高二英语教案《Unit 6 Life in the future》
高中英语 Unit 6《Life in the future》说课教案 新人教版必修1
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 saferBusiness: E-commerce mall smart cardsHealth and medicine: a longer, healthier and active lifeEducation 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。
高中英语说课稿第六单元《Unit6Lifeinthefuture》优秀说课稿
高中英语说课稿第六单元《Unit6Lifeinthefuture》优秀说课稿各位老师好!今天我说课的内容是高二(上)第六单元的Integrating部分“Greetingsfromthefuture”（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。
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virtualreality（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、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,oldfashioned,lifelike,morethan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交际能力。
读：获取相关信息,且进行skimming,scanning,carefulreading,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。
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：Unit 6 Life in the future教案
Unit 6 Life in the futureIntegrating SkillsGoals:(1)Foster the students’ ability to read English letters.(2)Enable the students to write a predictable life in the future.Procedures:Step 1 Leading-inBoys and girls, as we all know, the moment people landed on the moon for the first time, science and technology began to develop very rapidly. Last year China’s “Shenzhou V” was successfully launched with the development of science and technology. So we deeply believe people will invent more and more advanced things and explore the universe further. Can you imagine what our life will be like in the future?Step 1 Leading-inAsk the students to have a discussion in pairs or groups about the following topic:“What will the life be like in the year 3000?”Step 2 Listening and readingAsk the students to listen to the tape of this passage and then answer the questions on page47:1.If you had an e-friend, what would you use it for?2.Why is it something difficult for Mekanika to know what is real and what is animage?3.How is your life different from the way people lived one thousand years ago? Keep sb company 陪伴某人，给某人做伴tep 3 WritingAsk the students to write a short passage about the advantages and disadvantages of the new technology.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 discussion．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 belike 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 Li Ming’s place is being dis cussed．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．That’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 u seful expressions．Do you remember them?Now let’s do an exercise 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 read a passage about life in the fu ture．Now pleasethink 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 hasbeen changing．It’s getting better and better．What do you think life in the 3lstcentury 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 live 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 we’re going to read a letter about the waypeople willlive 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 minutes 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 insteadof 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 theiranswers．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 willstill do many things we do today，but we do them differently．For example，we canuse a Mogary to help us．A Mogary is an intelligent robot，which looks exactly like a human being．It can be used in many fields．such as at home，in the factory or in 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 car or a train，which use the solar energy without pollution．When it is too cold ortoo hot，the head of the Mogray can be used as an air—conditioner,which can keep a 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 about 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,keep in touch with，in store…(Write them on the blackboard．After class，you should master them further by revising what we’ve learnt in this unit．Don’t forget to prepare for 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 bit clear up in general keep in touch with in store pay attention to lead to catch a glimpse of come true。
高二英语教案：高二英语上学期Unit 6c
人教修订版高二英语上Unit 6 Life in the futureWarming up ＆Speaking教案一，教材分析：本单元的主题是“Life in the future” , 主要内容是“谈论未来生活”和“作出预测判断”。
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。
“Warming up” 部分提供了四副图片和八个相关话题，本部分为下文的“说”作铺垫，学生分组讨论，使其有话可说，无话不说。
Speaking 要求把全班分成四个小组，没一个小组从不同角度出发陈述赞成或反对“有一相似人”的理由。
这种开放式讨论有助与学生运用所学知识合作学习，指导他们全面的辨证的看问题。
不仅让学生开思路大胆畅想,多未来生活作出预测，还要统览整个单元的内容,还要预习本单元的一些关键词汇.二，教学目标(Teaching goals):1. Target language:A: Key words and phrases:prediction, in the future, contemporary, current, indicate, purchase, cometrue，double, confused, exact, originalB: Oral English:Making predictionsIt would be wonderful if……It would be bad if …It’s possible to predict…Just imagine if …We can only guess …2. Ability goals:1) Enable the students to think up more creative ideas for the futurelife.2) Enable the students to express themselves freely by makingpredictions.3. Learning ability goals:1) Help the students to make predictions by using given clues.2) Help to inspire the students to be more creative in thinking.三, 教学重点(Teaching important points):Get the students to predict what future life will be like by using the usefulexpressions.四, 教学难点(Teaching difficult points):Encourage the students to talk freely and actively on making predictions.五, 教学方法(Teaching methods):1. Cooperative method for creative ideas.2. Discussion六, 教具准备(Teaching aids):A computer and a project七, 教学步骤(Teaching steps):Step 11.Greetings(Good morning/Good afternoon boys ＆girls)2. Lead inT: Today, let’s come to our new lesson Unit6What’s the title of Unit 6?Ss: Life in the future.T: What is life?(The students must be at a loss about what to say.)T: Listen to a little song and answer the question:(Play the tape)Row, row, row your boat.Gently down the stream.Merrily, merrily, merrily, merrily,Life is but a dream.Ss: Life is a dream.T: Yes, today we’ll talk about our dream-like future life.Step 2: Picture talking(The step is meant to train the students to watch carefully and think actively.)T: The pictures show us something possible in future.Please guess what they are? Now you are divided into four groups. Eachtries to think of more than one sentence to describe the picture. Then thegroup leader will be asked to report your work.Possible answers:SA: In picture 1: A space car or space ship or space plane.We can see a man beside a high-tech car, which is controlled by an advanced computerand equipped with high-quality solar battery. This type of car isfriendly to the environment and very popular with consumers.SB: In picture 2: A space station. We can find some space buildings, which are made of advanced building materials. There the scientists can carryout experiments, watch other planets and so on.SC: In picture 3: An alien and a UFO or a Martian. In this picture we can see an astronaut and a spaceship. In the near future, more astronauts fromdifferent countries will be able to travel to the space and carry outmore experiments so that we can have a better understanding of theuniverse.SD: In picture 4: Some very old men and Some medicine for long life. We can see several old people talking about medicine. In the future,doctors will have further research into diseases and the medicine willbe more effective in preventing and cure diseases.T: Wonderful. In a word, life in the future is very mysterious and fascinating.Yet we can do more to make our future safer and easer.*In order to inspire the stud ents’ creativity, the teacher can do the following:1) Let the students draw another alien through imagination.2) Let the students predict how long the future man can live.3) Let the students discuss what measures to take to make men livelonger.Step3: SpeakingThis part is to provide the students with realistic situation so that theycan have more chances to practice the functional items ----makingpredictions.Having “doubles” or not1. Divide the students into four groups.2. Individual work. Each student has to offer more answers to supporthis/her opinion.3. Group work. Each member states his or her opinion and reasons.4. Class work. Group leader reports their work.After 5 minutes.T: Now you’ve discussed this topic. I’d like the four group leaders to reportyour work.SA: I think it would be great to have a double because I could use the double to do the things I don’t enjoy, for example, going to school, doing homeworkand taking exams. Having a double would also be good because I can dotwo things at a time，so that I can work more efficiently.SB: But we think having a double might be dangerous because we don’t know what the double might do. For example, the double might cheat people outof their money. As a result I will have to be punished because of him.SC: No, I don’t think so. I would like to have a double, because I don’t have time to do all the things I’d like to do, for example, cooking meals and havingmeetings. Having a double would be wonderful because we could havemore time to do things I like best.SD: However, having doubles would make people confused, because no one would know who the double really was or how to treat it. For example, the double wouldn’t have any parents and relatives. It would be bad for society if people had troubles, because it would be very difficult to make it clear who was to blame for the very trouble.T: Thank you for all your wonderful ideas. Since it’s a hot topic and we don’t reach any agreement, we can say it’s still early t o use this technology tomake “doubles”.Step4 Language points1. double①n. a person who looks exactly the same as someone else:e.g. Hey Tony, I met someone at a party last week who was your double.②adj. twice the size, amount, price, etc., or consisting of two similar thingstogether:e.g. Go through the double doors and turn left.The word “cool” has a double“o” in the middle.2. copy①n. something that has been made to be exactly like something else:e.g. This painting is only a copy of the original hanging in the Louvre.Could you make a copy of this for tomorrow’s meeting, please?②v. to produce something so that it is the same as an original piece of work:e.g. Patricia’s going to copy her novel onto disk and send it to me.He tends to copy his brother in the way he dresses.Step 5: DiscussionTask 1: Reading1) Read the questions on Page 412) Scan The passage “Life in the future” (pages 43-44) and “What is the futuregoing?” (pages 119---120).Task 2: Discuss the advantages and disadvantages of the future life.(In the course, the students are suggested some useful expressionsmentioned in the target language)Possible answers:A: Advantages:1) It will be easier and cheaper to communicate through internet anvideophones.2) More and more people will be able to work at home and there will beless need for doing manual work.3) People will use the internet to shop and business, which will be easier andquicker.4)Houses will be practical and beautiful and modern.B: Disadvantages:1) Convenient communication will reduce face—to –face conversationbetween people.2) There will be less fun and fewer friends when working at home.3) There will be fewer choices in purchase.4) Houses will be more expensive.Step6 WritingGive the students 8 minutes to write a passage about the future. ThenLet them correct the mistakes in their passages in pairs.Step7 SummaryThe teacher summarizes the content of the class as follows:Future lifeLife can be goodLife can be bad;Life can be sorry,Life can be merry;Life can be only a dream,Which will never come true;Life is actually a stream,Which is always flowing over the heart true.八, 作业(home work)Read the following tongue twister a nd summarize the usage of “future”His future wife hopes for a happy future, which is futureless for him in thefuture.九, 板书设计(Blackboard—planning):A: Key words and phrases:prediction, in the future, contemporary, current, indicate, purchase, cometrue，double, confused, exact, originalB: Oral English:Making predictionsIt would be wonderful if……It would be bad if …It’s possible to predict…Just imagine if …C: Language points1. double①n. a person who looks exactly the same as someone else:e.g. Hey Tony, I met someone at a party last week who was your double.②adj. twice the size, amount, price, etc., or consisting of two similar thingstogether:e.g. Go through the double doors and turn left.The word “cool” has a double“o” in the middle.2. copy①n. something that has been made to be exactly like something else:e.g. This painting is only a copy of the original hanging in the Louvre.Could you make a copy of this for tomorrow’s meeting, please?②v. to produce something so that it is the same as an original piece of work:e.g. Patricia’s going to copy her novel onto disk and send it to me.He tends to copy his brother in the way he dress十, 课后反思这节课让学生展开了思路,畅所欲言未来生活,并且对整个单元的内容进行了总体预览,课堂气氛活跃.学生们尤其对首尾两首小诗和绕口令表现了极大的兴趣.但是对于学生的创新思维开发地还不够.十一, 课堂延伸为了继续激发学生的创新思维,教师可以建议学生从网上查找一些关于“最新科技动态”的知识,并推荐学生阅读“英语周报”的“背景阅读”和“词汇练习”，以扩充视野，延伸思维。
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。
市鸽悉学校高二英语 Unit6 Life in the future
盘船州斜盒市鸽悉学校高二英语 Unit6 – Life in the future知识精讲人教版一. 本周教学内容：Unit6 – Life in the future二.教学目标：1. Master some sentence patterns and important phrases.2. Practise expressing opinions.3. Learn about Noun clauses, used as Subject, Object and Predicative.4. Write a defintion paragraph , using the words in this unit to describe life in future.三. 教学重点与难点：Some difficult phrases and sentence patterns四. 具体内容：While it is impossible to know exactly what the future will be like, it is possible to use models and trends to make forecasts about future developments.Future transportation is going to be cleaner, faster and safer. New technologies are being used to develop environmentally friendly and efficient means of transportation, such as the maglev train. Scientists are also working on new fuels and engines.The way we do business will change, too. Companies and consumers will do most of their business via the Internet. This, in turn, will change the way we shop and do business. Entertainment is becoming an important part of shopping and much of what was done by businesses can now be done by the consumers and customers themselves.Advances in medical science and a better understanding of the roles played by diet and exercise will allow us to live longer and be healthier. There will still be diseases in the future, but our ability to prevent and respond to new diseases will improve.Education will become even more important than it is today, but its form may change. Learning will no longer be limited to our youth and to schools and classrooms. We will need to become lifelong learners and there will be many different places and modes of learning available to us.The best way to prepare for the future is to learn to accept and appreciate change.1. catch/ get a glimpse of sth. 瞥见；明白He sometimes went there to have glimpse of the mountain in the distance.（n.）When I saw how worried he was, I caught a glimpse of his true feelings.I glimpsed the falls as our train went by.（v.）2. at 以……速度at very high speed; at speed 高速drive at top/ full speed 全速travel at a speed of eighty killometres an hour3. major 重要的；较大的The car needs major repairs.The play is a major success.4. contemporary 当代的；现代的；同时期的; 同一时代或年龄的人；当代人He devotes himself to the research on the contemporary art.John is my contemporary; we are both 25.5. indicate 表明；象征；预示The arrow on a sign indicates the way to go.The black clouds indicate that it will rain soon.indication n.There are indications that the weather is changing.6. systemthe solar systema railway systema postal systema new system of electionsthe capitalist system7. touchget in touch withlose touch without of touchkeep in touch with8. It’s important for us to learn English.It is a bad habit for a student to stay up late.It is very kind of you to say so.9. customer 指在某一个商店买东西的顾客； shopper泛指买东西的人The manager asked his shop assistant not to say no to his customers.The busy street is full of shoppers.10. purchase n/vHe gave his son some money for the purchase of his school books.They have just purchased a new house in the country.11. cashI’ve no cash on me, so can I pay you tomorrow?We don’t accept cheques; we want cash.Can you cash this postal order for that old lady please?Where can I get this cheque cashed?12. instead ; instead ofShe prefers making her own food instead of buying it in the restaurant.Since you are tired, let me go instead.13. such as ; for example; namely; that issuch as像……那样的；诸如……之类的；例如。
Unit 6 Life in the future 教学案例(人教版高二英语上册教学案例)
东海中学程澜一、主题与背景阅读是人们获取信息的一种重要途径，也是人类社会文化交流的一种重要形式。
阅读理解能力的高低直接影响和制约着一个人的听、说、写几方面能力的形成和发展。
因此，提高中学生的阅读理解能力是中学英语教学的一项主要目标和要求。
如何培养中学生的阅读能力是教学中的重点。
下列是我以第二册Life in the future为例，对阅读教学的探索。
教学目标：1. 理解并掌握一些重要的英语表达方式，培养用英语思维的意识。
2. 提高英语的阅读能力。
3. 让学生更多地了解未来的生活。
教学难点 1.帮助学生阅读课文并充分获得相关信息。
2. 提高学生的阅读能力。
教学准备多媒体课件二．教学程序Step 1. Preparation for reading1. listen to the English song “What ever will be will be”2. let students enjoy some marvelous pictures about the future, for example , a city over the sea..反思：此步骤主要是激发学生对“未来”的设想。
听着动听的歌曲，看着关于未来的图片。
学生自然而然地进入了课堂。
Step 2. Reading for information1. Skimming.Read the text and find out in which paragraph you can find the answer to the following 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 human body be like ?5) What will the future be like in general?2.Scanning for details1) Compared with the past, what is the most important thing in future transportation?2) Why will the meglev train be popular in the future?3) What will become more and more popular in the future business?4) What is the store like in the future?What can people do in the malls in the future?5) How will people pay for their purchase?6) will people in the future be able to enjoy a longer and healthier life? Why?7) How will the schools of the future be different from what they are today?8) How will the way we view learning and knowledge change?9) What will be future like in general?10) What is one way to catch a glimpse of the future?3. listening and discussion ,discuss the advantage and disadvantage of the following things: future transportation, smart cards, online shopping and e-schools. , Then fill in the tableon the screen.advantage disadvantagesFuture transportation Clean, fast, safe, without pollution High cost expensiveSmart cards Convenient ,safe noneOnline shopping Convenient ,time saving No guarantee of qualitye-schools Interesting, convenient, saving time No face- to –face coach反思：略读（skimming）和查读（ scanning）是快速获得信息的手段。
Unit 6 Life in the future 说课稿
Unit 6 Life in the future(说课稿)未来生活各位评委，各位老师，下午好!今天我说课的内容是人教版高二上册第六单元Life in the Future的Reading部分。
下面我将从教材分析、教法、学法、教学程序等几个方面谈谈对这一课时的设计。
一．说教材高二上册第六单元围绕Life in the future这一主题开展听、说、读、写的多种教学活动。
随着人类文明的进步，未来社会人们的生活方式将如何发展，人们的生活究竟是什么样的情形，这是一个贴近生活、具有时代性、可挖掘性的教学主题。
本单元计划需要7个课时完成，本课时在本单元中为第二节课，是本单元的高潮与重点。
从结构上看，本文是一篇文体形式清晰，层次分明的阅读材料，内容涉及交通、商务、健康医疗、教育和知识方面的未来生活情景。
学生通过本节课的阅读掌握相关话题的词汇、句型和语言表达方式，能够就有关话题发表自己的见解，为今后进一步学习有关题材的文章作铺垫。
新课标明确提出七级也就是高二阅读教学的目的是能：1.从文章中获取主要信息并能摘录要点；2.能理解文章主旨、作者意图；3.能提取\筛选和重新组织简单文章中的信息等等.这一阶段说的教学目的是：1.能用英语进行语言实践活动；2.能针对问题提出解决问题的建议和办法；3.能就一般问题作口头陈述。
针对本课时的教学内容，我确定的教学目标为语言知识、语言技能、学习策略和情感态度四个方面的内容。
(1)语言知识目标：本课要掌握的的生词是一些有关生活的词汇，共9个。
本课要掌握的语法是关系副词when，where，why，how引导的名词性从句及关系代词和连词引导的名词性从句。
本课要掌握的功能句型是一些用于讨论、评价生活的结构句式，有：What will life be like in the future?What kinds of jobs will they have?(2)语言技能目标：本课的语言技能目标首先是培养读的技能，通过skimming, scanning等方法培养学生获取文章中所给出的有关未来生活变化的相关信息，且进行careful reading, generalization; inference等阅读微技能训练，培养学生获取信息的能力。
人教修订版高二英语Unit 6 Life in the future教案2
人教修订版高二英语Unit 6 Life in the future 教案2
高二Unit 6 Life in the future
教材分析：
本单元围绕Life in the future 这一主题开展听、说、读、写多种教学活动，让学生想象未来人们的住房、交通、商业、医药与健康、知识与教育等
方面，这些话题能激发学生的想象力，培养发散性思维。
学生通过本单元学习，能拓展知识面，不仅了解到目前社会各个领域的发展状况，并且能学会
科学地预测未来，让学生关注社会、了解社会，并为实现美好的未来而努力
学习。
”热身”（Warming up）目的是鼓励学生大胆想象和积极思考，激活学生已有的相关背景知识，补充必要的和新的背景知识，以启发学生对话题的
思考。
本课一开始就提出问题：What will life be like in the future? 为了启发学生思考，教材设计了通讯、语言、职业、建筑、商贸、交通、教育、人体等
方面的话题，并设计了四幅关于交通、城市建设、外星人、人类健康的图
片，供学生参考讨论。
这样的设计能激发学生的思维，引起学生对未来人类
生活的幻想和想象。
”听力部分”(Listening)是一封3044 年生活于火星的一位学生来信，信
件分两部分，描述了3044 年火星的生活情景，要求学生听录音回答问题并完成表格练习。
”口语”(Speaking)部分设计了以下内容：2089 年科学家已掌握了克隆人的技术，能制作一个与原型一模一样的另一个新人，新人能做一切原型会的
事情。
要求学生讨论决定这种新技术应不应该采用。
这样的设计能训练学生
的思维、推理能力。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
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。
教学过程（整个操作过程为40分钟）Step 1:Revision of the Key Words and Expressionsprediction, in the future, contemporary, current, indicate, purchase, come true，double, confused, exact, original3、设计意图（1）本环节以复习旧知识作为新课的热身活动，教师提问一些学生让他们拼写出本单元的一些重要单词和短语，然后教师让学生们尽可能多的列出他们能想到的关于未来的单词。
为学生进行语言输出作好准备，使学生对新知识的学习构建在已有知识的基础上。
Step 2:Warming-upT: Today, let’s come to our new lesson Unit6What’s the title of Unit 6?Ss: Life in the future.T: What is life?(The students must be at a loss about what to say.)T: Listen to a little poem and answer the question:Row, row, row your boat.Gently down the stream.Merrily, merrily, merrily, merrily,Life is but a dream.Ss: Life is a dream.T: Yes, today we’ll talk about our dream-like future life.T: How long do you think a man can live.in the future?90years? 100 years?Ss:Maybe longer…（2）在这个过程中教师引入一首小诗，引发学生对生活的思考，学生在此过程中既要完成听的任务还要完成说的任务，所以导入的环节问题应该尽量简洁，以问题的形式直接进入“生活问题”的讨论。
(3)进一步锻炼学生的英语口语能力。
Step4 Language points① n. a person who looks exactly the same as someone else:e.g. Hey Tony, I met someone at a party last week who was your double.② adj. twice the size, amount, price, etc., or consisting of two similar things together:e.g. Go through the double doors and turn left.The word “cool” has a double “o” in the middle.2）copy① n. something that has been made to be exactly like something else:e.g. This painting is only a copy of the original hanging in the Louvre.Could you make a copy of this for tomorrow’s meeting, please?② v. to produce something so that it is the same as an original piece of work:e.g. Patricia’s go ing to copy her novel onto disk and send it to me.He tends to copy his brother in the way he dresses.该活动旨在让学生在进行口头汇报的过程中规划后续书面写作的框架要点，确定写作内容，形成写作思路，并进行写作语言（关键词语及表达）准备。
Step5WritingGive the students 8 minutes to write a short passage about the life in the future and correct the mistakes in their passages in pairs.(4)锻炼学生的英语写作能力，进一步加深他们对本单元所学重点词汇以及短语，句子的认识和运用能力。
Step6 SummaryThe teacher summarizes the content of the class as follows:Future life: Life can be good,Life can be bad;Life can be sorry, Life can be merry;Life can be only a dream,Which will never come true;Life is actually a stream,Which is always flowing over the heart true.Step7 HomeworkRead the following tongue twister and summarize the usage of“future”His future wife hopes for a happy future, which is futureless for him in the future.四、板书设计(Blackboard—planning)A: Key words and phrases:prediction, in the future, contemporary, current, indicate, purchase, come true，double, confused, exact, originalB: Oral English:Making predictionsI t would be wonderful if……It would be bad if …It’s possible to predict…Just imagine if …C: Language points1. double① n. a person who looks exactly the same as someone else:e.g. Hey Tony, I met someone at a party last week who was your double.② adj. twice the size, amount, price, etc., or consisting of two similar things together:e.g. Go through the double doors and turn left.The word “cool” has a double “o” in the middle.2. copy① n. something that has been made to be exactly like something els e:e.g. This painting is only a copy of the original hanging in the Louvre.Could you make a copy of this for tomorrow’s meeting, please?② v. to produce something so that it is the same as an original piece of work:e.g. Patricia’s going to copy her nove l onto disk and send it to me.He tends to copy his brother in the way he dress这节课让学生展开了思路,畅所欲言未来生活,并且对整个单元的内容进行了总体预览,课堂气氛活跃.学生们尤其对首尾两首小诗和绕口令表现了极大的兴趣.但是对于学生的创新思维开发地还不够.，有的地方同学们不能很好的运用英语去说，而使用汉语代替，怎么样能够更行之有效的提高学生的英语口语能力，仍然需要深入思考，并在今后的教学中不断摸索。
六、课堂延伸为了继续激发学生的创新思维，教师可以建议学生从网上查找一些关于“最新科技动态”的知识,并推荐学生阅读“英语周报”的“背景阅读”和“词汇练习”，以扩充视野，延伸思维。