高中英语同步教案：UnitLifeinthefuture人教新课标必修_6

2014-2015学年高中英语同步教案【1】：Unit 3 Life in the future（人教新课标必修5）

Unit 3 Life in the future

Ⅰ. 单元教学目标

技能目标Skill Goals

▲Talk about things in the past, at present and in the future

▲Talk about changes at present

▲Predict good and bad changes in the future

Ⅱ. 目标语言

词汇1．四会词汇

Expect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily

2．认读词汇

jet lag, flashback, expertise, hover, pessimistic, enormous, imitate,

3．词组

take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in

4．重点词汇

constant, remind, lack, sight, assist, require, settlement, previous, swift

语法The past participle as the attribute

…and following him to collect a hovering carriage driven by computer.

The past participle as the adverbial

Worried about the journey, I was unsettled for the first few days.

Hit by a lack of fresh air, my head ached.

Exhausted, I slid into bed and fell fast asleep.

1. This is similar to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P17

2. Well-known for their expertise, his parents’ company named “Future

来源学科网重点句子Tours” transported me safely into the future in a time capsule. P18

3. He handed it to me and immediately hurried me through to a small room nearby for a rest. P18

4. He was swept up into the centre of them.

5. I found later that their leaves provided the house with much-needed oxygen. P18

8. Everyone will get twice as much personal space as in flats on land. P58

9. Only when the robot cleaner touches objects can they be moved. P59

Ⅲ. 教材分析与教材重组

1. 教材分析

本单元以“Life in the future”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。同时让学生学会过去分词作定语和作状语的不同用法。最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写report。

1.1 Warming Up 部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。

1.2 Pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。为下面的阅读做了铺垫。

1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。阅读时要把重点放在“未来世界”生活与当今生活的不同点上。

1.4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。第二个活动要求学生通过阅读来

判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。学生要在文中找出支持自己观点的论据，尽可能说服别人。第三个活动让学生想象一下Li Qiang将会去参加哪些活动。这样既鼓励学生展开丰富的想象，又为Using Language部分的语篇学习做了铺垫。

1.5 Learning about Language部分突出了本单元的一些重点词汇及语法。首先通过完成语篇来考查学生运用本单元词汇的能力，并且通过练习，让学生区分两种动词短语，一种是以动词为中心的词组，另一种是以介词为中心的词组。语法部分要求学生主动找出阅读语篇中的重点结构——过去分词作定语和状语，然后加以应用。

1.6 Using Language 部分涵盖了听，说，读，写四项语言基本技能。要求学生通过阅读I HAVE SEEN AMAZING THINGS 一文，对Li Qiang旅行的第三站有个总体的印象，并能找出部分细节知识。

1.7 SUMMING UP 部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。

1.8 LEARNING TIP 部分告诉学生在讨论时记笔记的好处和方法。

2. 教材重组

2.1 可将Warming Up, Pre-reading, Reading 和Comprehending 整合在一起上一节精读课。

2.2 Using Language 中的reading 和listening 是Li Qiang’s travel to the future 的延续，可将这两部分及Workbook 中的LISTENING整合起来上一节听力课。

2.3可将Learning about Language 和Workbook 中的USING WORDS AND EXPRESSIONS 及USING STRUCTURES整合起来上一节语法课。

2.4 将Workbook 中的READING TASK 和LISTENING TASK 结合起来上一节泛读课，进一步拓展学生的思维和想象力。

2.5 将Using Language中的speaking 和Workbook中的TALKING 整合在一起上一节口语课，鼓励学生对现在进行反思，对未来进行大胆猜测(make predictions)。

2.6 将Workbook 中的SPEAKING TASK 和WRITING TASK 整合起来上一节写作课，同时对整个单元进行一个小结。

3. 课型设计与课时分配

1st Period Reading

2nd Period Listening

3rd Period Grammar

4th Period Extensive Reading

5th Period Speaking

6th Period Writing

Ⅳ. 分课时教案

The First Period Reading

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lac k, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight of

b. 重点句式

This is similar to ..., but it means ... P17

Well-know n for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P18

He handed it to me and immediately hurried me through to a small room nearby for a rest. P18

2. Ability goals 能力目标

Enable the Ss to talk about the life in the past, at present and in the future.

3. Learning ability goals 学能目标

Help the Ss learn how to describe the life in the past, at present and in the future. Teaching important ＆difficult points 教学重难点

Compare life in the past, at present and in the future.

What is life in the future like? What changes will take place?

Teaching methods 教学方法

Fast and careful reading; asking and answering activity; individual, pair or group work.

Teaching aids 教具准备

A computer and a projector.

Teaching procedures ＆ways 教学过程与方式

Step I Warming Up

Show some pictures of life in the past, at present and in the future to the Ss, period by period. First show the pictures of life in China in AD 1005.

T: Do these pictures describe our daily life?

Ss: No, perhaps they describe life of many many years ago.

T: Good. Then can you tell me what life was like one thousand years ago? For example, life in AD 3008.

S: Let me try. People living at that time didn’t have cars or planes. They rode horses or took carriages.

S: They di dn’t have electricity.

S: They didn’t live in tall buildings.

...

Show the pictures of life at present.

T: Good! What about our life at present? What is it like?

S: Our life at present is convenient. We live in various kinds of buildings, and we have lots of entertainments. We travel by many modern transportations, such as cars, buses, planes and etc.

Show the pictures of life in the future.

T: Every day we can come across passages about life in the future in magazines, newspapers and so on. Please look at these pictures and try your best to describe what life in the future will be like.

S: Let me have a try. I think in the future we can travel the whole space in a spaceship freely. And perhaps we can communicate with aliens.

S: At that time, I think the earth will have been polluted so heavily that no one can live on it. We perhaps will have to move to other planets to live. ...

Then set a scene for the Ss — A special tour guide.

T: Now imagine you are working in a tour company which has just promoted a new kind

of travel — time travel. Your company can transport people in AD 2008 to the past, also it can transport people in the past to your cities. You are chosen to be a guide for 5 people who want to go back to the China in AD 1005, and also 4 people in that year want to visit the China in AD 2008. How will you organize your trip? What kind of things will you introduce to those people?

Give the Ss 2 minutes to discuss.

T: OK. Time’s up. Volunteer?

S: If I am the tour guide who will take people back to the past, I will introduce them the houses, the way people lived and their clothing. Because these are quite different from ours today, I think people will be very interested in them.

S: If the company gives me the chance to take people living in the past to our city at present, I will try my best to provide them an impressive trip. I will introduce something which is different from things in the past to them, for example, transportation, TV, computer and business. Because these have changed greatly as time goes by.

T: OK. You have done a good job. Now open your books and turn to page 17. Please work in pairs to discuss the items in the chart. When you finished, complete the chart. Give the Ss ten minutes, and after that, check the answers.

Step ⅡPre-reading

Get the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text. T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing?

S: Pollution.

S: Population is becoming larger and larger.

S: The shortage of resources.

T: Yes! Then can you predict which problems can be solved in the future? And which ones will still be there?

S: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.

S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.

S: I don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.

Step ⅢReading

T: Now please open your books and turn to page 17. Let’s read the passage First Impressions. Read it quickly and then tell me what it is about.

Several minutes later.

T: Well, have you finished reading the passage?

Ss: Yes.

T: OK. Who would like to tell me what the text is about?

S: It’s an e-mail written by a man who has taken up a trip to the future.

T: Good. Then look at the following sentences. They are in wrong order. Anyone can tell me the correct order of these sentences?

A. We were transported into the future by a comfortable time capsule.

B. I arrived at Wang Ping’s home and everything in his house made me surprised.

C. I won a travel to the year AD 3008.

D. I have my first try to master a hovering carriage.

S: C-A-D-B.

T: Very good! Let’s go through the first two paragraphs together and get the general idea of Li Qiang’s trip to the future. Then answer the questions on the screen.

Show these checking questions on the screen.

1. Why did I have the chance to travel to the year AD 3008?

2. What is a “time lag”?

3. How did I feel when I was in the capsule?

4. Who guides my trip?

5. Why did my guide give me some tablets?

6. Who transported us to the future?

A few minutes later, check the answers.

Sample answers:

1. He took up the prize he won the year before.

2. “Time lag” means a person gets flashbacks from his previous time period.

3. The seats in the capsule are very comfortable.

4. My friend Wang Ping is my guide to the future.

5. The tablets could help me feel less nervous and uncertain.

6. Wang Ping’s parents’ company transported us to the future.

T: Wonderful. Do you want to know more about his trip? Now please go through the third paragraph to get some details on the environment in the future. When you finish, please answer the following questions.

Show these three questions on the screen.

1. How did I feel as soon as I was transported to the future?

2. How did Wang Ping solve this problem?

3. What do you think has caused this kind of problem?

Give the Ss 1 or 2 minutes to think and they can discuss with their partners. Then check the answers.

Sample answers:

1. After the writer was transported to the future, he was hit by the lack of fresh air.

2. Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.

3. Now we are causing more and more pollution to the nature, this will cause serious problems to life in the future. This may be the cause of the lack of fresh air in the future.

T: What will transportation in the future be like? Are there any differences between transportation in the future and that at present? Now please read the fourth and fifth paragraphs and find out something about both transportation and daily life in the future.

After the Ss read the paragraphs, ask them the following questions.

1. What did Wang Ping’s house look like?

2. What was the green wall made of? What’s the purpose of building this kind of green wall?

3. How can you produ ce a TV set in Wang Ping’s house?

Sample answers:

1. His house is a large bright, clean room. It had a green wall, a brown floor and soft lighting.

2. The green wall was made of trees. The leaves of the trees will provide much-needed oxygen to the house.

3. You can just flash a switch on the computer screen and a TV set will rise from the floor.

T: So we can see life in the future is much more convenient and much easier than our present life.

Step ⅣFollow-up Activity

Get the Ss to compare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons.

T: Now let’s make a prediction about future and see what will be changed in the future.

I will give you 3 minutes to discuss in pairs, and after your discussion please finish the following chart.

Sample answers:

Items Life at present Life in the future (Changes) good or

bad? Reasons? Environment

Air pollution and water pollution; resource shortage The situation will

get worse and

worse

The development

of our society will

cause human being

to develop more

and more

resources; and the

development of industry will cause worse pollution to our environment

Transport Airplane, car, train,

boat and

helicopter Spacecraft, time

travel, personal

flyi ng car or bike

More convenient

Education People receive

education in school People receive

education on the

Internet; can

choose the

subjects and the

teachers they like

Have more chances

to receive different

knowledge

Houses Flats in high rise

buildings; with

kitchens and

bathrooms Cozy, modern flats, furniture in walls and floor

Then let the Ss do Exx. 2 ＆3 on page 19. A few minutes later, check the answers. Sample answer to Ex. 3:

I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3008 and couldn’t believe it was true. From this, we can see he is eager to go to the future. Though he was hit by the lack of fresh air, the problem was immediately solved by putting on a mask. And he tells us the transport in the future is convenient. When he arrived Wang Ping’s home, he found there were many trees after the wall moved, and these trees provided the house with much-needed oxygen. Finally he described the automatic equipm ent in Wang Ping’s house. All the above has shown his view of the future.

Step ⅤHomework

Review the key sentences in the text.

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