Unit 17 Life in the future 教案
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。
人教版高二Unit17Lifeinthefuture
人教版高二Unit 17 Life in the futureI.Teaching aims and demands1. Words and expressions: talk of, out of work, voice, toy, simply, majority, industry, central, convenient, transport, possession, satisfy, wealth, fairly, practical, telegraph, socialist, possibility.2. Daily English:He may not ….Do you think it’s possible that ….?It’s quite likely that …It is not likely to ….I don’t think so.They will not …What do you think is likely to happen?It’s not likely that ….I think …3. Grammar Revise the Noun Clauses used as Appositive.II.Main and difficult points:1. Get the students to understand something about life in the future.2. Revise the Noun Clauses used as AppositiveIII.Allocation of time: 6Lesson 65 of Unit 17I.Aims and demands:Learning the dialogue and get the students to grasp prediction, conjecture and belief:II.Teaching Procedures:Step 1. Revision1. Show some phrases on the screen for the students to makesentences with.Do wellMake up one’s mindOn averageA length of2. Check homework: Reading materialStep 2. PresentationGet the students to describe the picture and get Ss to tell you what they think is happening.Then show some new words on the screen:MajorityGoodsindustryStep 3. ReadingRead the dialogue carefully and silently and find the answer to the questions:What is being planned at this company?(A new factory may be built,)Step 4. DialoguePlay the tape for the students to listen and follow.What are people at the company talking about?Who is going to make the decision?Why does the company need to build a new factory?What is the difficulty?Why do some people want the new factory to be built?Why are some people against the new factory?Then ask them to practise the dialogue in pairs. One pair may be asked to act the scene in front of the class.Make sentences with the following words or phrases:Have something doneTalk ofIt’s possible that clauseProduce goodsThe majorityEncourageOut of workBe likely toPersuade sb. to doOrganize a dialogue with the phrases above.Step 5. DiscussionWhy does the manager want to have a new factory built?What’s the main problem if they build a new factory? Why?What do you think is likely to happen? Why?Step 6. Oral PracticeLook at the screen and practise in pairs.A: I think the company will buy more land.B: I believe you’re right.A: But it isn’t likely that the manager will make a decision soon.B: What are the problems then?Step 7. WorkbookComplete all the exercises in class.III.Homework1. Finish off workbook exercises.2. Do Ex.4 as written work.IV.Blackboard designHave something doneTalk ofIt’s possible that clauseProduce goodsThe majorityEncourageOut of workBe likely toPersuade sb. to doV . Post-class Notes:No.031Lesson 66 of Unit 17I.Aims and demands:1.To improve the reading ability of the students and help them understand the text wholly.2.To enrich the students' imagination and encourage them to talk.3.To improve the students' ability of communication in English.II.Teaching Procedures:Step 1. Revision1. Make sentences with the following phrases.Have sth. doneTalk ofIt is possible that-clauseOut of workPersuade sb. to do sth.2. Free talk about the new dialogue.Step 2. Presentation for readingListen to the tape and do the multiple choices on P94.1. Many farms now use computers to control the growing conditions of vegetables and other plants. Here ‘the growing conditions’ refer to _______.A. the wateringB. the lightC. the temperatureD. A, B and C2. The computer can _______.A. do anything all by itselfB. carry out people’s instructionsC. think just like human beingsD. act exactly like human beings3. If people can work at home, they will ______.A. enjoy an easier lifeB. have busier daysC. use the videophone for conferencesD. do the drawings and send them by mail or by fax4. As a result, costs will be reduced by as much as 90%. Here “reduce” means _____.A. lowerB. increaseC. improveD. below5. The writer tells us that ______.A. the computer will probably change people’s lives completely in the future.B. the computer has played and will play a very important part in various fields.C. people should realize the danger of the computer.D. the use of the computer is necessary.Step 3. ReadingWork in groups and to read the passage quickly to make a list of all the ways in which computers can be used.Area UseFarms Control the growing conditions of plantsBanks Change money; pay billsHousesCentral computer to control heating and hot waterRecognize someone’s voiceTransportWork out the best distance between trainsOperate trainsEducation Store textsEncyclopaediaAsk for helpHealth and research Keep information recordsDiagnose a patient remotelyIndustry Design the drawingsThe dangerous position may be used it to controlIn fact, the computer now has been used in every walk of life.Step 4. Reading aloudAsk some students to read the text paragraph by paragraph.Step 5. DiscussionThe students will be divided into two parts to have a debate.One side should find the advantages of the computer.The other side should find the disadvantages of the computer.The middle is umpires and show your opinion to deal with the affairs of the two sides in dialectic way to see who will become the dialectician.Let’s suppose you are computer experts. Show your opinion about how to use itAdvantages DisadvantagesConvenientShoppingLibraryEducationMailBankIndustryAgricultureTransportHospitalSpacePlay gamesExchange stocksChattingLotteryPornographicFortune-teller like the Book of changesIt is said if the people use it in science, it will cause a lot of great inventions.Quick changes (Fast escalation)Easily infected by virusCannot leave it if you have it and influence the relationship of the family.Fans (flying worms& crawling worms)If your idea is accepted, maybe you’ll become a millionaire soon.Don’t keep secret.Through out the worldMore and moreAgriculture and industryAs well asWork outGo offCarry outAs a resultIn the fields ofStep 6. Word studyThis is well known. (Predicative)It is a well-known fact. (Attributive)Share roomsThe goods had not been receivedMore convenientHave more industry in this areaThe majority voted for the manA voice can sound friendlyThe computer skill testThe labor forceThe cheque had been sent by mailStep 7. WorkbookFinish the exercises 2-4Step 8. ConsolidationSay something about all the ways in which computers can be used.III.Homework1. Read the passage again.2. Do Ex. 3 as written work.IV.Blackboard design:Through out the worldMore and moreAgriculture and industryAs well asWork outGo offCarry outAs a resultIn the fields ofNo.032I.Aims and demands:Go on learning the text and show the students the languagepoints.II.Teaching Procedures:Step 1. Revision1. Check the diary.2. Ask the students to read the text and check all the exercises.Step 2. Language points1. Appositive clause: belief, doubt, fact, hope, idea, news, possibility, problem, thought.They expressed the hope that they had expressed. (Attributive Clause)We expressed the hope that they would come to visit China again. (Appositive clause)I had no idea that he had already gone abroad.The news that she had passed the entrance examination made her parents very happy.The possibility that people would have to walk to the farm was not mentioned.The text tells us a fact that smoking does great harm to people’s health.I have no idea when Jack will be back.He can’t answer the question how he got the money.2. videophone3. fax = facsimile4. by mail or by faxStep 3. PracticeFinish all the exercises and make new sentences with the key point.HomeworkWrite a short passage about the use of computer.Blackboard designThey expressed the hope that they had expressed. (Attributive Clause)We expressed the hope that they would come to visit China again. (Appositive clause)Post-Class Notes:No.033Lesson 67 of Unit 17I.Aims and demands:1. Reading comprehension2. The Attributive ClauseII.Teaching Procedures:Step 1. Revision1. Check the homework.2. Ask the students to tell each other ten ways in which computers will be used in the future.Step 2. Presentation for readingTalk about the picture and ask:Do you think it’s necessary for the young lady to buy so many clothes?What do you think of the meal these people are having?Is it very expensive or just ordinary?What three things does the writer suggest in this text?(spend less money; look after your health better; use less energy)Step 3. Reading1. Ask some students to read the text paragraph by paragraph.2. Do Ex.1 to check the students’ comprehension.Step nguage studyRead the following sentences and correct the mistakes:1. The idea surprises many people. Which idea?The idea that computers will recognize human voices.2. The possibility is often discussed. Which possibility?The possibility that the majority of the labor force will work at home.Step 5. Practice1. Part 4 on P29.A message that the majority had voted for the plan/programme arrived just before ten.I didn’t receive the news that the meeting was delayed / would be delayed.The fact that the transport of the goods cost too much was not discussed.The answer that the drawing had arrived by mail was good news.The belief that the company will make a greater effort is shared by everyone.There is no doubt that the price of cars will go down.2. Part 5 on P29.Step 6. Workbook Finish off the exercises 1-3III.Homework1. Read the passage again.2. Finish off the Workbook exercisesIV.Blackboard:MajorityVoiceCentralHeatingIndustryEffortPracticalWesternBilltransportNo.034I. Aims and demands:Go on learning the text and show the students the language points.II. Teaching Procedures:Step 1. Revision1. Check the diary.2. Ask the students to read the text and check all the exercises.Step 2. Language pointsWork in groups to read the text and find the example for each point:More fairlyBetty comes to school earlier than other students (do).It snows more often in Beijing than (it does) in Wuhan.Meanwhile = in the meantimeTom was cutting grass and meanwhile Adam was planting corns.Mother went shopping; meanwhile, I cleaned the house.Step 3. PracticeFinish all the exercises and make new sentences with the key point.HomeworkWrite a short passage about the use of computer.Blackboard designBetty comes to school earlier than other students (do).It snows more often in Beijing than (it does) in Wuhan.Meanwhile = in the meantimeTom was cutting grass and meanwhile Adam was planting corns.Mother went shopping; meanwhile, I cleaned the house.Post-Class Notes:No.035Lesson 68 of Unit 17I.Aims and demands:1.Listening practice2. WritingII.Teaching Procedures:Step 1. Revision1. Check the diary2. Tell each other ten things that they think will not happen in the future.Step 2.Preparation for listening.This whole unit has been about the future. Now we are going to listen to a news broadcast for the year 2035.1. agriculture, tourism, transport2. Qinghai, Chengdu and Xi’an, Liaoning3. one week; one and a half million yuan; the moon821 kph; 1200; 842km; 1 hr 11 minutesa new lemon tree; can grow in cold countries; 7 yearsStep 3. CheckpointRevise the Noun Clause.Make sentences with the useful expressions.Step 4. PracticePart 2 on P30Step 5. Test on Noun Clauses:1. The reason why his voice sounded different was unknown.2. The idea why she refused his request surprised us.3. The news that the boy won the gold medal was clear.4. I agree with the opinion that space travel will be cheaper.5. I don’t like the idea that computers will control our lives.6. I can understand the possibility the computers will recognize our voices.7. I can’t underst and the possibility that trains will have no drivers.Step 6. WritingPart 3 on P30. Hold a class discussion to choose the person to write about.Our village, which has a population of 12,000 people, is close to a big river. In the central part of the village there is a railway station. This is very convenient if we want to travel to the nearest big town to do some shopping. Outside the village there is a park by the river, where we often go in summer. In the evenings families sit on the grass, while the children play, because it is too hot to stay inside.Step 7. WorkbookFinish off the Workbook exercises 1-3.III.HomeworkWrite a paragraph about “My hometown”.Do Ex. 2 as written work.IV.Blackboard design1.The reason why his voice sounded different was unknown.2.The idea why she refused his request surprised us.3.The news that the boy won the gold medal was clear.4.I agree with the opinion that space travel will be cheaper.5.I don’t like the idea that computers will control our lives.6.I can understand the possibility the computers will recognize our voices.7. I can’t understand the possibility that trains will have no drivers.No.036Test for Unit 17I. Multiple choice1. quite expert2. talk a lot about Tom3. expect sb.4. be to blame5. Mr. S mith, as well as his wife and children is …6. rather than7. he was reduced to selling his books.8. be well above9. the cause of the fire10. be well worth doing11. fall ill12. be sick of13. he has ill luck14. trust … with15. in winter clothing16. how famous a university you study in!II. Error correction1. the best2. if – how3. are – were4. we – it5. that – what6. had – has7. ask for8. with – in9. because – if / whenIII. CompositionThere are four reasons why I agree to forbid fireworks. First, fireworks are dangerous. They often cause fire and hurt children’s eyes. Some kids have their apples taken off during the Spring Festival because of them. Second, fireworks are noisy. They make many noises through the whole night. They sometimes sound like a war. Third, they waste a lot of money, paper and powder. They would cost the whole country millions of yuan every year. Fourth, they make pieces of paper everywhere. It takes dustmen several days to clean them. Because of these reasons, I totally agree to forbid making fireworks though it is a Chinese custom for hundreds of years.。
Unit 17 Life in the future
高二下册Unit 17 Life in the future第17单元末来的生活Lesson 65 1 Dialogue第65课1 对话Jenny and Mei Ge are computer experts at the same factory. They are discussing future plans.詹妮和梅格是同厂的计算机能手。
她们正在讨论末来的计划。
JENNY:Do you think our manager is going to have a new factory built? People have been talking of it a lot recently.詹妮：你认为我们的经理要打算建造一家新工厂吗?近来人们对此谈得很多。
MEI GE：I simply don't know.He may have plans，but he hasn't yet spoken to me about them.梅格：我一点也不知道。
他也许有计划，却他还没有跟我谈他的想法呢。
JENNY:Do you think it's possible that it will happen?詹妮：你认为有可能建厂吗?MEI GE:Of course. Right now we can't produce goods quickly enough for all our customers. Many of them have to wait sixmonths for their goods.梅格：当然可能了。
现在我们还不能很快的为我们所有的顾客生产出商品。
许多顾客需要等半年才能拿到他们所需的商品。
JENNY:What's theproblem with building the new factory then?詹妮：那么,建新厂有什么问题吗?MEI GE:The problem is finding land for it. The majority of people in the town want to encourage new industry in the area. New jobs are needed because a number of people are out of work. But some people don't want good farmland to be built on.梅格：问题是给它找个地皮。
七年级英语下册《 Life in the future》教案1外研版
七年级英语下册《 Life in the future》教案1外研版七年级英语下册《Lifeinthefuture》教案1外研版Unit1.Everyonewillstudyathome.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．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．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Step1.EverydayEnglishwhatdayisittoday?whatdoyoudotoday?whatareyougoingtodotomorrow?……Step2.warm-upT:whatwillyoudoatthisweekend?S:Iwilldomyhomeworkatthisweekend..T:willyouplaythepianothisafternoon?S:yes,Iwill/No,Iwillnot.………Likethis,askthestudentstoworkinpairstoreviewthefutu retense.Step2.PresentationT:whatwillyoudoatthisweekend?Helpthestudentsanswer:Iwillplaygamesatthisweekend.（用begoingto+do引出will+do，使同学们在很自然的复习语境中导入到新课）Askthestudentstoworkinpairstopracticewill+do.Step3.VocabularyUsethepicturestoteachthenewwords:cable,,cellphone,, paper,ruler,satelliteTV.guessinggames:whatdoyouusetolearnmathandscience?cal culatorwhatdoIusetoteachEnglish?chalkLetstudentsrepeatthewordsloudly.（创设情景教单词，使学生自然地掌握了单词的读音和用法。
初三英语Life in the Future教案
初三英语Life in the Future教案英语是联合国的工作语言之一。
英语也是与电脑联系最亲密的语言，大多数编程语言都与英语有联系，而且随着网络的运用，使英文的运用更普及。
今日我要与大家共享的是：初三英语《Life in the Future》教案，详细内容如下：一. 教学内容：Book 15 Unit 2 (I)会运用动词一般将来时描述预料将要发生的事务，将来的生活。
明白will, shall 和be going to 的区分。
二. 本周教学重点：1. 一般将来时2. 重点词汇和词组3. 课文主要内容三. 详细内容：(一)一般将来时用法：1. 表示将要发生的动作或存在的状态。
He will go to New York next year.2. 表示将要反复发生的动作或习惯性动作。
We shall have two P.E. lessons per week this term.构造：1. shall/ will + 动词原形shall 用于第一人称。
I shall go to Shanghai after graduation.They will go to Shanghai after graduation.根本句式：确定句：主语+shall/will+动词原形+其他Our teacher will have a meeting tomorrow.否认句：主语+shall/will not+动词原形+其他They wont go swimming this weekend.疑问句：shall/will +主语+动词原形+其他?Will Tom finish his homework on time?Yes, he will. /No, he wont.2. be going to +动词原形be 随主语的改变而改变。
It is going to rain.We are going to swim this weekend.根本句式：确定句：主语+be going to +动词原形+其他I am going to buy a dictionary this afternoon.否认句：主语+be not going to +动词原形+其他We are not going to stay here long.疑问句：Be + 主语+ going to + 动词原形+其他Is it going to rain tomorrow?Yes, it is. /No, it isnt.3. will/shall 和be going to 的区分：1)will 表示说话人认为，盼望或假定要发生的事。
初中英语_Life in the future教学设计学情分析教材分析课后反思
Life in the future一、课前预习可以帮助更好的理解课文。
课前预习：Some useful words and phrases:(有用的单词和短语)technology [tek'nɒlədʒɪ] n.技术，工艺affect [ə'fekt] v. 影响global warming 全球变暖issue ['ɪsjuː] n.问题discuss [dɪ'skʌs] v.讨论，叙述drug [drʌg] n.药，药品expect [ɪkˈspekt] v.期待，指望disagree [dɪsə'griː] v.不同意，不一致二、渲染情境、视频导入学生对视频较感兴趣，因此，用视频《Life in the future》导入让学生在情景中进入本课学习，在未来生活的插图背景下，学生通过观看未来生活的样子，结合现实生活中只有在电视中见到的物体。
利用多媒体出示课题。
三、粗读课文，掌握段落大意。
学生在粗读课文时，可以默读，要求注意每段话中开头或结尾的句子。
四、细读课文，多种方式读文，体会意境听听力，注意单词的发音，再多种方式读文章，激发课堂气氛，使学生体验到了学习的快乐。
以思维导图的形式归纳文章主要内容。
学生在读课文的同时，找出关键词及关键句，利用课件中展示的框架可以简单进行复述。
五、小组讨论，拓展延伸为拓展学生的想象力及写作能力，最后设计了话题：Do you think it will be a good thing or a bad thing if we live longer? 学生可以小组讨论，以作文的形式，展示自己的观点，并说出原因。
六、总结全文设计思路，情感升华。
《Life in the future》学情分析1、学生年龄特点的分析。
初中学生正处与青春期，虽然大多数学生对未来的生活有所了解，但从情感、态度、价值观等方面都缺乏足够的认识，为此，在教学中需要运用学生易于理解的认知材料和播放视频材料，浅显易出地得出结论，从情感上得到升华。
Lifeinthefuture教案参考
Life in the Future 教案参考第一章：Introduction to Life in the FutureObjective: To introduce the topic of life in the future and激发学生对未来的好奇心和探索欲望。
1.1 Begin the class with a thought-provoking question: "What do you think life will be like in the future?"1.2 Allow students to share their ideas and predictions about the future.1.3 Introduce the topic of life in the future and expln that in this unit, students will explore various aspects of life in the future, such as technology, transportation, and living conditions.1.4 Set the stage for the uping lessons asking students to imagine themselves in the year 2050 and reflect on what changes they expect to see in their dly lives.第二章：Technology in the FutureObjective: To explore the role of technology in the future and its impact on dly life.2.1 Begin the lesson discussing mon technologies used today and their importance in our lives.2.2 Introduce the concept of future technologies and their potential impact on dly life.2.3 Explore various futuristic technologies, such as artificial intelligence, robotics, and virtual reality, and discuss their potential benefits andchallenges.2.4 Engage students in a group activity where they can brnstorm and create a list of future technologies they believe will be monplace in 2050. 第三章：Transportation in the FutureObjective: To investigate the future of transportation and its implications for society.3.1 Start the lesson discussing current transportation challenges and opportunities.3.2 Introduce the concept of future transportation and explore various possibilities, such as autonomous vehicles, hyperloop, and space travel.3.3 Discuss the potential benefits and challenges of these future transportation systems, including their impact on the environment, infrastructure, and society.3.4 Assign a group project where students can research and present their ideas on a specific future transportation technology or concept.第四章：Living Conditions in the FutureObjective: To examine the potential changes in living conditions and their impact on quality of life.4.1 Begin the lesson discussing current living conditions and their challenges.4.2 Introduce the concept of future living conditions and explore various possibilities, such as smart homes, sustnable munities, and spacecolonization.4.3 Discuss the potential benefits and challenges of these future living conditions, including their impact on energy consumption, waste management, and social interactions.4.4 Conduct a class debate where students can argue for or agnst a specific future living condition and present their arguments based on research and evidence.第五章：Ethical and Social Implications of the FutureObjective: To explore the ethical and social implications of the future and its impact on society.5.1 Begin the lesson discussing the potential ethical challenges of future technologies and living conditions.5.2 Introduce the concept of social implications and explore various possibilities, such as ine inequality, privacy concerns, and job displacement.5.3 Discuss the potential solutions and strategies to address these ethical and social implications, including policy regulations and munity engagement.5.4 Encourage students to reflect on their personal values and beliefs regarding the future and its implications on society.Please note that this is just a reference and you can modify and expand the content according to your specific requirements and preferences.第六章：Education in the FutureObjective: To investigate the potential changes in the education system and the impact on learning experiences.6.1 Begin the lesson discussing the current education system and identifying its strengths and weaknesses.6.2 Introduce the concept of education in the future and explore various possibilities, such as personalized learning, virtual reality in education, and online learning platforms.6.3 Discuss the potential benefits and challenges of these future education systems, including their impact on student engagement, access to education, and the role of teachers.6.4 Conduct a group activity where students can design their ideal future education system, considering innovative teaching methods, flexible learning environments, and the integration of technology.第七章：Careers and Workforce in the FutureObjective: To explore the future of careers and the workforce and the skills required for success.7.1 Start the lesson discussing current trends in the job market and the impact of technology on careers.7.2 Introduce the concept of careers in the future and explore various possibilities, such as emerging industries, job displacement due to automation, and the gig economy.7.3 Discuss the potential skills and qualities required for success in the future workforce, including adaptability, creativity, and critical thinking.7.4 Encourage students to reflect on their own career aspirations and the steps they can take to prepare for the future workforce.第八章：Healthcare in the FutureObjective: To examine the advancements in healthcare and their impact on human health.8.1 Begin the lesson discussing current healthcare challenges and opportunities.8.2 Introduce the concept of healthcare in the future and explore various possibilities, such as telemedicine, genetic editing, and artificial organs.8.3 Discuss the potential benefits and challenges of these future healthcare advancements, including their impact on access to healthcare, ethical considerations, and the role of healthcare professionals.8.4 Engage students in a role-play activity where they can assume the roles of healthcare professionals or patients to explore ethical decision-making in future healthcare scenarios.第九章：Environmental Sustnability in the FutureObjective: To explore the importance of environmental sustnability and the actions needed for a sustnable future.9.1 Start the lesson discussing the current environmental challenges and the urgency of addressing them.9.2 Introduce the concept of environmental sustnability in the future and explore various possibilities, such as renewable energy, sustnable agriculture, and waste reduction strategies.9.3 Discuss the potential benefits and challenges of these future sustnability efforts, including their impact on the economy, job creation, and the quality of life.9.4 Encourage students to take action and bee advocates for environmental sustnability in their munities.第十章：Conclusion and ReflectionObjective: To summarize the key concepts covered in the unit and encourage students to reflect on their vision of the future.10.1 Begin the lesson reviewing the key concepts and ideas explored throughout the unit.10.2 Facilitate a class discussion where students can share their thoughts and reflections on the future and its implications.10.3 Encourage students to reflect on their personal goals and aspirations for the future and the steps they can take to achieve them.10.4 Conclude the unit emphasizing the importance of being adaptable and open-minded in the face of an uncertn future and the power of collective action to shape a better tomorrow.重点解析第一章至第五章主要围绕未来生活展开，重点介绍了未来科技、交通、居住条件以及伦理和社会影响。
Lifeinthefuture教案参考
Lifeinthefuture教案参考1.1 背景介绍1.1.1 讨论未来生活的各个方面，如科技、环境、社会等。
1.1.2 通过展示图片或视频，让学生对未来的想象有所启发。
1.1.3 引导学生思考他们对未来的期望和担忧。
1.2 课程目的1.2.1 培养学生对未来的想象力和思考能力。
1.2.2 提高学生的英语听说读写能力。
1.2.3 增进学生对不同文化的了解。
1.3 教学方法1.3.1 使用任务型教学法，让学生在实践中学习。
1.3.2 使用分组讨论和小组合作，促进学生交流。
1.3.3 提供丰富的学习资源，如文章、视频、图片等。
二、知识点讲解2.1 时间状语从句2.1.1 介绍时间状语从句的概念和用法。
2.1.2 举例说明常见的时间状语从句，如“In the future”、" the year 2050"等。
2.1.3 讲解时间状语从句的时态用法，如将来时、现在进行时等。
2.2 未来时的使用2.2.1 介绍将来时的概念和用法。
2.2.2 讲解将来时的构成，如“will + 动词原形”、“be going to”等。
2.2.3 举例说明将来时的不同情景和用法。
2.3 预测和推测的表达方式2.3.1 介绍预测和推测的表达方式，如“I think”、“I expect”、“I believe”等。
2.3.2 讲解使用这些表达方式时的语气的强弱和适用场合。
2.3.3 举例说明如何使用这些表达方式进行未来预测和推测。
三、教学内容3.1 主题讨论3.1.1 介绍未来生活的不同方面，如科技、环境、社会等。
3.1.2 让学生分组讨论并展示他们对未来生活的预测和推测。
3.1.3 引导学生进行对话，练习使用将来时和时间状语从句。
3.2 听力练习3.2.1 播放一段关于未来生活的听力材料。
3.2.2 让学生回答与听力内容相关的问题。
3.2.3 引导学生练习听力技巧，如预测、猜测和笔记等。
3.3 阅读和写作3.3.1 分配一篇关于未来生活的阅读文章。
Lifeinthefuture教案参考
Life in the Future 教案参考第一章：Introduction to Life in the Future1.1 Lesson Objective:To introduce students to the concept of life in the future.To discuss possible advancements in technology, society, and culture. 1.2 Teaching Method:Whole-class discussionGroup brnstorming1.3 Teaching Materials:Handouts with pictures and questions about life in the future1.4 Lesson Procedure:1.4.1Begin with a thought-provoking question: "What do you think life will be like in the future?"Allow students to share their ideas and predictions.1.4.2 Mn Activity:Divide students into groups and provide them with pictures and questions about life in the future.Instruct students to discuss their ideas and answer the questions in their groups.1.4.3 Conclusion:Bring the class back together and ask each group to share their findings.Discuss the possible advancements in technology, society, and culture that could shape life in the future.1.5 Homework:Assign a research project where students can explore a specific aspect of life in the future (e.g., technology, society, or culture) and present their findings to the class.第二章：Technological Advancements in the Future2.1 Lesson Objective:To explore the potential technological advancements that could shape life in the future.To discuss the benefits and challenges of these advancements.2.2 Teaching Method:Interactive lectureGroup discussions2.3 Teaching Materials:PowerPoint presentation with information on potential technological advancementsHandouts with discussion questions2.4 Lesson Procedure:2.4.1Begin with a brief lecture on the potential technological advancements in the future.Use the PowerPoint presentation to provide examples and explanations.2.4.2 Mn Activity:Divide students into groups and provide them with discussion questions. Instruct students to discuss the benefits and challenges of the potential technological advancements in their groups.2.4.3 Conclusion:Bring the class back together and ask each group to share their findings. Discuss the overall impact of these advancements on society and individuals.2.5 Homework:Assign a reflective essay where students can discuss their views on the potential technological advancements in the future and their impact on society.第三章：Societal Changes in the Future3.1 Lesson Objective:To explore the potential societal changes that could occur in the future. To discuss the implications of these changes on individuals and munities.3.2 Teaching Method:Group discussionsRole-playing activities3.3 Teaching Materials:Handouts with scenarios about potential societal changesCostumes and props for role-playing activities3.4 Lesson Procedure:3.4.1Begin with a group discussion on possible societal changes in the future. Use the handouts with scenarios to stimulate thinking and provide context.3.4.2 Mn Activity:Divide students into groups and assign them a scenario.Instruct students to role-play as individuals or groups affected the societal change in their assigned scenario.3.4.3 Conclusion:Bring the class back together and ask each group to present their role-play.Discuss the implications of these societal changes on individuals and munities.3.5 Homework:Assign a group project where students can create a future society based on one of the discussed societal changes. Students should present their vision to the class.第四章：Cultural Shifts in the Future4.1 Lesson Objective:To explore the potential cultural shifts that could occur in the future.To discuss the impact of these shifts on individuals and society.4.2 Teaching Method:Group discussionsCultural presentation activities4.3 Teaching Materials:Handouts with cultural shifts in the futurePresentation materials for cultural presentation activities4.4 Lesson Procedure:4.4.1Begin with a group discussion on possible cultural shifts in the future. Use the handouts with cultural shifts to stimulate thinking and provide context.4.4.2 Mn Activity:Divide students into groups and assign them a cultural shift.Instruct students to create a presentation showcasing the impact of the cultural shift on individuals and society.4.4.3 Conclusion4.4.3 Conclusion:Bring the class back together and ask each group to present their cultural shift presentation.Discuss the impact of these cultural shifts on individuals and society. 4.5 Homework:Assign a reflective essay where students can discuss their views on the potential cultural shifts in the future and their impact on society.第五章：Ethical Considerations in the Future5.1 Lesson Objective:To explore the ethical considerations that may arise due to technological advancements and societal changes in the future.To discuss the importance of ethical decision-making in shaping a better future.5.2 Teaching Method:Case studiesGroup discussions5.3 Teaching Materials:Handouts with case studies related to ethical considerations in the future Ethical guidelines and principles5.4 Lesson Procedure:5.4.1Begin with a brief discussion on the importance of ethical considerations in the future.Introduce the case studies and ethical guidelines.5.4.2 Mn Activity:Divide students into groups and assign them a case study.Instruct students to analyze the ethical considerations and apply theethical guidelines to find solutions.5.4.3 Conclusion:Bring the class back together and ask each group to present their findings.Discuss the importance of ethical decision-making in shaping a better future.5.5 Homework:Assign a reflective essay where students can discuss their views on the ethical considerations in the future and the importance of ethical decision-making.第六章：Careers in the Future6.1 Lesson Objective:To explore the potential careers that may emerge in the future due to technological advancements and societal changes.To discuss the skills and qualifications required for these future careers.6.2 Teaching Method:Group discussionsResearch activities6.3 Teaching Materials:Handouts with potential future careersAccess to online resources for research activities6.4 Lesson Procedure:Begin with a group discussion on possible careers in the future.Use the handouts with potential future careers to stimulate thinking and provide context.6.4.2 Mn Activity:Divide students into groups and assign them a potential future career. Instruct students to research the skills and qualifications required for the assigned career.6.4.3 Conclusion:Bring the class back together and ask each group to present their findings.Discuss the skills and qualifications required for the potential future careers.6.5 Homework:Assign a reflective essay where students can discuss their career aspirations for the future and the steps they will take to acquire the necessary skills and qualifications.第七章：Education in the Future7.1 Lesson Objective:To explore the potential changes in the education system due to technological advancements and societal changes in the future.To discuss the importance of adaptability and life-long learning in the7.2 Teaching Method:Group discussionsRole-playing activities7.3 Teaching Materials:Handouts with potential changes in the education systemCostumes and props for role-playing activities7.4 Lesson Procedure:7.4.1Begin with a group discussion on possible changes in the education system in the future.Use the handouts with potential changes to stimulate thinking and provide context.7.4.2 Mn Activity:Divide students into groups and assign them a potential change in the education system.Instruct students to role-play as individuals or groups affected the change in their assigned scenario.7.4.3 Conclusion:Bring the class back together and ask each group to present their role-play.Discuss the importance of adaptability and life-long learning in the7.5 Homework:Assign a reflective essay where students can discuss their educational goals for the future and the steps they will take to ensure they remn adaptable and continue to learn throughout their lives.第八章：Human-Technology Interaction in the Future8.1 Lesson Objective:To explore the potential ways in which humans will interact with technology in the future.To discuss the implications of these interactions on individuals and society.8.2 Teaching Method:Group discussionsInteractive activities8.3 Teaching Materials:Handouts with scenarios about human-technology interaction Interactive technology tools for activities8.4 Lesson Procedure:8.4 Lesson Procedure:8.4.1Begin with a group discussion on possible ways in which humans will interact with technology in the future.Use the handouts with scenarios to stimulate thinking and provide context.8.4.2 Mn Activity:Divide students into groups and assign them a scenario.Instruct students to brnstorm and discuss the potential implications of the human-technology interaction in their assigned scenario.8.4.3 Conclusion:Bring the class back together and ask each group to share their findings. Discuss the implications of these interactions on individuals and society.8.5 Homework:Assign a reflective essay where students can discuss their views on the potential human-technology interactions in the future and their impact on society.第九章：Impact of the Future on Environment and Sustnability9.1 Lesson Objective:To explore the potential impact of technological advancements and societal changes on the environment and sustnability.To discuss the importance of sustnable practices and solutions for a better future.9.2 Teaching Method:Group discussionsResearch activities9.3 Teaching Materials:Handouts with potential environmental impactsAccess to online resources for research activities9.4 Lesson Procedure:9.4.1Begin with a group discussion on possible environmental impacts due to technological advancements and societal changes.Use the handouts with potential environmental impacts to stimulate thinking and provide context.9.4.2 Mn Activity:Divide students into groups and assign them a potential environmental impact.Instruct students to research sustnable practices and solutions to mitigate the impact.9.4.3 Conclusion:Bring the class back together and ask each group to present their findings.Discuss the importance of sustnable practices and solutions for a better future.9.5 Homework:Assign a reflective essay where students can discuss their views on the potential environmental impacts of the future and the importance ofsustnable practices.第十章：Personal and Social Well-being in the Future10.1 Lesson Objective:To explore the potential impact of technological advancements and societal changes on personal and social well-being.To discuss the importance of mntning balance and wellness in the future.10.2 Teaching Method:Group discussionsSelf-assessment activities10.3 Teaching Materials:Handouts with scenarios about personal and social well-beingSelf-assessment tools for personal well-being10.4 Lesson Procedure:10.4.1Begin with a group discussion on possible impacts on personal and social well-being due to technological advancements and societal changes.Use the handouts with scenarios to stimulate thinking and provide context.10.4.2 Mn Activity:Divide students into groups and assign them a scenario.Instruct students to self-assess their well-being and discuss theimportance of mntning balance and wellness in their assigned scenario.10.4.3 Conclusion:Bring the class back together and ask each group to share their findings. Discuss the importance of mntning personal and social well-being in the future.10.5 Homework:Assign a reflective essay where students can discuss their personal well-being goals for the future and the steps they will take to mntn balance and wellness.第十一章：Global Challenges and Collaboration in the Future11.1 Lesson Objective:To explore the global challenges that may arise due to technological advancements and societal changes in the future.To discuss the importance of collaboration and collective action to address these challenges.11.2 Teaching Method:Group discussionsCase studies11.3 Teaching Materials:Handouts with case studies about global challengesCollaborative tools for group activities11.4 Lesson Procedure:11.4.1Begin with a group discussion on possible global challenges in the future.Use the handouts with case studies to stimulate thinking and provide context.11.4.2 Mn Activity:Divide students into groups and assign them a case study.Instruct students to analyze the global challenge and develop collaborative solutions to address the issue.11.4.3 Conclusion:Bring the class back together and ask each group to present their findings.Discuss the importance of collaboration and collective action to address the global challenges in the future.11.5 Homework:Assign a reflective essay where重点和难点解析本教案主要围绕未来生活展开，涵盖技术进步、社会变迁、文化转变、伦理考量、职业发展、教育变革、人与技术互动、环境影响、个人与社会福祉以及全球挑战等多个方面。
Unit 17 Life in the future
Unit 17 Life in the future一、教学目标与要求通过本单元教学，学生了解在未来生活中电脑所起的巨大作用，丰富学生的想象力，提高学生用英语描述未来生活的能力。
通过对第67课的学习，学生了解在当今世界上发展中国家与发达国家之间的巨大贫富差距。
学生不仅能用英语描述这种差距，还应能发表自己的看法；通过对话课的学习与操练，学习表示预测和推测的日常交际用语；学习并初步掌握同位语从句的用法；正确完成练习册安排的练习。
二、教学重点与难点1．重点词汇 simply；majority；industry；throughout；possibility；store；belief；possession；satisfy；practical；passage；meanwhile；talk of；out of work；keep fit2．重要句型 They are already being used in agriculture and industry．3．语法同位语从句（Noun Clauses as the Appositive）1）The idea that computers will recognize human voices surprises many people．2）The possibility that the majority of the labor force will work at home is often discussed．4．日常交际用语预测和推测（Prediction，conjecture and belief）1）Do you think our manager is going to have a new factory built？2）I simply don’t know． 3）Do you think it’s possible that it will happen？4）I can see the problem．What do you think is likely to hap-pen？ 5）It is not likely that the manager will employ more people．三、课型（一）对话课Ⅰ．教具录音机、投影仪。
高二英语教案：SB2 Unit 17 Life in the future
Unit 17 Life in the futureLesson 65Teaching objectives and demands:1. Words and useful expressions:talk of; simply; goods; majority; industry; out of work; throughout2. Everyday English for communication (prediction; conjecture and belief):①He may mot….②Do you think it is possible that…?③It’s quite likely that…④What do you think is likely to happen?⑤It’s not likely that…⑥I think….3. Language use: Manipulate listening, speaking practiceKey points:Everyday English for communication (prediction; conjecture and belief).Teaching procedures:Step 1. Revision(1) Check the homework exercises.(2) Revise future time by asking the students some questions about their future arrangement.Step 2. Presentation and listeningSB Page 25, Part 1. Ask questions about the picture, and get students to tell you what they are doing. Teach the new words. Then play the tape for students to follow and tell them to answer the following questions:①Why does the manager want to have a new factory built?(The manager thinks his factory now is too small. It can't produce goods quicklyenough for all their customers. Many of them have to wait six months for their goods.The manager hopes to build a new factory to produce more goods.)②What’s the main problem if they build a new factory? Why?(The problem is finding land for it. Some people don't want good farmland to be builton.)③What do you think is likely to happen? Why?(The manager will persuade the government to let him build a new factory.) Step 3. ReadingGet the students to read the dialogue and then go through the grammatical points and structures.①Do you think our manager is going to have a new factory built? 你认为我们的经理打算新建一家工厂吗? have作为使役动词使用时常用于三种句型，如：* I had my left leg broken yesterday. (have...done可以表示不幸的遭遇)昨天我的左腿断了。
lifeinthefuture全单元教案通用〔优秀篇〕
Unit 3 life in the future本单元以life in the future 为中心话题，旨在通过本单元的学习，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，对人类今后的生活环境，生活方式进行猜测， 提倡环保生活意识，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，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结合， 学习怎么样写report本单元所涉及的要点有：本单元所涉及的要点有：1. 学习并了解未来生活的各个方面用与现在生活的不同之处，学习并了解未来生活的各个方面用与现在生活的不同之处， 学习外星人的生活方式。
学习外星人的生活方式。
2）学习表示预测，建议的的句型。
）学习表示预测，建议的的句型。
（3）学习过去分词作定语和状语的结构。
）学习过去分词作定语和状语的结构。
（4）学习写好“report report”,”,以训练学生的逻辑思维及写作能力.The 1st PeriodTeaching Aims:1. Learn some new words and expressions.2. Help the students to talk about life in the past, at present and in the future.3. Enable the students to describe the life in the past, at present and in the future. Difficult and Important Points:Compare life in the past, at present and in the futureWhat is life in the future like? What changes will take place? Teaching Methods:1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work & group work Teaching Procedures:Step 1 warming upTalk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand yearsStep two: pre-reading1.Can you tell what problems people are facing today?2.what problems do you think people in the future will have overcome?Which ones will still be there or evenworse in AD3005?Key: 1The problem of population will be solved,have begun to Control the birth rate. 2The problems will be still there,and will even worse. 3I don’t think so.Now scientists are trying their best todevelop new resources that human beings can make use of ,such as solar energy.In my opinion…… step threefast reading Read the text for the first time and tell what the text is about?It’s an e It’s an e-mail written by a man Who has taken up a trip to the future. -mail written by a man Who has taken up a trip to the future.2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentenceA. We were transported into the future by a comfortable time capsule.B. I arrived a t Wang Ping’s home and everything in his house made me surprised.C.I won a travel to the year AD3005D. I have my first try to master a hovering carriage. Step fourcareful reading 1.why did I have the chance to travel to the year AD3005? 2. What is a “ time lag”?3. How did I feel when I was in the capsule?4who guides my trip?5.why did my guide give me some tables?6.who transported us to the future?Key 1. I took up the prize I 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 uncertain6. Wa 6. Wang Ping’s parents’ company transported us to the future.ng Ping’s parents’ company transported us to the future.1How did I feel as soon as I was transported to the future?After the writer was transported to the future,he was hit by the lack of fresh air. 2.how did Wang Ping solve this problem?Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest. 3.what do you think has caused this kind of problem?Now we are causing more and more pollution to the nature,this will cause serious problems to life in the nature.This may be the cause of the lack of fresh air in the future. 1 What did Wang Ping’s house look like?His house is a large bright ,clean room.It had a green Wall,a brown floor and soft lighting . 2 What was the green wall made of? What’s the purpose of buil ding this kind of green wall? The green wall was made of trees.The leaves of the trees will provide much-needed oxygen to the house. 3How can you produce a TV set in Wang Ping’s house? You can just flash a switch on the computer screen and a TV set will rise from the floor.Good changesBad changesTime travelCan travel to Different times as you wish After-effects of travel transport.can move swiftly Disorganized, difficult to find wayhouses save living space Short of space TownsBusy, look likemarkets Easy to get lostAir qualityOwn family oxygen supplyPoor quality in public placesSample answers Ex.2I think the writer has an optimistic view of the future.He was very excited when he traveled to the year AD 3005 an d couldn’t eliev elieve e if was true.From this,we can see he is eager to go to the future.Though ehe was hit by the lack of fresh air,The 2nd periodTeaching aims:Learn expressions & phrases nguage pointsDifficult and Important Points: 1）Language points 2）The usag The usage of e of “take up and sweep” Teaching Methods: Presentation & Practice Teaching Procedures: Step I Revision Have a dictationStep II. Check the answers1)eck the answers of yesterday’s homework (ing Words and Expressions) Step three language point 1. I still can’t believe that I am taking up my prize that was won last year Take up 开始做，占用，开始做，占用， 选修选修a.When does the manager take up his job?b.he has take up art in collegec.He decided to take p photography as his career. 开放思维：开放思维： Take off 脱下，脱下， 起飞起飞 Take over 接管接管 Take to 喜欢上，喜欢上， 对…产生好感产生好感a. Helen always helps her mother even though going to school____most of her day A.Takes up B.makes up C.saves up D.puts up2.I have to constantly rub my eyes to remind myself that I have traveled to the year AD3005 我得不断擦拭自己的眼睛来提醒自己，我得不断擦拭自己的眼睛来提醒自己，我已到了公元3005年 Remind: to make someone remember something that they must do Remind sb about sth 提醒某人某事提醒某人某事 Remind sb to do sthRemind sb that/ where/how3. As a result, I suffered from ‘time lag”As a result: because of something that has happened 结果，由于…的结果的结果 e.g He worked hard, and as a result, he got promoted quickly.Suffer from: to experience 患有…为…所苦。
高二英语教案：Unit 17 Life in the future
一、教法建议【抛砖引玉】单元双基学习目标Ⅰ. 词汇学习talk of , out of work , voice , e.g. = for example , need ( n .) , toy , simply , goods , industry , skill , text , satisfy , wealth , fairly , meanwhile , telegraph , socialist , youth , passage , majority , throughout , central , labour = labor , convenient , transport , wing , store ( vt .) , possession , practical , keep fit , glasshouse , possibility , belief , vote , fax , screenⅡ. 交际英语Possibility表示可能性1. He may (not) … /2. Do you think it’s possible that …?3. It’s quite likely that … / It is likely to do …4. It’s not likely that … /5. I don’t think so .6. They will (not) do …7. What do you think is likely to happen ?Judgment and opinion 判断和意见1 . It certainly is . / I believe . . .2 . It‘s correct to do . . . / I can believe that .3 . Well done ! /Good work !4 . In my opinion . . . / It seems . . . / I guess . . .5 . So far as I know . . ./ I’m ( not ) sure .6 . I ( don‘t ) think . . . / I ( don’t ) think so . /7 . I ( don‘t ) agree .8 . That’s right . / You are right .9 . That‘s not fair .Ⅲ. 语法重点学习名词性从句作同位语。
Life?in?the?Future教案
Life in the Future教案to make predictions for the future课题：to make predictions for the future一、前端分析：1、学习内容的位置分析：本节课内容为北京市英语试验教材初三年级（上）第二单元，是一节基于现代信息技术环境下的活动、实践课。
本单元以预言未来生活为主要话题，新颖独特，趣味性强，充满了浓郁的科幻氛围，为学生设置了一个个跨越时空的时间隧道，也给他们的大胆想象提供了广阔的空间和舞台。
在此之前，学生已经学习了以下内容：学习和讨论未来的生活和变化；了解和认识人们（过去/现在）对未来的大胆预测以及这些预测对我们社会发展所产生的积极影响；对将来发生事件的基本表述（由 will引导的一般将来时，表示事件发生的可能性）。
2、学习者知识基础分析：作为重点学校的实验班，经过两年的学习，绝大多数学生已经有了较为丰富的词汇量和较强的口语表达能力，加上本单元的内容丰富多彩，新颖独特，这对于憧憬未来，又富有想象力这中学生而言，无疑充满了吸引力，再加上网络环境所能创设的独特优势，必将为他们提供一个展示自己梦想的舞台。
因此，我们在学习本节内容时，感觉有必要设计这节在现代信息技术环境下的一节融提高与实践运用的活动课。
3、媒体的支持与运用：借助互联网以及局域网的便捷条件进行授课，可以使学生随意搜索、整理与预测的主题有关的文字、图片；随心所欲的设计自己所选主题的图像、颜色以及展示方式等, 生动直观的展示他们的合作成果。
这必将使本节英语课体现出一种生动、活泼与延展性。
二、教学目标：1、知识目标：1）复习、讨论前面已经学过的有关预测的知识，提供相关建议，为后面学生的设想与描述做好过渡。
2）设置任务，通过小组对未来生活的设计与描述，巩固所学知识，拓展学用渠道。
2、能力目标：1）学生借助多媒体以及网络等先进技术的支持，以小组合作的方式进行探究式学习，提高实践操作与语言表达能力，开发他们创造性思维、空间想象等综合能力的多元化发展。
Unit17LifeintheFuture
Unit17LifeintheFuture本章教学目标1. 通过学习这一单元，使学生了解电脑在各个领域的运用，从而掌握现代化的工具为社会服务；2. 学会一些构词法；3. 学会使用同位语从句。
重点难点突破【对话】1．People have been talking of it a lot recently.对这件事最近人们一直谈论得很多呢。
注意：talk of, talk abouttalk of谈到，提到At the meeting he talked of the importance of learning computer skills.他在会上提到学习计算机技术的重要性。
Talking of football, he is very excited.一谈到足球，他非常兴奋。
2．Right now we can't produce goods quickly ...眼下我们的产品生产不够快……goods n.无单数形式，只有复数形式。
不可用数词或many加以修饰。
作主语时，谓语动词用复数形式。
(1)商品，货物；(2)财产，资产。
This shop sells a variety of goods.这家商店出售许多种商品。
Half his goods have been stolen.他的一半财产被偷走了。
3．The majority of people in the town want to ...镇上大多数人赞成……majority“大多数，大部分”。
与of连用，主要指人，谓语动词用复数。
单独使用时，后面的谓语动词用单数或复数均可。
The majority of doctors believe smoking is harmful to health.大多数医生认为抽烟对身体有害。
The majority of his books were kept upstairs.他的大部分书藏在楼上。
Life in the future教学设计
For personal use only in study and research; not forcommercial useLife in the future教学设计Analysis?of?the?teaching?material?教材分析本单元教学内容为人教版新课标Module?5?Unit?3?Life?in?the?future。
本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
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, lack, ache, b. 重点句式This is similar to ..., but it means ... P17Well-known for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P182. 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, group work. Teaching aids 教具准备A computer and a projector.Teaching procedures ＆ways 教学过程与方式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? 2．Q2: No matter where you live, I am wondering how do you usually go to school? 3．Now let’s take a look at the screen to learn about the development of all the means of transportation.4．Q3: What will the future means of transportation be like? (Time travel)【设计说明】由日常问候开启话题，通过提问学生预测未来，引出跨时空旅行，从而进入阅读文章的处理与学习。
高二英语教案：SB2 Unit 17 Life in the future
Unit 17 Life in the futureLesson 65Teaching objectives and demands:1. Words and useful expressions:talk of; simply; goods; majority; industry; out of work; throughout2. Everyday English for communication (prediction; conjecture and belief):①He may m ot….②Do you think it is possible that…?③It’s quite likely that…④What do you think is likely to happen?⑤It’s not likely that…⑥I think….3. Language use: Manipulate listening, speaking practiceKey points:Everyday English for communication (prediction; conjecture and belief).Teaching procedures:Step 1. Revision(1) Check the homework exercises.(2) Revise future time by asking the students some questions about their future arrangement.Step 2. Presentation and listeningSB Page 25, Part 1. Ask questions about the picture, and get students to tell you what they are doing. Teach the new words. Then play the tape for students to follow and tell them to answer the following questions:①Why does the manager want to have a new factory built?(The manager thinks his factory now is too small. It can't produce goods quicklyenough for all their customers. Many of them have to wait six months for their goods.The manager hopes to build a new factory to produce more goods.)②What’s the main problem if they build a new factory? Why?(The problem is finding land for it. Some people don't want good farmland to be builton.)③What do you think is likely to happen? Why?(The manager will persuade the government to let him build a new factory.) Step 3. ReadingGet the students to read the dialogue and then go through the grammatical points and structures.①Do you think our manager is going to have a new factory built? 你认为我们的经理打算新建一家工厂吗? have作为使役动词使用时常用于三种句型，如：* I had my left leg broken yesterday. (have...done可以表示不幸的遭遇)昨天我的左腿断了。
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Unit 17 Life in the future一、教学目标与要求通过本单元教学，学生了解在未来生活中电脑所起的巨大作用，丰富学生的想象力，提高学生用英语描述未来生活的能力。
通过对第67课的学习，学生了解在当今世界上发展中国家与发达国家之间的巨大贫富差距。
学生不仅能用英语描述这种差距，还应能发表自己的看法；通过对话课的学习与操练，学习表示预测和推测的日常交际用语；学习并初步掌握同位语从句的用法；正确完成练习册安排的练习。
二、教学重点与难点1．重点词汇 simply；majority；industry；throughout；possibility；store；belief；possession；satisfy；practical；passage；meanwhile；talk of；out of work；keep fit2．重要句型 They are already being used in agriculture and industry．3．语法同位语从句（Noun Clauses as the Appositive）1）The idea that computers will recognize human voices surprises many people．2）The possibility that the majority of the labor force will work at home is often discussed．4．日常交际用语预测和推测（Prediction，conjecture and belief）1）Do you think our manager is going to have a new factory built？2）I simply don’t know． 3）Do you think it’s possible that it will happen？4）I can see the problem．What do you think is likely to hap-pen？ 5）It is not likely that the manager will employ more people．三、课型（一）对话课Ⅰ．教具录音机、投影仪。
Ⅱ．课堂教学设计1．教师通过向学生提出下列问题导入本课：1）Can you imagine what life will be in the future？ 2） Let’s think about what kind of modern life we will live in the future．为使学生能展开讨论，教师可以提出某些领域，使学生发挥想象力：1）Food people eat；2）Clothes that people wear；3）Transportation；4）Medical care；5）School life；6）House people live in鼓励学生用英语表达其大胆设想。
2．准备放对话录音。
借助投影片打出以下听前提问： 1）What are Jenny and Mei Ge talk-ing about？ 2）When will the decision be made？放录音一至两遍，请学生回答上述问题，教师予以必要订正。
Key：1）Jenny and Mei Ge are talking about future plans．2）According to Mei Ge，it is quite likely that the decision will be made before the end of the year．3．再次放对话录音，学生跟读。
根据本课对话内容，教师再提出一些问题，检查学生的理解程度。
1）According to Mei Ge，why is the manager going to have a new factory built？ 2）What’s the problem with building the new factory？3）What’s the disagreement among the people in the town？4）Do you think the factory will be built quite soon？Please explain．Key：1）Because right now they can’t produce goods quickly enough for all their cus-tomers．Many of the customers have to wait six months for their goods．2）The problem is finding land for the new factory．3）The disagreement is that most of the people in the town want to encourage new industry in the area．But some people don’t want good farmland to be built on．4）Let the students discuss the question．Anyone who can give good explanations in English will be correct．4．将学生分为两人一组练习对话。
数分钟后，请两三组同学到前面表演，教师予以讲评。
教师指导学生归纳本课中有关预测和推测（Prediction，conjecture and belief）的常用语句（见日常交际用语部分）。
5．要求学生将本课对话改写为一篇短文，描述经理要修建一座新工厂的打算和所遇到的问题，教师给予必要的提示。
提示语：1）have a new factory built 2）the reason for building the new factory 3） the problem with building the new factory 4） what will the manager do将首句给出：The manager is going to have a new factory built because…要求学生根据对话，参照老师所给提示及首句，编写短文。
Model：The manager is going to have a new factory built because right now they can’t produce goods quickly enough for all their customers．Many of the customers have to wait six months for their goods．But the problem with building the new factory is where to find land for it．Most of the people in the town want to encourage new industry in the area as new jobs are needed since a number of people are out of work．But some people don’t want good farmland to be built on．The manager will persuade the government to let him build the new factory．It is hoped that a decision will be made before the end of the year．当堂要求学生完成，如时间允许，可请几位同学朗读自己的短文，教师予以讲评。
6．布置作业 1）预习第66课；2）完成练习册中安排的练习。
（二）阅读理解课（Ⅰ）Ⅰ．教具录音机、投影仪。
Ⅱ．课堂教学设计1．检查生词及短语。
2．教师用下述话引出本课内容：I understand that many of you have computers at home．Now those who have computers，hands up，please．Let me see．Great！So many of you have got computers at home．It doesn’t matter for those who haven’t got computers yet．Anyhow，you have computer class at school and you know how to use computers．Now tell me what you can do with computers．在黑板上列出学生所提及的内容。
Good．You already know a lot about the use of computers．And I believe that after learning the reading passage，you’ll learn more about it．3．准备阅读第一部分课文，教师给出读前提问：1）How do farmers use computers？2）How is computer used in transport？教师给学生数分钟，要求学生快速阅读课文，之后请同学回答上述问题。
Key：1）Farmers use computers to control the growing conditions of vegetables and oth-er plants．2）Railways in Japan already use computers to work out the best distance between trains．Trains will be operated by computer and many of them will have no drivers．4．放课文录音，学生跟读一至两遍。
5．课堂活动：A．要求学生根据课文所提供的信息，归纳以下内容：1）How computers are used in agriculture，for example， on many farms， in glasshouses and what farmers can work out？2） What computers can do to help people in their personal lives？3）the use of computer in the fields of education， health and research将全班分为若干小组，每个小组可选择其中一两个题目，在组内进行归纳。