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.
【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。
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
【设计说明】
通过对交通，环境，教育和住房四方面的发展和预测让学生发挥自己的想象力进入阅读文章的处理学习中。
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?
【设计说明】
猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。
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?
【设计说明】
通过跳读文章了解了文章中的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。
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.
【设计说明】
通过精读课文，从事件发生的先后顺序及地点转换顺序了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。
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
【设计说明】
通过正误判断题来进一步让学生来巩固课文内容。
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.
【设计说明】
通过学生小组合作用对话或者文章的内容复述文章的内容，全面地锻炼学生的总结概括能力以及团体协作的讨论能力。
Unit 3 Life in the future教案 篇2
unit 3 life in the future教案
核心单词
1. impression
n.印痕；印记；印象；感想
常用结构：
have an impression of sth./doing sth. 对(做)某事有印象
make an impression on sb. 给某人留下印象
make no impression on 对……无影响/效果
give sb.a favorable impression 给某人留下好印象
an impression of one’s foot 某人的脚印
your performance gave me a strong impression.
你的表演给我留下了很深的印象。
what i said made no impression on him.
我的话对他不起作用。
联想拓展
impress v.留下印象
impress sth.on/upon one’s mind 把……牢记在心上
高手过招
单项填空
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:选c。make an impression on sb. 给某人留下印象。
2. lack
v.&n. 缺乏；缺少的东西
注意：lack作名词时，后常接of。lack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for或in。lack不用于被动语态。
常用结构：
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.
他没去那里，因为他缺乏勇气。
the plant died for lack of water.植物因缺水而死。
they lacked for nothing.他们无所需求。
联想拓展
lacking adj. 匮乏的；不足的；没有的
be lacking in 缺乏（品质、特点等）
she seems to be lacking in common sense.
她似乎缺乏常识。
高手过招
(1)单项填空
though money, his parents managed to send him to university. （•01•陕西宝鸡检测）
a. lacked b. lacking of
c. lacking d. lacked in
(2)完成句子 （原创）
①因为缺乏兴趣这次旅行被取消了。
the trip was cancelled through .
②他缺乏信心。
he .
解析:(1) 选c。考查分词作状语。his parents与lack之间呈主谓关系，所以应用现在分词作状语；lack作动词时不与of搭配，所以答案选c。
(2)①lack of interest ②lacks confidence
3. sight
n. 视力；视觉；看见；光景，奇观；名胜
常用结构：
lose sight of 看不见；忘记；失去
catch sight of sth./sb. 看见某物/人
at first sight 初看之下；乍看起来
at (the) sight of 一看见就……
out of sight 看不见
be in sight 看得见，在眼前
out of sight, out of mind. 眼不见,心不烦。
last summer we had seen the sights of beijing.
去年夏天我们游览了北京的名胜。
crusoe was frightened at the sight of a man’s footprint.
克鲁索看到一行人的脚印，他非常害怕。
高手过招
（1）单项填空
for miles around me there was nothing but a desert, without a single plant or tree .
（•01•陕西商洛检测）
a. in sight b. on earth
c. at a distance d. in place
（2）完成句子 （原创）
我们失去了许多珍贵的动物。
we several precious animals.
解析:(1) 选a。in sight为固定搭配，意为“看得到”；on earth用在疑问句或否定句中，用来加强语气，意为“究竟；到底”；at a distance意为“在远处”。
(2)have lost sight of
4. require
vt. 需要；要求；命令
常用结构：
require that+主语+(should)+动词原形 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，我都会办到。
the situation requires that i（should）be there.
形势需要我去那里。
温馨提示
require后接宾语从句时，宾语从句必须用should do的虚拟语气，其中should可以省略。
另外，表示“需要”，且是物作主语时，后接动词 ing形式的主动形式表示被动含义，可以等于不定式被动形式；在这一点上，need和want用法相同。
the house requires mending.
=the house requires to be mended. 房屋需要维修。
all cars require servicing regularly.
所有汽车都需要定期检修。
they required him to keep it a secret.
他们要求他对这事保密。
高手过招
单项填空
①in competition, women are required some of their exercises music.（•01•山西平遥检测）
a. perform; to b. to perform; to
c. performing; with d. to perform; by
②all the people present agreed that the matter required . （•01•山西太原检测）
a. to look into b. being looked into
c. to be looked d. looking into
解析: ①选b。be required to do sth.意为“被要求做某事”。第二个空的to是介词意为“随着，伴着”。
②选d。require, want, need表示“需要”，当其主语是动作的承受者时，其后的宾语常用动词不定式的被动形式或动名词的主动形式。
5. assist
vt.&vi. 帮助；援助；参与;出席
常用结构：
assist sb. in/with sth. 帮助(某人)某事
assist sb. in doing sth. 帮助(某人)做某事
assist sb. to do sth. 帮助(某人)做某事
assist with 帮助(照料，做)；在……上给予帮助
i am willing to assist you whenever there is an opportunity.
有机会我愿随时帮你。
i’m afraid i can’t assist you, you have to go and see the manager. 我恐怕帮不上忙，你得去找经理。
the headmaster assists with a lot of things when free.
有空时校长会帮忙做很多事。
高手过招
用assist的相关短语填空 （原创）
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
重点短语
6. take up
从事；占(时间、空间、注意力等)；继续
this table takes up too much room. 这张桌子太占地方。
she has taken up a job as a teacher. 她当上老师了。
this chapter takes up where the last one off.
本章继续上一章的内容。
联想拓展
take off 脱掉（衣服等）；起飞；打折；作为折扣而减价
take over 接管；获得对……的控制或管理
take apart 拆开；分开后将……分成许多部分
take for 把……视作；误认为
take...for granted 认为……是理所当然
take down 写下；记下
take back 收回(诺言)
高手过招
单项填空
①in singapore, a southeastern asian country, the chinese people the largest percentage of its population, so you can speak chinese there. （•01•安徽利辛检测）
a. make up b. take up
c. hold up d. turn up
②since the olympic games beijing has taken a new look everywhere. （•01•山西四校检测）
up b. on c. over d. off
解析: ①选a。考查短语辨析。make up编造; 弥补; 组成; 构成；take up拿起来; 占据(时间或空间)；hold up阻止；turn up开大; 调高; 出现。
②选b。考查短语辨析。take on呈现; take up拿起; 从事; take off脱下; take over接管。
7. sweep up
打扫；横扫
these students are sweeping up dead leaves.
这些学生们正在扫(拢)落叶。
he ran forward and swept her up into his arms.
他跑上前去一把将她抱在怀里。
the whole country was swept up in the excitement.
全国上下都沉浸在兴奋的气氛中。
we’d better sweep up all the bits of broken glass quickly.
我们最好快点把玻璃碴子扫干净。
联想拓展
sweep aside 放/堆到一边; 不予理会
sweep away 扫清;消灭;彻底消除
sweep off 扫清; 吹走; 大量清除
sweep out 扫掉; 清除
sweep over 将……一扫而光; (某种感情)掠过（……的心头）
高手过招
用sweep up的适当形式填空 （原创）
①after the party, the house needed .
②the leaves were into the air by the strong wind.
答案：①sweeping up ②swept up
重点句型
8. this is similar to the “jet lag” you get from flying,...
这就与你乘坐飞机会产生时差反应相似，……
联想拓展
when flying是when you are flying的省略形式。在有些表示时间、条件、方式或让步的状语从句中，如果谓语包含动词be，从句的主语又和主句的主语一致，或者主语是it，通常可以把从句中的主语和be动词省略。
when asked where’s the toilet, the waitress showed the way politely to the guest.
当被问及厕所在哪里时，服务员非常有礼貌地给客人带路。
until finishing the homework, the child was allowed to watch the cartoon film.
直至完成作业，小孩才允许看卡通片。
if necessary, you can call help from the police.
有必要时，你可以向警方求助。
高手过招
翻译句子 （原创）
①即使被打死，他仍然保守秘密。
②可能的话，到机场来接我。
③过马路时，孩子们被要求停下观望，再手牵手通过。
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.
……一些椅子就像变魔术一样从地板下面升了起来。
注意：from后面有时可接介词短语或where从句。
from under the floor 从地板下面
联想拓展
from behind the door 从门后面
from under the table 从桌子底下
from under the tree the man kept an eye on the sheep.
那个老人从树下留意着他的羊。
高手过招
单项填空
his head soon appeared out of the window, he saw nothing but trees. （•01•山西大同检测）
where b. which c. there d. from where
解析:选d。该句是非限制性定语从句，尽管先行词可以表示地点，但句中强调目光的发出地，所以应用介词from+关系副词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: