Unit3Lifeinthefuture教案

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Unit3Lifeinthefuture教案1

Unit 3 Life in the future 教案 1 (FIRST IMPRESSION vPART 1>)Teaching Aims:1. Lear n some new words and expressi ons.2. Help the stude nts to talk about life in the past, at prese nt and in the future.3. En able the stude nts to describe the life in the past, at prese nt and in the future. Difficult and Importa nt Poin ts:Compare life in the past, at prese nt and in the future What is life in the future like? What changes will take place?Teaching Methods:1. First and careful readi ng,2. Ask ing and an sweri ng questi on activity3. In dividual, Pair work & group workTeaching Procedures:Step 1 warming up1. Show the stude nts some pictures or videos of the past and prese nt life, and ask them their first impressi ons of the pictures.2. lead-i n: Talk about how many cha nges there have bee n in the past and in the prese nt. Topic:Predict ing the good and bad cha nges in the future. imag ine the alie n creatures. remi nd …of …使回想起或意识到catch sight of 瞥见speed up 加速 assist in 帮助;援助；协助4. sentence structures:I still cannot believe that I am tak ing up my prize that was won last year.Worried about the journ ey, I was un settled for the first few days. Con fused by the new surroundin gs,3. useful expressi ons: take up 拿起；接受;开始；继续lose sight of不再看见 …I was hit by the lack of fresh air.Soon I was back on my feet again and followed him to collect a hovering carriage driven by computer. Described as an eno rmous round plate, it spins slowly in space to imitate the pull of the earth gravity. …a table and chair rose from under the floor as if by magic.Step 2 pre-reading1. Can you tell what problems people are facing today?2. What problems do you thi nk people in the future will have overcome? Which ones will still be there or eve n worse in AD3005?Key: 1. The problem of populati on will be solved, have begu n to Con trol the birth rate.2. The problems will be still there, and will even worse.3. I don ' t think so. Now scientists are trying their best to develop new resources that humanbeings can make use of, such as solar energy. In my opinion …Step 3 reading1. Fast reading1) Read the text for the first time and tell what the text is about?It ' s a-mail written by a man Who has taken up a trip to the future.2) Look at the followi ng sentence, there are in wrong order, tell me the correct order for these sentenceA. We were tran sported 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 hoveri ng carriage.2. careful read ing1). Questi ons & an swers:Why did I have the chance to travel to the year AD3005?What is a “ time lag ”？How did I feel whe n I was in the capsule?Who guides my trip?Why did my guide give me some tables?Who tran sported us to the future?Key 1.1 took up the prize I won the year before.2. “ Time lag ” means a pers on gets flashbacks from his previous time period.3. The seats in the capsule are very comfortable.4. My frie nd Wang Pi ng is my guide to the future.5. The tablets could help me feel less n ervous and un certa in6. Wang Ping ' s parents ' company transported us to the future.Step 4 Language pointsStep 5 Discussion: Sample 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 and couldn 'be lieve it was true. From this, we can see he is eager to go to the future. Though she was hit by the lack of fresh air.。

Unit 3 Life in the future教案

Unit 3 Life in the future教案Unit 3 Life in the future教案核心单词1 ipressinn印痕；印记；印象；感想常用结构：have an ipressin f sth／ding sth 对(做)某事有印象ae an ipressin n sb 给某人留下印象ae n ipressin n 对……无影响／效果give sba favrable ipressin 给某人留下好印象an ipressin f ne’s ft 某人的脚印ur perfrane gave e a strng ipressin你的表演给我留下了很深的印象。

hat I said ade n ipressin n hi我的话对他不起作用。

联想拓展ipress v留下印象ipress sthn／upn ne’s ind 把……牢记在心上高手过招单项填空She spe ver nfidentl beause she anted t ae a great n her epler at the first tieA InflueneB pressureIpressin D Effet解析:选。

ae an ipressin n sb 给某人留下印象。

2 lav≈n 缺乏；缺少的东西注意：la作名词时，后常接f。

la作动词时，既可作及物动词，也可以作不及物动词，作不及物动词时，后常接fr或in。

la不用于被动语态。

常用结构：la sth 缺少某物la fr sth 缺少；需要fr/thrugh la f 因缺乏……n la f 不缺乏a/the la f ……的缺乏He didn’t g there beause he laed urage他没去那里，因为他缺乏勇气。

The plant died fr la f ater植物因缺水而死。

The laed fr nthing他们无所需求。

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。

高中英语 Unit3 Life in the future Reading教案新人教版必修5

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，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，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结合，学习怎么样写report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，学习外星人的生活方式。

2）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。

（4）学习写好“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 workTeaching 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 three fast readingRead the text for the first time and tell what the text is about?It’s an e-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 four careful reading1.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. Wan g 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 build ing 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.3 How 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.Sample 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 elie ve 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,。

Unit 3 Life in the future教案

Unit 3 Life in the future教案一、教学目标1、知识目标学生能够掌握与未来生活相关的词汇和短语，如“flying car”“space travel”“virtual reality”等。

学生能够理解并运用一般将来时和将来进行时来描述未来的情景。

2、能力目标通过阅读和听力训练，提高学生获取信息和理解文章的能力。

培养学生的口语表达能力，使他们能够流利地谈论未来生活。

3、情感目标激发学生对未来生活的想象和憧憬，培养创新思维。

引导学生关注科技发展对人类生活的影响，树立正确的科技观。

二、教学重难点1、教学重点重点词汇和短语的理解与运用。

一般将来时和将来进行时的正确使用。

2、教学难点如何引导学生展开丰富的想象，描述未来生活的情景。

培养学生对科技发展的辩证思维。

三、教学方法1、情景教学法通过创设未来生活的情景，让学生身临其境，感受未来的变化。

2、任务驱动法布置各种任务，如小组讨论、写作等，让学生在完成任务的过程中掌握知识和技能。

3、多媒体辅助教学法运用图片、视频等多媒体资源，直观地展示未来生活的场景，激发学生的学习兴趣。

四、教学过程1、导入（5 分钟）播放一段关于未来科技的视频，如飞行汽车、智能家居等，引起学生对未来生活的兴趣。

提问学生：“What do you think life will be like in the future?”让学生自由发言，分享他们对未来生活的想法。

2、词汇学习（10 分钟）展示与未来生活相关的图片，如太空站、机器人、3D 打印食物等，教授新词汇和短语，如“space station”“robot”“3Dprinted food”等。

让学生进行词汇练习，如单词拼写、造句等，巩固所学词汇。

3、语法讲解（15 分钟）讲解一般将来时和将来进行时的构成和用法，通过例句进行对比分析，让学生明白两者的区别。

给出一些句子，让学生判断使用一般将来时还是将来进行时，并说明原因。

高中英语 Unit 3 Life In the Future教案

Unit 3 Life In the Future教材分析I．教学内容分析：本单元的中心话题是“谈未来”，内容主要涉及人类对今后生活环境的想象、猜测和思考。

语言技能和语言知识主要围绕“未来生活”这一中心话题进行设计的Warming up 部分通过一个填表活动引导学生去回顾过去、认识现在和展望未来。

Pre-reading部分首先让学生列举一些当今世界存在的问题，接着要求学生考虑一下在未来社会里哪些问题会克服、哪些问题将恶化。

这样就为下面阅读做了铺垫。

Reading 部分以Li Qiang 发自宇宙空间站的电子邮件的形式向读者讲述了他是如何安全到达“未来世界”以及在“未来世界”的第一印象。

教师引导学生把阅读的重点放在“未来世界”生活与现在生活的不同点上。

Comprehending 设计了五个教学活动来加深学生对“阅读”(Reading )的理解和复习。

活动一设计了5个问题，考查学生对文章主要信息的理解。

活动二要求学生通过阅读找到“未来世界”在以下几方面的变化：跨时空旅行、交通、住房、城镇环境和空气质量。

接着学生应该在思考的基础上得出自己的结论，即哪些变化好，哪些变化不好，并说出理由。

活动三要求学生通过阅读来判断李强对未来的态度是乐观的还是悲观的。

学生应该在文中找出支持自己观点的论据或例子，尽可能说服别人。

活动四让学生概括每一段的大意和具体信息，并复述课文，更深入地理解课文内容。

活动五让学生朗读课文最后一段，注意语音语调和节奏。

Learning about language部分突出了本单元的一些重点语汇和语法，通过语篇来考察学生运用本单元部分词汇的能力的练习。

语法部分要求学生主动找出阅读语篇中饿重点结构—过去分词用定语和状语，然后加以应用。

教师要提醒学生既要注意语义(meaning )也要注意形式(form).Using Language部分涵盖了听、说、读、写四项语言基本技能。

summing up部分归纳了本单元的主要学内容并让学生自我检测一下效果。

Unit 3 Life in the future 教案1

Unit 3 Life in the future 教案1(FIRST IMPRESSION <PART 1>)Teaching 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 workTeaching Procedures:Step 1 warming up1. Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures.2. lead-in: Talk about how many changes there have been in the past and in the present.Topic:Predicting the good and bad changes in the future.imagine the alien creatures.3. useful expressions:take up 拿起;接受;开始;继续remind…of… 使回想起或意识到lose sight of… 不再看见… … catch sight of… 瞥见sweep up 打扫；横扫speed up 加速assist in 帮助;援助;协助4. sentence structures:I still cannot believe that I am taking up my prize that was won last year.Worried about the journey, I was unsettled for the first few days.Confused by the new surroundings, I was hit by the lack of fresh air.Soon I was back on my feet again and followed him to collect a hovering carriage driven by computer.Described as an enormous round plate, it spins slowly in space to imitate the pull of the earth’s gravity.…a t able and chair rose from under the floor as if by magic.Step 2 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 even worse in AD3005?Key: 1. The problem of population will be solved, have begun to Control the birth rate.2. The problems will be still there, and will even worse.3. I don’t think so. Now scientists are trying their best to develop new resources that humanbeings can make use of, such as solar energy. In my opinion…Step 3 reading1.Fast reading1) Read the text for the first time and tell what the text is about?It’s an e-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.2. careful reading1). Questions & answers:Why did I have the chance to travel to the year AD3005?What is a “time lag”?How did I feel when I was in the capsule?Who guides my trip?Why did my guide give me some tables?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. Wang Ping’s parents’ company transported us to the future.2. Fill in the Chart:Good changes Bad changesTime travel Can travel toAfter-effects of travelDifferent timesas you wishtransport .can move swiftly Disorganized, difficult tofind wayhouses save living space Short of spaceTowns Busy, look likeEasy to get lostmarketsAir quality Own familyPoor quality in public placesoxygen supply3. Reading the text to decide on the type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage It tells about Li Qiang traveling to the year AD 3005 and hisexperiences there.Topic sentence of 1st paragraph I have traveled to the year AD 3005.Topic sentence of 2nd paragraph I was still on the earth but one thousand years in the future. Topic sentence of 3rd paragraph I was hit by the lack of fresh air.Topic sentence of 4th paragraph Tomorrow I will be ready for other visits organized by“Future Tours”.4. Making a chain of events from the text First ImpressionsStep 4 Language pointsStep 5 Discussion: Sample 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 believe it was true. From this, we can see he is eager to go to the future. Though she was hit by the lack of fresh air.Suffering from “timelag” Going by a time capsuleOn earth but 1000 years in the futureAt home in the year AD 3005。

Unit3《Lifeinthefuture》教案(1)

Unit3《Lifeinthefuture》教案（1）Unit3《Lifeinthefuture》教案aring-upandReadingTeachingGoals:Learnsoeneordsandexpressions.IprovetheSs’readingsills.ToillustrateSs’iaginationoffuturelifenotheoreadvancedforsoftransportinAD3005andtheadvantagesandproblesoflifeinthefuture.Teachingethods:InductiveethodPairorandgroupor3.IllustrationDeductiveethodTeachingProcedures:Step1GreetingsandLead-in．Theteachercanstartithdailygreetingsandtrytole adinsoeordsinthisunit.Q1:heredoyouefro?Doyouliveinthedontonorinthecountry side?Isitasuitablelocationforpeopletolivein?hatisitadeof?.Q2:Noatterhereyoulive,Iaonderinghodoyouusuallygotos chool?Bies,cars,busesandsooncanbeusedtocarrypeopleorthing sfrooneplacetoanotherplace,andtheyarecalledvehicles.Q3:hatothervehiclesdoyouno?carriage,abulance,jeep,airbus,train,truc,otorcycle, fireengine,…Q4:hateansoftransportdoyouno?car,bicycle,otorcycle,train,plane,SpacecraftQ5:Iaginehatthefutureeansoftransportillbelie?conclusionThisunitintroduceshatlifeinthefutureightbelietoSs.B ydiscussingandanseringthequestionsabovecanaeSshavea generalunderstandingofthepresentandfuturelifeandcan alsoillustrateSs’iaginationaboutthefuturelife.【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。

Unit 3 life in the future教案

Unit 3 life in the future执教者朱珊Teaching Aims:1. Predict good and bad changes in the future2. Improve students’ reading ability.Teaching Methods:1.Listening, fast and careful reading2.Asking and answering question activity.3.Pair work and group work.Teaching Aids: a computer, a projector.Teaching Procedures:Step1 Greetings and Free talkGreet the whole class as usual, begin the class with a film about the American army in the future , then another video about the life in future. Step2 PredictingAfter enjoying the video, show some pictures about the passage and ask the students to predict what the passage is about.Step3 skimmingSkim the passage and find out main idea of each paragraph, then conclude the general idea of the passage.(4) Conclude the main idea of each paragraph.Paragraph 1 How I came to take a time travel journey.Paragraph2 The journey.Paragraph3 My impressions of life one thousand years into the future.Paragraph 4 Staying in Wang Ping’s home.General ideaThe text is mainly about a boy who was given a ______to travel to the year _______ as a prize. He is now writing to __________ about his exciting and unforgettable _______.Step 4 Careful reading(1). Listen to the first two paragraphs and fill in the blanks .In the time capsuleThe seats were ___________ and we slept after _______________.The capsule began ________ gently sideways as we lay _______ and dreaming.。

高中英语 Unit3 Life in the future教案新人教版必修5

Unit 3 Life in the futurePeriod OneTeaching aims:1.Talk about life in the future.2. Practice making predictions.Teaching procedures:Step 1. Leading-inAs we all know, the moment people landed on the moon for the first time, science and technology began to develop very rapidly. 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 2. Warming upAsk Ss to talk about the life in the future.1. Divide the Ss into four groups or more to talk about the pictures one page 41.2. Ask the Ss to on what the new technology can do for us. Try to give typical examples and explain your reasons. You may use expressions or questions in the boxes below on Page 41 to to the tape of Part 1 for the first time and answer the questions on Page 42;2. Listen to the tape again and check the answers with the whole class.3. Listen to the tape of Part 2 and fill in the forms.4. Listen to this part again and ask one student to describe what Mekanika wants to know.Step 2. Speaking1. Divide the Ss into four groups to talk about the pictures on page 42 and then ask one of them to share the idea with the whole class.2. Ask the Ss to list the advantages and disadvantages of let them give some ideas whether a new technology should be used.Step 3. HomeworkAsk the Ss to try to predict a new technology in the future and discuss the changeit brings to the life.Period ThreeTeaching aims:1. Make the Ss get more information about the change of life in the future.2. Improve the Ss’ ability of getting the main idea of each reading subject.3. Help the Ss to grasp some useful words and expressions by using them. Teaching procedures:Step 1. Leading-inWe all know that many things are affecting the quality of our life. What are they? Would you like to list them? You may think about clothes, food, transportation, education or the text to find out in which paragraph you can find the answers to the pre-reading questions.1. How will people shop in the future?2. How will people travel in the future?3. What will schools be like in the future?4. What will the future be like in general?Step 3. Reading1. SkimmingAsk the Ss to read the whole text quickly and try to grasp the general idea. Do the following multiple-choice questions.1). What can we infer from the first paragraph?A. It is impossible for people to predict the future life.B. It is quite easy to know what life will be like in the future.C. People can know exactly what future life will be like through examining the contemporary society.D. It is possible to forecast about future life by examining some of the major trends of the contemporary society.2). Which statement about the current life is true according to the text?A. People pay much attention to a is well developed in all areas of China. C. E-business is so popular that people are doing more and more online shopping.D. E-schools the place of common classrooms.3). What can we learn from the text?A. Scientists are trying to protect what life will be like in the future.B. We studying all life to keep up with the changeable world.C. Life in the future won’t change too much.D. Life in the future will be completely different from what it is today.2. ScanningAfter getting the general idea of the text, Ss will be encouraged to get more information from the text by doing the following multiple choices.Step 4. Post-reading1. Ask the Ss to discuss the post-reading questions (2---5).2. What should we do to make sure we can .Period Four1. catchget this morning.I got a glimpse of the driver of the getaway car, but I doubt I would recognize .2. ensure v. 担保，确保(1) ensure that…e.g. The role of the police is to ensure (that) the law is obeyed.(2) ensure sb. sth.e.g. Following the plane crash, the airline is taking further steps to ensure public safety on its aircraft.3. without doing…e.g. Lily went back .+(for sb.) +to doe.g. The Internet makes it quite easy for us to look for information.试比较：find it +adj +(for sb) +to dofind it +n +(for sb) +to doe.g. I find it difficult to find what touch with 与……保持联系be in touch with 与……保持联系（状态）get in touch with 与……取得联系lose touch with 与……失去联系be out of touch with 与……没有联系（状态）e.g. Let’s keep in touch. We’ve been out of touch with John for years now.6. search…for…寻找……e.g. The police searched .lead to a place 通往某地e.g. The road leads to the town.lead sb. to do 使得，导致（某人做谋事）e.g. He led a guest to ’t fully appreciate foreign literature in translation.I really appreciate a good cup of tea.10. in store 储备着，贮藏着e.g. Please keep your energy in store for the trip.He always keeps several cases of wine in store.in store for 等待着（某人）e.g. There’s a surprise in store for you.Period FiveTeaching aims:1. Learn some words and phrases in the reading passage.2. Learn about the noun clauses serving as subjects, object and predicative in a sentence.Teaching procedures:Step 1. Word study1. Ask the Ss to fill in the blanks of exercise 1 on Page 45 with the correct form of the ten words listed below:in general, forecast, trend, urban, consumer, keep in touch with, customer, tiny, cash, pay attention to, regularly, physician, lead to, effort, in store.2. Explain the meaning of each phrase in the box of Exercise 2. Then ask the students to fill in each blank with them and change the form where necessary. Go over the passage with the whole class.Step 2. Learning about Noun Clause (2).1. In pairs discuss the examples on Page 46 and the function of each clause. Do exercise 1. Then check the answers with the whole class.2. More examples are given to explain the usages of noun clauses.名词性从句的功能相当于名词，根据其在句中充当的成分可分为主语从句、表语从句、宾语从句等。

(完整word)Unit 3 Life in the future教案

Unit 3 Life in the future一.Teaching aims:1. Inspire the students to imagine the future life.2。

Inspire the students to say something about the future transportation and housing。

3。

To improve the students’ oral ability.二.Teaching Important ＆ difficult point:1。

Inspire the students to imagine the future life and use the proper expressions。

2。

Enable the students to understand the meaning of the text，and say something according to the text。

3. To improve the students’ oral ability.三.Teaching methods：reading; asking and answering activity； pair or group work。

四.Teaching Aids：a computer, multmedia.五。

Teaching procedures:Step1: Lead—inhave a free talk about the following questions:1.How do you usually get to school?2.What kind of vehicle will people use in the future？3. Where would you like to live in the future？4. What kind of housing would you like to have in the future？5。

英语：unit3 life in the future 教案(新人教版必修5).doc

1. Due to an unexpected emergency, we had to___________ (length) our stay in Beijing by three days.
2. How exciting it is to work in a space station which is divided into zones with ___________________ (extraordinary) different atmospheres and gravities!
8. I got lost when we reached what looked like a large market because of the people flying by__________.
9. With a sigh, she bent down, picked up the toys on the floor, and then ________all the rubbish.
4. A strike was called because labor and management could not agree upon a___________ (settle).
5. Believing that I met the_______________ (require) listed in the advertisement, I wrote a letter to apply for an interview.
2. The path becomes very___________ (mud) on rainy days and makes it difficult for people to go in or out.

高中英语 Unit3 Life in the Future教案新人教版必修5

Unit 3 Life in the futureⅠ.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 futureⅡ.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, extraordinarily2．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 in4．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 adverbialWorried 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.重点句子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. P172. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it to me and immediately hurried me through to a small room nearby for a rest. P184. He was swept up into the centre of them.5. I found later that their leaves provided the house with much-needed oxygen. P188. Everyone will get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59Ⅲ.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。

Unit3Lifeinthefuture教案1

Unit3《Life in the future》教案（1）Unit3《Lifeinthefuture》教案（1）（新人教版必修）aring-upandReadingTeahingGals:Learnsenerdsandexpressins2IprvetheSs’readingsills3TillustrateSs’iaginatinffuturelife4nthereadvanedfrsftransprtinAD300andtheadvantagesandprblesflifeinthefutureTeahingethds:Indutiveethd2Pairrandgrupr3Illustratin4DedutiveethdTeahingPredures:Step1GreetingsandLead-in．Theteaheranstartithdailgreetingsandtrtleadinser dsinthisunitQ1:hereduefr?Duliveinthedntnrintheuntrside?Isitasuitablelatinfrpepletlivein?hatisitadef?Q2:Natterhereulive,Ianderinghduusuallgtshl?Bies,ars,busesandsnanbeusedtarrpeplerthingsfrneplae tantherplae,andthearealledvehilesQ3:hatthervehilesdun?arriage,abulane,eep,airbus,train,tru,trle,fireengine,…Q4:hateansftransprtdun?ar,bile,trle,train,plane,SpaeraftQ:Iaginehatthefutureeansftransprtillbelie?2nlusinThisunitintrdueshatlifeinthefutureightbelietSsBdisussi ngandanseringthequestinsabveanaeSshaveageneralu nderstandingfthepresentandfuturelifeandanalsillustrat eSs’iaginatinabutthefuturelife【设计说明】由日常问候开启话题，通过提问学生家乡情形导入城镇生活，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以后的交通方式，从而导入文。

人教版高中英语《Unit3Lifeinthefuture》精选教案

人教版高中英语《Unit3Lifeinthefuture》精选教案人教版高中英语《Unit 3 Life in the future》精选教案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。

下面小编一起看看有关人教版高中英语《Unit 3 Life in the future》精选教案。

人教版高中英语必修5《Unit 3 Life in the future》教案1 Step 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationSB Page 25，Part 1. Ask questions about the picture，and get Ss to tell you what they think is happening. Teach the new words majority，goods，industry. Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. （A new factory may be built.）See if the Ss can guess the meaning of out of work.Step 4 DialogueSpeech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: 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? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.b I simply don‘t know.=I honestly don’t know.c Right now =At this momentd The problem is … it. =Finding land for building the new factory is a problem （i.e. difficult）.e The majority of people =Most peoplef a number of people =quite a lot of peopleg out of work =do not have jobsh But some people … built on. =Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.i I can see the problem. =I understand the problem.j is likely to happen =will probably happenk It‘s quite likely: Quite emphasizes likely and increases thepossibility.Step 5 PracticeSB Page 25，Part 2. Demonstrate how to make sentences from the table，then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.Step 6 WorkbookWb Lesson 65，Exx. 1 - 4.After Ex. 1 is done orally，get the Ss to write the answers in their exercise books.Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.When doing Ex. 4，warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.I believe you’re right.What are the problems then?What do you think is likely to happen?Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.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 decisionsoon.B: What are the problems then?With an ordinary class，just practise the dialogue in Part 1 again.HomeworkFinish off the Workbook exercises.Do Ex. 1 and part of Ex. 4 as written work.人教版高中英语必修5《Unit 3 Life in the future》教案2 本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

Unit3Lifeinthefuture教案

Unit3Lifeinthefuture教案1

Unit 3 Life in the future教案

高二英语Unit3Lifeinthefuture说课稿

高中英语 Unit3 Life in the future Reading教案 新人教版必修5

Unit 3 Life in the future教案

高中英语 Unit 3 Life In the Future教案

Unit 3 Life in the future 教案1

Unit3《Lifeinthefuture》教案(1)

Unit 3 life in the future教案

高中英语 Unit3 Life in the future教案 新人教版必修5

(完整word)Unit 3 Life in the future教案

英语：unit3 life in the future 教案(新人教版必修5).doc

高中英语 Unit3 Life in the Future教案 新人教版必修5

Unit3Lifeinthefuture教案1

人教版高中英语《Unit3Lifeinthefuture》精选教案

高中英语 Unit3 Life in the future Reading教案新人教版必修5

高中英语 Unit3 Life in the future教案新人教版必修5

高中英语 Unit3 Life in the Future教案新人教版必修5