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Unit 3 Life in the future教案Using languageExtensive ReadingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语imitate, spin, shuttlesubmarine, destination, sensor, be essential for, contactb. 重点句式The sea bottom is deep and this makes it difficult to.. P58Only the robot cleaner will be able to move objects. P582. Ability goals能力目标Enable the Ss to discuss the possibilities and the difficulties of living under the sea.3. Learning ability goals 学能目标Help the Ss learn how to talk about the possibilities and the difficulties of living under the sea. Teaching important ＆ difficult points 教学重难点Talk about the possibilities of living under the sea.Teaching methods 教学方法Fast and careful reading asking and answering activity discussion.Teaching aids 教具准备A puter and a projector.Teaching procedures ＆ ways 教学过程与方式Step I Warming upLead in the topic by discussing the possibilities of living under the sea. Encourage the Ss to use their imaginations.T: Have you ever watched the movie “The Little Mermaid”? Do you like the sea? I myself like the sea very much. I always think that how great it will be if I have the chance to live under the sea Do you think living under the sea is possible? Why? Now please work in pairs to discuss the three questions on the screen.Show the following questions on the screen and hold a discussion.1. Do you think living under the sea is possible?2. Where are you going to live under the sea?3. In the undersea cities, what equipments do you think are necessary?Ten minutes later, ask some Ss to answer the questions.T: Have you finished? Who would like to tell us your opinion? V olunteer?S: I think it’s possible. Maybe in the future scientists will invent some kind of equipment that makes it possible for human being to live under the sea.T: If it is possible, where are you going to live under the sea? There is all water and fishes around you.S: Maybe in a special equipment which will provide us muchneeded oxygen and can float in the water. In that case we can travel in the sea to enjoy the wonderful view of the sea.T: Good. If you are going to live under the sea, what kind of equipment do you think is necessary for your living?S: Oxygen provision and cleaning machine may be necessary.Step Ⅱ ReadingDeal with the passage on page 58.T: OK. From what you said, I know all of you are looking forward to living under the sea. Now a pany just provides the very service Please turn to page 58 and read the passage RISING TO A CHALLENGE. Let’s see what the life will be like in this undersea city. When you finish reading, plete the sentences on the screen.Give the Ss 3 minutes to go through the whole passage.1. The undersea city is so fortable that it is described as ___________ .2. The undersea city has the following advantages:a. _____________b. _____________c. _____________d. _____________T: Can you find out some suitable sentences or words to fill in the blanks? What are the advantages of living under the sea?S: The undersea city is so fortable that it is described as “a silk adventure”.S: The undersea city has the following advantages:a.easy contact with the land surfaceb.b. more personal spacec. plete personal securityd. no housework worries.T: That’s great. You all have got the general idea of the passage. Now let’s look into some detailed aspects of the undersea city. First let’s look at its contact with the land surface. Who would like to tell me at the very beginning, what kind of problem were they facing? And how was the problem solved?S: The sea bottom is so deep tha t it’s hard to contact with the land surface. But later they invented the oneperson or family shuttlesubmarines which will always be ready to take people to the surface.T: So in that case people who live under the sea can easily contact with the land surface. Then paring with living on land, what advantage do you think can attract people to live under the sea? S: We can get twice as much personal space as in flats on land.T: Good Then what kind of special equipment will be provided so as to realize all the advantages? Please read the text again and finish the following chart. You can work with your partners.Show the chart on the screen and give the Ss 3 minutes to go through the whole text again to scan for the answer. A few minutes later, check the answers.T: This undersea city is amazing. But I think designing such kind of undersea city is quite difficult Do you want to meet its designer? Now the designer of the city William Lee is being interview. Let’s listen to his interview and find out which two problems he came across and how he solved them. Then please finish the exercises on page 59....Step Ⅲ Followup ActivitySet a scene for the Ss: The pany is going to held a press conference and exhibition. Encourage the Ss to design a poster which will draw visitors’ attention and provide some useful information.T: We know that all new products have to be promoted so that it can be wellknown among people. Now a press conference and exhibition is going to be held to make the undersea city known to people. If you work in the pany, can you design a special poster to draw visitors’ attention so that they will e to the press conference? Use your imagination and you can discuss with your group members.A Sample poster:e to this meetingSee the value of OUR undersea houses.Saturation City has:● easy contact with the land surface● more personal space● plete personal security● no housework worriesCost: 20 dollarsDate: May 18thTime: 8:00 amPlace: The Science Exhibition BuildingStep Ⅳ HomeworkT: After class, please listen to the tape repeatedly until you can retell it yourselves and payattention to pronunciation.。
教案【一】本教學設計在新課程教學理念的指導下，力求在培養學生的語言知識、知識技能、情感態度、學習策略和文化意識等素養的基礎上發展學生綜合運用語言的能力，使學生通過觀察、體驗、探究等主動學習的方法優化英語學習方法，充分發揮自己的學習潛能，形成有效的學習策略。
1. 開展學生活動，發揮主體作用新課程強調要充分發揮學生在教學過程中的主體作用。
本課設計遵循以學生為主體，教師為主導這一教學原則，創設角色扮演情景、激烈討論提出建議，讓學生限度地參與教學過程，尊重學生的主體地位，充分發揮學生在學習過程中的主動性、積極性、創造性，使課堂充滿活力。
2. 實施情景教學，統合三維目標本課設計從教學需要出發，創設情景，進行情景設問、討論，激起學生的情感體驗，啟動學生思維，幫助學生迅速、正確地理解和接受知識，並在學習過程中培養其積極進取的科學的人生觀及價值觀，較好地落實了三維目標。
而三維目標是相輔相成、相互滲透的，所以在情景教學的過程中，知識的落實、能力的培養、情感態度價值觀的滲透交融在一起，實現了三維目標的和諧與統一。
3. 轉變學習方式，增強教學效果新課程要求提倡自主、合作、探究的學習方式，發揮學生的主體性、能動性和獨立性，本課設計通過自學課本，小組討論，綜合分析，角色扮演等活動，為學生自主學習、合作學習、探究學習提供了空間，使學生體驗了自主之樂，合作之趣，探究之悅，促進了學生知識的構建與運用，能力的培養和提高，情感體驗和態度、價值觀的形成，增強了教學效果。
4. 運用問題教學，啟發學生思維本課設計按照誘思探究理論要求，遵循學生的認知規律，引導學生去發現問題、分析問題和解決問題，從而掌握知識，形成能力，培養品質。
通過對文章分析的由淺入深，由易到難，循序漸進，引導學生結合歷史現狀和教材資訊，發揮想像，活化語言，從而達到綜合運用英語進行交際的目的。
有利於培養學生的思維能力，激發學生的創新精神。
本教學設計貫穿了新的教學理念，體現了課程改革的鮮明特色，在教學內容的重新調整、教材的合理處理、教學思路的設計等方面作了嘗試性的突破與創新，具有較強的實踐性和操作性。
人教版高三英语必修5教案：《Unit 3 Life inthe future》知识有如人体血液一样的宝贵。
人缺少了血液，身体就要衰弱，人缺少了知识，头脑就要枯竭。
3 Life in the future》。
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，让学生最大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。
通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。
有利于培养学生的思维能力，激发学生的创新精神。
本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
Module 5 Unit 3 A healthy life单元教学目标Content analyze:本单元以健康话题为主题，听说读写等活动主要围绕如何健身，怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟，吸毒，艾滋病，学习与工作压力等影响健康的棘手问题。
本单元引导学生讨论这些问题，目的在于让他们远离有损健康的活动，并养成良好的习惯。
一、技能目标 Skill Goals◆Talk about health◆Learn the harm of smoking and how to stop smoking◆Learn to advise people about what to do and what not to do◆Learn about AIDS and how to keep safe from HIV二、语言目标（一）功能句式How to advise people about what to do and what not to do◆Do/don’t…◆Don’t forge to…◆It is not/would be a good idea to…◆You should…◆Yo u don’t have to…◆Mind your head/step!◆It’s OK/all right to…(二) 词汇(三) 语法The use of it(四)重点句子The 1st period Warming up and pre-readingTeaching aims:1. Talk about health2. Learn the issues that the young people are concerned about3. Learn to advise people about what to do and what not to do4. Talk about smoking and its harmTeaching procedures:Step one Warming upThis step is to lead the students to the topic of this unit ―― A healthy life 1.What health issues do you think concern young people the most?(After about 3 minutes)A sample list:Cigarette smoking Drinking alcohol Drug taking Diet Physical fitness Sexual health Stress AIDS and infections Cancer Anxiety and so on2. Group worka. Choose one health issue you think is particularly important.b. List five things you would like to tell other people about this issue.*Show some pictures on the computerDirections:Looking at the following pictures. What are they doing ?Which are healthy activities while which are unhealthy activities?(Ask the students to describe the pictures using their own words) Straightforward description:Picture one:They are Singing. HealthyPicture two:They are Dancing. HealthyPicture three:They are Playing basketball. HealthyPicture four:They are Doing Taiji. HealthyPicture five:They are Drinking alcohol. HealthyPicture six:They are Eating too much. UnhealthyPicture seven:They are Smoking, coughing. UnhealthyStep two Pre-reading*Questions:1. Have you ever smoked? If you have, have you ever tried to stop?2. Why do you think some adolescents start smoking?Possible answer:Some adolescents start smoking because they are falsely influenced by some media.Some think it’s cool. Maybe some want to lighten some stress.3. In what ways is smoking harmful?Mentally and healthily.4. What advice would you give to someone when wanted to stop smoking?Possible answer:Let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on.5. Where could you get good advice on stopping smoking?Step three HomeworkFind out some information from the Internet and write a short passage about the present situation of young people’s smoking in China as well as giving them some advice.The 2nd period ReadingTeaching aims:1.To promote the students’understanding of the text.2.To solve the problems and difficulties they meet in understanding the text bycooperation.3. Enable the Ss to learn how to give advice on stopping smoking.4. To talk about the importance of health and the harmful effects of smoking Teaching methods:Discussion, cooperative learning and oral practice.Teaching procedures:Step one Greetings.Greet the Ss as usual.Step two Pre-readingPredicting:Read the title of the text and the headings within it, and find out:1. Who wrote the letter?2. What is the purpose of the letter?Step three Skimming1. Read and check the answers to the two questions.2. Listen to the tape and find out the main idea of each paragraph.A. The writer leads to the topic of the letter by talking about James’ problem ofsmoking.B. Introducing some different ways of becoming addicted.C. Telling the writer’s hope for his grandson and advice on stopping smoking.D. Telling the harmful effects of smoking.E. From the life the writer is leading now, we can know the importance of healthylife.Keys: 2—A 3----B 5-----C 4-----D 1-----EStep four Detail reading1. List the details under the following subtitles.The ways to become addicted to cigarettesThe harmful effects of smokingSuggestions to quit smokingThe ways to become addicted to cigarettes1).Become physically addicted to nicotine2).Become addicted through habit3).Become mentally addictedThe harmful effects of smoking1). Do terrible damage to your heart and lungs2). Have difficulty in becoming pregnant3). Affect the health of non-smokers4). Smell terrible5). Have the ends of the fingers turn yellow6). Be unable to run fastSuggestions to quit smoking1). Prepare yourself2). Be determined3). Break the habit4). Relax5). Get help If you need it6). Keep trying2. Answer some questions. ( refer to PPT)4．Let students find the expressions in the passage that can be used to advise people about what to do and what not to do.Step five DiscussionSituation 1: Suppose you are a teacher, how will you persuade your students to quit smoking.Situation 2: Suppose your teacher is a smoker, how will you persuade him to quit smoking.Situation 3: Suppose you are a father, how will you persuade your son to quit smoking. Situation 4: Suppose your father is a smoker, how will you persuade him to quit smoking.Step six Homework1. Discuss the questions after class.2. Find out the key points of the text.3. Search some more information about the harmful effects of smoking and advice onstopping smoking.The 3rd Period Listening& SpeakingTeaching aims:1. To learn what should be paid attention to when going to the party and how to give advice and warnings to others.2. To train the ability of listening and speaking.Teaching procedures:Step one Listening1. Pre-listening1) Individual work:To show some pictures and make students judge which are the ways of keeping a health life.2) Group work:Discussion: Suppose you are invited to have a party in a nightclub by your friends,would you like to go there? If not, what are you worried about?2.While-listening1)Listen to what Tina and Sara are talking about and tick the things Sara is worriedabout.2)Listen again and complete Tina’s sentences.3)Listen to the tape for the third time. Understand the whole dialogue fully andcheck if the answers are complete, especially pay attention to different structures of giving advice.3.Post-listening1)Guessing: Will Sara still be nervous about going after listen ing to Tina’sadvice?2)To ask students what useful expressions we can use to give advice and teacherwrite them on the blackboard.Step two Speaking1.Review the target function by giving students two situations.Situation1: Your friend is worried about theEnglish test the class is having on Friday. (giving some advice)Situation2: Your friend tries to cross the road and you see a car speeding towards him/ her.(giving some warnings)2.Have a discussion to make students list the rules for behavingproperly in the party and share the lists with all the classmates.Step three Homework:1. Review the expressions of giving advice, warnings and prohibitions.2. Write a short passage to persuade one of your relatives to give up smoking. The 4th Period Learning about languageTeaching aims:1. To get students to learn and master the usage of the new words and the useful expressions in the reading.2. To enable students to grasp the grammar: the use of “it”.Teaching procedures:Step one ReviewReview the main idea of the letter and the suggestions to quit smoking orally. Step two Word study1.Find words and expressions from the text and match.accustomed feeling foolish or uncomfortable because of somethingmanage stop doingashamed having an unborn child or young in the bodyautomatically pressure caused by the problems of living, too much work, etc. quit done without conscious thought, esp. as a habitstress in the habit of; used topregnant because ofmental succeed in doingadolescents of the minddue to a boy or girl in the period between being a child and an adult.plete the text with words from above. (Ex 1,P 20)1. Rice production has increased greatly in china over the last few years, largely _______super hybrid rice.2. Having lived in Hawaii all his life, he was not __________to the cold of Northern Europe.3. He was_________ of his body so he decided to go on a diet and do more exercise.4. In spite of her wounded leg, she ________to get up the stairs.5. He told me the same story _____________ until I felt like screaming.6. With exams only a week away, I am under a lot of ______.7. When I ____________playing sport I become very fat and unhealthy.8._______health is as important as physical health.9. Now that I am __________ I eat a good diet because I want my baby to be born healthy.10.___________often take more risks than adults.Keys: 1.due to 2. accustomed 3. ashamed 4.manage 5.automatically 6.stress7.quit8. Mental 9. pregnant 10.Adolescents3. Complete the text with words from below. (Ex 2, P21)Before filling in the blacks, review the meaning of each with the whole class. adolescents 青少年 cigarettes 香烟quit 停止，戒 drugs毒品due to 归因于 stress压力eventually 终于 alcohol酒addicted 上瘾的 manage管理，努力做Smoking ________, drinking ______or taking other_______ produce many harmful effects and have no real benefits. So why do __________do it? Some because they believe it makes them look cool. Others think it will help with _________in their life possibly_____ pressure from their parents or teachers. Some just want to see what it is like. What they don’t realize is that they will get into the habit and ________become _______. It will then be difficult to _____the habit. A few people ________to quit easily but for many it is a very painful process. Of course, the best way to deal with these drugs is not to start in the first place.Keys: 1. cigarettes 2. alcohol 3. drugs 4. adolescents 5. stress 6. due to 7.eventually 8.addicted 9.quit 10.manageStep three Discovering useful structures1. Go over the first reading passage again and find out all sentences with “it”.a. It’s a beautiful day here---b. It’s a mazing that at my age I am still fit enough to cycle 20 kilometres in an afternoon.c. It’s my birthday in two weeks time---d. Your mother tells me that you have started smoking and that you are finding it difficult to give up.e. Believe me, I know how easy it is to begin smoking and how hard it is to stop.f. This means that after a while your body becomes accustomed to having nicotine in it and ---g. As you know, if you do the same thing over and over again, you begin to do it automatically.h. I think I was addicted in all three ways, so it was difficult to give up.i. I didn’t know it could do terrible damage to your heart and lungs or that I was more difficult for smoking couples to become pregnant.j. When I was taken off the school football team because I was too slow, I knew it was time to quit smoking.k. It might help you to stop.2. Discuss with their partner about the use of“it” (pairwork)3. Explain the use of it.“It” can be used in the subject position to stand for an infinitive, -ing form or a clause.Impersonal “it” can be used to talk about time, date, distance or weather4. Let students sort all the sentences.It stands for an infinitive: h.It stands for-ing formIt stands for time: c.It stands for date:It stands for distance:It stands for weather: a.It stands for others: d, e, f, g, I, j, k5. Explain and extend.It stands for an infinitive: h.I think I was addicted in all three ways, so it was difficult to give up.真正的主语to give up it形式主语 structure: it is+ adj.+ to do---补充1.手头边有个小笔记本是个好主意。
Unit 3 Life in the FuturePeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning 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.教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Useful expressions: 重点短语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Sentence structures: 重点句型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 table and chair rose from under the floor as if by magic.Grammar: 涉及语法1.过去分词作定语（The past participle as the attribute）I followed him to collect a hovering carriage driven by computer.Tomorrow you will be ready for some visits organized by computer.2.过去分词作状语（The past participle as the adverbial）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.Teaching Methods: 学习方法1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work & group workStep 1 warming up 热身Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures.lead-in: Talk about how many changes there have been in the past and in the present.Step 2: pre-reading 预读1. 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 human beings canmake use of ,such as solar energy. In my opinion…Step 3：fast reading 速读1. 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.Step 4 careful reading 精读Task1. Questions & answers: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?4. Who 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. Wang Ping’s parents’ company transported us to the future.Unit 3 Life in the FuturePeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning 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.教学重点Important Points: Help the students to talk about life in the past, at present and in the future.教学难点Difficult Points: Enable the students to describe the life in the past, at present and in the future. 教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures: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 pu ll of the earth’s gravity. …a table and chair rose from under the floor as if by magic.Grammar:1.过去分词作定语（The past participle as the attribute）I followed him to collect a hovering carriage driven by computer.Tomorrow you will be ready for some visits organized by computer.2.过去分词作状语（The past participle as the adverbial）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.Teaching Methods:1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work & group workTask 2. Fill in the Chart: 信息填补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 supplyTask 3. 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 paragraphI have traveled to the year AD 3005. Topic sentence of 2nd paragraphI was still on the earth but one thousand years in the future. Topic sentence of 3rd paragraphI 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”.Task 4： Making a chain of events from the text First ImpressionsStep 5: Discussion: Sample answers Ex.2 讨论总结I 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 if 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 。
人教高中英语必修五 Unit3 Life in the future教学设计Life 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’ com pany，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-inQ2: 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?Q4: What did Li Qiang suffer from?Q5: How did Li Qiang feel? What makes him feel better?Q6: Where did they arrive?【设计说明】通过几个特殊疑问词，提出以下问题，处理文章第一段。
Unit 3 Life in the future课时作业Learning about language一、写作词汇检测根据首字母或提示词,完成句子。
1.In (以前的)times people did not travel so much.2.Many parents went to the school for (毕业典礼).3.He has been in Spain for three years.Now he can speak S .4.There are (极好的)pictures in this book.5.He can speak f Russian.2.graduation3.Spanish4.splendid5.fluent二、用所给单词的适当形式填空1.He often (donate)to the homeless.2.When did Indian gain (independent)?3.We have been treated with (kind)by everybody.4.The (paint)looks better at a distance.5.He can speak Russian (fluent).2.independence3.kindness4.painting5.fluently三、单句改错1.She is one of the most beautiful girl I have ever seen.2.After graduated from university,he went to China to study Chinese.3.He went abroad in 2007.Two years late,he returned.4.As finishing his studies,he started traveling in China.5.Some of the books was gifts he got from his Chinese friends and students.→girls 2.graduated前加he或graduated→graduating te→later4.As→On/upon5.was→were四、用that,which,who,whom或whose填空1.I still remember my first history teacher lessons were lively and interesting.2.The boys wanted to play football were disappointed when it rained.3.It was a meeting importance I did not realize at that time.4.All things will come to those wait patiently.5.Do you still remember the days we spent together last summer vacation?6.The house he bought last month has a beautiful garden.7.The books are sold in this shop are expensive.8.This is the most expensive book is sold in this shop.9.Do you agree with everything he said at the meeting?10.This is the only shop sells this kind of machine.五、将两个分句合并成一个带有定语从句的复合句1.This is the camera.I bought it in Japan.2.Do you see the bridge?It was built last year.3.We visited the singer.We all like her performances very much.4.The girl is our monitor.She is playing the piano over there.5.He is the student.His father has been to the USA.六、单句改错1.This is the desk which leg was repaired by Tom.→whose,定语从句的引导词应在从句中作定语修饰leg。
