Unit 3 Life in the future教案（通用3篇）
Unit 3 Life in the future教案 篇1
unit3《life in the future》教案（1）
（新人教版必修5）
warming-up and reading
teaching goals:
1.learn some new words and expressions.
2.improve the ss’reading skills.
3.to illustrate ss’ imagination of future life
4.know the more advanced forms of transport in ad 3005 and
the advantages and problems of life in the future.
teaching methods:
1.inductive method
2.pair work and group work
3.illustration
4.deductive method
teaching procedures:
step 1 greetings and lead-in
1.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?
is it a suitable location for people to live in?
what is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
q2: no matter where you live, i am wondering how do you usually go to school? (by bike, by car, by bus…)
bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles.
q3:what other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
q4:what means of transport do you know?
car, bicycle, motorcycle, train, plane, space craft
q5:imagine what the future means of transport will be like?
2. conclusion
this unit introduces what life in the future might be like to ss. by discussing and answering the questions above can make ss have a general understanding of the present and future life and can also illustrate ss’ imagination about the future life.
【設計說明】
由日常問候開啟話題，通過提問學生家鄉情況導入城鎮生活，引出不同的建筑材料及交通工具中的生詞；然后總結交通工具的種類來預測未來的交通方式，從而導入課文。
step 2 warming up and pre-reading
task1:pair work
in pairs let ss list the changes in transport, environment, education and housing will happen in the next century.
present time in one thousand years’ time
transport
environment
education
houses
【設計說明】
通過對交通，環境，教育和住房四方面的發展和預測讓學生發揮自己的想象力進入閱讀文章的處理學習中。
step 3 skimming
task2:skimming the text and try to find the answer to the question
q: which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns
task3:prediction
work in pairs and make a prediction.
q: which changes are good and which are bad?
【設計說明】
猜測是培養學生閱讀能力的方法之一，因此筆者首先提出問題引發學生思考，對未來生活的各個方面進行預測。其次通過快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對未來生活變化的描寫，培養學生快速閱讀的技巧與能力，并對未來生活變化的好壞進行小組討論，培養集體協作精神。
step4 scanning
task4:scan the text and find the answers to the questions.
q1: how many people are mentioned in the text? who are they?
q2: when did the writer write this letter? and to which year did he travel?
q3: why did li qiang travel to the year ad 3005?
【設計說明】
通過跳讀文章了解了文章中的人物、時間、地點、事件、原因等關鍵要素，因此讓學生通過閱讀尋找上述要素，不僅讓學生的閱讀具有目的性，而且降低了閱讀的難度。
step5 reading for details
1.before the journey
q1: what did li qiang suffer from?
q2: how did li qiang feel? what makes him feel better?
q3: where did they arrive?
2.during the journey
q1: how did li qiang overcome the lack of fresh air?
q2: how did the hovering carriage float?
q3: how can a person move swiftly?
q4: what were people doing there?
q5: what happened to li qiang?
q6: what is a “time lag” flashback?
3.after the journey
q1: how did the author feel after visiting the special house?
exhausted, i slid into bed and fell fast asleep.
【設計說明】
通過精讀課文，從事件發生的先后順序及地點轉換順序了解文章細致內容，按照“時空旅行前，時空旅行中及時空旅行后”的時間線索來處理文章細節。在此過程中鍛煉學生精讀的閱讀技巧，處理文章生詞，并適當地引入幾個過去分詞做狀語及定語的句子，為語法部分的講解作個鋪墊。
step 6 consolidation
ask ss to tell the following sentences are true or false (t or f)
(1) li qiang was worried about the journey, so he was unsettled all the time.
(2) wang ping is his friend who is also a good guide.
(3) his head ached because of lack of oxygen.
(4) li qiang lost in touch with wang ping, but he found him at last.
(5) wang ping’s mother was not friendly to him.
suggested answers: (1) f (2) t (3) f (4) t (5) f
【設計說明】
通過正誤判斷題來進一步讓學生來鞏固課文內容。
step7 homework
group work: in pairs retell li qiang’s story traveling to the year ad 3008, either in writing or in speech. you may make use of the words and expressions you have just learnt.
【設計說明】
通過學生小組合作用對話或者文章的內容復述文章的內容，全面地鍛煉學生的總結概括能力以及團體協作的討論能力。
Unit 3 Life in the future教案 篇2
unit 3 life in the future教案
核心單詞
1. impression
n.印痕；印記；印象；感想
常用結構：
have an impression of sth./doing sth. 對(做)某事有印象
make an impression on sb. 給某人留下印象
make no impression on 對……無影響/效果
give sb.a favorable impression 給某人留下好印象
an impression of one’s foot 某人的腳印
your performance gave me a strong impression.
你的表演給我留下了很深的印象。
what i said made no impression on him.
我的話對他不起作用。
聯想拓展
impress v.留下印象
impress sth.on/upon one’s mind 把……牢記在心上
高手過招
單項填空
she spoke very confidently because she wanted to make a great on her employer at the first time.
a. influence b. pressure
c. impression d. effect
解析:選c。make an impression on sb. 給某人留下印象。
2. lack
v.&n. 缺乏；缺少的東西
注意：lack作名詞時，后常接of。lack作動詞時，既可作及物動詞，也可以作不及物動詞，作不及物動詞時，后常接for或in。lack不用于被動語態。
常用結構：
lack sth. 缺少某物
lack for sth. 缺少；需要
for/through lack of... 因缺乏……
no lack of... 不缺乏
a/the lack of ... ……的缺乏
he didn’t go there because he lacked courage.
他沒去那里，因為他缺乏勇氣。
the plant died for lack of water.植物因缺水而死。
they lacked for nothing.他們無所需求。
聯想拓展
lacking adj. 匱乏的；不足的；沒有的
be lacking in 缺乏（品質、特點等）
she seems to be lacking in common sense.
她似乎缺乏常識。
高手過招
(1)單項填空
though money, his parents managed to send him to university. （•01•陜西寶雞檢測）
a. lacked b. lacking of
c. lacking d. lacked in
(2)完成句子 （原創）
①因為缺乏興趣這次旅行被取消了。
the trip was cancelled through .
②他缺乏信心。
he .
解析:(1) 選c。考查分詞作狀語。his parents與lack之間呈主謂關系，所以應用現在分詞作狀語；lack作動詞時不與of搭配，所以答案選c。
(2)①lack of interest ②lacks confidence
3. sight
n. 視力；視覺；看見；光景，奇觀；名勝
常用結構：
lose sight of 看不見；忘記；失去
catch sight of sth./sb. 看見某物/人
at first sight 初看之下；乍看起來
at (the) sight of 一看見就……
out of sight 看不見
be in sight 看得見，在眼前
out of sight, out of mind. 眼不見,心不煩。
last summer we had seen the sights of beijing.
去年夏天我們游覽了北京的名勝。
crusoe was frightened at the sight of a man’s footprint.
克魯索看到一行人的腳印，他非常害怕。
高手過招
（1）單項填空
for miles around me there was nothing but a desert, without a single plant or tree .
（•01•陜西商洛檢測）
a. in sight b. on earth
c. at a distance d. in place
（2）完成句子 （原創）
我們失去了許多珍貴的動物。
we several precious animals.
解析:(1) 選a。in sight為固定搭配，意為“看得到”；on earth用在疑問句或否定句中，用來加強語氣，意為“究竟；到底”；at a distance意為“在遠處”。
(2)have lost sight of
4. require
vt. 需要；要求；命令
常用結構：
require that+主語+(should)+動詞原形 需要某人做某事
require sb. to do sth. 命令某人做某事
require sth.（of sb.） 要求（某人）某事
i will do everything that is required of me.
凡是要求我的事，我都會辦到。
the situation requires that i（should）be there.
形勢需要我去那里。
溫馨提示
require后接賓語從句時，賓語從句必須用should do的虛擬語氣，其中should可以省略。
另外，表示“需要”，且是物作主語時，后接動詞 ing形式的主動形式表示被動含義，可以等于不定式被動形式；在這一點上，need和want用法相同。
the house requires mending.
=the house requires to be mended. 房屋需要維修。
all cars require servicing regularly.
所有汽車都需要定期檢修。
they required him to keep it a secret.
他們要求他對這事保密。
高手過招
單項填空
①in competition, women are required some of their exercises music.（•01•山西平遙檢測）
a. perform; to b. to perform; to
c. performing; with d. to perform; by
②all the people present agreed that the matter required . （•01•山西太原檢測）
a. to look into b. being looked into
c. to be looked d. looking into
解析: ①選b。be required to do sth.意為“被要求做某事”。第二個空的to是介詞意為“隨著，伴著”。
②選d。require, want, need表示“需要”，當其主語是動作的承受者時，其后的賓語常用動詞不定式的被動形式或動名詞的主動形式。
5. assist
vt.&vi. 幫助；援助；參與;出席
常用結構：
assist sb. in/with sth. 幫助(某人)某事
assist sb. in doing sth. 幫助(某人)做某事
assist sb. to do sth. 幫助(某人)做某事
assist with 幫助(照料，做)；在……上給予幫助
i am willing to assist you whenever there is an opportunity.
有機會我愿隨時幫你。
i’m afraid i can’t assist you, you have to go and see the manager. 我恐怕幫不上忙，你得去找經理。
the headmaster assists with a lot of things when free.
有空時校長會幫忙做很多事。
高手過招
用assist的相關短語填空 （原創）
①the young nurse was very nervous when she in her first operation.
②a team of nurses the doctor performing the operation.
③she employed a woman to her the housework.
④good glasses will you read.
答案：①was assisting ②assisted; in
③assist; with ④assist; to
重點短語
6. take up
從事；占(時間、空間、注意力等)；繼續
this table takes up too much room. 這張桌子太占地方。
she has taken up a job as a teacher. 她當上老師了。
this chapter takes up where the last one off.
本章繼續上一章的內容。
聯想拓展
take off 脫掉（衣服等）；起飛；打折；作為折扣而減價
take over 接管；獲得對……的控制或管理
take apart 拆開；分開后將……分成許多部分
take for 把……視作；誤認為
take...for granted 認為……是理所當然
take down 寫下；記下
take back 收回(諾言)
高手過招
單項填空
①in singapore, a southeastern asian country, the chinese people the largest percentage of its population, so you can speak chinese there. （•01•安徽利辛檢測）
a. make up b. take up
c. hold up d. turn up
②since the olympic games beijing has taken a new look everywhere. （•01•山西四校檢測）
up b. on c. over d. off
解析: ①選a。考查短語辨析。make up編造; 彌補; 組成; 構成；take up拿起來; 占據(時間或空間)；hold up阻止；turn up開大; 調高; 出現。
②選b。考查短語辨析。take on呈現; take up拿起; 從事; take off脫下; take over接管。
7. sweep up
打掃；橫掃
these students are sweeping up dead leaves.
這些學生們正在掃(攏)落葉。
he ran forward and swept her up into his arms.
他跑上前去一把將她抱在懷里。
the whole country was swept up in the excitement.
全國上下都沉浸在興奮的氣氛中。
we’d better sweep up all the bits of broken glass quickly.
我們最好快點把玻璃碴子掃干凈。
聯想拓展
sweep aside 放/堆到一邊; 不予理會
sweep away 掃清;消滅;徹底消除
sweep off 掃清; 吹走; 大量清除
sweep out 掃掉; 清除
sweep over 將……一掃而光; (某種感情)掠過（……的心頭）
高手過招
用sweep up的適當形式填空 （原創）
①after the party, the house needed .
②the leaves were into the air by the strong wind.
答案：①sweeping up ②swept up
重點句型
8. this is similar to the “jet lag” you get from flying,...
這就與你乘坐飛機會產生時差反應相似，……
聯想拓展
when flying是when you are flying的省略形式。在有些表示時間、條件、方式或讓步的狀語從句中，如果謂語包含動詞be，從句的主語又和主句的主語一致，或者主語是it，通常可以把從句中的主語和be動詞省略。
when asked where’s the toilet, the waitress showed the way politely to the guest.
當被問及廁所在哪里時，服務員非常有禮貌地給客人帶路。
until finishing the homework, the child was allowed to watch the cartoon film.
直至完成作業，小孩才允許看卡通片。
if necessary, you can call help from the police.
有必要時，你可以向警方求助。
高手過招
翻譯句子 （原創）
①即使被打死，他仍然保守秘密。
②可能的話，到機場來接我。
③過馬路時，孩子們被要求停下觀望，再手牽手通過。
答案: ①though beaten to death, he still kept the secret.
②if possible, please come to meet me at the airport.
③when crossing the road, the children are required to stop to look around and walk hand in hand.
9. ...some chairs rose from under the floor as if by magic.
……一些椅子就像變魔術一樣從地板下面升了起來。
注意：from后面有時可接介詞短語或where從句。
from under the floor 從地板下面
聯想拓展
from behind the door 從門后面
from under the table 從桌子底下
from under the tree the man kept an eye on the sheep.
那個老人從樹下留意著他的羊。
高手過招
單項填空
his head soon appeared out of the window, he saw nothing but trees. （•01•山西大同檢測）
where b. which c. there d. from where
解析:選d。該句是非限制性定語從句，盡管先行詞可以表示地點，但句中強調目光的發出地，所以應用介詞from+關系副詞where。
Unit 3 Life in the future教案 篇3
unit 6 life in the future教案
teaching goals:
1. talk about life in the future
2. practise making predictions
3. learn about noun clauses(2).
the first period
step 1.warming up
watch the pictures on the screen and tell what do you think the future life will be like.
1. communication
2. work
3. business and money
4. the human body
5. language
6. house and buildings
7. education
ask students to imagine the future life in the fields above.
step 2.listening
listen to the tape and answer questions.
1. ss finish the listening task on page 42
2. ss listen to the tape again and check the answers.
give the students some tips on how to improve listening while checking the ex.
1. make notes while listening;
2. grasp the most important information
step 3. speaking
twice as good or double trouble? work in pairs or groups to discuss. the year is 2089 and scientists have discovered how to make “double”, exact copies of a person that can do everything the original can do. the students are asked to decide whether the new technology should be used.
the following structures are helpful to students:
what will life be like in the future?
how will people….
where will people work….
it would be wonderful if …..
it would be bad for …. if…….
it’s possible/ impossible to …..
no one can predict what /when…
homework
finish off the homework on wb, warming up part.
the second period
step 1.warming up
1. brainstorming:
find as many words as the students can find about future lives.
2. following the steps of the warming-up on page 41.
3. activity:
discuss in groups about the following areas in the future:
communication/ housing/ transportation/ education/ hospital
step 2. pre-reading
1. show some pictures of highly-developped technology used in daily life.
2. group work: describe the pictures.
step 3. while-reading
1. scanning: ss read quickly and answer:
what is the passage about?
2. ss read and get the main ideas of each paragraph.
step 4. after-reading
comprehending by answering the following questions:
what are the advantages of future transportation, smart card, online shopping and e-schools?
what will happen in the field of health and medicine in the future?
why is it important to be lifelong learners?
what should we do to make sure we will have a bright future?
step 5. assignment
1. surf the internet and get more information about the topic..
2. find a few sentences in the passage which you like most, understand them entirely and then explain them to your deskmates.
record after teaching:
the third period
step 1. warming up
ask some ss to recite the sentences that they have learnt last period.
step 2. learning about the language
teacher explain some language points in the text on page 43--44.
1. what life will be like in the future is difficult to predict.
what’s….like?
what’s the weather like today?
what’s the picture like?
2. e-commerce, or business done on the internet, is becoming more and more popular as people discover the advantages of online shopping.
done on the internet
the past participle used as attributive.
3. homework will always be homework, but the schools of the future will probably be quite different from what they are today.
the noun clause here used as object
step 3. practice
1. ss finish ex 1 and 2 on page 45 by themselves.
2. check the answer.
3. teacher gives ss suggested answer and tell them why if the ss have any problem.
step 4. assignment
1. learn the useful expressions by heart.
2. finish wb. ex1 –3 focusing on vocabulary on page 117--118.
step 5. assignment
finish wb ex 2on page 117
the fourth period
step 1. pre-writing
1. ss read the passage onp47 and get a general idea about it.
2. explain the skills on how to organize a paragraph.
step 2. while-writing
1. ss write a short e-mail to an e-pal
2. ss exchange their writing and correct the mistakes.
3. ss rewrite the letter again.
step 3. after-writing
choose some samples and show them in class.
tips on writing:
pay attention to the form of writing a letter.
pay attention to the tense while writing.
pay attention to the structures of the sentences.
step 4. assignment
ss in group 3-5, discuss the life in 3044
record after teaching: