高中英语 Unit3 Life in the Future教案 新人教版必修5

高中英语 Unit3 Life in the Future教案 新人教版必修5,标签：高二英语教学设计案例,http://www.5ijcw.com

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
Expect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily
2． 认读词汇
jet lag, flashback, expertise, hover, pessimistic, enormous, imitate,
3． 词组
take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in
4． 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 adverbial
Worried 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 to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P17
2. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P18
3. He handed it to me and immediately hurried me through to a small room nearby for a rest. P18
4. He was swept up into the centre of them.
5. I found later that their leaves provided the house with much-needed oxygen. P18
8. Everyone will get twice as much personal space as in flats on land. P58
9. 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 in 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。

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