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.

Step4: Design two topics while talking about the hovering carriage and Wang Ping’s house. Practise the dialogues of making predictions.

Topic 1: What do you suppose the future transportation will be like?

Topic 2: Imagine where the house will be built in the future ?

The students may use these structures :

I suppose the transportation will be something like a ….

I suppose , in the future, the house will be built in…..

I imagine that ….

Purpose: To practise the structure orally I suppose that… , I imagine that.. . Step5: Summary of the text orally.

This passage mainly tells us about a boy named Li Qiang”s trip to the future. It tells us how he got to the future, how he felt and what he had seen.

Step6: Discussion.

“What’s the writer’s attitude towards the future, optimistic or pessimistic?”

“How do you know? “

The students may begin like these :

?In my opinion, the writer’s attitude towards the future is _________ .

?As far as I am concerned, the writer feels _________ to the future.

?I think the writer has an _________ view of the future.

Purpose: To learn to analyze the writer’s attitude and express your conclusion. Step7 Homework

1. To talk with your chairmate on the topic: Imagine, what the future world will be?

2. Review the reading passage and find out the difficult language points to you.

3. Finish exercises 1,2&4 on page 19.

4. Review the words and phrases of this unit. A dictation tomorrow.

Display on the blackboard

Unit 3 Life in the Future

wh- do you suppose ….?

I suppose …..

I imagine that….

And some words, perhaps they will be: science fiction film, high-tech, time tunnel

Ps: Display on the screen

Step 1. Skimming:

Skim through the passage and get its general idea.

The passage is mainly about

.

A.how Li Qiang was transported to the future.

B.how Li Qiang got to the future and his first impression of it.

C.what the life was like in the future.

D.the introduction of the “Future Tours ”company.

1. What is a “time lag ”

?

“Time lag ’’is similar to the “jet lag ”. It means a person gets flashbacks from his previous time period.2.Who guides my trip?

3. And who transported us to the future?

Wang Ping ’s parents ’company transported us to the future.

My friend Wang Ping is my guide to the future.

1.How did I feel as soon as I was

transported to the future?

I thought it was difficult to tolerate. I was hit by the lack of fresh air. 2. How did Wang Ping solve this problem?

Wang Ping gave a mask to me and hurried me through to a small room nearby

to have a rest.

C. he felt a bit homesick.

D. he was hit by a lack of fresh air.

Hit by a lack of fresh air, my head ached.

1. What did Wang Ping ’s house look like?

large, bright and clean

His house is a large bright, clean room.

It had a green wall, a brown floor and soft lighting.

Discussion

optimistic

pessimistic

1.To talk with your chairmate on the topic:

Imagine, what the future world will be?2.Review the reading passage and find out the difficult language points to you.3.Finish exercises 1&2on page 19.

4.Review the words and phrases of this unit. A dictation tomorrow.Ten words from “lack ”to “safety belt ”.

Homework

The Fifth Element.

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人教版必修一Unit3Traveljournal教案设计

全国中小学“教学中的互联网搜索”优秀教学案例评选 教案设计

A. He doesn’t li ke her at all. B. He is a bit proud of her and admires her. C. He has to obey her because she is his sister. D. He thinks that her knowledge of geography is very poor. (2)Altogether there are______________ people who have to take the great bike trip. A. one B. two C. three D. four (3)According to the text, which of the following statements is not true? A. Wang Kun thinks that it is too cold and too high to start their trip in Qinghai. B. They found a large atlas with good maps in the library. C. At first, the Mekong River is small, and the water is clear and warm. D. The Mekong River finally flows into the South China Sea. (4)Which is the proper order according to the text? a. The Mekong River enters the South China Sea. b. The Mekong River begins at a glacier on a Tibetan mountain. c. At first, the Mekong River is small, and the water is clear and col d. d. The Mekong River enters Southeast Asia. e. The Mekong River travels across western Y unnan Province. f. The Mekong River leaves China. A. b, c, e, f, a, d B. b, c, e, f, d, a C. c, b, e, f, d, a D. c, b, f, e, a, d (5)It can be inferred from the passage that Wang Kun is a______________ person. A. brave B. kind C. timid D. careful 3. Language problems（猜测词义、分析长难句） While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as persuade, determined, altitude, etc. 1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends. (It is/was. . . who/that. . . ) 2. Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there. (insist that sb. do. . . ) 3. She gave me a determined look—the kind that said she wouldn’t change her mind. (the Attributive Clause) 4. It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. (the present participle used as adverbial) 4.Retell the text. 5.小组讨论、模拟采访：The students discuss in pairs: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip (Comprehending Exercise 3 on Page 19).Then suppose you are a reporter and give an interview to your partner. Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think. . . 1. 2. Wang Wei believes. . . 1. 2.