高中英语 Unit 6 Life in the future(说课稿)
【精品】高中英语(人教大纲)第二册上：Unit6 Life in the future(第一课时)
Unit 6 Life in the futureI.Brief Statements Based on the UnitThe topic of this unit is about the humanbei ng’s 1ife in the future．This unit is made upof warming up，listening，speaking，pre-read-ing，reading，post-reading，language study andintegrating skills．These tasks will be finishedin five periods． In the first period，we’ll do warm ing up，listening and speaking to improve thestudent’s listening and speaking abilities．Atthe same time．arouse the students’interest inthe topic of this unit．In the second period，we’ll finish thetask 0f pre-reading,reading and post-read-ing．In post—reading，let the students give freerein to their imagination by discussing somequestions．We’11 read a passage ab out 1ife inthe future．It will tell us what the humanbeing’s life w ill be like in the future．In themeanwhi le we’ll learn some useful words andexpressions．The third period consists of two parts：Word study and Grammar-Noun Clauses．Through word stu dy we’ll revise some wordsand phrases，which are related to the topic ofthis unit．As to the grammar：Noun clauses,we can master them by doing more practicalpractice given in the textbook and workbook．The main purpose of the fourth period isto train the students’reading and writingabilities by reading and writing a short pas-sage about 1ife in the future．In the last period,we’ll deal with thegrammer in this unit-Noun C1auses．In a word,we can train the stu dents’lis-tening,speaking,reading and writing abilitiesby doing the exercises the textbook and theworkbook provide．Ⅱ.Teaching Goals1．Talk about life in the future．2．Practise making predictions．3．Learn about Noun Clauses．4．Write a definition paragraph．Ⅲ．Teaching Time：Five periods：Ⅳ．Background Information1.World in the FutureScientists think that wonderful things may e true in the future．Future means a time that not yet e．It can be a short time from now or a long time from now．Some of the underwater wonders are almost ready to e true now．O thers won’t e tr ue,we think，until a long time from now．Some,of course．may never e true-butwho knows for sure?They may．What are some of the wonders that may e true in the fu-ture?Let’s go back to dry land and tak e a fu-ture journey the other way--up instead of down．Huge rocket liners take you into space to visit the Moon Camp．You walk around on the moon in s special moon suit．You visit an observatory where a giant telescope looks far into space--farther than anyone has ever been able to see from Earth．You go deep down into one of the moon mines．After you have visited the moon,you visit the Mars Colony and the VenusExplo-ration Outpost．Let’s go back to Earth．In the far，far future，girls—and boys,too--may be playing with dolls that look like the people of the planets visited by our space-man．To control or run all kinds of toys,boys and girls may learn to use special ccmput-ers--machines that answer questions and do arithmetic faster than you can think．Bicycles and perhaps skates may be run by jet power,and a new thing to ride may be a small flying saucer．Imagine a race between them!There may be telepathy helmets that send thought waves from your brain to that of your friend miles away．You just think athought and your friend knows it!You can have secrets with each other that nobody elsecan turn it on!There will be other surprises in the fu-ture．How would you like to have a robot playmate?Having robot playmates may not be somuch fun as it seems．But maybe a boy with awrench and a screwdriver can fix the robot sothat it won’t be too pe rfect!What about the food of the future?Sci-entists think that much of it will be artificial-made in factories from such surprising thingsas coal．1imestone。
高中高三年级英语教案：Life in the future
高中高三年级英语教案：Life in the future 课程目标
本次课程旨在帮助学生探索未来生活的可能性，提高学生使用英语表达未来想象的能力。
教学重点
1.未来生活的可能性
2.使用英语表达未来想象
教学难点
如何准确表达未来的可能性。
教学过程
Warm-up
1.让学生回忆过去的科技发展，并提出对未来科技的想象。
2.让学生进行小组讨论，讨论未来可能有哪些变化和科技发展。
Presentation
1.让学生听一段描述未来生活的录音，要求学生听完后回答问题，包括：
•录音中提到了哪些未来可能会出现的科技？
•录音中提到的未来生活对当今社会可能产生什么影响？
2.引导学生思考未来生活的可能性，让学生选择三个想象中的未来科技或事件，并用英语表达它们可能的作用和影响。
Practice
1.让学生进行小组讨论，展示并讨论各自想象的未来科技。
鼓励学生使用英语进行讨论。
2.让学生用英语分组进行讨论，讨论在未来可能出现的社会问题，并探讨如何解决这些问题。
Production
1.让学生准备一份关于未来生活的演讲稿，并在课上进行演讲。
演讲稿要求能够表达学生对于未来的个人想象，并结合之前讨论的未来科技和社会问题。
Closure
通过搜集所有学生的演讲稿，将它们编写成一本小册子，并在班级课上进行分享，讨论未来生活的可能性。
教学评估
教师可通过评估学生的讨论、演讲和小组合作等方面来进行评估。
高二英语 Unit 6 Life in the future 知识精讲教案
高二英语 Unit 6 Life in the future知识精讲教案高二英语Unit6Lifeinthefuture知识精讲教案一.本周教学内容：Unit6–Lifeinthefuture二.教学目标：.mastersomesentencepatternsandimportantphrases.2.Practiseexpressingopinions.3.LearnaboutNounclauses,usedasSubject,objectandPred icative.4.writeadefintionparagraph,usingthewordsinthisunitt odescribelifeinfuture.三.教学重点与难点：Somedifficultphrasesandsentencepatterns四.具体内容：whileitisimpossibletoknowexactlywhatthefuturewillbe like,itispossibletousemodelsandtrendstomakeforecast saboutfuturedevelopments.Futuretransportationisgoingtobecleaner,fasterandsaf er.Newtechnologiesarebeingusedtodevelopenvironmenta llyfriendlyandefficientmeansoftransportation,suchas themaglevtrain.Scientistsarealsoworkingonnewfuelsan dengines.Thewaywedobusinesswillchange,paniesandconsum erswilldomostoftheirbusinessviatheInternet.This,int urn,willchangethewayweshopanddobusiness.Entertainme ntisbecominganimportantpartofshoppingandmuchofwhatw asdonebybusinessescannowbedonebytheconsumersandcust omersthemselves.Advancesinmedicalscienceandabetterunderstandingofth erolesplayedbydietandexercisewillallowustolivelonge randbehealthier.Therewillstillbediseasesinthefuture ,butourabilitytopreventandrespondtonewdiseaseswilli mprove.Educationwillbecomeevenmoreimportantthanitistoday,b utitsformmaychange.Learningwillnolongerbelimitedtoouryouthandtoschoolsandclassrooms.wewillneedtobecome lifelonglearnersandtherewillbemanydifferentplacesan dmodesoflearningavailabletous.Thebestwaytoprepareforthefutureistolearntoacceptand appreciatechange..catch/getaglimpseofsth.瞥见；明白Hesometimeswenttheretohaveglimpseofthemountaininthe distance.（n.）whenIsawhowworriedhewas,Icaughtaglimpseofhistruefee lings.Iglimpsedthefallsasourtrainwentby.（v.）2.at以……速度atveryhighspeed;atspeed高速driveattop/fullspeed全速travelataspeedofeightykillometresanhour3.major重要的；较大的Thecarneedsmajorrepairs.Theplayisamajorsuccess.4.contemporary当代的；现代的；同时期的;同一时代或年龄的人；当代人Hedevoteshimselftotheresearchonthecontemporaryart.johnismycontemporary;weareboth25.5.indicate表明；象征；预示Thearrowonasignindicatesthewaytogo.Theblackcloudsindicatethatitwillrainsoon.indicationn.Thereareindicationsthattheweatherischanging.6.systemthesolarsystemarailwaysystemapostalsystemanewsystemofelectionsthecapitalistsystem7.touchgetintouchwithlosetouchwithoutoftouchkeepintouchwith8.It’simportantforustolearnEnglish.Itisabadhabitforastudenttostayuplate.Itisverykindofyoutosayso.9.customer指在某一个商店买东西的顾客；shopper泛指买东西的人Themanageraskedhisshopassistantnottosaynotohiscusto mers.Thebusystreetisfullofshoppers.0.purchasen/vHegavehissonsomemoneyforthepurchaseofhisschoolbooks.Theyhavejustpurchasedanewhouseinthecountry.1.cashI’venocashonme,socanIpayyoutomorrow?wedon’tacceptcheques;wewantcash.canyoucashthispostalorderforthatoldladyplease?wherecanIgetthischequecashed?2.instead;insteadofSheprefersmakingherownfoodinsteadofbuyingitintheres taurant.Sinceyouaretired,letmegoinstead.3.suchas;forexample;namely;thatissuchas像……那样的；诸如……之类的；例如。
高二英语教案：高二英语上学期Unit 6
人教修订版高二英语Unit 6 Life in the future 说课教案Design on the blackboardUnit 6 Life in the futureTransportation: cleaner faster safer Business: E-commerce mall smart cardsHealth and medicine: a longer, healthier and active life Education and knowledge: schools on the air / e-schools lifelong learness教学反思：现行英语高中人教版教材，强调语言运用，注重能力培养，突出兴趣激发，重视双向交流，重视灵活扩展。
本课为该教材Book 2 Unit 6 的第三课时（Reading）“Life in the future”，本课的具体内容涉及未来的交通、商业、医药与健康、知识与教育等。
本人根据对学情的分析和教学内容的处理，将目标预设为：1通过学习，理解文章大意，抓住关键词，充分利用“标题”这一有效的阅读技巧把握文章主旨，了解作者的写作意图，并深入地培养猜测词义、理解语句、归纳段落大意等能力；2 通过学习，掌握本单元所学词汇，并能在新的语境下巩固运用；3 进一步拓展学生的想象力，提升其语言实践能力，让他们意识到只有用自己的智慧和勤劳的双手才能改造社会，为人类造福。
高二年级学生已具备一定的英语听说基础，良好的英语学习习惯，一定的自学能力和较强的接受能力。
本人根据本单元教材编排特点，结合学生的实际，对本课时教学内容安排如下：1 学习课文；2 词汇练习；3 理解运用；学习的重点是通过阅读让学生了解将来人类可能的生活状况，捕捉文章的信息，根据上下文猜测词义，通过教学表明，这些教学实施是恰当的。
设计的教学活动遵循快读—详读—巩固—练习—运用。
这样的设计是由梯度的，完成从理解到表达的过渡。
高二英语教案《Unit 6 Life in the future
高二英语教案《Unit 6 Life in the future》一、教学课型（读写课）二、教材分析1、教学内容本节课教学内容为人教社的NSEFC Book2A Uint 6 warming up,speaking,writing 3个部分。
2、教材内容分析及处理。
本节课教学内容为人教社的NSEFC Book2A Uint 6 warming up,speaking,writing 3个部分。
本单元的中心话题是“未来生活”，涉及到未来生活的各个方面：教育，语言，商业，交通，人际交流，人类健康等等。
本单元的教学内容给学生们展示了未来生活的画卷，并引导学生想象，大胆创新，尝试用英语表达自己的观点，想法。
而后再将自己的观点用已掌握的词汇语法知识简单串联成小短文。
这样学生们可以通过把所想，所说，所写有机的结合起来，加强他们对本单元知识的掌握，激发他们的学习热情和学习英语的兴趣。
在这个过程中教师对这三个部分的知识进行了重组，从而力求达到更好的教学效果。
3、教学目标。
通过教师提问，小组讨论，个人表达，激活学生思维，激发学生想象力，提高学生们的语言表达能力。
引导学生用简单词汇句子写小短文，并在此过程中鼓励学生多利用本单元新词汇语言点，进一步发展学生的语言综合运用能力。
三、教学设计1、总体思路（1）在英语教学过程中，听说读写四项语言技能是相辅相成，相互作用的。
“一张嘴便知有没有”是用来衡量一个英语学习人员的英语水平的一个常用标准。
可见“说”在英语语言运用中是很重要的，所以作为教师应该多鼓励学生说英语，以便于加深学生对已有知识的认知，学以致用。
（2）写作能力的培养也不是孤立的，应关注学生英语写作能力的稳固提高，多锻炼，由浅入深，由简单的几个句子到长句的运用，由简单句逐步过度到复杂句。
锻炼学生在写作过程中掌握单词，句子的用法。
2、能力扩展通过本单元的学习，要让学生了解科学技术进步在未来生活中的巨大推动作用。
使学生立志努力学习，为推动祖国发展做出贡献。
【精品】高中英语(人教大纲)第二册上Unit6 Life in the future(第四课时)
The Fourth PeriodTeaching Aims：1．Review the useful expressions learnt in this unit by doing some exercises．2．Do some exercises to consolidate the Noun Clause．3．Do some reading and writing practice to improve the stu dents’integrat ing skills．Teaching Important Points：1．Help the students master the Noun Clause better．2．Help the students learn to write a defini-tion paragraph．3．Improve the stu dents’integrat ing skills．Teaching Diffcult POint：How to improve the students’integrating skills.Teaching Methods：1．Revision method to help the students mas-ter the useful expressions and the Noun Clause better．2．Asking-and-answering activity to go through the reading material．3．Individual，pair or group work to make ev-ery student work in class．Teaching Aids：1．a projector2．a tape recorder3．the blackboardTeaching Procedures：Step I GreetingsGreet the whole class as usual.Step Ⅱ RevisionT：Yesterday we learned grammar--the Noun Clause．First look at the screen，please．(Show the following on the screen．)1．What life will be 1ike in the future is the topic for today’s class di scussion．2．Can you imagine what life will be like in the future?3．One of the questions that few people can give answer to is what life will be like in the future．T：Study the sentences and find out what kind of Noun Clause the underlined part in each sentence is．(The students prepare for a couple of minutes．Then the teacher may ask some student to say their answers．)Suggested answers：1．Subject Clause2．Object Clause3．Predicative ClauseT：Good．But generally speaking，it is hard for you to choose connectiyes in- troducing the Noun Clause．Only when you know the functions of the connectives can you use the Noun Clause as the Subject,Object，Predi-cative and Appositive freely．Now let’s do some exercises to consolidate what you have learnt．(Show the following on the screen．)Fill in the blanks with suitable connec-tives．1．_______composition is the best is known to us a11.2．He wondered________he was not al-lowed to go out alone．3．______is to take L i Ming’s place is being discussed．4．I got very angry with______he said．5．My idea is_________we should ger more people to finish the work．6．I wonder_________it is true or not．7．The problem is___________we could help smokers kick their habit．8．The news__________we had won in the match excited all．9．We have no idea_________she was born．10．T hat’s________we decided to put the meeting off.Suggested answers：1．Whose 2．why 3．Who 4．what 5．that 6．whether 7．how 8．that 9．when ／where lO．whyT：In this unit，we’ve also learned some useful expressions．Do you remember them?Now let’s do an exer cise to re-vise them．please look at the screen．(Show the following on the screen．)Complete the sentences，using the ex-pressions learnt in this unit．1．_______his work has been good，but this essay is terrible．2．You should________your friend by let-ter．3．Please_________what I am saying．4．He always keeps several baskets of apples________．5．The misprint________great confusion．6．He_______her before she vanished(消失)into the crowd．7．His dream of being a famous singer________at last．Suggested answers：1．In general 2．keep in touch with3．pay attention to 4．in store5．led to 6．caught a glimpse of7．came trueT：In this unit，we’ve also rea d a passage about life in the future．Now please think out some words you can use to describe life in the future．(After a while，ask some students to say out the words．)Step Ⅲ Reading and WritingT：OK．As we know，people’s life ha sbeen changing．It’s getting better and better．What do you think life in the 3lst century will be like?will it be the same as that today?Ss：No．We think life in the 3lst century will be very different from that in this century．We’ll li ve more easily than today．We’ll have a machine do what we want them to．The only thing we need to do is to press the buttons on the computer．T：OK．Thank you．Today w e’re going to read a letter about the way people will live more than one thousand years lat-er and we can know what the life in the 3lst century will be like．First let me explain some phrases to you：keep sb．Company,a bit and clear up．(Show the following on the screen．)1.keep sb．company：remain with sb．so that he is not alone．e.g.He stayed at home to keep his wife company．I’ll stay here and keep you company．2．a bit：rathere.g．He is feeling a bit tired．The book costs a bit much．3．clear up：put in order／make sth．Tidye.g．Clear up your desk before you leave the classroom．Would you please clear up the cup-board?(Bb：keep sb．Company,a bit，clear up)T：Now open your books at Page 47．Look at Reading and Writing．Here is a letter from Mekanika．Now you’re given four min utes to read it．Then answer some questions under the letter．(The students begin to read．After a while．teacher checks their compre-hension．) T：Who’d like to tell me what you would use an e-friend for，if you had one? (One students stands up．)S：Let me try．If I had an e-friend．I would let him help me with what I couldn't do，keep me company,talk with me and help me with my homework．(Another student begins to give the answer．)S：I think I would have the e-friend help me take notes when I was listening to a lecture and play chess with me．Fur-thermor，I would let my e-friend help me if I was in trouble．T：Thank you．Now the second question：Why is it sometimes difficult for Mek-anika to know what is real and what is an image?Any volunteer?S：Because the world and people are imi-tated so well that we can see them，hear them，touch them，talk to them and feel them．They are just like the real world and real people．T：OK．The last question：How is our 1ife different from the way people lived one thousand years ago?S：Now life is much easier and more con-venient than in the past．We can keep in touch with each other by cellphone or by computer instead of by writing letters．S：We can travel by car instead of on foot．We can buy things on the Inter-net．We can also get the latest infor-mation by surfing the Internet．…Step Ⅳ Listening and Reading AloudT：Now let’s listen to the tape．When I play it for the first time，just listen carefully．When I play it for the second time，please listen and repeat．Then read the passage aloud．Pay attention to your intonation．Are you clear?S：Yes．(Play the tape for the students to lis-ten．Then when the students read the passage．the teacher goes among them and corrects their mistakes in pronun-ciation，intonation and stress．)Step V WritingT：We have known what the life will be in the year 3044．Imagine that you have come back from a trip to the future．You visited the year 4367 and you saw a wonderful invention called a Mogray．Now work with your partner and decide what a Mogray is，what it looks like and what it is used for．(Teacher asks the students to discuss the questions．And then collect their answers．After that，the teacher says the following．)T：Now you know what it is like．Please write a paragraph about what a Mogray is．Before writing，you have to complete the outline on the screen．(Show the following on the screen．)(Teacher asks the students to write the outline in their exercise books．Students may have various answers．)T：OK．You have finished your outline．Please use it to write your paragraph．(Teacher may let the students hand them in after class,if time is limited．)One possible version：Life in the year 4367 is quite differ-ent from life in the 21st century．We will still do many things we do today，but we do them differently．For example，we can use a Mogary to help us．A Mogary is an intelligent robot，which looks exactly likea human being．It can be used in many fields．such as at home，in the factory orin nature．The Mogray can be easily and con-veniently used at home．If you want to travel，you can turn it into all kinds of transport that you like，such as a plane，a caror a train，which use the solar energy without pollution．When it is too cold or too hot，the head of the Mogray can be used as an air—conditioner,which can keepa proper temperature．There are all kinds of recipes in its head．It can cook all kinds of healthy and delicious food for yoi if you press the buttons on it．When you are bored，it can read some books for you，which are stored in its brain．It can also play chess with you or communicate with you．It has thoughts similar to yours,Your life will be rich and colorful with a Mogray companying you．It can be used in many fields．In a word，the earth will become even more beautiful with the help of it．Step Ⅵ Summary and HomeworkT：Today，we’ve learned a passage ab out the life in the year 3044．At the same time，we wrote a passage about the life in the year 4367．What’s more，we’ve revised the Noun Clause and the useful expressions in this unit．such as in general,keepin touch with，in store…(Write them on the blackboard．After class，you should master them further by revisi ng what we’ve learnt in this unit．Don’t forget to preparefor the next unit．That’s all for today．Class is over．)Step Ⅶ The Design of the Writing on the BlackboardUnit 6 Life in the futureThe Fourth PeriodUseful expressions：keep sb．company a bitclear up in generalkeep in touch with in storepay attention to lead tocatch a glimpse of come true Step Ⅷ Record after Teaching______________________________________________________________________________________________________________________________________。
【精品】高中英语(人教大纲)第二册上Unit6 Life in the future(第一课时)
Unit 6 Life in the futureI.Brief Statements Based on the UnitThe topic of this unit is about the human bei ng’s 1ife in the future．This unit is made up of warming up，listening，speaking，pre-read-ing，reading，post-reading，language study and integrating skills．These tasks will be finished in five periods．In the first period，we’ll do warm ing up，listening and speaking to improve the student’s listening and speaking abilities．At the same time．arouse the students’interest in the topic of this unit．In the second period，we’ll finish the task 0f pre-reading,reading and post-read-ing．In post—reading，let the students give free rein to their imagination by discussing some questions．We’11 read a passage ab out 1ife in the future．It will tell us what the human b eing’s life will be like in the future．In the meanwhile we’ll learn some useful words and expressions．The third period consists of two parts：Word study and Grammar-Noun Clauses．Through word stu dy we’ll revise some words and phrases，which are related to the topic of this unit．As to the grammar：Noun clauses,we can master them by doing more practical practice given in the textbook and workbook．The main purpose of the fourth period is to train the students’reading and writing abilities by reading and writing a short pas-sage about 1ife in the future．In the last period,we’ll deal with the grammer in this unit-Noun C1auses．In a word,we can train the stu dents’lis-tening,speaking,reading and writing abilities by doing the exercises the textbook and the workbook provide．Ⅱ.Teaching Goals1．Talk about life in the future．2．Practise making predictions．3．Learn about Noun Clauses．4．Write a definition paragraph．Ⅲ．Teaching Time：Five periods：Ⅳ．Background Information1.World in the FutureScientists think that wonderful things may come true in the future．Future means a time that not yet come．It can be a short time from now or a long time from now．Some of the underwater wonders are almost ready to come true now．O thers won’t come true,we think，until a long time from now．Some,of course．may never come true-but who knows for sure?They may．What are some of the wonders that may come true in the fu-ture?Let’s go back to dry land and tak e a fu-ture journey the other way--up instead of down．Huge rocket liners take you into space to visit the Moon Camp．You walk around on the moon in s special moon suit．You visit an observatory where a giant telescope looks far into space--farther than anyone has ever been able to see from Earth．You go deep down into one of the moon mines．After you have visited the moon,you visit the Mars Colony and the Venus Explo-ration Outpost．Let’s go back to Earth．In the far，far future，girls—and boys,too--may be playing with dolls that look like the people of the planets visited by our space-man．To control or run all kinds of toys,boys and girls may learn to use special ccmput-ers--machines that answer questions and do arithmetic faster than you can think．Bicycles and perhaps skates may be run by jet power,and a new thing to ride may be a small flying saucer．Imagine a race between them!There may be telepathy helmets that send thought waves from your brain to that of your friend miles away．You just think a thought and your friend knows it!You can have secrets with each other that nobody else can turn it on!There will be other surprises in the fu-ture．How would you like to have a robot playmate?Having robot playmates may not be so much fun as it seems．But maybe a boy with a wrench and a screwdriver can fix the robot so that it won’t be too perfect!What about the food of the future?Sci-entists think that much of it will be artificial-made in factories from such surprising things as coal．1imestone。
高二英语教案：人教版高二英语unit6 life in the future
Period 1 Warming upGoalsTalk about life in the futurePractice making predictionsProcedures:Step 1 Leading-inBoys and girls, as we all know, the moment people landed on the moon forthe first time, science and technology began to develop very rapidly. Lastyear China’s “Shenzhou V” was successfully launched with the developmentof science and technology. So we deeply believe people will invent moreand more advanced things and explore the universe further. Can you imagine what our life will be like in the future?Step 2 Warming upAsk students to talk about the life in the future.1. Divide the students into four groups or more to talk about the picturesone page 41.2. Ask the students to have a discussion on what the new technology can dofor us. Try to give typical examples and explain your reasons. You may useexpressions or questions in the boxes below on page 41 to help you.Period 2 Listening and speakingStep 1 Listening1. Listen to the tape of part 1 for the first time and answer thequestions on page 42;2. Listen to the tape again and check the answers with the whole class;3. Listen to the tape of Part 2 and fill in the forms;4. Listen to this part again and ask one student to describe what Mekanikawants to know.Step 2 Speaking1. Divide the students into four groups to talk about the pictures onpage 42 and then ask one of them to report their ideas to the whole class.2. Ask the students to list the advantages and disadvantages ofhaving a double. Then let them give some ideas whether a new technologyshould be used.Step 3 HomeworkAsk the students to try to predict a new technology in the future anddiscuss the change it brings to the life.Period 3 Reading comprehensionLife in the futureGoals:1. Make the students get more information about the change of life inthe future.2. Improve the student’s ability of getting the main idea of eachreading subject.3. Help the students to grasp some useful words and expressions byusing them.Procedures:Step 1 Leading inWe all know that many things are affecting the quality of our life. Whatare they? Would like to list them? The following things are suggested forconsiderations: clothes, food, house, transportation, health, education,cultures, arts, sports, amusement, etc.Step 2 Pre-readingScan the text to find out in which paragraph you can find the answers tothe pre-reading questions.1. How will people shop in the future?2. How will people travel in the future?3. What will schools be like in the future?4. What will the future be like in general?Step 3 Reading1. SkimmingAsk the students to read the whole text quickly and try to grasp thegeneral idea. Do the following multiple-choice questions.(1) What can we infer from the first paragraph?A. It is impossible for people to predict the future life.B. It is quite easy to know what life will be like in the future.C. People can know exactly what future life will be like throughexamining the contemporary society.D. It is possible to forecast about future life by examining some ofthe major trends of the contemporary society.(2) Which statement about the current life is true according to the text?A. People pay much attention to a healthy diet instead of regularexercise.B. Public transportation is well developed in all areas of China.C. E-business is so popular that people are doing more and more onlineshopping.D. E- schools have taken the place of common classrooms.(3) What can we learn from the text?A. Scientists are trying to protect what life will be like in thefuture.B. We had better keep on studying all life to keep up with thechangeable world.C. Life in the future won’t change too much.D. Life in the future will be completely different from what it istoday.Suggested answers:(1) D (2) C (3) B2. ScanningAfter getting the general idea of the text, students will be encouraged to get more information from the text by doing the following multiple choices.(1) For what purpose is the example of “the new maglev train” introduced?A. To show the great achievement in science.B. To tell new technology is used to reduce the pollution oftransportation.C. To show the modern transportation is much faster.D. Both B and C.(2) In the future people will shop ________.A. not for basic goods.B. Only for entertainment.C. Using special small cards instead of cash.D. In less crowded malls.(3) What is the main advantage of e-schools?A. Students can save time on the way by attending e-schools.B. They will help people study whenever and wherever they like.C. They supply more knowledge than common classrooms do.D. Attending e-schools is fashionable.(4) The word “predict” in the first paragraph is close to ______ inmeaning.A. learnB. guessC. forecastD. describe(5) To live a longer and healthier life, people believe in _______.A. eating healthy food and taking regular exercise.B. Eating more.C. Doing much exercise every day.D. Having physical examinations often.(6) People can deal with new diseases like SARS mainly through__________.A. advances in medical science.B. Regular exerciseC. A healthy diet.D. Good treatment of doctors and nurses.(7) It is better to be lifelong learners because ______.A. learning is pleasant.B. Things are changing all the time.C. We’d better prepare ourselves well for the coming changes in our life.D. We can’t forecast what will happen in the future.Suggested answers:(1) D (2) C (3) B (4) C (5) A (6) A (7) CStep 4 Post-reading1. Ask the students to discuss the post-reading questions (2---5).2. What should we do to make sure we can have a bright future? Please write a short passage according to the text and your imagination.Period 4 language points1. catch/get/have a glimpse of 瞥见，望见一眼eg. I caught a glimpse of the thief when he ran past, so I can’t describehim.We caught only a glimpse of the rabbit before it ran into the grass.2. ensure v. 担保，确保(1) ensure that------If you want to ensure that you won’t be late for the meeting, take a taxi. (2) ensure sb sthThis cup of coffee will ensure you a clear mind.This pill will ensure the old man a good night’s sleep.3. without doing----They went back to the classroom without saying anything.He lay still in bed overnight without moving, without even thinking.He stole into the building without being noticed.4. make it easier for sb to do sthmake it +adj +(for sb) +to domake it +n +(for sb) +to doeg. The Internet makes it quite easy for us to look for information.We make it a rule for students to take part in school activities aswell as study.试比较：find it +adj +(for sb) +to dofind it +n +(for sb) +to doeg. I find it difficult to understand what he said.I find it a pleasant job to teach these lovely children.5. keep in touch with 与------保持联系be in touch with 与------保持联系（状态）get in touch with 与------取得联系lose touch with 与------失去联系be out of touch with 与------没有联系（状态）eg. I lost touch with Mary, my old classmate, two year s ago. I’m trying to get in touch with her.He has got tired of doing business. He’d like to go back to teaching, but he is out of touch with his subject now.6. search ---- for----寻找------eg. The police were searching the woods for the lost child.= The police were searching for the lost child in the woods.= The police were looking for the lost child in the woods.= The police were in search of the lost child in the wood.= The police were in their search for the lost child in the woods.7. deal with 对付，处理；涉及，讨论；与-----做生意eg. Our manager will deal with everything.How did they deal with the old newspapers?= What did they do with the old newspapers?This book deals with the European music in the 19th century.We ‘ve dealt with Mr Wang for about 5 years.8. lead to 引起，造成，导致eg. His hard work finally led to his great success.= His hard work finally resulted in his great success.= His great success lay in his hard work.= His great success resulted from his hard work.Lead to a place 通往某地Eg. The road leads to the village.Lead sb to do 使得，导致（某人做谋事）Eg. People’s mispronunciation led him to change his name.The news led him to run away from the village.9. appreciate vt 欣赏，感激eg. She doesn’t appreciate modern art.His abilities were not appreciated by his boss.I really appreciate your help.I would appreciate your calling back.10. in store 储备着，贮藏着eg. Keep your energy in store for the coming examination.Squirrels have much food in store for the cold winter.In store for 等待着（某人）Eg. There is a bright future in store for you.Who knows what the future has in store for us?Period 5 language studyGoals:1. Learn to use some words and phrases in the reading passage.2. Learn about the noun clauses serving as subjects, object andpredicative in a sentence.Procedures:Step 1 Word study1. Ask the students to fill in the blanks of exercise 1 on page 45with the correct form of the ten words listed below:in general, forecast, trend, urban, consumer, keep in touch with,customer, tiny, cash, pay attention to, regularly, physician, lead to,effort, in store.2. Explain the meaning of each phrase in the box of Exercise 2. Thenask the students to fill in each blank with them and change the form wherenecessary. Go over the passage with the whole class.Step 2 Learning about Noun Clause (2).1. In pairs discuss the examples on page 46 and the function of eachclause. Do exercise 1. Then check the answers with the whole class.2. More examples are given to explain the usages of noun clauses.名词性从句的功能相当于名词，根据其在句中充当的成分可分为主语从句、表语从句、宾语从句等。
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A lesson plan
Teaching aims:
1. Learn and master some expressions.
2. Improve Ss' reading ability.
3. Let Ss know about the letter.
4. Form a basic idea of writing a similar composition.
Teaching important points:
1. Improve Ss' reading ability．
2. Enable Ss to understand the letter better.
Teaching difficult points:
1.Stimulate Ss’ imagination and interest.
2. Let Ss form some ideas of writing based on the text, which can serve the next part – writing.
Teaching method:
Listen-speak, skim, scan
Teaching aids:
Projector & slide
Teaching procedures:
Step One Lead in
Present the class with letters, which show Ss the topic of this period, namely ―Greetings from the future‖.
Step Two Pre-read
Arouse Ss’interests in e-friend and lead Ss to imagine what life will be like in the future. Then tell them
they can know some more from the letter.
Step Three Read
Ask Ss to read the letter paragragh by paragraph and answer some relative questions as follows:
(Paragraph One)
Q1: What is an e-friend?
Q2: What can it do?
Q3: What does Mekanika think of it?
(Paragraph Two)
Q1: What is ―virtual reality‖?
Q2: Can you name the telephone that can change a person’s voice into ones and zeroes?
Q3: Why is it sometimes difficult for Mekanika to know what is real and what is an image?
Step Four Post-read
Given two open questions, Ss will develop their imagination as much as possible:
Q1: If you had an e-friend like that, what would you use it for?
Q2: How is our life different from the way people lived one thousand years ago?
Step Five Listen
Listen and fill in missing words according to the tape. The missing parts happen to be useful words or
phrases in the text. Explain them briefly.
Step 6 Summary & Homework (available)
Today we’ve read a letter about the life in the future. Compared with the present life, we have also
developed our imagination about the life in the past and in the future. After class, discuss questions in groups
and get basic ideas of writing, which can serve the next part-wring. Then ask Ss to write a similar composition.
Unit 6 Life in the future（说课稿）
各位老师好!今天我说课的内容是高二(上)第六单元的Integrating 部分―Greetings from the future‖（来
自未来的问候）。下面我从六方面谈谈对这一课时的设计与教学。
一、教材简析
1．该篇阅读材料是听力部分的延续，同时也为下一环节的写作部分提供了范文。因而除完成教学任务
外，还应兼顾写作意识的形成培养，也即以读导写。
2．本篇虽以信件这一文体形式呈现，但学生对此已颇为熟悉，故信的格式不必赘述。
3．该篇层次分明，段落间无紧密联系。第一段描述了未来世界的e-friend（电子朋友；网友）。第二段
则描述了virtual reality（虚拟现实）。故采用分段阅读的方式来呈现这一版块。
4．该篇涉及的语言点与语法并不多，且考虑信的内容用声音展现出来会更加鲜活，故利用听的形式带
出生词，短语，再作讲解，即以听带讲。
二、教材目标
根据《新课程标准》关于总目标的具体描述，结合高二学生实际和教材内容，分语言知识、语言技
能、学习策略、情感态度、四个方面制定相应教学目标。
1．语言知识
理解、内化、运用如下生词及短语：virtual, absurd, old fashioned, lifelike, more than等。
2．语言技能
听：捕捉特定信息、抓关键词，听懂信件内容。
说：能熟练掌握与话题相关的常用词汇与表达，同时使学生能就话题较好地完成一些开放性话题，
以提高在真实语境中的英语交际能力。
读：获取相关信息,且进行skimming, scanning, careful reading, generalization等阅读微技能训练。
3． 学习策略
学生能在一定程度上形成自主学习、信息处理和英语思维的能力。
4． 情感态度
(1) 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。
(2) 立足现在，联系过去，对未来展开联想，让学生感受社会的进步。
三、教材重点、难点
本节课的教学重点是学生略读、扫读、归纳等阅读微技巧能力的培养。难点是激发学生的兴趣，培
养学生的想象思维，和以读导写的能力培养。
四、课时结构
读前10分钟，读时20~25分钟，听、讲解5~10分钟，写前准备（家庭作业）5分钟。
五、教学方法
听说法、略读法、扫读法等，并辅以多媒体教学。
六、教学流程
1．读前活动
利用信封实物导入新课，吸引学生的注意力、增加趣味性、活跃课堂气氛。充分调动学生的积极性。
为后续的阅读活动作好准备。
2．读时活动
（1） 略读
使用幻灯片呈现问题，要求学生迅速从文中找到相应答案。
（2） 扫读
定位、理解事实细节是一个重要的阅读微技能，是进行归纳、推理、判断等高级阅读技能理解的基
础。在学生通过略读了解了文章的大意和篇章结构之后，指导学生进行扫读来获取文章的细节信息，并
在此基础上，归纳整理相关问题的答案。
3．读后活动
由读而说、由读而想的读后活动是学生实现从语言输入转化为语言输出的必由途径。设置开放性问
题让学生创造性地使用所学语言，提高了语言的综合运用能力。
4．听讲结合
根据教材特点，在听的基础上简要讲解文中的语言点。
5．写前准备
本文起到了激活与示范写作的作用，可要求学生模仿写一篇类似作文，留作家庭作业。
鉴于此，幻灯片设计流程如下：
读前活动（幻灯片1、2）—— 读时与读后活动（幻灯片3、4、5、6）（其中包括略读、扫读及开放性
问题） —— 听讲结合（幻灯片7） —— 家庭作业（幻灯片8）