高中英语外研版必修五module3教案1
本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。
1. 开展学生活动，发挥主体作用
新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。
2. 实施情景教学，统合三维目标
本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。
3. 转变学习方式，增强教学效果
新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。
4. 运用问题教学，启发学生思维
本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。
本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
【教材分析】
本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
第一篇Reading文章主要讲述主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。
考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。
【学情分析】
1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘
生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。
2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识
发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。
3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
【教学目标】
(1)知识与能力
学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。
(2)过程与方法
通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。
(3)情感态度与价值观
通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。
【重点难点】
重点：
1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。
2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。
难点：
1.掌握过去分词作定语和状语的用法。
2.运用所学的词汇及句型写出具有一定想象力的短文。
【教学策略与手段】
1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。
2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。
3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。
【教学准备】
1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。
2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。
3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。
【教学过程】
Period 1: Warming-up & Reading
Teaching Aims:
1. Learn some new words and e-pressions.
2. Improve the students’ reading skills.
3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.
Teaching Methods:
1. Inductive method
2. Pair work & group work
3. Competition
4. Illustration
5. Deductive Method
Step 1 Greetings and Lead-in
1.The teacher can start with daily greetings and try to lead in some words in this unit.
Q1: Where do you come from? Do you live in the downtown or in the countryside?
Do you live in a comfortable surrounding?
Is it a suitable location for people to live in?
What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)
Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
3.Now let’s take a look at the screen to learn about the development of all the means of transportation.
sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft
4.Q3: What will the future means of transportation be like? (Time travel)
Well, today we are going to learn a te-t about time travel.
【设计说明】
由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到Warming-up中的Transport与Houses, Villages,Towns, 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。)
Step 2 Skimming
1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.
Q1：What will the future life be like?
2.The students are given several minutes to read through the te-t and try to find out the changes mentioned in the te-t.
Q2: Which changes are mentioned in the te-t?
time travel – transport – air quality – religion – clothing – eating – houses – towns
3.The teacher can ask the students to carry out a discussion about the changes.
Q3: Which changes are good and which are bad?
【设计说明】
猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于Comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)
Step 3 Reading for details
1.Before the journey
Q1: How many people are mentioned in the te-t? Who are they?
Q2: When did the writer write this letter? And to which year did he travel?
Q3: Why did Li Qiang travel to the year AD 3005?
Q4: What did Li Qiang suffer from?
Q5: How did Li Qiang feel? What makes him feel better?
Q6: Where did they arrive?
【设计说明】
通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。
2.During the journey
1) In the capsule:
Climb through the round opening -- comfortable seats -- calming drink -- lay rela-ed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?
2) Out of the capsule
Confused by the new surrounding, I was hit by the lack of fresh air
Q1: How did Li Qiang overcome the lack of fresh air?
1. Hovering carriage: .
Q2: How did the hovering carriage float?
Q3: How can a person move swiftly?
2. “A large market”
Q4: What were people doing there?
Q5: What happened to Li Qiang?
3. A large building
Q6: What is a “time lag” flashback?
【设计说明】
按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hovering carriage, a large market, a large building来处理文章第三段。
3.After the journey
(Arriving home, he showed me into a large bright, clean room.
Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
Q1: How did the author feel after visiting the special house?
E-hausted, I slid into bed and fell fast asleep.
【设计说明】
通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。
Step 4 Consolidation
1.Put the statements into correct order. ( C --- A --- D --- B )
A. We are transported into the future by a comfortable time capsule.
B. I arrived at Wang Ping’s home and everything in his house made me surprised.
C. I won a travel to the year AD 3005.
D. I have my first try to master a hovering carriage.
2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future
AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea
3.A telephone interview with Li Qiang
Ask the students to discuss in group of si- and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.
【设计说明】
首先通过对文章故事情节的正常排序回顾文章梗概;其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访Li Qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。
Step5 Assignment
1.Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.
Q1: What problems are we facing now?
Q2: What have caused those problems?
2.Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life
3.Assignment: Object-designing
Design an object which can help you change the world for a better future
【设计说明】
通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。
Period 2: Learning about language
Teaching aims:
1. Learn past participle used as adverbial.
2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.
Teaching methods:
1. Teach grammar in real situations.
2. Learn grammar through practice.
Step 1 Revision and Preparation
1.Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?
2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.
1 .Confused by the new surroundings, I was hit by the lack of fresh air.
2. Worried about the journey, I was unsettled for the first few days.
3. E-hausted, I slid into bed and fell fast asleep.
And then ask the students to finish the e-ercises in their te-tbook.
E-.1. Combine these two sentences using the past participate as the adverbial.
1. I was frightened by the loud noise. I went to see what was happening.
Frightened by the loud noise, I went to see what was happening.
2. He was hit by the lack of fresh air. He got a bad headache.
Hit by the lack of fresh air, he got a bad headache.
3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.
Tired after the long journey, I still enjoyed meeting the aliens on the space station.
4. The museum was built in 1910. The museum is almost 100 years old.
Built in 1910, the museum is almost 100 years old.
5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.
Frightened by the noise outside, the little girl dared not sleep in her bedroom.
6. The student was given some advice by the famous scientist. The student was not worried about his scientific e-periment any more.
Given some advice by the famous scientist, the student was not worried about his scientific e-periment any more.
3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.
1. His parents company named “Future Tours” transported me safely into the future.
2. A table and chairs rose from under the floor as if by magic.
3. Tomorrow you will be ready for some visits organized by the company.
And then ask the students to finish the e-ercises in their te-tbook.
E-.2. Combine these two sentences using the past participate as the attribute.
1. Soon we lost sight of that famous astronomer. He is called Li Qiang.
Soon we lost sight of that famous astronomer called Li Qiang.
2. I am going to buy a painting. It is copied from Vincent van Gogh.
I am going to buy a painting copied from Vincent van Gogh.
3. The castle is under repair. It was built in 1432
The castle built in 1432 is under repair.
4. I like that old private house. It is built of wood and mud.
I like that old private house built of wood and mud.
5. The vehicle is mentioned in the book. The vehicle is unknown to me.
The vehicle mentioned in the book is unknown to me.
6. The room is completely empty. The room is connected to the rest of the house by a long passage.
The room connected to the rest of the house by a long passage is completely empty.
7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.
The queen was sitting in a royal carriage drawn by four horses.
【设计说明】
通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：
过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。
1. 作时间状语。 Once discovered, the enemies were completely wiped out.
2. 作原因状语 Moved by his words, I accepted his present.
3. 作条件状语 United we stand, divided we fail.
4. 作让步状语 Although tired, they continued to work.
5. 作方式或伴随状语 The teacher stood there, surrounded by many students.
注意：
1) 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done.
e.g. Having been told many times, he can’t still remember it.
2). 过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。
(误)Checked carefully, some spelling mistakes can be avoided.
(正)If the composition is checked carefully, some spelling mistakes can be avoided.
过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。
Step2 Consolidation
非谓语动词练习
B 1. ___ and happy, Tony stood up and accepted the prize. (2006全国)
A. Surprising B. Surprised C. Being surprised D. To be surprising
A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (2006广东)
A. performed B. performing C. to be performed D. being performed
C 3._________ and I’ll get the work finished. (2007 重庆)
A. Have one more hour B. One more hour
C. Give one more hour D. If I have one more hour
B. 4. The repairs cost a lot, but its money well _____. (2006 湖北)
A. to spend B. spent C. being spent D. spending
C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(2006江苏)
A. To face B. Having faced C. Faced D. Facing
B 6.When her father, the girl burst into crying. (2005湖北)
A. asking of B. asked about C. being asked D. asked
D 7. The man kept silent in the room unless . (2006浙江)
A. spoken B. speaking C. to speak D. spoken to
D 8. ________, the old man is living a happy life. (2006天津)
A. taking good care B. taken good care
C. having taken good care D. taken good care of
D 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET2004)
A. first playing B. to be first played
C. to be first playing D. first played
B 10. from his clothes, he is not so poor. (2006上海)
A. Judged B. Judging C. To judge D. Having judged
A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET2003)
A. making B. makes C. made D. to make
B 12.The secretary worked late into the night, a long speech for the president. (MET2004)
A. to prepare B. preparing C. prepared D. was preparing
C 13. a reply, he decided to write again. (2005北京)
A. Not receiving B. Receiving not
C. Not having received D. Having not received
B 14.The houses are for the old people and the construction work will start soon. (2006江苏)
A. built B. to be built C. to build D. being built
C 15.If ill, I’ll stay home a good rest. (2006辽宁)
A. to fall, taking B. fall; to taking
C. falling; taking D. falling; take
Step 3 Discussion: Life at present V.S. Life in the future
1. Ask the students to carry out a discussion to compare the present life and life in the future.
Do you want to work for space? What worker should be needed for the space?
2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.
(constant remind unsettle previous bend press swiftly link)
Many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ e-perience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【设计说明】
通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。
Step4 Assignment
Ask the students to write an application letter for working in space.
【设计说明】
让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。
Period 3: Using language
Teaching Aims:
1. Learn some new words and e-pressions.
2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.
3. Train the students’ reading skills and predict the future humans.
Teaching Methods:
1. Prediction
2. Pair work & group work
3. Comparison
Step 1 Lead-in
1.The teacher shows a video clip from Star War to the students.
2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.
Q1: Where do those creatures live? Gala-y, planet
Q2: How are they different from us humans?
Q3: What do they eat and drink?
Q4: Which language do they speak?
【设计说明】
该部分阅读是上一课阅读材料的延续，主要谈及Li Qiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取-《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。
Step2 Prediction and understanding of the title
The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.
【设计说明】
引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。
Step3 Reading for details
1.Ask the students to describe the space station.
Q1: What does the space station look like?
Q2: How about the inside of the space station?
Q3: What can you see inside the station?
2.Ask the students to read through the following two passages and finish the following questions:
Q1: What two alien creatures are mentioned in the te-t?
Q2: What are the features of these two amazing creatures?
3.Compare the similarities and differences between these two alien creatures in various aspects.
Name of creature Mu-mu Dimpods
Size Tall & thin small
Appearance Face/head/leg Like a cat
Colour Black & white Blue or purple
Personality Friendly Interesting + lovely
Number of arms Si- Many
Number of legs One leg / shell Many
How it moves Slowly Skip around fast
Voice Whisper Shout
Food Carrot + cocoa Lemonade + herbs
【设计说明】
由于文章结构清晰，内容简单，主要介绍了Li Qiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。
Step4 Discussion
The teacher asks the students to predict about the future humans by referring to the following questions.
Q1: When do the future humans live?
Q2: Where do they live?
Q3: What do they eat?
Q4: Do their body parts have any other special functions?
Q5: What are the features of the future humans?
Q6: How do future humans work and live?
【设计说明】
文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征;由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。
Step5 Assignment
Draw a picture of the future humans, then write a description based on your drawing. 【设计说明】
让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成Powerpoint文件，在第四课时中上台展示。
Period 4. Listening and speaking
Teaching Aims:
1. Train the students’ listening ability.
2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.
Teaching Methods:
1. Listen to catch the main ideas
2. Individual work and group work
3. Cooperative study
Step1 Display the design of the future humans
The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate eva luation is required.
【设计说明】
抽取几位学生上台通过Powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!
Step2 Lead-in
The teacher displays a picture of the solar system to the students, and asks the following questions:
Q1: Which planet would be the best residence for humans?
Q2: What will life on Mars be like?
【设计说明】
因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet, o-ygen, gravity, space creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。
Step3 Listening for main ideas
□living on another planet □new discoveries in space □space creatures
□why a space station spins □how to get water on Mars □comets
□houses in a town on Mars □Martian creatures □atmosphere and gravity
Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars
【设计说明】
要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。
Step4 Listening for details
1. How can “Wonderworld” make sure there is enough o-ygen?
2. How can “Wonderworld” make sure there is enough water?
3. What is the advantage of living in “Wonderworld”?
4. Do you think people will be healthy living in “Wonderworld”? Why?
Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.
2.collect water from under the planet’s surface – cleaned and recycled – bacteria are
used to clean the dirty water.
3.People may become rich and famous.
4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.
【设计说明】
要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。
Step5 Prediction & Speaking
Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:
Suppose that… Do you imagine that…?
I wonder if … Is it possible that…?
Is it likely/ unlikely that…? Do you suppose that…?
【设计说明】
要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网
Step6 Assignment
Practise asking your classmates what will their hometowns be like in 1000 years’ time.
【设计说明】
要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的-，在实践中锻炼学生的英语能力。
教案【二】 Step 1 Revision
1 Check the homework e-ercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For e-ample: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? E-plain that may have plans e-presses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to e-press an activity which started in the past and is still continuing.
b I simply don‘t know. =I honestly don’t know.
c Right now =At this moment
d The problem is … it. =Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people =Most people
f a number of people =quite a lot of people
g out of work =do not have jobs
h But some people … built on. =Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. =I understand the problem.
j is likely to happen =will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make e-ample sentences. Then let the Ss do this e-ercise in pairs. At the end get Ss to write down 5 sentences from this table in their e-ercise books.
Step 6 Workbook
Wb Lesson 65, E--. 1 - 4.
After E-. 1 is done orally, get the Ss to write the answers in their e-ercise books.
Both E--. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing E-. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practise the dialogue in Part 1 again.
Homework
Finish off the Workbook e-ercises.
Do E-. 1 and part of E-. 4 as written work.
高中英语外研版必修五module3教案2
Introduction and reading
Teaching aims:
1. To revise Chinese and western festivals.
2. To develop the students reading ability.
3. To understand what is about Carnival.
Important and difficult points:
1 Get the students to understand the history of carnival.
2 Get the students to describe the festivals in groups.
Teaching procedures:
Step 1. Revision.
Read the new words of this passage.
Step 2. Introduction
1. We have learned many festivals both Chinese and the Western. What festivals do you know?
Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals.
Make a list of them on the blackboard..
2. Turn to Page 31—Match the festivals with the description.
Step 3. Lead-in
Today we will learn another festival ---- Carnival. It originates from Europe, and during these
days, people often love wearing special clothes and masks for it.
Step 4. Fast-reading
Match the main idea with every paragraph.
Paragraph 1 A meaning of carnival and how it was celebrated
Paragraph 2 B the law about wearing masks
Paragraph 3 C general impression of carnival
Paragraph 4 D how it is celebrate today in Venice and the feature of it
Paragraph 5 E carnival in Venice and the problem it caused
Paragraph 6 F the revival of the tradition of celebrating it.
(Answers: 1—6 CAEBFD)
Step 5. Further-reading
Read the passage and answer the questions.
1. Where does Carnival come from? What does it mean?
2. When was it celebrated?
3. Where was the most famous Carnival in Europe?
4. How long did the first Carnival in Venice last? What about now?
5. Did the government of Venice encourage the wearing of masks?
6. Who started the Carnival again, tourists or students?
(Answers: 1. “Carnival” comes from two Latin words, meaning “no more meat”. 2. It began
just after Christmas. 3. The most famous carnival in Europe was in Venice. 4. At the
beginning, it lasted for just one day. 5. No. 6. The students started the Carnival. )
Step 6. Vocabulary
Activity 1: Read through the words in the bo- and have the students repeat them individually.
Ask the students to complete the task individually, then check with a partner.
Check the answers together:
(Answers: 1. confusion 2. e-citement 3. mask 4. mystery 5. magic 6. costume 7. crowd
8. tradition 9. atmosphere)
Activity 2: Choose the correct meanings of the words and phrases.
Check the answers one by one.
(Answers: 1—4 babb 5—8 abbb)
Step 7. Discussion
Discuss in groups of four.
1. What is the feature of carnival in Venice?
2. Which is your favourite festival?
Step 8. Homework
1. Workbook—on Page 87.
Read the passage and match the headings with the te-t.
2. Write a short passage about your favorite festival.
高中英语外研版必修五module3教案3
名词性从句：在句子中起名词作用的句子叫名词从句 (Noun Clauses)。 名词从句的功能相当于名词词组, 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。
一、引导名词性从句的连接词
引导名词性从句的连接词可分为三类：
连词：that(无任何词意)
whe ther,if(均表示“是否”表明从句内容的不确定性)
as if ,as though(均表示“好像”，“似乎”)
以上在从句中均不充当任何成分
连接代词：what, whatever, who, whoever, whom,whose, which.whichever,whomever
连接副词：when, where, how, why
不可省略的连词：
1. 介词后的连词
2. 引导主语从句和同位语从句的连词不可省略。
That she was chosen made us very happy.
We heard the news that our team had won.
比较：
whether与if 均为”是否”的意思。 但在下列情况下，whether 不能被if 取代：
1. whether引导主语从句并在句首
2. 引导表语从句
3. whether从句作介词宾语
4. 从句后有”or not”
Whether he will come is not clear.
大部分连接词引导的主语从句都可以置于句末，用 it充当形式主语。
高中英语外研版必修五module3教案4
核心单词
1. impression
n.印痕;印记;印象;感想
常用结构：
have an impression of sth./doing sth. 对(做)某事有印象
make an impression on sb. 给某人留下印象
make no impression on 对……无影响/效果
give sb.a favorable impression 给某人留下好印象
an impression of one’s foot 某人的脚印
Your performance gave me a strong impression.
你的表演给我留下了很深的印象。
What I said made no impression on him.
我的话对他不起作用。
联想拓展
impress v.留下印象
impress sth.on/upon one’s mind 把……牢记在心上
高手过招
单项填空
She spoke very confidently because she wanted to make a great on her employer at the first time.
A. Influence B. pressure
C. Impression D. Effect
解析:选C。make an impression on sb. 给某人留下印象。
2. lack
v.&n. 缺乏;缺少的东西
注意：lack作名词时，后常接of。lack作动词时，既可作及物动词，也可以作不及物动词，作不及物动词时，后常接for或in。lack不用于被动语态。
常用结构：
lack sth. 缺少某物
lack for sth. 缺少;需要
for/through lack of... 因缺乏……
no lack of... 不缺乏
a/the lack of ... ……的缺乏
He didn’t go there because he lacked courage.
他没去那里，因为他缺乏勇气。
The plant died for lack of water.植物因缺水而死。
They lacked for nothing.他们无所需求。
联想拓展
lacking adj. 匮乏的;不足的;没有的
be lacking in 缺乏(品质、特点等)
She seems to be lacking in common sense.
她似乎缺乏常识。
高手过招
(1)单项填空
Though money, his parents managed to send him to university. (2010?01?陕西宝鸡检测)
A. Lacked B. lacking of
C. Lacking D. lacked in
(2)完成句子 (原创)
①因为缺乏兴趣这次旅行被取消了。
The trip was cancelled through .
②他缺乏信心。
He .
解析:(1) 选C。考查分词作状语。his parents与lack之间呈主谓关系，所以应用现在分词作状语;lack作动词时不与of搭配，所以答案选C。
(2)①lack of interest ②lacks confidence
3. sight
n. 视力;视觉;看见;光景，奇观;名胜
常用结构：
lose sight of 看不见;忘记;失去
catch sight of sth./sb. 看见某物/人
at first sight 初看之下;乍看起来
at (the) sight of 一看见就……
out of sight 看不见
be in sight 看得见，在眼前
Out of sight, out of mind. 眼不见,心不烦。
Last summer we had seen the sights of Beijing.
去年夏天我们游览了北京的名胜。
Crusoe was frightened at the sight of a man’s footprint.
克鲁索看到一行人的脚印，他非常害怕。
高手过招
(1)单项填空
For miles around me there was nothing but a desert, without a single plant or tree .
(2010?01?陕西商洛检测)
A. in sight B. on earth
C. at a distance D. in place
(2)完成句子 (原创)
我们失去了许多珍贵的动物。
We several precious animals.
解析:(1) 选A。in sight为固定搭配，意为“看得到”;on earth用在疑问句或否定句中，用来加强语气，意为“究竟;到底”;at a distance意为“在远处”。
(2)have lost sight of
4. require
vt. 需要;要求;命令
常用结构：
require that+主语+(should)+动词原形 需要某人做某事
require sb. to do sth. 命令某人做某事
require sth.(of sb.) 要求(某人)某事
I will do everything that is required of me.
凡是要求我的事，我都会办到。
The situation requires that I(should)be there.
形势需要我去那里。
温馨提示
require后接宾语从句时，宾语从句必须用should do的虚拟语气，其中should可以省略。
另外，表示“需要”，且是物作主语时，后接动词 ing形式的主动形式表示被动含义，可以等于不定式被动形式;在这一点上，need和want用法相同。
The house requires mending.
=The house requires to be mended. 房屋需要维修。
All cars require servicing regularly.
所有汽车都需要定期检修。They required him to keep it a secret.
他们要求他对这事保密。
高手过招
单项填空
①In competition, women are required some of their e-ercises music.(2010?01?山西平遥检测)
A. perform; to B. to perform; to
C. performing; with D. to perform; by
②All the people present agreed that the matter required . (2010?01?山西太原检测)
A. to look into B. being looked into
C. to be looked D. looking into
解析: ①选B。be required to do sth.意为“被要求做某事”。第二个空的to是介词意为“随着，伴着”。
②选D。require, want, need表示“需要”，当其主语是动作的承受者时，其后的宾语常用动词不定式的被动形式或动名词的主动形式。
5. assist
vt.&vi. 帮助;援助;参与;出席
常用结构：
assist sb. in/with sth. 帮助(某人)某事
assist sb. in doing sth. 帮助(某人)做某事
assist sb. to do sth. 帮助(某人)做某事
assist with 帮助(照料，做);在……上给予帮助
I am willing to assist you whenever there is an opportunity.
有机会我愿随时帮你。
I’m afraid I can’t assist you, you have to go and see the manager. 我恐怕帮不上忙，你得去找经理。
The headmaster assists with a lot of things when free.
有空时校长会帮忙做很多事。
高手过招
用assist的相关短语填空 (原创)
①The young nurse was very nervous when she in her first operation.
②A team of nurses the doctor performing the operation.
③She employed a woman to her the housework.
④Good glasses will you read.
答案：①was assisting ②assisted; in
③assist; with ④assist; to
重点短语
6. take up
从事;占(时间、空间、注意力等);继续
This table takes up too much room. 这张桌子太占地方。
She has taken up a job as a teacher. 她当上老师了。
This chapter takes up where the last one off.
本章继续上一章的内容。
联想拓展
take off 脱掉(衣服等);起飞;打折;作为折扣而减价
take over 接管;获得对……的控制或管理
take apart 拆开;分开后将……分成许多部分
take for 把……视作;误认为
take...for granted 认为……是理所当然
take down 写下;记下
take back 收回(诺言)
高手过招
单项填空
①In Singapore, a southeastern Asian country, the Chinese people the largest percentage of its population, so you can speak Chinese there. (2010?01?安徽利辛检测)
A. make up B. take up
C. hold up D. turn up
②Since the 2008 Olympic Games Beijing has taken a new look everywhere. (2010?01?山西四校检测)
A.Up B. on C. over D. Off
解析: ①选A。考查短语辨析。make up编造; 弥补; 组成; 构成;take up拿起来; 占据(时间或空间);hold up阻止;turn up开大; 调高; 出现。
②选B。考查短语辨析。take on呈现; take up拿起; 从事; take off脱下; take over接管。
7. sweep up
打扫;横扫
These students are sweeping up dead leaves.
这些学生们正在扫(拢)落叶。
He ran forward and swept her up into his arms.
他跑上前去一把将她抱在怀里。
The whole country was swept up in the e-citement.
全国上下都沉浸在兴奋的气氛中。
We’d better sweep up all the bits of broken glass quickly.
我们快点把玻璃碴子扫干净。
联想拓展
sweep aside 放/堆到一边; 不予理会
sweep away 扫清;消灭;彻底消除
sweep off 扫清; 吹走; 大量清除
sweep out 扫掉; 清除
sweep over 将……一扫而光; (某种感情)掠过(……的心头)
高手过招
用sweep up的适当形式填空 (原创)
①After the party, the house needed .
②The leaves were into the air by the strong wind.
答案：①sweeping up ②swept up
重点句型
8. This is similar to the “jet lag” you get from flying,...
这就与你乘坐飞机会产生时差反应相似，……
联想拓展
when flying是when you are flying的省略形式。在有些表示时间、条件、方式或让步的状语从句中，如果谓语包含动词be，从句的主语又和主句的主语一致，或者主语是it，通常可以把从句中的主语和be动词省略。
When asked where’s the toilet, the waitress showed the way politely to the guest.
当被问及厕所在哪里时，服务员非常有礼貌地给客人带路。
Until finishing the homework, the child was allowed to watch the cartoon film.
直至完成作业，小孩才允许看卡通片。
If necessary, you can call help from the police.
有必要时，你可以向警方求助。
高手过招
翻译句子 (原创)
①即使被打死，他仍然保守秘密。
②可能的话，到机场来接我。
③过马路时，孩子们被要求停下观望，再手牵手通过。
答案: ①Though beaten to death, he still kept the secret.
②If possible, please come to meet me at the airport.
③When crossing the road, the children are required to stop to look around and walk hand in hand.
9. ...some chairs rose from under the floor as if by magic.
……一些椅子就像变魔术一样从地板下面升了起来。
注意：from后面有时可接介词短语或where从句。
from under the floor 从地板下面
联想拓展
from behind the door 从门后面
from under the table 从桌子底下
From under the tree the man kept an eye on the sheep.
那个老人从树下留意着他的羊。
高手过招
单项填空
His head soon appeared out of the window, he saw nothing but trees. (2010?01?山西大同检测)
A.Where B. which C. there D. from where
解析:选D。该句是非限制性定语从句，尽管先行词可以表示地点，但句中强调目光的发出地，所以应用介词from+关系副词where。
高中英语外研版必修五module3教案5
Teaching points: Grasp the important words and phrases.
一、Warming up: 1. Greeting:
T: Hello, boys and girls. Let us recite the seasons. Ok?
Ss: Ok.
T and Ss: spring, summer, autumn and winter.
T: What day is it today?
Ss: Today is ……
2. Saying a chant:
Hello, Meg, hello, Ted.
What’s his name? He is Ben.
What’s her name? She is Pat.
How old is she? She is eight.
How old is he? He is nine.
3. Singing “Head, shoulders, knees and toes.
二、New concept.
T: Oh, you are great .Today let us learn
Module 6Activities
Unit 1 What do you do at the weekend? (Writing and reading)
1. T: Do you like playing football?
Ss: Yes, I do.
T: What do you do at the weekend? (e-plain in Chinese )
Ss: I play basketball.
T: I like reading at the weekend .What about you?
Ss: I like swimming.
T: You are great.
T: And what do you have at school?
You can say: I have ……
Ss: I have English and Chinese.
T: Do you like maths?
Ss: Yes, I do. / (No, I don’t.)
T: What do you do at 5 o’clock in the morning?
I sleep in the morning. What about you?
Ss: I sleep too.
2. Do e-ercises: On the board write the following list
1) What do you do at the weekend?
I………..
2) What do you have at school?
I have …… and ……
3. Listen and say. Play the tape, pause it after each utterance and let the Ss repeat the sentences.
4. Show the Ss some books .For e-ample “Maths” “Chinese” “Science”
Show the Ss some pictures “football” “sleep” “swimming
5. Te-t 1) Listen and look.
2) Answer questions:
What do you do at ……o’clock in the morning?
What do you have at school?
三、Homework: 1) Read the te-t frequently and recite the te-t.
2) Copy the following sentences 2 times.
What do you do at the weekend?
What do you have at school?
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