Unit 6 Life in the future.docx
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Unit6Lifeinthefuture
Unit6Lifeinthefuture
I.单元教学目标
技能目标Goals
Talkaboutlifeinthefuture
LearnaboutNounClauses
（2）
Practicemakingpredictions
Writeadefinitionparagraph
Ⅱ.目标语言
功
能
句
式
Makingpredictions
Itwouldbewonderfulif...
Itwouldbebadfor...if...
It’spossible/impossibletopredict...
Noonecanpredictwhat/when....
Justimagineif...
Wecanonlyguess...
词
汇
1.四会词汇
prediction,exact,forecast,trend,contemporary,indicate,urban,energy,ensure,system,consumer,reform,goods,purchase,tiny,cash,remain,importance,regular,medical,deal,physician,cure,biochemistry,educator,distance,hopeful,cheat,wrist,require,programme,reality,absurd
2.认读词汇
Mekanika,glimpse,E-commerce,necessity,crowded,mall,chip,SARS,smallpox,genetics,lifelong,well-prepared,identify,old-fashioned,imitate,virtual,lifelike,definition
3.重点词组
catchaglimpseof,keepintouchwith,payattentionto,dealwith,instore
4.重点词汇
forecast,major,indicate,ensure,remain,regular,cheat,cure,require
语法
NounClauses
（2）名词性从句
1.Whatlifewillbelikeinthefutureisdifficulttopredict.
2.Theyarecarefulaboutwhattheyeatandexerciseregularly.
3.Theschoolsofthefutureswillprobablybedifferentfromwhattheyaretoday.
4.Wecannotbesurewhetherourdreamswillcometrue,butwecanatleastbehopefulthatoureffortstoimprovetheworldwillbesuccessful.
5.Ifwelearntoacceptchangeandappreciatewhatisnewanddifferent,wewillbewell-preparedforwhateverthefuturemayhaveinstore.
6.Thediscussiontopicfortodayiswhatschoolwillbelikeinthefuture.
重
点
句
子
1.Whatlifewillbelikeinthefutureisdifficulttopredict.
2.Onewaytocatchaglimpseofthefutureistoexaminesomeofthemajortrendsincontemporarysociety.
3.Agoodexampleofhowtransportationischangingisthenewmaglevtrain....
4.Toensuresafety,thetrainiscontrolledbyanadvancedcomputersystem.
5.TheInternetalsomakesiteasierforcompaniestokeepintouchwithcustomersandcompaniesinothercountries.
6.Peopleinthefuturewillbeabletoenjoyalongerandhealthierlifeandremainactiveeveninoldage.
III.教材分析与教材重组
1.教材分析
本单元的主题是“Lifeinthefuture”，功能项目是“谈论未来生活”和“做出预测判断”，写作要点是学写描述性文章。
通过本单元的学习，要让学生了解科学技术进步在未来生活中的巨大推动作用。
教师要借助听力、讨论、阅读、写作等一系列扎实有效的教学活动，进一步拓展学生想象力，提升其语言实践能力，让他们意识到只有用自己的智慧和勤劳的双手才能改造社会，为人类造福。
1.1WARMINGUP提供了四幅图片和八个相关话题，本部分可以作为下文“说”的铺垫，学生分组讨论，使其有话可说，无话不说。
1.2LISTENING有两个任务，一是听录音，回答问题，侧重于听能培养，二是讨论Mekanik的生活方式与现代生活方式的不同，并给Mekanika写信回答她所关心的问题。
1.3SPEAKING要求把全班分成四个小组，每一组从不同角度出发陈述赞同或反对“有一相似人”的理由。
这种开放式讨论有助于引导学生运用所学知识合作学习，指导他们全面地、辨证地看待问题。
1.4PRE-READING是READING的热身活动。
要求学生采用快速浏览的方式确定不同段落的主题，潜移默化地培养学生skimming这一非常有效的阅读技巧。
1.5READING采用“总-分-总”的写作手法，大小标题形象地展示了本文的结构和内容。
教师要引导学生充分利用“标题”这一有效的阅读技巧把握文章主旨，了解作者的写作意图，并深入地培养他们猜测词义、理解语句、归纳段落大意等能力。
1.6POST-READING从回答问题、分析比较和展开讨论三个层面由低到高、由易到难，循环递进，引导学生结合现实生活，发挥想象，畅谈未来，从而达到综合运用英语进行交际的目的。
1.7LANGUAGESTUDY“词汇学习”部分旨在培养学生根据语境猜测生词并正确运用所学词汇的能力。
其核心是把词汇的学习和真实的语境巧妙结合起来，逐步拓展学生的词汇量。
“同步语法”部分则设计了不同类型的连线题、判断题和转换题，旨在训练学生准确理解名词性从句并灵活运用的能力。
1.8INTEGRATINGSKILLS阅读部分是一封书信，Mekanika给人类写一封信，介绍3044年生活方式和具体感受。
文章充满大胆的想象和对美好生活的向往，借此来激发学生的想象力，使其憧憬未来生活，更要珍惜现代生活。
相对起来，写作任务更加富有挑战性，不但要求学生大胆想象，还要求学生言之有理，言之有物。
1.9Tips指导学生如何巩固自己的词汇量——建立单词收集卡片。
1.10Checkpoint部分简要地总结本单元语法重点，并引导学生总结与本单元话题密切相关的词汇。
2.教材重组
2.1从话题内容上分析，WARMINGUP与SPEAKING相一致；而从训练目的上分析与TALKING比较一致。
从教材份量来说，可将WARMINGUP，SPEAKING和Workbook中的TALKING整合在一起，设计成一节任务型“口语课”。
2.2将LISTENING和Workbook中的LISTENING整合在一起，设计成一节任务型“听力课”。
2.3可将PRE-READING,READING和POST-READING三个教学活动整合在一起上一节任务型“阅读课
（一）”。
2.4可将LANGUAGESTUDY与Workbook中的PRACTISING语法练习题整合在一起上一节任务型“语法课”。
2.5可将INTEGRATINGSKILLS中Reading和Workbook中LINTEGRATINGSKILS的Reading整合起来上一节“阅读课
（二）（泛读课）”。
2.6将INTEGRATINGSKILLS中的Writing和Workbook中INTEGRATINGSKILLS的Writing整合成一节“写作课”。
3.课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）
1stperiod口语课
2ndperiod听力课
3rdperiod阅读课
4thperiod语法课
5thperiod泛读课
6thperiod写作课
Ⅳ.分课时教案
TheFirstPeriodSpeaking
Teachinggoals教学目标
1.Targetlanguage目标语言
①重点词汇和短语
prediction,inthefuture,double,exact,original,
confused
②交际用语
Makingpredictions
Itwouldbewonderfulif...
Itwouldbebadfor...if...
It’spossible/impossibletopredict...
Noonecanpredictwhat/when....
Justimagineif...
Wecanonlyguess...
2.Abilitygoals能力目标
①Enablethestudentstothinkupmorecreativeideasforthefuturelife.
②Encouragethestudentstoexpressthemselvesfreelybymakingpredictions.
3.Learningabilitygoals学能目标
①Helpthestudentstomakepredictionsbyusinggivenclues.
②Inspirethestudentstobemorecreativeinthinking.
Teachingimportantpoints教学重点
Getthestudentspredictwhatfuturelifewillbelikebyusingtheusefulexpressions.
Teachingdifficultpoints教学难点
Howtoencouragethestudentstotalkfreelyandactivelyonmakingpredictions.
Teachingmethods教学方法
1.Co-operativemethodforcreativeideas.
2.Task-basedapproachtodiscussthetopic——havingadoubleornot.
Teachingaids教具准备
1.Acomputer
2.Aprojector
Teachingprocedures&ways教学过程与方法
StepILead-in
1.Greetings.
2.Lead-in
T:
Boysandgirls,wemayoftenaskourselvesthisquestion:
“Whatwilllifebelikeinthefuture?
”It’sreallyaninterestingquestion.Todaywe’lltakethischancetotalkaboutthissubject.Nowlet’scometoWARMING-UP.
StepIIWarmingup
Picturetalking
Thisstepismeanttotrainthestudentstowatchcarefullyandthinkactively.
T:
Nowyouaredividedintofourgroups.Eachtriestothinkofmorethanonesentencetodescribethepicture.Thenthegroupleaderwillbeaskedtoreportyourwork.
Afterseveralminutes.
T：
Now,pleasereportyourwork.
G1:
Wecanseeamanbesideahigh-techcar,whichiscontrolledbyanadvancedcomputerandequippedwithhigh-qualitysolarbattery.Thistypeofcarisfriendlytotheenvironmentandverypopularwithconsumers.
G2:
Herewecanfindsomespacebuildings,whicharemadeofadvancedbuildingmaterials.Therethescientistscancarryoutexperiments,watchotherplanetsandsoon.
S:
Inthispicturewecanseeanastronautandaspaceship.Inthenearfuture,moreastronautsfromdifferentcountrieswillbeabletotraveltothespaceandcarryoutmoreexperimentssothatwecanhaveabetterunderstandingoftheuniverse.
S:
Inthelastpicture,wecanseeseveraloldpeopletalkingaboutmedicine.Inthefuture,doctorswillhavefurtherresearchintodiseasesandthemedicinewillbemoreeffectiveinpreventingandcuringdiseases.
T:
Wonderful.Inaword,lifeinthefutureisverymysteriousandfascinating.Yetwecandomoretomakeourfuturesaferandeasier.
2.Groupdiscussion
Task1:
Predictlifeinthefuture
Thisstepisdesignedtoletthestudentschoosethemostinterestingtopicandmakeboldpredictions.
Help:
1.Thewholeclassisdividedintoeightgroups.
2.Thestudentcanchoosethegroupwhosetopicinterestshimorhermost.
3.Getthestudentsthinkofmorekeywordsorphrasesfirst.
4.Eachgrouptriestochoosetwoormorebestideastosharewiththeclass.
5.Onememberfromeachgroupisinvitedtoreporttheirwork.
After5minutes.
T:
Nowit’stimetoreportyourwork.
G1:
Inthefuturepeoplewillcommunicatemoreeasilyand
conveniently.TheycantalkonthephoneandsendemailsontheInternet.TheycandoalmosteverythingontheInternet,likeshopping,reading,borrowingbooks,depositingmoney,orderingmealsortickets.
G2:
Astowherepeopleworkinthefuture,theanswers
aredivided.SomepeoplewillbeabletoworkathomeontheInternet,whichwecallSOHO.Morepeoplewillworkinthecompaniesalsorelatedtocomputers.Atthattimetherewillbemoreandmorenewjobslikedatabasemanagers,salesengineersandsoon.
G3:
InthefuturemorecompaniesandindividualsprefertodobusinessontheInternetbyusingvariouskindsofsmartcards.Evenifyoudon’ttakeanycashyoucanalsodoshopping,gototheconcertortravelabroad.Inaword,E-commercewillplayamoreimportantroleinourdailylife.
G4:
Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcancerdevelops.
G5:
Inthefuturepeoplewillspeakmuchfewerlanguages.BothEnglishandChinesehavebecomeworldlanguages.
G6:
Inthefuturepeoplewillliveindifferentplaces.Asthepopulationisexploding,morepeoplewillprefertoliveinfarawayplaces,undertheseaorevenonthemoon.
G7:
Aspeople’slifeisimproving,peopleprefertotraveltodifferentplaces.Notonlydotheyenjoylocaltravelbutalsotheytravelabroad.Someevencanaffordtotravelinspace.
G8:
StudentsinthefuturewillbeabletoreceivefarbettereducationwiththehelpoftheInternetande-schools.Andtheirsubjectswillbericherandmorepersonal.
StepIIISpeaking
Thispartistoprovidethestudentswithrealisticsituationssothattheycanhavemorechancestopracticethefunctionalitems---makingpredictions
Task2:
Having“doubles”ornot
Help:
1.Dividethestudentsintofourgroups.
2.Individualwork.Eachstudenthastooffermoreanswerstosupporthis/heropinion.
3.Groupwork.Eachmemberstateshisorheropinionandreasons.
4.Classwork.Groupleaderreportstheirwork.
After5minutes.
T:
Nowyou’vediscussedthistopic.I’dlikethefourgroupleaderstoreportyourwork.
G1:
IthinkitwouldbegreattohaveadoublebecauseIcouldusethedoubletodothethingsIdon’tenjoy,forexample,goingtoschool,doinghomeworkandtakingexams.HavingadoublewouldalsobegoodbecauseIcandotwothingsatatime，sothatIcanworkmoreefficiently.
G2:
Butwethinkhavingadoublemightbedangerousbecausewedon’
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