人教版高中英语教案必修五Unit3LifeinthefuturePeriod2

1Period2ReadingTheGeneralIdeaofThisPeriodThisisthesecondperiodofthisunit.Thisperiodcentersonthereadingpassage,whichisaboutfirstimpressionsinthefuture.Atthebeginningoftheperiod,theteachercandesignsomeactivitiestodrawthestudents’attentiontoread.Inordertoattractthestudents’attention,theteacherhadbetterofferthestudentstheopportunitiestohaveacompetitionaboutpreparingknowledgeoffuture.Thentheteachercanmakefulluseofthepicturespresentinthetext.Askthestudentstopredictwhatthepassagemaybemainlyabout.Thisstepisdesignedtomakeforpreparingforunderstandingthepassage.Readingskillsareveryimportantforseniorstudents.Forthefirstreading,weintendtocultivateSs’skimmingabilityandscanningability.Firstaskthestudentstoscanitandfindoutcharactersmentioned.Thenletthestudentsreadfasttofindoutmainideaofeachparagraph.InordertostimulateSstotakepartintheclassactivitymoreactively,theteachercanorganizeagroupcompetitiontoseewhichgroupcanfinishthetaskfastestandbest.Forthesecondreading,thestudentsareexpectedtoknowsomedetailsaboutthepassage.Lateron,theteacherwillpresentfivestatementsforthestudentstojudgeandasksomequestions.Thethirdtimeistoreadforstudyfurtherinformation.ThispartisdesignedtogetSsintothehabitofreadingapassageasawhole,thatis,togetthegeneralidea.AnotherpurposeofthispartistoaskSstopayattentiontothedetails.TodevelopSs’furtherunderstandingability,theteachercandesignsomequestions,whoseanswersarebeyondlines.Sotheteacherwillhelpthemtoreadbetweenthelines,thusSscangraduallygettheabilitytounderstandthewriter’simpliedmeanings.Inthisstep,theteachercanalsodesigntheexerciseofguessingthemeaningofnewwordsorphrases.TheteacherasksSstoreaditagaininordertomakethemthinkabouttheorganizationofthewholepassage,andthismethodcanhelpthemnotonlyintheirunderstandingbutalsoinwritingapassage.Toconsolidatethecontentofthepassage,Ssarerequiredtoretellitaccordingtomainidea.InTeachingImportantPointsGetthestudentstolearndifferentreadingskills,especiallygistreadingandunderstandingTeachingDifficultiesTeachingAidsMulti-ThreeDimensionalTeachingAimsKnowledgeAimsAbilityAimsEmotionalAimsStirthestudents’imaginationforthefuturelifetoencouragethemtoworkhardforthebright2TeachingProcedureStep1GreetingFirstTalkingaboutwhattosee(Theteacherhadbetterpreparesomepicturesormoviesaboutgreatchanges,whichhavehappened,comparedwiththeancienttime.)S:Inthepastflyingintotheskywasonlyadream,whilenowithascometrue.Shenzhou6safelytookoffonOct.12thandreturnedtotheearthonOct.17thsuccessfully.S:Ithinkgreatchangeshavetakenplace,whichismakingourlifeeasierandeasier.S:Ithinkpeopleusedtobreathefreshairanddrinkcleanwaterwhilewearesufferingfrompollutiontoday.SecondBrainstormingT:Iftodaywereadayof3000years,canyouimaginewhatyourlifewillbelikeinthefuture?Useyourheadsandgoodimaginationtodescribeyourfuturelife.Youcanrefertothequestionsif(Showingthequestionsonthescreen.)4.WhatkiS:Inthefuturepeoplewillcommunicatemoreeasilyandconveniently.Theycantalkonthe3phoneandsende-mailsontheInternet,likeshopping,reading,borrowingbooks,depositingmoney,orderingmealsortickets.S:Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcanceS:Inthefuturepeoplewilltraveltodifferentplaces.NotonlydotheyenjoylocaltravelbutThirdPresentationT:Ienjoyyourimaginationaboutfuture.Somepeoplearelookingforwardtotheknowswhatwillreallyhappentomorrow.Timewilltellusall.Seeingisbelieving.Now,let’sreadanewpassage,inwhichthereisaboywhohasgonetothefutureinAD3005inadvance.HewilltellFourthTalkingaboutpicturesT:First,let’senjoysomepicturesonPage18.Canyoudescribewhatthepicturessay?Prepareforitintwominutes,andthenexchangeyourideawithyourpartner.Finallyyouwillshowyour(Theteacheristojoinintalkingwithstudents.Later,asksometoreportwhatthepicturesareabout.)T:Now,wouldyoupleasepredictwhatthepassagemightbemainlyaboutaccordingtopictures?S:IthinkitmaytellusthetriptothefutureinAD3005dependingonpictureone.S:Accordingtothesecondpicture,theauthorwillshowusaroundthefuture.S:Inthepicturethree,Icanseesomeequipmentinthefuturehome,soIthinkitwillintroducesomeadvancedhomeinthefuture.T:Excellent.Now,let’sreadtoseewhetherwhatyoupredictisright.Step3ReadingFirstScanningtofindoutmaincharactersT:Scanthepassageandfindoutwhoarementionedinthepassage.WhatistherelationshipS:LiQiang,WangPing,LiMengxi(WangPing’smother).WangPingisLiQiang’sfriendT:ThepassageisanE-mailinfact.Whowrotethise-mail?Andwhoisthee-mailfor?Whatishise-S:[e-mail]ainideaforeachparagraphT:Skimeachparagraphandfindoutmainideaforeachone.Whenyouwanttofindmainideaofeachparagraph,youespeciallypayattentiontothefirstsentenceandthelastone,whichmayhelpyoufindthemainideaquickly.Iwillgiveyou(Theteacheroffersthreeminutestothestudentstodoit.Laterasksomestudentstoanswer.)Suggestedanswers:Para2ThPara3Hewasconfusedbythenewsur4ThirdListeningtothetapetotellthefollowingstatementstrueorfalseT:Listentothetapetocatchsomeimportantinformationaboutthepassage.Thenyouwillbeaskedtotellthefollowingsta