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人教版必修五Unit 3教案

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等Unit 3 Life in the future This unit centers on life in the future, including people’s imagination.guess and thought about future life and the living environment of future life. The students should be encouraged to practise talking about these topics. The whole unit can be divided into seven parts: warming up, reading,listening and speaking, language focusing, reading and writing, grammar, and assessment. In warming up, there is a table for the students to fill in ,which can help the students examine their ideas about the future. Pairwork ;brainstorming and discussion will be used in this period to help the students to communicate with each other using their previous knowledge. In the reading passage, the students will learn about the more advanced forms of transport in AD 3008 and the advantages and problems of life in the future. This will help the students to think about and have more imagination about life in the future. In learning about language, the students are encouraged to learn the following words and expressions: aspect impression constant constantly jet previous uncertain guide tablet capsule steward stewardess opening sideways surroundings tolerate lack adjustment mask carriage press fasten belt flash switch timetable optimistic mud desert citizen typist typewriter postage postcode button instant receiver dustbin ecology greedy swallow material recycle goods representative settlement motivation take up be back on one’s feet safety belt lose sight of sweep up slide into speed up . While practicing using the language, the students will read a passage describing Li Qiang’s visit to a space station, and their skills of reading,speaking, and writing will be improved. In listening and speaking , more chances will be given to the students to think of and talk about some benefits and problems in the future . The students will be encouraged to write about what their hometown or home village may be like in 1,000 year’s time. Assessments will help the students to look back what they have learned and focus on the difficult and important points. So, this unit will be divided into seven periods as follows: Period 1 Welcome to the Unit Period 2 Reading Period 3 Listening and Speaking Period 4 Reading and writing Period 5 Grammar Period 6 Language Focusing Period 7 Assessment ☆Teaching objectives 1. ability : Ss will be able to 1）Talk about life in the future and predicting the good and bad changes in the future. 2）Develop the abilities of pre-listening predicting &listening for key words while listening. 3）Improve their reading skills. 4）Learn to use the past participle as the Adverbial and Attribute. 2. Language knowledge & skills After this period of learning Ss will be able to

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等●Understand the meaning of the following words &phrases and master their basic usage: aspect impression constant constantly jet previous uncertain guide tablet capsule steward stewardess opening sideways surroundings tolerate lack adjustment mask carriage press fasten belt flash switch timetable optimistic mud desert citizen typist typewriter postage postcode button instant receiver dustbin ecology greedy swallow material recycle goods representative settlement motivation take up be back on one’s feet safety belt lose sight of sweep up slide into speed up . Learn how to use the following key sentence patterns: 1）There is nothing planned on the timetable today. 2）Well-known for their expertise, his parents’ company, called “Future Tours”--- 3）Hit by a lack of fresh air, my head ached. 4）Exhausted, I slid into bed and fell fast asleep. 3. Key competence and cultural consciousness 1) This unit introduces the students to what life in the future might be like and encourage them t Imagine the advantages and difficulties of life in 1000 years time. Period 1 Warming up and reading ☆Teaching objectives 1.ability : Ss will be able to 1)develop their ability of speaking. 2)Encourage to imagine life in the future https://www.wendangku.net/doc/849892710.html,nguage knowledge & skills After this period of learning Ss will be able to : ◆Learn to talk about life in the future ◆know the difference of life between the past, present and future. ◆pay more attention to the problems that probably appeared in the future life. 3.Key competence and cultural consciousness ★Encourage the students to learn about the life in the future ★To arouse Ss to pay more attention to the problems that probably appeared in the future life. ★Encourage the students to predict life in the future 4.Teaching important points ◆Have the students discuss to speculate about their ideas for life 1,000 years from now. 5.Teaching difficulties ★Words and expressions about future life ★How to express their idea about future life. Teaching Procedure Step one Lead in Encourage the students to speculate about their ideas for life 1.000 years from now.

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------教学方法设计等Teaching Aids Multi-media classroom and other normal teaching tools. Teaching Procedure Step 1. Revision1.Revise what was learnt yesterday about the life in one thousand years’ time. 2.Check homework. Step 2. Pre-reading Ask Ss to look at the three pictures (P18) and then discuss with their partners and answer the following questions: ①Picture one: * What can you see in the picture? * What are the people doing? * Where do you think they are doing? ②Picture two: * How many people can you see in the picture? * Who are they, do you know? * What else can you see in the picture? * What can you use them for? ③Picture 3. * What can you see in the picture? * Where is Li Qiang? * What is Li Qiang doing? * What is the table and chairs made of? * What is the wall made of? What function does it have? Step 3. Discussion: Ask Ss read through the text as quickly as possible and talk about Li Qiang’s first impressions of AD 3008, and at the same time underline words, phrases, or sentences that are closely related to Li Qiang’s first impressions.Step 4. Scanning (1) Team work Ask Ss to discuss how far their ideas of the future are from those in the story. Let them discuss the following questions. ①Do you think Li Qiang is impressed by what he finds in the future? Why or why not? ②What improvements do you think there will be to your home city or home village one thousand years in the future? What problems might there be? ③What ideas do you think were believable in this story? Why? ④Which ideas do you think are too unrealistic? Why? (2) Group work This text is written as if it were a letter from a son to his parents. He is telling them his impressions in an informal way. So the descriptions are mixed with his impressions to give you his idea of what the future is like. Now please discuss the style of the text.

Unit 3 Life in the future Period 3 Listening and speaking

☆ Teaching objectives :

By the end of this class , the students will be able to know the idea that people may one day live in town on Mars and examines the problems they will have to overcome and help students get more information about future life. ☆ Ability aims:

Improve the students ’ listening ability.

☆ Key competence and cultural consciousness:

1) Imagine the life on other planets

2) Realize they should put their dream into action 3) Lay a good foundation for continuing development.

☆ Key points and difficulty

1) Help students make use of some listening skills in pre-listening,while-listening and

post-listening.

2) Create relaxing and active class atmosphere for students to speak. 3) How to turn the listening input into the speaking output. Teaching procedure:

Step 1. Listening

1. Individual work

(1) Listen to the tape and tick the things that you hear on the tape.

□ space creatures □ living on another planet □ new discoveries in space □ why a space station spins □ how to get water on Mars □ comets

□

houses in a town on Mars □ Martian creatures

□ atmosphere and gravity

(2) Listen to the tape again, check the answers. Suggested Answers:

living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars 2. Pair work

Listen to the tape for the third time and try to get the answers to the questions. You can discuss with your partners.

How can “Wonder world” make sure there is enough oxygen? How can “Wonder world” make sure there is enough water? What is the advantage of living in “Wonder world”?

Do you think people will be healthy living in “Wonder ful world”? why?

高中英语unit5first aid 教案人教版必修五

I. 单元教学目标 II.目标语言

课程设计与课时分配 Period 1: Warming up Period2: Reading Period 3-4: Language points Period 5-6: Language study & Grammar period 7-8: Using language period 9: Listening and speaking Period 10: Extensive reading and Writing Period I Warming-u p Teaching goals: a.Encourage the students to discuss accidents and first aid . b.Enable the students to talk about different accidents and how to give first aid in different situations. c. Enable the students to be brave and calm when meeting with accident and know how to give first aid in different situations through discussion. Teaching important and difficult points: Help the students to use the expressions to describe the accidents and how to give first aid. a. Key words and expressions: aid, first, aid; fall ill; illness; injury; bleed; sprain; ankle; choke; blood; bloody; burn; essential; organ; layer; poison; ray; treatment; b. Communicating expressions: We/you should/ ought to … Please do… Make sure… You must/have to/ought to… You must never… You ought never to… Teaching aids: A recorder, a projector, and a computer Teaching methods: Brainstorm and discussion (Group work).

高二英语必修五unit3教案设计

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人教版高中英语必修五：Unit+5教案+

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Unit 5 Canada ——“The true North” Period 1 Warming up and Reading 1 Teaching aims: 1. Talking about Canada. 2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada. 3. Learn how to read a traveling report and pictures. Teaching aids: A computer, a project and pictures. Teaching steps: Step 1. Warming up. 1. Ss discuss the following questions. 1) Do you like to go tra veling? 2) Which countries do you like to visit? Why? 3) What can you see in these countries? shows some pictures of winter and invites Ss to describe them. Ss to talk what they know about Canada. shows a map of Canada and asks: continent is Canada in? country is its neighbor? are the Oceans Canada fac es? large is Canada? 4. Have a quiz. Step 2. Pre-reading. T: Would you like to take a trip to Canada? What three words would you use to describe Canada? Step 3 Reading 1. Shimming: Get Ss to read the passage quickly and answer the following questions: 1) What is the passage mainly about? Sample：The passage is about a trip of two girls, and it tells us some information about Canada. 2) What is “The Ture No rth”?

人教版-必修五-Unit-1-Great-Scientists-Reading-公开课-教案

Unit 1 Great scientists Teaching aims: 1. Learn some new words and expressions: Words: attend, cure, expert, handle， Phrases: be linked to, be exposed to , be absorbed into, be to blame (for sth) 2. To examine a new scientific idea. 3. Train the students’ reading ability Main points: words and phrases Difficult points: scientific research Teaching procedures: Step 1. Warming up 1. Greeting the students 2. Show the Ss pictures of great scientists Step 2. Pre-reading 1.Read the pictures and title of the book and make a prediction about the content of the text. 2. Do the exercises on the answer sheet and let Ss analyze the words and finish Part II Step 3 fast reading. 1. Ask the Ss to put them in order and get their answers. 2. Choose the right answer to the content of the text. Step 4. Reading passage 1. Careful Reading 1) Para.1 Find a problem. What is the problem? John Snow was an doctor in London who Queen Victoria as her personal . He thought about helping ordinary people to cholera. Though the cause and the of it were unknown, he wanted to face the and solve the problem. What caused cholera? 2) Para.2 Make a question: Two theories(ideas): 1. Cholera multiplied in the air. 2. People absorbed it into their bodies with their meals 3) Para.3 Think of a method 1. What happened in 1854? 2. How many people died in 10 days? 3. What did John Snow do at that time? 4) Para.4 Collect results Ask students find out the reasons according to the map. Which house has the largest number of deaths in this map? A. No. 12 B. No.2 C. No.38 D. No. 29 5) Para.5 Analyse the results