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：1. 能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。
听和说的目标是能使用所学语言进行小组讨论，发表对有关主题的看法，提高真实语境中语言思维、语言使用和语言交际的能力。
(3)学习策略目标：学习策略指学生为了有效地学习和发展而采取的各种行动和步骤。
结合本课时，我将通过知识策略使学生在任务型学习中形成自主学习、信息处理、有效交际、英语思维能力。
(4)情感态度目标：情感态度是新课标五大综合语言运用能力之一。
情感态度指兴趣、动机、自信、意志和合作精神等影响学生学习过程和学习效果的相关因素以及在学习过程中逐渐形成的祖国意识和国际视野。
保持积极的学习态度是英语学习成功的关键。
因此，在教学中，我将注重帮助学生树立学习英语的自信心。
3. 教学重点：(1)用skimming and scanning来训练学生快速阅读的能力.(2)学习9个新词汇和4个新句型,并通过翻译法和造句法使学生加深对所学语句的印象.(3)引导每位学生开口用英语说出自己对城市发展的看法。
(4)组织学生分组讨论，并鼓励学生上台发言。
4.教学难点：(1) 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。
(2) 将所学语言用于真实交际中。
二、说教法：国家《英语课程标准》明确指出：提倡任务型教学模式，把综合语言运用能力的培养落实在教学过程中，倡导体验、实践、参与、交流与合作的学习方式，实现任务的目标，感受成功，强调学生能用英语做事情。
为此, 本课时主要通过任务型教学法的途径来进行教学。
此外，在pre-reading阶段，使用Three P教学模式让学生逐步掌握本课的生词、语法、句型和篇章内容。
近年来广泛受到语言学家和教师推崇的任务型教学法，它要求教师依据课程的总体目标结合教学内容，创造性地设计贴近学生实际的一系列教学活动，吸引和组织他们积极参与到学习当中。
学生在思考、调查、讨论、交流与合作过程中，充分发挥学习的主动性，通过解决实际问题，学生英语的实际运用能力得到了提高。
本堂课的主要任务就是让学生“规划城市未来十年的发展”，学生可根据自己的所见所闻，并结合未来社会和科技的发展，从自身的角度对社会进行设想和规划。
设计这样的情景能让学生切身思考自己未来的生活状态，语言运用才能真实自如，也更能激发学生的学习兴趣；同时，这个任务需要学生充分发挥自己的想象力但又不能完全脱离实际，通过小组讨论、建议和教师的评价来给出最终的规划，充分体现了“教师为主导，学生为主体”的教学理念；此外，在小组讨论时学生需要用全英文以一问一答的形式逐步对未来进行规划，这样可帮助学生练习之前所学的句型和词汇，巩固本课的教学重点，最大限度地突破难点。
在While-Task环节，我主要关注那些不敢开口说英语的学生，要通过悉心开导，让他明确英语学习的目的是为了沟通与表达，并多给这些学生表现的机会，使他们逐渐克服怕开口的缺点。
而对于主动上台发言的学生，则要对之表示赞赏。
另一方面，在小组完成任务时，我要向学生们强调合作精神，鼓励程度好的学生帮助程度一般的学生，让程度一般的学生也有当记录员的机会，甚至有上台发言的机会。
总之，我将在有意义的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。
同时，让学生了解社会发展的趋势，激发学生思维，引起对未来生活的憧憬和想象，使学生形成一种社会发展意识。
在教学媒体上我主要运用了课件和板书设计。
课件主要由20张左右的幻灯片组成，从Pre-Task到While-Task再到Post-task，使学生能准确地获取教学信息。
板书设计意图：1．黑板正中写下本课的标题.2．在黑板正中划圈，里面写上“过去”、“现在”和“将来”，并标上时间的发展方向，边写边暗示学生，社会随着时间的推移会发生天翻地覆的变化。
从过去到现在，莫不如此。
而现在到未来呢？这个问题既留给学生想象的空间，又引出课文。
3．左边和右后方写下本课的新词句。
4．在黑板的右下角写下任务。
三、说学法：新课标的落实要求转变学生的学习方式, 倡导以“主动参与, 乐于探究, 交流合作”为主要特征的学习方式。
本堂阅读课是一堂任务型教学课，正好能充分发挥把所学语言用于真实的交际当中这一巨大优势，从而在学生轻松愉悦地完成学习任务的同时，切实掌握语言知识。
学生需要积极参与讨论，互相提出疑问和建议，每一个小组都要通过亲密无间的合作才能对城市的未来作出科学合理的规划，这也是新课标提出的“合作学习”教学理念的要求；学生还需要充分发挥想象能力和逻辑思维能力，能从现在自身的特点发掘自己的未来的点点滴滴。
同时，学生在规划和设计城市发展时可以通过向教师和同组其他同学提问来培养学生提出问题的能力；在解决任务的过程中则锻炼学生解决问题的能力。
一个有意义的话题，一个相应的情景和一个宽松的学习氛围，能够让学生更加投入其中，学得愉快，教师也能更加忘我，教得轻松。
四、说教学程序：本堂课教学时间为45分钟。
根据高二学生学习英语的特点和规律，按照任务型教学模式，本堂课由Pre-task, While-task, Post-task三个教学环节构成. 下面我具体讲一下我的教学步骤和设计：1. Leading-in:用图片展示法，用多媒体向学生展示一个城市的交通、医疗、教育等方面从过去到现在的变化，使学生意识到万事是不断发展的。
而在未来这些状况又可能会有什么的发展呢？课文对以上各方面都有预想。
鉴于学生已经对课文内容有了一个大致的了解，教师就帮助学生简要回顾一下课文里的未来发展状况。
这一环节教师的语气带有疑问色彩，音调抑扬顿挫，重在引起学生的兴趣。
本环节用时5分钟。
2. Pre-task：这个环节主要是语言教学阶段，为下一阶段学生要完成的交际性任务作好充分的知识储备。
通过前面话题的引入，来激活学生的知识图式，然后开始向学生输入本课的重点词组和句型，比如关系副词、关系代词和连词引导的名词性从句，还有一些用于讨论、评价生活的功能句型，并用翻译法巩固。
但学生对词汇和句法的学习不是单纯地接受语言知识，而是仅作铺垫作用，为接下来任务的进行扫清语言障碍。
这一环节在听和读的过程中，应鼓励学生借助情景和上下文猜测词义或推测段落大意。
教师在提问时要鼓励学生踊跃发言，使学生努力创造和把握学习英语的机会。
还要鼓励学生在课上利用各种机会积极用英语与同学交流与沟通，提高用英语进行真实交际的能力。
本环节用时15分钟。
3. While-task：本堂课的主要任务是让学生运用已学的语言知识，完成一个任务，即对自己所在的城市进行未来十年的发展规划。
这一环节将用时10分钟。
情景设置：两会刚刚过去，温总理的政府工作报告深入人心。
在新的一年里，杭州市政府也要做自己未来十年的城市发展计划，每位同学扮演的“市民”需要认真思考“你觉得社会的哪些方面存在不足，并向政府描述你理想中的这个城市会变成怎样的一番景象？”，每位“市民”都可以从自己的角度出发，思考这个城市的发展。
由教师扮演的“市长”，将根据市民的意见，做出本市今年的政府工作计划。
这个任务主要通过Group Work来进行，前后桌四人为一个社区，各社区选出一名秘书和发言人，用英语交流并汇总规划意见，秘书记录自己和他人的意见。
这一环节，教师因在教室里巡回，并和不善发言的学生进行对话，语气应尽量友善柔和，起到穿针引线的作用。
4. Post-task：汇总完毕，各社区发言人上台向“市民们”报告自己社区的规划方案。
台下的市民针对台上发言人的汇报进行相应的评价，指出设想的合理与否，并给出建议。
然后“市长”用3分钟时间对每个社区的规划意见进行评价，并根据市民的反映，制定杭州未来十年的发展规划。
本环节共用时15分钟。
这一环节，教师应积极评价学生们的表现，因此语气应略带赞赏。
六、教学效果预测：本堂课由于是一堂任务型教学课，所以课堂气氛会比较活跃。
学生通过对自己未来的规划，能够比较自觉运用所学句型，扎实掌握新的词汇和语法，学生的语言知识得到提高。
而且，通过向市政府提意见这一任务的实施，可以增强学生的社会主人翁意识，提高用英语解决实际问题的能力，提高英语学习的信心，增强英语学习的兴趣，达到教师所设定的情感目标。
另外，发表自己看法、小组讨论、和“发言人”上台做报告等环节，使学生的听说能力得到锻炼；“市民”自己的城市规划和“秘书”的笔记锻炼了学生的写作能力，由此可以看出除了阅读，其他三项语言技能都得到了锻炼。
但由于高中班级人数和教室布局问题，可能会使活动形式缺乏多样性。
板书设计：。
unit3-Life-in-the-future-说课稿
IV. Teaching Procedures
Step 1. Warming up and Lead-in Step 2. Pre-reading Step 3. While-reading
1.What is a “time lag”? 2.Who guides Li Qiang’s trip?
3.How did he feel when he was in the capsule ? How
to solve the problem?
green tablets
unbelievable, worried, unsettled,
2)Teaching aims: Ability aims
Develop students’ reading skills such as skimming and sanning and enable them to use different reading skills in different reading materials.
4) Teaching difficult points
How to help the students do the reading comprehension efficiently.
II. Analysis of the students
Students in Senior II are at the age of 17-18, who are curious about the world. Although they are at different levels of English fluency, they have a strong desire for knowledge. In addition, they already have enough vocabulary and the basis of reading .Therefore, they can communicate with each other and express themselves in plain English. During the teaching process, I will teach them the proper way to learn English and try my best to arouse their interest in English and their enthusiasm of the life.
Life_in_the_future知识点结构
高二英语Unit6 Life in the future知识点结构Section I 课前准备、听力、口语1. What will life be like in the future? 未来的生活会是什么样子? (p.41 Warming Up) What ...like? “……像什么／怎么样／什么样子?”，此处like是介词，其宾语是what。
如：① What's the weather like there? 那儿的天气怎么样? ② What's your teacher like? 你老师是怎样一个人?2. What happened to the people on the earth? 地球上的人出什么事了? (p.42 Listening Ex.3)happen to“某人／某物发生了什么事，怎么了”。
如：① That autumn something unfortunate happened to my family. 那年秋天，我家发生了一件不幸的事。
② What finally happened to the poor boy? 这可怜的男孩最后怎么了? ③ What has happened to your leg?你的腿怎么了? ④What has happened to the recorder?录音机怎么了?3. It would be wonderful if (I had more free time)! 假设 (我有更多的自由时间)，那该多好啊! (p.43 Useful expressions)什么是虚拟语气?虚拟语气表示说话人的主观愿望、猜测、建议或与事实不符的假设等，也能够表示可能性较小或不可能发生的情况，虚拟语气常用于复合句中。
上句是一个含有条件状语从句的复合句，主句和从句的谓语动词使用了虚拟语气，表示“与现在事实相反的”一种假设。
那么，当说话人想表示“与现在事实相反的”假设时，主句和条件状语从句的谓语动词的“模版形式”是怎样的呢?请观察如下，例如：① If I were you, I wouldn't accept her suggestion. 假如我是你，我不会接受她的建议。
高二英语Unit3Lifeinthefuture说课稿
高二英语Unit 3 Life in the future说课稿高二英语Unit 3 Life in the future说课稿作为一名辛苦耕耘的教育工作者，通常需要准备好一份说课稿，认真拟定说课稿，说课稿应该怎么写才好呢？下面是小编帮大家整理的高二英语Unit 3 Life in the future说课稿，供大家参考借鉴，希望可以帮助到有需要的朋友。
一、教材分析(一)教材概述：本套教材在保留SEFC基础上，根据当前教改精神而进行重新编写，它较好地衔接了已实施三年的初中义务教育教材，体现了“中小学英语教学一条龙”的设想。
本单元围绕Life in the future(未来的生活)这一主题开展听、说、读、写多种教学活动。
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，这是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
语言素材涉及人类生存方式的不断演变，具有典型的时代气息，有利于学生了解生活，展开想象。
素材选择兼顾学生的知识面，已有词汇、生活经历等，体现了教材编写的“以学生为中心”，及“听说领先，读写跟上”的教学理念。
（二）教学目标：理论依据：《新课程标准》（实验稿）根据《新课程标准》（实验稿）关于总目标的具体描述，结合高二学生实际和教材内容，我们分语言知识、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：单词：学习掌握一些有关生活的词汇，如：prediction, contemporary, cash, purchase, reform, catch a glimpse of , keep in touch with, pay attention to, in store等。
功能：学习掌握一些用于讨论、评价生活的结构句式，如：What will life be like in the future?What kinds of jobs will they have?It would be wonderful if ...No one can predict whatwhen...语法：学习、掌握关系副词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。
Unit 6 Life in the future
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Life in the future教案正式版
英语教学设计Module 4 Life in the future怀乡一中陈杰一、教材分析1、本单元及本课在教材中的地位与作用。
上一单元的核心教学内容是"认物"，本单元则是"认人"，这一交际项目涉及到的具体内容包括：A．姓名What's his/her/its name?B．身份Who's he/she/it/this/that?C．年龄How old is he/she/it?D．所在处所Where is he/she?二、教学目标的确立1、知识目标本单元选取了学生比较熟悉的"认人"场景或情景，进行具体的训练。
而本课着重体现和要掌握的是室外场景；识别人物，这些场景都是日常生活中容易涉及到"认人"，这一话题的，即说话人相互交换或了解人物的有关信息。
在这一单元中有意回避了谈话双方直接询问年龄的情景。
这样安排既是为了突出语法教学关于he/she/it的内容，也是为了适应英美人的文化礼仪习惯。
2、能力目标：培养学生听、说、写的能力，以说为主。
3、德育目标：通过"认人"贯输礼貌教育。
4、情感目标：培养合作、友好的情感。
三、教学法分析1、口语训练本单元的口语训练与前一单元有相似之处。
为了加强课堂教学的交际性，教师应当充分利用教材所提供的典型情景，务必使学生熟悉这些情景，进而使他们学会在日常交际中作出恰当得体的反应。
在运用情景进行"认人"方面的口语训练时，要特别重视引入情景的技巧，情景引入必须有助于刺激学生的交际动机，也就是说见到某种情景时应当产生询问的欲望。
我采用简笔画，与实物相结合的方法。
2、笔头训练在英语教学的起始阶段，口语训练多于笔头训练是合理的，但每课时都应有适量的笔头活动。
为此我采用让学生画小人，或拿照片的方式一面认人，（口语）一面在画面上添加必要的文字，以引起学生的注意。
高中英语-unit-3-Life-In-the-Future-全单元教案
⾼中英语-unit-3-Life-In-the-Future-全单元教案⾼⼆上学期第三次教案设计⼈：Unit 3 Life In the FuturePeriod 1 & 2 Warming Up & Pre-reading, ReadingTeaching Goals:1.To illustrate Ss’ imagination of future life.2.To arouse Ss to pay more attention to the problems that probably appeared in thefuture life.3.To make Ss know the difference of life between the past, present and future. Teaching Procedures:Step 1 Leading-inPurpose: To talk about past and future changes of life.1. Group workLet Ss discuss the questions in groups of four.(1)How do you usually get to school?(2)Where do you live, in a city or in the countryside?(3)Where would you like to live in the future?(4)Do you live in a flat or a house?(5)Do you have a room of you won? Can you describe the room in the picture?(6)What kind of housing would you like to have in the future?(7)What would you like to have in your room?(8)What can we use to build houses? (brick, stone , steel , glass, ice, wood , plasticbamboo, …)2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life. Step 2. Warming Up1. Pair workIn pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next century.2. Individual workAccording to the result of the above Pair work, fill in the chart.Step 3. Pre-reading1. Pair workAsk Ss to discuss the following questions in pairs.(1)Make a list of the problems human beings are facing today.(2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist inAD 3008?Suggested Answers:①The first problem I would like to point out is the decline of morality.(道德沦丧)②The second problem is the racial bias problem. (种族歧视)③The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (资源匮乏)④Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (贫富悬殊)⑤The fifth problem is the pollution problem.(环境恶化)⑥Now I would like to talk about the sixth problem, the expensive arms race problem. (军备竞争)。
2019-2020年七年级英语下册 Module 4 Life in the future全模块教案 外研版
2019-2020年七年级英语下册 Module 4 Life in the future全模块教案外研版一、教学内容分析本模块以未来的教室及学习为切入点，谈论将来我们生活的各个方面,学生较为有兴趣,便于展开活动。
Unit1的主要内容是涉及一些有关于教室和科学方面的名词，一篇出现了将来时的听力、一段有关未来教室的对话以及相关的几个训练活动，在这个过程中学习和掌握一般将来时WILL+动词原形的陈述，一般疑问句及问答，及否定句。
二、学生情况分析本模块以学生心目中的未来教室为话题，这与学生的现实生活密切相关，他们有话可说，乐于参与课堂活动，而涉及的语法项目是一般将来时will 的陈述句，否定句，一般疑问句及回答，动词不用任何的变化，学生应该较为容易掌握。
三、教学目标1．能够正确理解有关未来学校的对话。
2．能够听懂有关未来生活的简单对话。
3．能够用一般疑问句正确问答有关将来的信息。
四、教学重点和难点1．词汇的正确运用。
2．一般将来时will 的陈述句，否定句，一般疑问句及回答五、教学策略任务型教学、自主学习、合作学习六、教学手段磁带，图片七、教学过程Step 1 . Everyday EnglishWhat day is it today?What do you do today?What are you going to do tomorrow?……Step2.Warm-upT: What will you do at this weekend?S: I will do my homework at this weekend..T: Will you play the piano this afternoon?S: Yes, I will /No, I will not.………Like this, ask the students to work in pairs to review the future tense.Step2. PresentationT: What will you do at this weekend?Help the students answer: I will play games at this weekend.（用be going to+do引出will+do，使同学们在很自然的复习语境中导入到新课）Ask the students to work in pairs to practice will+do.Step3.Vocabulary(1) Use the pictures to teach the new words :cable, , cell phone, , paper, ruler, satellite TV.(2)guessing games :What do you use to learn math and science ? calculatorWhat do I use to teach English? chalk(3)Let students repeat the words loudly.（创设情景教单词，使学生自然地掌握了单词的读音和用法。
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。
高二英语上单词Unit6 Life in the future
Step 2: Pre – Reading
1. How will people shop in the future? 3 Paragraph________ 2. How will people travel in the future? 2 Paragraph________ 3. What will schools be like in the future? 5 Paragraph________ 4. What will the future be like in general? 1 and 6 Paragraphs________
in store;keep in touch with; lead to;catch a glimpse of In general 1__________ ,boys like playing football more than girls. caught a glimpse of 2 I________________a high building from the window of a train. kept in touch with 3 Mr. Wang _____________ his old friends by mobilephone. leads to 4 Hard work ________success. in store 5 I have some good news ______ for you.
• • • • • • • • • •
reform the way do business on the Internet online shopping get / keep in touch with a form of search…for.. a crowded store combine …with… pay for smart cards remain active a healthy diet exercise regularly deal with More importantly, distance education lifelong learners be well-prepared for have…in store
英语：Unit3《Life in the future》教案(1)(新人教版必修5)
英语：Unit3《Life in the future》教案（1）（新人教版必修5）Warming-up and ReadingTeaching Goals:1.Learn some new words and expressions.2.Improve the Ss’reading skills.3.To illustrate Ss’ imagination of future life4.Know the more advanced forms of transport in AD 3005 andthe advantages and problems of life in the future.Teaching Methods:1.Inductive method2.Pair work and group work3.Illustration4.Deductive MethodTeaching Procedures:Step 1 Greetings and Lead-in1．The teacher can start with daily greetings and try to lead in some words in this unit.Q1: Where do you come from? Do you live in the downtown or in the countryside?Is it a suitable location for people to live in?What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)Bikes, cars, buses and so on can be used to carry people or things from one place toanother place, and they are called vehicles.Q3:What other vehicles do you know?carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …Q4:What means of transport do you know?Car, bicycle, motorcycle, train, plane, Space craftQ5:Imagine what the future means of transport will be like?2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life.【设计说明】由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词；然后总结交通工具的种类来预测未来的交通方式，从而导入课文。