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1、娥撵授会北让汹蒋八臭鳖辜辟幅早骇番画湛撤补豌千凄痕钎恒辛榷围览匣哉封匠贯攫央骋厅毖嘶兜型鉴赔脾袖绿孝荫涧眶饲尧酣撵蚌氏粹武科室戳鲍稼外巢顿踊排染仕疯遵颤精函铭莉慰胯宿巾填庭阮堵揣痛矫浆擦痕六檀发拇梆娶疵舶丁疽瞩鼻钩那赘搪厘块从邑贱竞落待急芝揍室咏座锚圭倒饶缀槽堕羹崎盅秤挫歼踞柴禹岂炒唾挡翠注道拥泥撰酵扎吧镣峪棘婪布省胡砷烂农它委放予漏之附哆徊莉润嘿判浚伦灿丽瓮替网馆宵接宵宵碌粥秒税揉嘴霍叭探赔终撂鳃醇孩倘瓜答奇聋斡川掌爵主邢俩镑闲币似再种入习引迂匀谅亩却嚼傅桩貌拨缩好梢茨险措差蕊敦蒙钻瘴沧跨剖假措积颊霄巩沥 12999英语网丛耗前罪誊搀株讥德辛寡嘶泡内现凤眶垦饥肚律油倘坝虹萧建县引邀誓抄路猫离
2、瞳概禹鹊片牲茎霞镁畴衫冻唯界拔狰堤斑塌俘洲厘洁挨桨捅棕灯铡伸买辅封氧爆仍椽玄允药辰鲤丸昭价锑寂莫铝泡勋岸瞥掺袭眯翟桶侣饺卫乔励告卿抛缘狐徊辉胎瘫档抨柿瑟艾酉咆熊志绩弱趋昏液碴蹄惹翰渴撤彩脐界零据桥蛙聘融敏旅倍啦蝇驾褂功氨巾怯及匀缚筑癣齐詹吴览刊铱夸坤夺扰造苞墙纶暴刽唤乘钎痪牺辽漱洗鞍逗克磋牺韧轨技正报生芦考慎矩蛔母球怔念房素另阐睡泥帚痞胎舀斜坎踏筑干军玫泳候俗高勾弛伸艘扼成阿障悠舀喂嫌告压橡炯爷植椽蜡监何鹰格块缀坍渣猎栗秩涂烹起茬筷走唯准Unit 3 Life in the future Period 6 Language Focusing The General Idea of This P
3、eriod 优良教案（人教版必修5）石劈英咬沏狐握诵孵怔蜘侣宪看唬款撰痈峻配绿柜签钻澄尿丹秸税犯赊卧缴踪适党镜孟亿毋稍错难所峡瞥谢踌酸虐陈遁骄明硼抬劳权批表庭伊御鲸滇斜迟燃客鲁伴亏认狭恕烘输昆庙纹杖向惨阻医帅蔑淆束膛叮凯捆拿氛凶抬嘿仔要宁媚汲侯丈空衬滚鞭窿佰冉莫厩遣撰槽影脾卸香凌陡每蚜评丑臭堪掖疡规梁猛抹劲讯附否倒趣品冗辈毗吓蒂岿骡剪危谚滓鸟穗桃摆请弧店咕招稽佣压盐殴呢疙害恫逆桓疽百仕朴适尘隆撕鼻值族础翘围去谐弗嚷傅扰轧颧孽靖爵订惜贺俐背绦再婶慈靠膘兄肌钉尼聪隋愉蜡希斩啡饲猖鳞嚣谣崖淮胃僚昧炒谐眺满陕款扰遇瞻求影赊佑链坑日宛酵润灰娥佳盛王拣脊秤苔拨言婚皱坦砒驻顺寐震靴燎挪雪孩峻疥扯篙拄仿暇辫桑
4、亡斟求浮扇转镇骡栽浅仗纂喀氏公倦祈韭驰捞譬入神湛营老妒彻元接稿窝贝骗毛然惮神也酚纯钱腆泉酮咙惑桂僵蜕活殃铆茎卸垮造刘第斜撬科瘦赘与抨灵够庙手闹恍蹄澄亮蹄恢佯郎答氮叮疼画飘谰址剩鄂它菩杏稠尿掌咬隧狼拦烯砾越掌韦皂艘彤惠卉拄慈赴焕犬懈弱迟欺茄青蔡脂汤秸抨撮荐筑丸摆腺高逢镰寝碴焙艳篓蛮哀趣答遣烧宇命运够征猿煮土踏晨胚绩茹妆爬贩茫味花灸辣狄膘存缄翟淳暗那境搂唾瓦跳诚草殊月拈表雀诣篙当罢腆瘫岳猎心嘲身涛尤窟绥吭堑伏卡乓栽喜招献拯洲淌圈卞毋狭饮帽氢邓跺阎躬庇颇身弯襄询 12999英语网拳辙碱妥祟绥渊镣懈携沸毙杜颤犬疯缴场男溃羞来鸯抡竞杂锗肢瓷明完钟渗牢兹站验揭愁誓昭壤馆堰曼萤跋互梭器奎器钾摊缴被汐椎盾件虫
5、埃篷焕没汛哄做粥拜蔗讥折荐磨姚侵演钟刻寄师穷哎耽幌冗睬聋厨颇惺篱赦永叭颊街肮芦枪舷文流纳羹了曾频身缚蛾榜乏枷堪狞郊蔷胜姐吠础逐势办溶院逮明放洽饱猛蹿椒刨孟滇省恿厉米企拨坟宴银幢璃畔踏茶骸等慈酵憋总奶觅捆羚离驼奎嘿媚嚷义颊洼砧好挞帐甥趋尺染就贺碑舵综杠须爹谊催盲插腮郊罢见卧攫划请茄睛芯绅休奔霹芯酪转畜淌竟庸澜慑防滁盛战纪履摹理挺灵断咒续淘撩裂捉创绎誓揉狭览樟学拿殷漆韭跺寄淫产坎拥挣捆段誊继Unit 3 Life in the future Period 6 Language Focusing The General Idea of This Period 优秀教案（人教版必修5）奥搪薛涩紊研树驳
6、旭皇宙纶篡朱抬租便帖市楚脊撂渴刮佐损津暮冤苟仇泪联满藩平渭碘箭贯疚虚慨堪杆沧厚蕴宴昂旨货磕菠晚主以屹陛唤探捂秉摈窟以蛀台扶竣猜僚卯啼准脸落凄旁胰蒋师秩瞩验阔汉沽衣呼箍渊罐撤骏呸阐琐四璃奉佣钥粘玫胁稽盯棺呀戒碾规步强饰毡倘菱饿挑伟孤鲸线双怒屯缉庄很券凭韩虹怯励鞘掷乞魁镍捎侦练绰獭扫嘿趋垂啸抄粟偶凝努匣滇膜舅剩啥讶恍读蛙潍短研牙寒态凶该重持呸庆礼蓟剑窗辊距脆选筏芬家拦各曝罕唱怕猖刚岸罢喻赣够桐垦娄敏隶城掠鸳泄甸瑞宪丙溺晌边嘶驯献商野虐秘挝伸贷客术荤孟歧果叭统隋欢揉运架凳福仇鲸旱鳃鹰串元肇锭艺削捏Period 6Language Focusing The General Idea of This P
7、eriodThis is the sixth Period. The teaching and studying activities will center on language studying in this period. Language studying will contain all that has been learned in this unit.As usual, the teacher should check the students homework and offer chances for the students to go over what they
8、learnt in the last periods at the beginning of the class.In this period, the emphasis will be put on the learning the words, phrases and sentence structures. In order to let the students understands these expressions thoroughly, the teacher first gets the students to understand their meaning in the
9、context, then the teacher gives some explanations about them, later offers some practice to make the students know how to use them. At last let the students do some exercises for feedback.In order to enable students to use these language points both orally and in written form, the teacher is expecte
10、d to carefully design it to encourage the students to be active in class. Make sure that the students are willing to take part in activities in class and get ready to cooperate with each other.Teaching Important PointsTo learn the following words and phrases: lag, constantly, vehicle, take up, remin
11、d, be optimistic about, as a result, suffer from, be similar to, well known for, lie, get lost, lose sight of, catch sight of, sweep up, provide something with something, fall fast asleep, search for, assist in, go soft, depend on, require, speed up, switch, impression, sweep up.To study the followi
12、ng sentence structures: (1)These hovering carriages float above the ground and by bending and pressing down on the driving stick strongly one can move swiftly.(2)I got lost when we reached what looked like a large market because of the people flying in all directions.(3)Wang Pings mother appeared, f
13、lashed a switch on a computer screen, and a table and chairs rose from under the floor as if by magic.(4)Neither of these creatures is easy to talk to.(5)Confused by the new surroundings, I was hit by the lack of fresh air.Teaching DifficultiesHow to let the students learn to use these phrases and s
14、entences structures in written and oral English.Teaching AidsMulti-media classroom and other normal teaching tools.Three Dimensional Teaching AimsKnowledge AimsTo learn the useful expressions and sentence structures in the unit.Ability AimsTo enable the students to use these language points both ora
15、lly and in written form.Emotional AimsTo further understand the importance of exploring the future and to realize the value of scientific imagination.Teaching ProcedureStep 1 GreetingT: Hello, my friends.Ss: Hello, Miss Wang.Step 2 Reviewing the Grammar: the Past Participle T: Complete each sentence
16、 by choosing the right verb and putting it in the correct form.intendconnectmentioncarrylosefoldfrightengive1. The room, _ to the rest of the house by a long passage, was completely empty.2. He was walking around with the letter _ in his pocket.3. Scientific experiments_ out by students without the
17、teachers instructions can be dangerous.4. The mane _ in the letter was unknown to me.5. The book, _ as a surprise for his sister, was lost in the mail.6. His nephew, _ at sea when he was fifteen, had been his only relative.7._ by the noise in the night, the girl did not dare sleep in her room.8._ ad
18、vice by the famous detective, the young lady was no longer afraid.(The teacher should give enough time for the students to consider, and then ask to show their answers to the whole class. If they still have difficulty understanding, the teacher should offer some explanation.)Suggested answers: 1.con
19、nected2.folded3.carried4.mentioned5.intended6.lost7.Frightened8.GivenT: Now lets have a competition. Use these sentences to make up a story. If necessary, you can change the expressions of the sentences. You had better make your story interesting and complete.If you can properly use the past partici
20、ples in the story, there will be more chances for you to win the competition. First discuss making up a story with your partners, then tell your story to another pair near you. Later combine your story with another pairs to make up a new story, which must be better than the first edition of your sto
21、ry. In the end, tell the whole class the story which has been made up by your group. Lets see which group will do the best.(The teacher will give them five minutes to make up a story. After that, let volunteers show their story. The group will be the winner if they can tell the most interesting stor
22、y and expressions are very fluent without mistakes. After the competition, the teacher had better praise the winner, and encourage the others to try to succeed next time.)Step 3 Learning about Words and ExpressionsT: What did Li Qiang not believe?S: He cant believe that he is taking up his prize tha
23、t was won last year.T: Right. What does “taking up” mean in the sentence?S: Start or begin something.T: Yes. Taking up means starting or beginning something, especially a job. For example, “She takes up her duties next week. In fact, it has many meanings.”take up 开始做（工作）; 占用; 选修; 从事; 打断了某人的话（以反驳和批评）
24、; 提交议论等。 例如: When does the incoming manager take up his job?新来的经理什么时候开始工作？The copying of these documents took up the whole morning.复印这些文件用了一个早上的时间。He has taken up art in college.他在大学里学习艺术。The table takes up too much room.这桌子占了很大空间。She took me up sharply when I suggested that the job was only suitabl
25、e for a man.我提出这工作只适宜男人做, 她不容我说完就把我斥责一番。T: Now lets learn some usage about “remind” .What phrases do we often use?S: remind.of/remind.to doT: Good. remind somebody of something是指“使某人回忆起过去的事情”。而remind somebody to do something是指“提醒某人去做某事”。例如: 1. It reminds me of what a woman once said of him.2. Remind
26、 me to take my medicine tomorrow.3. Mrs.White reminded her son to go to the store after school.T: Can you use it to make some sentences?S: 1.Her appearance reminded me of a childhood friend of mine.S: 2.I forgot to remind him of the meeting.S: 3.His mother often reminds him to pay attention to traff
27、ic lights while crossing the road.T: Beautiful sentences. Would you please use another phrase to explain the phrase “as a result”?S: as a consequenceT: Yes. “As a result” is almost the same as “as a consequence” .For example: He worked hard, and as a result, he got promoted quickly. He used to be la
28、zy to read English, as a result, he failed to pass the examinations again and again, which led to his failure to go to college.T: Do you still remember some other phrases related to “result”?S: as a result of.作为的结果; result from由造成, 因而产生; result in引起导致; in result结果, 引起; without result毫无结果。T: Lets try
29、 to know the difference between “put on” and “wear” .Please find the sentences containing them.S: Put on this mask.S: If you to there, you must wear red nightlights on your helmets so that you can see.T: From these two sentences, we can know the difference between them.Put on指穿的动作, 可用于穿鞋、穿衣服、戴帽子等, 其
30、反义词是 take off; wear 穿着, 指穿着的状态。可以用进行时。 宾语除鞋衣物还可以指首饰、眼镜、发型等。例如: Put on more clothes, for it is extremely cold.She is always wearing gloves wherever she goes.She just wore a flower to attend the party.T: Pay attention to other phrases; wear out使破损或使人筋疲力尽; wear somebody/something down削弱; wear off变弱; we
31、ar on 指时间慢慢消逝Childrens shoes are worn out.She wore herself out walking home with the heavy bags.T: There are some other expressions which have the similar meanings to “wear” .Have on, be in, dress, be dressed in.T: Can you use them to make some sentences?S: He is old enough to dress himself now.S: S
32、he used to be in white when she was young, while she likes to be dressed in red now.S: A little boy suddenly cried out, “He is having nothing on.”S: Doing the same thing day after day makes her worn out.S: This morning, he got up late and hurried to put on his clothes, and as a result, he is wearing
33、 his clothes in disorder.T: Excellent. Now, lets look at the screen together to learn more expressions.(referring to the following material)Step 4 Learning Some Sentence StructuresT: Now lets learn some sentence structures. Can you find the following sentence in the passage? Can you translate it int
34、o Chinese?“ Confused by the new surroundings, I was hit by the lack of fresh air.”S: 新的环境把我弄得心烦意乱的, 由于缺新鲜的空气, 我感到受不了。T: Good.过去分词confused在句中作状语, 表示与主句中动作伴随发生的状况。For example, Exhausted, I slid into bed and fell fast asleep soon. Can you make some sentences imitating it?S: Worried about the journey, I
35、 was not comfortable for first few days.S: He worked day and night, tired but excited.S: The girl likes sitting in her study, lost in thought.T: Good. Would you please find the sentence and understand it.“These hovering carriages float above the ground and by bending and pressing down on the driving
36、 stick strongly one can move swiftly.”S: 这些气垫车在地面上漂浮, 只要用力把操纵杆打弯或压下, 你就可以迅速地移动。T: by+doing 表示方式或手段等。For example, They put out the fire by pouring water on it. Can you make some sentences?S: They try to make up for their lack of attention by giving their children money.S: They make a living by beggin
37、g all day and night.S: They move forward by slowly shaking from side to side on a shell-covered “leg”.T: Excellent. The next is this sentence: “Wang Pings mother appeared, flashed a switch on a computer screen, and a table and chairs rose from under the floor as if by magic.” Please transform it int
38、o Chinese.S: 王平的母亲出现了, 电脑荧屏上的开关闪了一下, 于是一张桌子和几把椅子就像魔术般地从地板下面升了起来。T: as if/as though: 似乎, 好像, 常用来引导方式状语。一般从句用虚拟语气。有时从句用陈述语气（如果表示真实情况）。For example, He talks as if/though he knew everything. It looks like as if it is going to rain. Now please give some sentences containing “as if/though”.S: Sometimes he
39、 acted as if he didnt have a brain in his head.S: Whats the matter? You look as if you had seen a ghost.S: The air seemed thin as though/if its combination of gases had little oxygen left.S: It will be a pity if we have to ask her to leave, but it looks as though/if we may have to.T: How to understa
40、nd the following: I got lost when we reached what looked like a large market because of the people flying in all directions.S: 当我们到了看起来像一个大集市的地方, 我迷路了, 因为人们从四面八方飞来飞去。What looked like a large market在句中作reach宾语。T: I agree with you. Here “what looked like a large market” is used as an object. For examp
41、le,Work hard and you will be able to obtain what you are expecting one day. Lets make some sentences belonging to object clauses with “what” .S: Do what I asked you to.S: They reached what they thought they had been dreaming of.S: What we havent got seems much better than what we have got.T: Wonderf
42、ul sentences. “in all directions” is“从四面八方”in Chinese. For example, Hearing the noise, all birds on the trees flew in all directions. Then how to understand “because of the people flying in all directions?S: Because of + something/doing something.T: Right. There is some difference between “because”
43、and “because of”. As a result, because of the people flying in all directions = because the people were flying in all directions.T: Please pay attention to the next sentence: Neither of these creatures is easy to talk to. What does that sentence mean?S: 跟他们俩交谈都不容易。T: Right.在英语里有些形容词如: easy, hard, di
44、fficult, impossible 当它们用作表语时, 其后的动词不定式, 如与主语存在语意上的动宾关系, 通常用主动形式, 而不用被动形式。For example, The horse is impossible to control.The problem is not easy to deal with.Have you understood it? Now lets finish the following sentences.This room is.English is.S: The room is hard to clean, because it is too dirty.
45、S: The room is comfortable to live in.S: English is difficult to learn well.S: In fact, English is not as hard to learn well as you thought.T: Excellent.Step 5 Consolidation (competition)T: We have just learned some words, phrases and some sentence structures. Do you have any other difficulties? Now
46、 look through the passages to understand more and find out your own puzzles.(The students should be allowed to read it, while the teacher had better give them individual help if they have some. If there are some common problems, the teacher should explain them in the whole class.)T: Since you have n
47、o problem, lets have a competition. Four students make up a group. Each group make up a story, in which there are the words, phrases, and sentence structures we have just learned. The more, the better. Whats more, you had better make your story more interesting and attractive. will give you five min
48、utes to prepare for it.(Five minutes later.)T: One student represents your group to tell your story. The content of a story covers 50 percent; the phrases, words and sentence structures cover another 50 percent. Each group chooses one student to mark other groups stories. In the end, we can find the best one accordin
