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
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