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Unit 6 Life in the future教案

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Unit 6 Life in the future教案

Unit 6 Luture教案

Teaching Goals:Talk about luture

2. Practise making predLearn about Noun

Clauses(2).

The First PeriodWarming up

Wauand tell what do youuture life will be lunica2.

WBusiness andThe human bodLanguagHouse and

buildingducaAsk studaguture llds abov2.Listening

Lape and answer qulistening task on page 42

2.Ss lape again andanswGivudwve listening whilg

the Exawhile listening;

2. graaaaking

Twice as good or double trouble? Wairs or groups

to discuss. The year is 2089 andave discovered how

to make “double”, exaaat can do everythingginal

can do. The students are asked to decide ww

technology should be used.

The following structures are helpful to students:

What will life be luture?

How will people….

Where will people work…. It would be wonderful if …..

It would be bad for …. If…….

It’s possible/ble to …..

No one can predict what /when…

HomewFwork on Wb, warming up part.

Td PeriodWarming uBrag:

Find as many words audents can find about future

liv2.Followingwarming-up on pagActivity:

Discuss in groups aboullowing

areauture:unication/ housing/ transportation/

education/ hospital2. Pre-readingwughly-developped

technology used in daily l2.group work:

describuWhile-readinganning: Ss read quickly and

answer:

Whaassage about?

2.Ss read and gain ideas of each

paragraAfter-readingding by answering the following

questions:

What are the advantages of future transportaart

card, onlg and e-schools?

What will hald of health and meduture?

Want to be lifelong learners? What should we do to make sure we will have a

bright future?Assiguand gation abou2.find a

fewassage which you lunderstandly and then explaur

deskmaRecord after teaching:

The Third PeriodWarming up

Aaave learnt lad2. Learning about the language

Teacher explalanguagxt on page 43--What life

will be luture is difficuldWhat’s….like?

What’s the weather like today?

What’ure like?

2. E-business dbecoming more andular as people

discover the advantaglg.

DIThe Past Participle used as Attributive.

3.Homework will always be homework, buluture will

probably be quite dwhat they are todaNoun Clauused

as obPrax 1 and 2 on page 45 blv2answTeacher gives

Ss suggested answer and tell them wave any

problAssigLearn the useful exby hea2.Finish Wb. Ex1

–3 focusing on vocabulary on page 117--AssigFinish

Wb Ex 2on pagThe Fourth PeriodPre-writingad the

passage onP47 and get a general idea abou2.Explalls

on how to organize a paragra2. While-writingwrite a-mail to an e-pal

2.Ss exchangwriting andawletter

agaAfter-writingamples and showlaTips on writing:

Pay awriting a lPay awhile writing.

Pay auctuassiggroup 3-5, discuss the l044

Record after teaching:

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高考英语总复习Unit 6 Life in the future单

高考英语总复习Unit 6 Life in the future单

毛额市鹌鹑阳光实验学校Unit_6Life_in_the_future

1．Low­carbon lifestyle is of great benefit to improve the world

environment.Nothing can be enjoyed from it until you have a deep

understanding of it，however.

2．So absorbed was she in her work that she didn't realize it was

time that she picked up her daughter.

3．In the last decades, advances in medical technology have made it

possible for people to live longer than in the past.

4．It's on the festival occasions when the family get together that

he misses his late father.

5．It's reported that some young girls are too absorbed in“star

dream”，thus ignoring their study.

1．低碳生活方式对改善世界环境大有裨益，但是，直到你对此有了深层了解之后你才能享受到这一切。

2．她如此专注于她的工作以至于没有意识到接女儿的时间到了。

3．在过去的几十年，先进的医疗技术已经使得人们比过去活的更长成为可能。

4．每逢一家人聚在一起过节的时候，他常想起已故的父亲。

5．据报道，许多女孩太专注于“明星梦”，从而忽视了自己的学习。

Ⅰ.高频单词必记

一、考纲词汇识记

1．forecast n．& vt.

高中英语_Life in the Future教学设计学情分析教材分析课后反思

高中英语_Life in the Future教学设计学情分析教材分析课后反思

《Life in the Future》教学设计

执教者

课题 Unit3 Life in the Future

解读理念 高中英语课程强调发展自主学习和合作学习的能力，形成有效的英语学习策略。为此，在高中英语教学要鼓励学生通过积极尝试、自我探究、自我发现和主动实践等学习方式形成具有高中生特点的英语学习的过程与方法。因此，在整个教学过程中，本人注重引导学生主动学习，鼓励学生通过体验、实践、讨论、合作、和探究的方式发展综合语言技能，使学生有机会通过联想、推理和归纳等思维活动用英语分析问题和解决问题，获得经验，增强自信，提高综合运用语言的能力.

学情分析 1. 认知基础：高二学生基本上能用英语清晰地表达个人观点，准确地描绘生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

教材分析

内容标准 3.1 1．能从一般文字资料中获取主要信息； 2．能利用上下文和句子结构猜测词义； 3．能根据上下文线索预测故事情节的发展； 4．能根据阅读目的使用不同的阅读策略； 5．能通过不同信息渠道查找所需要信息；

3.2能通过文章中的线索进行推理

4.1进一步熟悉有关日常生活、兴趣爱好、风俗习惯、科学文化等方面的话题；

5.情感态度目标：能用英语恰当地表达自己的情感、态度和价值观；

教学目标 情感态度价值观目标 通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。

能力目标 提高学生小组合作能力，培养学生独立思考问题的习惯 知识目标 巩固本单元所学的语法、有关预测和猜测的表达方式

Unit3 Life in the future教案

Unit3 Life in the future教案

1 Lesson Plan(教案)

Student teacher’s Name: No.15

Teaching Date: 2012/12/09

Teaching Content: fifth period，Unit 3 Life in the future, PEP New Senior English for China.

上课班级情况概述

Class Description 本班学生来自高二年级,学生已达到《高中新课程标准》7级水平. 他们已经能够用简单的词汇和结构正确地描述社会现象和表达个人观点与思想。并且学生们已经形成了较强的的自我意识和正确的价值观。另外，他们也已经有能力和他人用英语进行有效地对话。

The students are from Senior 2 who have reached Level Seven. So they are

capable to describe social phenomena and express personal ideas and feeling

using simple vocabulary and structures correctly. And students have strong

self-awareness and form correct values. Besides, they can discuss with each

other efficiently.

教材依据和内容Teaching Materials

and Teaching

Contents 新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。本堂课的内容节选自人民教育出版社，高中英语新课程标准选修二，第三单元Unit 3 Life in the future的Listening部分。本单元的话题是未来，本课时旨在培养学生的想象力和唤起学生的环保意识。本堂课的主要任务是教授目标词汇、训练学生听取材料大意和细节的听力理解能力和培养学生用相关信息讨论某一具体话题的口语能力。According to New

高二英语教案：Unit 6 Life in the future教案

高二英语教案：Unit 6 Life in the future教案

第1页 共10页 Unit 6 Life in the future

Integrating Skills

Goals:

(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-in

Boys 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-in

Ask 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 reading