Unit3Lifeinthefuture教案1

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。

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。

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 school2.What kind of vehicle will people use in thefuture3. Where would you like to live in the future4. What kind of housing would you like to have in the future5.Talking about the future; what do you care about mostStep2:Pre-readingDiscuss the following questions in five groups and share some pictures with the Ss：1. Imagine what changes will happen in the next centuryinhousing;transport;jobs;families;communication;enviro nment and education.2. What changes do you expect to see in our life in one thousand years’ ti me3. What problems do you think people in the future will have overcome in one thousand years4. Which ones will still be there or even worse in AD 3008Step3: Fast ReadingListen to the text carefully; and translate the passage Para. by Para. Then do some exercises:1. Read and find out in which paragraph you can find answers to the questions.1 Who transported Li Qiang into the future2 What will home be like in the future3 Why did Li Qiang’s head ache2.Put the following sentences into the correct order.a.We were transported into the future by a comfortable time capsule.b. I arrived at Wang Ping’s home and everything in his house made me surprised.c. I won a travel to the year AD 3008.d. I have my first try to master a hovering carriage. Step4: careful readingAnswer some questions basing on each paragraph and do some blank form exercise：1.Go through the first two paragraphs quickly andanswer the following questions.1.What is a “time lag”2How did Li Qiang feel when he was in the capsule3Who guided Li Qiang’s trip4Why did Li Qiang’s guide give him some tablets5Who transported them to the future2. SummaryStep5: HomeworkDiscussionDoes the writer have an optimistic or a pessimistic view of the future Give your reasons.。

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。

【导语】你正以凌厉的步伐迈进这段特别的岁⽉中。

这是⼀段青涩⽽⼜平淡的⽇⼦，每个⼈都隐⾝于⾼考，⽽平淡之中的张⼒却只有真正的勇⼠才可以破译。

以下是⾼中频道为每⼀位⾼三的莘莘学⼦准备的《⾼三英语必修五《Unit 3 Life in the future》教案》助你榜上有名！教案【⼀】 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。

1. 开展学⽣活动，发挥主体作⽤ 新课程强调要充分发挥学⽣在教学过程中的主体作⽤。

本课设计遵循以学⽣为主体，教师为主导这⼀教学原则，创设⾓⾊扮演情景、激烈讨论提出建议，让学⽣限度地参与教学过程，尊重学⽣的主体地位，充分发挥学⽣在学习过程中的主动性、积极性、创造性，使课堂充满活⼒。

2. 实施情景教学，统合三维⽬标 本课设计从教学需要出发，创设情景，进⾏情景设问、讨论，激起学⽣的情感体验，激活学⽣思维，帮助学⽣迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的⼈⽣观及价值观，较好地落实了三维⽬标。

⽽三维⽬标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能⼒的培养、情感态度价值观的渗透交融在⼀起，实现了三维⽬标的和谐与统⼀。

3. 转变学习⽅式，增强教学效果 新课程要求提倡⾃主、合作、探究的学习⽅式，发挥学⽣的主体性、能动性和独⽴性，本课设计通过⾃学课本，⼩组讨论，综合分析，⾓⾊扮演等活动，为学⽣⾃主学习、合作学习、探究学习提供了空间，使学⽣体验了⾃主之乐，合作之趣，探究之悦，促进了学⽣知识的构建与运⽤，能⼒的培养和提⾼，情感体验和态度、价值观的形成，增强了教学效果。

4. 运⽤问题教学，启发学⽣思维 本课设计按照诱思探究理论要求，遵循学⽣的认知规律，引导学⽣去发现问题、分析问题和解决问题，从⽽掌握知识，形成能⼒，培养品质。

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。

1 Unit 3 Life in the future1st period words and warming up1.教材分析（the analysis of teaching materials ）This Unit talks about life in the future. The purpose is letting the Ss know about present, look into the future and arouse Ss ’ imagination. Besides, let Ss learn some expression ways of prediction.2.学情分析（the analysis of the students ）The Ss have finished Module 4, which means they have had a relatively wider vocabulary basis. In this new module, the Ss would have more challenges to memorize more words and expressions in a new unit. Thus in the first lesson of a unit, vocabulary studies become increasingly important.3.教学目标(Teaching aims)*知识目标(Knowledge aims)a. Let the Ss know how to read and can recite the following new words:aspect, impression, take up, constant, jet lag, previous, uncertain, guide, tablet, and capsule, etc.b. Let the Ss know about present, look into the future and arouse Ss ’ imagination. Besides, let Ss learn some expression ways of prediction.*能力目标(Ability aims)a. Make the Ss to talk about life in the future.b. Enable Ss to write a short passage about life in the future.*情感目标(Emotion aims)a. Stimulate Ss ’ imagination of life in the future.b. Develop Ss ’ sense of cooperative learning.4.教学重点和难点（teaching important points and difficult points ）Teaching important points:﹡Help students know about present, look into the future and arouse Ss ’ imagination. Besides, let Ss learn some expression ways of prediction.﹡Pronounce the new words correctly and know relative usages.5.教学过程(Teaching procedures)Step 1: Warming up1. Greeting2. Learn new words.Pronounce the new words and underline the syllables for some difficult words.Read the new words after the tapeRead the new words by themselvesRead the new words together1. introduce some basic usages for the key words.Step 2: Presentation/practiceTask 1. TalkingTask 2. Do and TalkAsk some Ss to do a quiz on p17 in the textbook.Q1: How do you usually get to school?Q2: Where would you like to live in the future?6.知识结构（板书设计）7.问题研讨（课堂提问，练习和作业设计）1.课堂提问（questions）1) Q1:“ How do you usually get to school?”2) Q2:“ Where would you like to live in the future?”2.练习（practice）Read the new words3作业（homework）ABC类：Ask each student to preview reading one on p17& p18 and finish exer2 on p19.AB类：read the new words twice from aspect to pessimistic.C类：copy the above new words (three times for each one)2。

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.。

Unit3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Teaching proceduresStep 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 PresentationS. Ask questions about the picture (in PPT.), 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 DialoguePlay 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 practice 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 the possibility.Step 5 PracticeDemonstrate how to make sentences from the table, and 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 WorkbookAfter 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 decision soon.B: What are the problems then?With an ordinary class, just practice the dialogue in Part 1 again.HomeworkFinish off the Workbook exercises.。

Unit3《Life in the future》教案（1）Unit3《Lifeinthefuture》教案（1）（新人教版必修5）warming-upandReadingTeachingGoals:.Learnsomenewwordsandexpressions.2.ImprovetheSs’readingskills.3.ToillustrateSs’imaginationoffuturelife4.knowthemoreadvancedformsoftransportinAD3005andtheadvantagesandproblemsoflifeinthefuture.Teachingmethods:.Inductivemethod2.Pairworkandgroupwork3.Illustration4.DeductivemethodTeachingProcedures:Step1GreetingsandLead-in．Theteachercanstartwithdailygreetingsandtrytol eadinsomewordsinthisunit.Q1:wheredoyoucomefrom?Doyouliveinthedowntownorinthe countryside?Isitasuitablelocationforpeopletolivein?whatisitmadeof?.Q2:Nomatterwhereyoulive,Iamwonderinghowdoyouusuallygotoschool?Bikes,cars,busesandsooncanbeusedtocarrypeopleorthin gsfromoneplacetoanotherplace,andtheyarecalledvehicl es.Q3:whatothervehiclesdoyouknow?carriage,ambulance,jeep,airbus,train,truck,motorcyc le,fireengine,…Q4:whatmeansoftransportdoyouknow?car,bicycle,motorcycle,train,plane,SpacecraftQ5:Imaginewhatthefuturemeansoftransportwillbelike?2.conclusion ThisunitintroduceswhatlifeinthefuturemightbeliketoSs.BydiscussingandansweringthequestionsabovecanmakeS shaveageneralunderstandingofthepresentandfuturelife andcanalsoillustrateSs’imaginationaboutthefuturelife.【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 Ⅰ. 单元教学目标Ⅱ.Ⅲ. 教材分析与教材重组1. 教材分析本单元以“Life in the future”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。

同时让学生学会过去分词作定语和作状语的不同用法。

最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写report。

1.1 Warming Up 部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。

通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。

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

为下面的阅读做了铺垫。

1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。

阅读时要把重点放在“未来世界”生活与当今生活的不同点上。

1.4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。

第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。

接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。

第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。

学生要在文中找出支持自己观点的论据，尽可能说服别人。

第三个活动让学生想象一下Li Qiang将会去参加哪些活动。

这样既鼓励学生展开丰富的想象，又为Using Language 部分的语篇学习做了铺垫。

Unit 3 Life in the future Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以“Life in the future〞为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。

同时让学生学会过去分词作定语和作状语的不同用法。

最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写report。

1.1 Warming Up 部分利用一个关于“住〞和“行〞的对比研究表格引导学生回顾过去，认识现在和展望未来。

通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。

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

为下面的阅读做了铺垫。

1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界〞，他对“未来世界〞的印象，以及“未来世界〞的日常生活方式和交通工具情况。

阅读时要把重点放在“未来世界〞生活与当今生活的不同点上。

1.4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。

第一个活动要求学生通过阅读找出“未来世界〞在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。

接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。

第二个活动要求学生通过阅读来判断Li Qiang对“未来世界〞的态度是乐观的还是悲观的。

学生要在文中找出支持自己观点的论据，尽可能说服别人。

第三个活动让学生想象一下Li Qiang将会去参加哪些活动。

这样既鼓励学生展开丰富的想象，又为Using Language部分的语篇学习做了铺垫。