2020届一轮复习人教版必修五Unit3Lifeinthefuture单元教案（10页word版）

2020届一轮复习人教版必修五Unit3Lifeinthefuture单元教案（10页word版）

‎2020届一轮复习人教版必修五Unit3Life in the future单元教案 Period1Warming up and reading教案 第一部分 教学设计说明 About the topic and the structures 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《金色教案》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。‎ Period 1‎ Reading ‎ 阅读课 Warming Up 部分教师可以选择Warming up by filling the chart, Warming up by looking into the future, 或者Warming up by watching a future film 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》。‎ Period 2‎ Learning about language ‎ 知识课 Learning about language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。‎ Period 3‎ Using language 运用课 Using language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 Period 1‎ ‎ 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。‎ Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。‎ Period 3 将Using language 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）”。‎ Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。‎ Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。‎ 第二部分 教学资源说明 Section 1‎ 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。‎ Section 2‎ 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。‎ Section 3‎ 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。‎ Part 1 Teaching Design 第一部分 教学设计 Period 1 A Sample lesson plan for reading ‎(FIRST IMPRESSIONS)‎ Introduction In this period, after the warming up, students will be guided to read a narration about life in the future. They shall be reading the text by means of reading for structures, reading and copying, reading the text to decide on the type of writing and summary of the idea, making a chain of events from the text First Impressions and retelling the text in their own words with the help of the diagram. The period will be closed down by students taking a quiz.‎ Objectives ‎■ To help students learn to make predictions and conjectures ‎ ‎■ To help students learn to read a narration about future ‎ ‎■ To help students better understand “future life”‎ ‎■ To help students learn to use some important words and expressions ‎■ To help students identify examples of “The past participle<3> as the adverbial & attribute” in the text Focus Words remind, lack, ache, hover, bend, press, master, flash, switch, imitate, assist, skip, require Expressions take up, remind…of…, lose sight of…, catch sight of…, sweep up, speed up, assist in ‎ Patterns Worried about the journey, I was unsettled for the first few days. ‎ Wang Ping was very understanding. ‎ The capsule shook as we lay relaxed by our dreams. ‎ Confused by the new surroundings, I was hit by the lack of fresh air.‎ He…hurried me through to a small room nearby for me to rest..‎ I saw the area again as it had been in the year AD 2005. ‎ Aids Multimedia facilities, tape-recorder, photos, diagrams ‎ Procedures ‎1. Warming up ‎ ‎⑴Warming up by filling the chart ‎ Hello, everyone! How did you come to school today? By bus, by bike, by motorbicycle, by car or on foot? ‎ Have you ever thought about the changes in transport that have taken place since the First Emperor, Qin Shihuang traveled in his carriage? Turn to page 17. Read the chart and discuss in pairs to fill it.‎ Now what changes would you might expect to see in the next two thousand years?‎ ‎⑵ Warming up by looking into the future Hello, everyone. Today we take Unit 3, Life in the future. As it is known that the world is changing fast. Then what will the future life be like?‎ I think the dead can live again in the future. About 50 years from now, it will be possible to use virtual reality to bring the dead back to life. People will drag out their old and boring home movies and choose a relative to bring back to life. The visual will be combined with records about that person to create a virtual relative. Then the family can have a chat with that relative, keep it running, and live with it. The experience will be like living with a ghost.‎ ‎⑶Warming up by watching a future film Today we are going to take Unit 3 Life in the future. But first let’s watch a future film called Back into the future.‎ ‎2. Pre-reading by brainstorming Before we read the text First Impressions, we shall spend some time brainstorming for problems facing human beings today and in the future in AD 3005.‎ ‎ ‎ The Seven Serious Problems Facing Mankind 人类面临的七大问题 ‎3. Reading for structures Now we have come to the text FIRST IMPRESSIONS. Let’s read it for the structures, of the sentences, of the paragraph, and of the text as a whole, first. ‎ Attention, please. What problems do you have with the structures of the sentences, of the paragraph, and of the text as a whole?‎ If you cannot solve the problems put them to me.‎ ‎4. Reading and copying Next you are to jot down all the expressions useful to you. After class write a short passage, making use of the expressions. ‎ Expressions from the text FIRST IMPRESSIONS take up one’s prize, rub one’s eyes, remind oneself that…, be unsettled for some time, suffer from…, time lag, get flashbacks from…, feel nervous and uncertain, transport …into…, in a time capsule, climb in through…, lie relaxed, be one thousand years in the future, be confused by…, solve the problems, hurry…through…, in no time, on one’s feet, float above…, press down on…, move swiftly, master the idea, get lost, fly by, in all directions, lose sight of…, be swept up into…, provide…with…, flash a switch on a computer screen, rise from under the floor, by magic, one’s first time travel trip, plenty of…, spread…on…, produce a bed from the floor, slide into…, fall fast asleep ‎5. Reading the text to decide on the type of writing and summary of the idea Type of writing This is a piece of narrative writing.‎ Main idea of the passage ‎ It tells about Li Qiang traveling to the year AD 3005 and his experiences there.‎ Topic sentence of 1st paragraph I have traveled to the year AD 3005.‎ Topic sentence of 2nd paragraph I was still on the earth but one thousand years in the future.‎ Topic sentence of 3rd paragraph I was hit by the lack of fresh air.‎ Topic sentence of 4th paragraph Tomorrow I will be ready for other visits organized by “ Future Tours”.‎ ‎6. Making a chain of events from the text First Impressions ‎ ‎7. Retelling the text in your own words with the help of the diagram above A retold passage of the text I am Li Qiang. I was taking up my prize of traveling to the year AD 3005 by a time capsule. I was worried about the trip feeling unsettled for some time. As a result, I suffered from “time lag” which is similar to “time lag”. I got flashbacks from my previous time period, that is, from the years before 2005. I felt nervous and uncertain. The some green tablets helped me a lot. I was finally transported into the future, arriving the year AD 3005, by a time capsule.‎ ‎…‎ ‎8. Closing down by taking a quiz Fill in the blank with one word to complete the summary of the text.‎ As today's world quickly 1 _____ , we need to make reasonable 2 _____ about what kind of life we want to live. Keep 3 _____ mind that if we don't decide, then it will be 4 _____ for us. We will find ourselves doing 5 _____ we don't really enjoy, things that harm 6 _____ health, things with unexpected future consequences, 7 _____ things that fill our lives with fear 8 _____ tension (violence can be made to 9 _____ attractive and exciting). In the future, as 10 _____ gain knowledge and insight, we will want real 11 _____, the freedom to make smart choices 12 _____ what is best for ourselves.‎ ‎（Keys: 1 changes 2 choices 3 in 4 decided 5 things 6 our 7 or 8 and 9 look 10 we 11 freedom 12 about）‎ Work out the word and structure questions.‎ ‎1. Rubbing her eyes ____ her that she has been caught by a UFO.‎ A: noticed B: told C: reminded D: worried ‎ ‎2. Famous for her _____ , his school, named Future Workers has turned out thousands of graduates. ‎ A: experts B: skills C: experiences D: expertise ‎ ‎3. I was still in the classroom but five hundred year _____ the future.‎ A: into B: in C: past D: beyond ‎4. He came back in _____ time.‎ A: short B: some C: no D: much ‎ ‎5._____ some books on the desk, he produced a computer from the wall.‎ A: Showing B: Having C: Spreading D: Writing ‎ ‎(Keys: CDBCC)‎ Period3Learning about language教案 ‎(The Past Participle<3> as the Adverbial & Attribute)‎ Introduction In this period students will be mainly learning about the past participle<3> as the adverbial & attribute. The procedures go like this: Warming up by taking predictions of the future, Doing vocabulary exercises, Studying The Past Participle as the Adverbial, Studying the past participle as the attribute, Closing down by looking and practicing. ‎ Objectives ‎■ To help students learn about the past participle<3> as the adverbial & attribute. ‎ ‎■ To help students discover and learn to use some useful words and expressions Procedures ‎1. Warming up by taking predictions of the future ‎ To begin with let’s looks in pairs at THE FUTURE and makes suggestions so we can make better choices about our future. ‎ Write down your predictions in no more than 100 words each. ‎ The Dead Can Live Again (maybe by 2030)‎ 死去活来 Computers Will Become the Creators (maybe by 2050)电脑主宰 Duplicated People (maybe by 2070) ‎ 人类复制 In the future, it will be possible to use virtual reality to bring the dead back to life. People will drag out their old and boring home movies and choose a relative to bring back to life. The visual will be combined with records about that person to create a virtual relative. In time, more advanced computers will be able to suggest innovative alternatives, recognize patterns, and be creative. They will develop intuition and be able to respond to feelings in a feeling way. They will be able to think as well as or better than the human mind. Once one of you is duplicated, you will just have to press control "D" and you will have two of you, unless you have placed yourself on a clipboard, then press control "V". If you want 500, select 500. ‎ ‎2. Doing vocabulary exercises To discover and use useful words and expressions turn to page 19. Do vocabulary exercises 1 & 2. Check your work against your neighbor’s. Just write your answers in the blank on the page.‎ ‎3. Studying The Past Participle as the Adverbial具副词功能的过去分词短语 和现在分词及短语一样，过去分词（past participles）或过去分词短语（past participial phrases）也可以充当副词，修饰谓语动词。 ‎ 过去分词短语可以表达下列四种意思： ‎ ‎（1）方法或活动方式，如： ‎ ‎● He walked up and down, lost in thought. ‎ ‎● I sat before the desk until after mid-night, absorbed in writing. ‎ ‎● Surrounded by a host of fans, the film star left the airport excitedly. ‎ ‎（2）原因，如： ‎ ‎● Greatly disappointed, some staff decided to leave the place. ‎ ‎● Taken by surprise, the enemy surrendered. ‎ ‎（3）时间，如： ‎ ‎● Born and bred in a turbulent age, the older generation of people experienced all sorts of hardships. ‎ ‎● Thrown to the floor, the boy regained his footing a few minutes later. ‎ ‎（4）条件，如： ‎ ‎● Given more time, the slow learners would have done better. ‎ ‎● Criticized by someone else, Tony would not have flared up like that. ‎ 除了直接修饰动词之外，过去分词或短语也可以和连词合组成短语，表示下列四种意思： ‎ ‎（1）由 when, whenever, while, until 等连词引导，表示“ 时间”，如： ‎ ‎● When asked about his previous job, Bill said he had been a motor mechanic. ‎ ‎● Susan seldom speaks in class until spoken to. ‎ ‎（2）由 where, wherever 连词引导，表示“地点”，如： ‎ ‎● Mosquitoes should be completely exterminated where found. ‎ ‎● Retirees in good health should be invited to return to work wherever needed. ‎ ‎（3）由 if, unless 引导，表示“条件”，如： ‎ ‎● If kept for too long, some medicines will lose their effectiveness. ‎ ‎● We have made a point of not attacking unless attacked. ‎ ‎（4）由 though, although, even though 连词引导，表示“让步 ”，如： ‎ ‎● Though warned of the danger, they still went mountaineering. ‎ ‎● Even though defeated for a second time, our team did not give up hope for the ultimate victory. ‎ 此外，过去分词短语还可以和介词“with”或“without”连用，具副词作用。如： ‎ ‎● With the water pipe choked, there wasn't any more water for use. ‎ ‎● Without anything left in the kitchen, the Wangs decided to eat out. ‎ 最后，过去分词短语，在适当情况下，可以有自己的主语而变成独立结构（the absolute construction），如： ‎ ‎　● The old man listened, his head inclined to one side ‎4. Studying the past participle as the attribute 过去分词作定语，在语态上，表被动；在时间上，表示动作已经发生或完成，与它所修饰的名词有逻辑上的动宾关系。过去分词作定语时，所修饰的名词在逻辑上相当于被动句中的主语，过去分词相当于谓语。 ‎ 过去分词作定语表示动作在谓语动作之前发生，已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来，因为只有及物动词才有被动意义。例如： He is a teacher loved by his students. 他是个很受学生爱戴的老师。 ‎ 也有用不及物动词的过去分词作定语的情况，一般作前置定语，它不表示被动意义，只表示主动意义，强调动作完成。不能像及物动词的过去分词那样放在名词后面作定语。例如： fallen leaves 落叶, retired workers 退休工人, the risen sun 升起的太阳 ‎ 注意下面过去分词作定语的几种情况： ‎ A. 单个的过去分词作定语一般放在被修饰的名词之前。例如： ‎ We needed much more qualified workers. 我们需要更多的合格的工人。 ‎ My friend is a returned student. 我的朋友是个归国的留学生。 ‎ 单个分词也可以作后置定语，用以强调动作。例如： ‎ They decided to change the material used. 他们决定更换使用的材料。 ‎ B. 过去分词短语作定语要放在被修饰的名词后面，作后置定语，其作用相当于一个定语从句。例如： ‎ The student dressed in white is my daughter.(=The student who is dressed in white is my daughter.) ‎ C. 如果被修饰的词是由every/some/any/no+thing/body/one所构成的复合代词或指示代词those等时，即使一个单一的分词作形容词用，也要放在被修饰词的后面。例如： ‎ Is there anything unsolved? ‎ There is noting changed here since I left this town.‎ D. 单个过去分词前加一名词或副词，常用连字符将它们连接起来构成一个复合形容词，放在其修饰的名词前，作前置定语。分词前加的名词表示分词的动作或行为主体，所加的副词表示方式、时间、程度、性质等意义。例如： ‎ This is a state-owned factory. ‎ This is our school-run factory. ‎ E. ‎ 作前置定语的某些动词的过去分词的形式与作谓语或表语的过去分词的形式往往不一样。例如： ‎ ‎ 原 形 用作定语的过去分词 用作表语或谓语的过去分词 ‎ drink drunken drunk ‎ ‎ light lighted lit lit ‎ melt melten melted ‎ sink sunken sunk We lit the candle and the candle lit up the room. 我们点着蜡烛，蜡烛照亮房间。 ‎ There is a lighted candle on the table. 桌上有一支点着的蜡烛。‎ ‎5．Looking back 高考经典题回放 ‎1. ______ time, he will make a first-class tennis player. ( 2003 北京)‎ ‎ A．Having given B. To give C. Giving D. Given ‎2. The disc, digitally ______ in the studio, sounded fantastic at the party that night. ‎ ‎(2004上海) ‎ A. recorded B. recording C. to be recorded D. having recorded ‎3. ______ with a difficult situation, Arnold decided to ask his boss for advice. (2005北京春) ‎ A. To face B. Having faced C. Faced D. Facing ‎4. When first _____ to the market, these products enjoyed great success. (2004吉林) ‎ A. introducing B. introduced C. introduce D. being introduced ‎5. The repairs cost a lot, but it’s money well _____ . (2004湖北)‎ A. to spend B. spent C. being spent D. spending ‎6. ______ in the mountain for a week, the two students were finally saved the local police. ‎ ‎(2005江苏)‎ ‎ A. Having lost B. Lost C. Being lost D. Losing ‎7. _______ in a white uniform, he looks more like a cook than a doctor. ( 2005 湖南)‎ ‎ A. Dressed B. To dress C. Dressing D. Having dressed ‎8. ______ into use in April 2000, the hotline was meant for residents reporting water and heating supply breakdowns. ( 2005上海)‎ A. Put B. Putting C. Having put D. Being put ‎9. No matter how frequently_____, the works of Beethoven still attract people all over the world.‎ A. performed B. performing C. to be performed D. being performed（2006广东B）‎ ‎10. _____ with so much trouble, we failed to complete the task on time.‎ A. Faced B. Face C. Facing D. To face (2006四川) ‎ ‎11. _____ automatically the e-mail will be received by all the club members. ‎ B. A. Mailed out B. Mailing out C. To be mailed out D. Having mailed out (2006上海)‎ Keys: 1-5ＤＡC BB; 6-11ＢＡＡAAA ‎6. Closing down by looking and practicing To end this period let’s go back to page 17 to look for and jot down all examples of The Past Participle as the Adverbial & Attribute in the text. Then in pairs start doing ‎ the four grammar exercises on page 20 &21.‎ Period5Using language教案 ‎(I HAVE SEEN AMAZING THINGS)‎ Introduction Language is learned to be used in and for communication. So in this period we shall have the students warmed up by talking about what the future hold, read an article I have seen amazing things and underline the useful expressions, fill the chart and listen and answer. The period will be closed down by students questioning and answering. ‎ Objectives ‎■ To help students read the passage “I have seen amazing things on page 21‎ ‎■ To help students use the language by listening, speaking and writing as well Procedures ‎1. Warming up by talking about what the future hold Looking at the picture below and talk in groups about what you think the future hold for us.‎ What does the future hold? Everybody's got an opinion.‎ With all the peaks and valleys of human experience in the last few decades, people still desire to know what the future will hold.‎ What Does the Future Hold? An email from Tom reads:‎ Imagine someone from another planet returning to Earth in the 24th century. A reception is held in his honor and, while he is chatting with someone he overhears…‎ ‎2. Reading and underlining Now read to the tape and underline all the expressions useful to you. After class you are to copy them into your note book.‎ Expressions from I HAVE SEEN AMAZING THINGS ‎ consider…the most modern, be described as…, an area without light of any kind, assist in the discovery of…, skip around…, travel many light years away from…, melt metal, produce a liquid, cover…with…, go soft, speak in whispers, shout loudly in the ears, a strange mixture of carrot juice, be mixed with…, shake from side to side, tell which is which ‎3. Filling the chart Next you are going to complete the worksheet on page 22 by writing identified details about the three items in the chart.‎ Then use your imaginations to think up and talk about the best possible future life for yourselves.‎ ‎4. Listening and answering I will play a tape about Wonderland to you and you are going to listen and answer the questions on page 23.‎ ‎5. Closing down by questioning and answering ‎ In pairs ask and answer questions about what life will be like in your country in 1000 years’ time. Use expressions like: ‎ Talking about what life will be like in your country in 1000 years’ time Suppose that…‎ I wonder if…‎ Is it likely/ unlikely that…?‎ Do you imagine that…?‎ Is it possible that…?‎ Do you suppose that…? Perhaps…‎ Maybe…‎ Possibly…‎ Most likely…‎ Probably…‎ I’m sure…‎