【市级公开课教案】人教版英语Module 5 Unit3 Life in the future Vocabulary Revision

1、人教版高三英语Module 5 Unit3 Life in the future Vocabulary Revision -从语境，语块，语篇中识记单词The analysis of teaching materialsThis class is focused on the vocabulary revision of Module 5 Unit 3 life in the future. I divide the revision into two parts, one is words, and the other is chunks. Key words in this units a

2、re lack, impression, remind, tolerate. Those words not only require students to be familiar with their usage, but also to put them into use in doing exercises. The chunks are the phrases related to take, noun phrases used as a conjunction, adj. as adverbial, it looks as if .The analysis of studentsT

3、he students are in Class 5 Grade 3. Most of them have a poor English basis. In the last year of high school, they are constantly dealing with doing homework, taking the exams and reciting the words. To some degree, they are not so interested in English like before. But all the students in this class

4、 are quite active, they can cooperate with teachers very well in the class. They indeed need a fresh English revision class to lift their spirits. Teaching aimsKnowledge aimsFamiliarize the students with the usage of some important words and chunks in this unit.Ability aims1. Develop students variou

5、s abilities of vocabulary revision, such as guessing words, making sentences in different contexts and summarize the usage of some important words and chunks.2. Enable students to describe pictures using the words and chunks that they have gone over today.3. Enable the students to finish a compositi

6、on using the words and chunks that they have gone over today.4. Enable students to create a report using the words and chunks that may have gone over today.Cultural awareness1Encourage students to imagine the future world, further drive them to picture various future designs in their minds and final

7、ly excite their interest in future life.2. Cultivate their co-operative learning awareness.Teaching difficultiesHow to drive Ss to apply what they have gone over to use, how to transfer their input to output?Teaching key points1. Tell students some tips of vocabulary revision.2. Get students to do d

8、ifferent kinds of activities using what they have gone over today.Teaching methods:1. Different contexts are given to drive students to make sentences, describe pictures, even create a report on the basis of what they have learnt.2. Individual work, pair work, group work to consolidate what they hav

9、e learnt.Teaching media:Blackboard, multi-mediaTeaching Procedure教学设计与过程设计思想Round 1 Words in the contextActivity 1 Lead inGuessing some important words of this unitShow 5 pictures about the problems we face today, such as drought, traffic jam, deforestation, water pollution, list impressively in stu

10、dents minds the 5 important words of this unit lack, tolerate, sight, impression, remind. Activity 2 Explain the usage of those wordsLack: using different expressions to express the same meaning.Remind: using pictures to learn its usage in different contexts.Round 2 Chunk learningActivity 1 Phrases

11、FlashbackHelp Ss have a general idea of the phrases in this unit.Activity 2 explain the chunksTake : go over the chunks related to take one by one.The instant: first, ask students to fill in the following blanks: The instant _, I feel sleepy. The instant_, I rushed out of the class room. The instant

12、_, it began to rain. The instant_, I lay on the sofa.Then present a picture about a superstar, give them a context, “the instant the superstar appears” tell them to show what happened in this case. Every answer based on the picture or their imagination is welcome. Finally ask students to brainstorm

13、the similar noun phrases which can be used as a conjunction, give them another context, “every time the exam is coming” It looks as if : present 4 expressions, ask students to make 3 sentences per expression, using the structure: It looks as if she wereIt looks as if she had + p.pIt looks as if she

14、wouldAdj. used as adverbial: first explain the sentence in this unit Exhausted, I slid into bed and fell fast asleep. Then ask students to do the following exercises.Deeply _ (move) by what the guide said, the tourists couldn't help cryingToo _ (excite), the old man lost sight of the coming bus.

15、Translation 李强坐立不安，一晚都没睡着(提示：坐立不安的 unsettled)-_工作一天之后，李强感到很累。他爬上床很快就睡着了。_Finally display 4 pictures on the screen and tell students to make whatever sentences they can by imitating the structure they have just learned.Round 3 words in passage Deal with a composition using the words and phrases that

16、appear in this unitFirst ask students to translate those sentences and organize them into a passage.基础写作：尽可能用本单元学过的词或短语翻译下列句子，然后将这些句子连成一篇意义连贯的短文。1在一个寒冷的冬天的晚上，我看到一位老太太在街边卖水果。(catch sight of)2看上去好像这位老太太卡患了重感冒，不断地咳嗽。(as if; constantly)3我正想过去买些水果的时候，一位骑摩托车的年轻人不小心把她的篮子撞翻了，水果撒的到处都是。(knock over; in all dir

17、ections)4这位年轻人加快速度一下子跑了。(speed up)5因为害怕和震惊，老人什么事情也做不了。（形容词充当状语）6一见到此，我立刻上前帮助她捡水果，并提醒她要注意安全和保重身体。( the instant, remind to)7她笑着说没事，并一再向我表示感谢。8我对她的乐观的态度印象非常深刻。(impression) On a cold evening, I _ _ _an old women, it looked as if she suffered from a bad cold and coughed _, selling fruits in the street. I

18、 was about to buy some _ a young man running a bike knocked her basket over by accident. The fruits went _ _ _, but the young man _ _and ran away in no time. _ and _, the old women couldnt do anything. The instant I saw this, I assisted her in _ _ all the fruits swiftly and _ her _-be careful and ta

19、ke good care of herself, she thanked me greatly and said she was ok, smiling ,whose _ attitude gave me _ _ _.Round 4 I can explore moreOrganize students into groups and encourage them to design a future invention in their mind. Open their imagination and create a report using the words and chunks le

20、arned in this class. To reduce the difficulty, present 4 vivid inventions in 3000 to them. Based on the key words of every picture, they are required to describe one of those pictures. Homework: 1. Recite the key words and chunks of this unit.2. Write a passage about your design and prepare to show it in the whole class Activity 1 Lead in通过形象的图片让学生猜测本单元重点单词，直观地，生动地让学生道出答案，并且所选图片主题一致，内容统一。Activity 2 Explain the usage of those words通过使用不同方法表达同一个意思，以及运用图片给与情境提示等方法让学生学会同一个词在不同语境下的不同用法