
T: Imagine you a ( http: / / www.21cnjy.com )re at your age of 30. Write a passage to describe your daily life or your experience.
A sample version:
It is the year 2020 ( http: / / www.21cnjy.com )and I have just turned 30 years old. More than 10 years ago, I left high school and went to study at a good university. I was a history major and I also studied two foreign languages. After graduation, I was offered a job teaching history in a middle school. At first, I didn’t think I’d like to teach history. I thought the students would think history was too boring. My first year was very difficult. I didn’t know much about teaching and the students did not like my lessons. But I was lucky. One of the older teachers became my friend and taught me a lot.
Ⅰ. 单元教学目标
技能目标Skill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the future
Ⅱ. 目标语言
词汇 1． 四会词汇Expec ( http: / / www.21cnjy.com )t, aspect, cons ( http: / / www.21cnjy.com )tant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2. 认读词汇jet lag, flashback, e ( http: / / www.21cnjy.com )xpertise, hover, pessimistic, enormous, imitate, 3. 词组take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4. 重点词汇constant, remind, lack, sight, assist, require, settlement, previous, swift
语法 The past participle as the attribute…and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.
重点句子 1. This is similar ( http: / / www.21cnjy.com )to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for ( http: / / www.21cnjy.com ) their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it t ( http: / / www.21cnjy.com )o me and immediately hurried me through to a small room nearby for a rest. P184. He was swept up into the centre of them. 5. I found later that ( http: / / www.21cnjy.com )their leaves provided the house with much-needed oxygen. P188. Everyone w ( http: / / www.21cnjy.com )ill get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以“Life i ( http: / / www.21cnjy.com )n 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 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )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 abou ( http: / / www.21cnjy.com )t 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 ( http: / / www.21cnjy.com ) 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 HAVE 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 Lan ( http: / / www.21cnjy.com )guage 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 abou ( http: / / www.21cnjy.com )t 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 R ( http: / / www.21cnjy.com )EADING 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 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )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
The Fifth Period Speaking
Teaching goals教学目标
1. Target language目标语言
Make predictions:
Suppose that...
I wonder if...
Is it likely / unlikely that...
Do you imagine that...
Is it possible that...
Do you suppose that...
2. Ability goals 能力目标
Enable the Ss to ta ( http: / / www.21cnjy.com )lk about things at present and predict things in the future.
Enable the Ss to describe some imaginary products.
3. Learning ability goals 学能目标
Help the Ss learn ho ( http: / / www.21cnjy.com )w to talk about things in the future and describe some imaginary products.
Teaching important ＆ difficult points教学重难点
Teach the Ss to make p ( http: / / www.21cnjy.com )redictions and express their ideas about future.
Help the Ss make up their personal future plans.
Teaching methods教学方法
Pair work and group work; discussion and cooperation.
Teaching aids教具准备
A computer and a projector.
Teaching procedures ＆ ways教学过程与方式
Step I Talking
Set a scene for th ( http: / / www.21cnjy.com )e Ss: A man who is living in AD 2046 comes to visit your city and wants to know something about jobs in your city. Ask the Ss to work in pairs to make out an introduction plan. Make a comparison between jobs at present and jobs in the future, and find out the changes and why these changes take place.
T: In the first per ( http: / / www.21cnjy.com )iod of our unit, we discussed the changes between life in the past and life at present, also we make a prediction about our future, right Today let’s still talk about the future. Suppose a man of AD 2046 comes to our city, he wants to know something about jobs in our city. How will you introduce the following two kinds of jobs to him Teachers and farmers.
Give the Ss 1-2 minu ( http: / / www.21cnjy.com )tes to discuss and then ask some of them to represent their opinions.
T: OK. Who would like to talk about the job as a farmer
S: Nowadays farme ( http: / / www.21cnjy.com )rs are still working very hard. Few of them use hi-tech machines, especially in developing countries. They have to work most by hand everyday. Sometimes they will use some machines such as trucks, seeding-machines, etc. In developed countries, agriculture has been computerized. Farmers in those countries are much easier.
T: Good. What about teachers
S: Nowadays lots o ( http: / / www.21cnjy.com )f students stay in the classrooms to listen to their teachers. And the teachers have to use chalk, and sometimes they use computers.
Set another scene.
T: So it seems that ( http: / / www.21cnjy.com ) both these two kinds of jobs are very challenging. Will they change in the future Now the man invites you to his city in the year 2046, what changes will you expect to find on these two jobs
S: I think 40 ( http: / / www.21cnjy.com )years later, working as a farmer will be much easier than now. Farmers won’t have to work by hand, they can set a program in the computer and then the computer will finish all the tasks. It’s fantastic! And the harvest will be much better because of the science.
S: I think in ( http: / / www.21cnjy.com ) the future we don’t have to come to school to study. Teachers will work on the Internet. We will have classes through the Internet. And unlike today’s teacher, in the future, a teacher can teach many subjects. And we will have robots do teaching jobs.
T: So maybe I should ( http: / / www.21cnjy.com )be born 40 years later, in that case, the job for me will be much interesting.
Step II Follow-up Activity
Encourage the Ss to pr ( http: / / www.21cnjy.com )edict their future life and make a short-term plan. Let them talk about their dreams and then write passages introducing these dreams.
T: Everyone, have you ( http: / / www.21cnjy.com )ever dreamt of your own future Have you asked yourself what you will be Now let’s make a prediction, or we can say, let’s make a plan for ourselves: What will I be in the future You can discuss with your partners to fill in the following chart and then write a passage introducing your dreams.
Show the Ss the chart on the screen.
Time What will you do Where will you be How will youprepare for it
1 year later
5 years from now
10 years from now
Give the Ss en ( http: / / www.21cnjy.com )ough time to discuss. This will help them make clear of their own future. And then select some Ss to give a report to the whole class.
Step Ⅳ Homework
T: Imagine you a ( http: / / www.21cnjy.com )re at your age of 30. Write a passage to describe your daily life or your experience.
A sample version:
It is the year 2020 ( http: / / www.21cnjy.com )and I have just turned 30 years old. More than 10 years ago, I left high school and went to study at a good university. I was a history major and I also studied two foreign languages. After graduation, I was offered a job teaching history in a middle school. At first, I didn’t think I’d like to teach history. I thought the students would think history was too boring. My first year was very difficult. I didn’t know much about teaching and the students did not like my lessons. But I was lucky. One of the older teachers became my friend and taught me a lot.