2023學(xué)年完整版Unit2Lifeinthefuture設(shè)計(jì)

Unit2LifeinthefutureI.單元教學(xué)目標(biāo)技能目標(biāo)GoalsTalkaboutlifeinthefutureLearnaboutNounClauses(2)PracticemakingpredictionsWriteadefinitionparagraphⅡ.目標(biāo)語(yǔ)言功能句式MakingpredictionsItwouldbewonderfulif...Itwouldbebadfor...if...It’spossible/impossibletopredict...Noonecanpredictwhat/when....Justimagineif...Wecanonlyguess...詞匯1.四會(huì)詞匯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,absurd2.認(rèn)讀詞匯Mekanika,glimpse,E-commerce,necessity,crowded,mall,chip,SARS,smallpox,genetics,lifelong,well-prepared,identify,old-fashioned,imitate,virtual,lifelike,definition3.重點(diǎn)詞組catchaglimpseof,keepintouchwith,payattentionto,dealwith,instore4.重點(diǎn)詞匯forecast,major,indicate,ensure,remain,regular,cheat,cure,require語(yǔ)法NounClauses(2)名詞性從句1.Whatlifewillbelikeinthefutureisdifficulttopredict.2.Theyarecarefulaboutwhattheyeatandexerciseregularly.3.Theschoolsofthefutureswillprobablybedifferentfromwhattheyaretoday.4.Wecannotbesurewhetherourdreamswillcometrue,butwecanatleastbehopefulthatoureffortstoimprovetheworldwillbesuccessful.5.Ifwelearntoacceptchangeandappreciatewhatisnewanddifferent,wewillbewell-preparedforwhateverthefuturemayhaveinstore.6.Thediscussiontopicfortodayiswhatschoolwillbelikeinthefuture.重點(diǎn)句子1.Whatlifewillbelikeinthefutureisdifficulttopredict.2.Onewaytocatchaglimpseofthefutureistoexaminesomeofthemajortrendsincontemporarysociety.3.Agoodexampleofhowtransportationischangingisthenewmaglevtrain....4.Toensuresafety,thetrainiscontrolledbyanadvancedcomputersystem.5.TheInternetalsomakesiteasierforcompaniestokeepintouchwithcustomersandcompaniesinothercountries.6.Peopleinthefuturewillbeabletoenjoyalongerandhealthierlifeandremainactiveeveninoldage.III.教材分析與教材重組1.教材分析本單元的主題是“Lifeinthefuture”，功能項(xiàng)目是“談?wù)撐磥?lái)生活”和“做出預(yù)測(cè)判斷”，寫(xiě)作要點(diǎn)是學(xué)寫(xiě)描述性文章。通過(guò)本單元的學(xué)習(xí)，要讓學(xué)生了解科學(xué)技術(shù)進(jìn)步在未來(lái)生活中的巨大推動(dòng)作用。教師要借助聽(tīng)力、討論、閱讀、寫(xiě)作等一系列扎實(shí)有效的教學(xué)活動(dòng)，進(jìn)一步拓展學(xué)生想象力，提升其語(yǔ)言實(shí)踐能力，讓他們意識(shí)到只有用自己的智慧和勤勞的雙手才能改造社會(huì)，為人類(lèi)造福。WARMINGUP提供了四幅圖片和八個(gè)相關(guān)話題，本部分可以作為下文“說(shuō)”的鋪墊，學(xué)生分組討論，使其有話可說(shuō)，無(wú)話不說(shuō)。LISTENING有兩個(gè)任務(wù)，一是聽(tīng)錄音，回答問(wèn)題，側(cè)重于聽(tīng)能培養(yǎng)，二是討論Mekanik的生活方式與現(xiàn)代生活方式的不同，并給Mekanika寫(xiě)信回答她所關(guān)心的問(wèn)題。SPEAKING要求把全班分成四個(gè)小組，每一組從不同角度出發(fā)陳述贊同或反對(duì)“有一相似人”的理由。這種開(kāi)放式討論有助于引導(dǎo)學(xué)生運(yùn)用所學(xué)知識(shí)合作學(xué)習(xí)，指導(dǎo)他們?nèi)娴?、辨證地看待問(wèn)題。PRE-READING是READING的熱身活動(dòng)。要求學(xué)生采用快速瀏覽的方式確定不同段落的主題，潛移默化地培養(yǎng)學(xué)生skimming這一非常有效的閱讀技巧。READING采用“總-分-總”的寫(xiě)作手法，大小標(biāo)題形象地展示了本文的結(jié)構(gòu)和內(nèi)容。教師要引導(dǎo)學(xué)生充分利用“標(biāo)題”這一有效的閱讀技巧把握文章主旨，了解作者的寫(xiě)作意圖，并深入地培養(yǎng)他們猜測(cè)詞義、理解語(yǔ)句、歸納段落大意等能力。POST-READING從回答問(wèn)題、分析比較和展開(kāi)討論三個(gè)層面由低到高、由易到難，循環(huán)遞進(jìn)，引導(dǎo)學(xué)生結(jié)合現(xiàn)實(shí)生活，發(fā)揮想象，暢談未來(lái)，從而達(dá)到綜合運(yùn)用英語(yǔ)進(jìn)行交際的目的。LANGUAGESTUDY“詞匯學(xué)習(xí)”部分旨在培養(yǎng)學(xué)生根據(jù)語(yǔ)境猜測(cè)生詞并正確運(yùn)用所學(xué)詞匯的能力。其核心是把詞匯的學(xué)習(xí)和真實(shí)的語(yǔ)境巧妙結(jié)合起來(lái)，逐步拓展學(xué)生的詞匯量?！巴秸Z(yǔ)法”部分則設(shè)計(jì)了不同類(lèi)型的連線題、判斷題和轉(zhuǎn)換題，旨在訓(xùn)練學(xué)生準(zhǔn)確理解名詞性從句并靈活運(yùn)用的能力。INTEGRATINGSKILLS閱讀部分是一封書(shū)信，Mekanika給人類(lèi)寫(xiě)一封信，介紹3044年生活方式和具體感受。文章充滿大膽的想象和對(duì)美好生活的向往，借此來(lái)激發(fā)學(xué)生的想象力，使其憧憬未來(lái)生活，更要珍惜現(xiàn)代生活。相對(duì)起來(lái)，寫(xiě)作任務(wù)更加富有挑戰(zhàn)性，不但要求學(xué)生大膽想象，還要求學(xué)生言之有理，言之有物。Tips指導(dǎo)學(xué)生如何鞏固自己的詞匯量——建立單詞收集卡片。Checkpoint部分簡(jiǎn)要地總結(jié)本單元語(yǔ)法重點(diǎn)，并引導(dǎo)學(xué)生總結(jié)與本單元話題密切相關(guān)的詞匯。2.教材重組從話題內(nèi)容上分析，WARMINGUP與SPEAKING相一致；而從訓(xùn)練目的上分析與TALKING比較一致。從教材份量來(lái)說(shuō)，可將WARMINGUP，SPEAKING和Workbook中的TALKING整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“口語(yǔ)課”。將LISTENING和Workbook中的LISTENING整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“聽(tīng)力課”?？蓪RE-READING,READING和POST-READING三個(gè)教學(xué)活動(dòng)整合在一起上一節(jié)任務(wù)型“閱讀課（一）”?？蓪ANGUAGESTUDY與Workbook中的PRACTISING語(yǔ)法練習(xí)題整合在一起上一節(jié)任務(wù)型“語(yǔ)法課”?？蓪NTEGRATINGSKILLS中Reading和Workbook中LINTEGRATINGSKILS的Reading整合起來(lái)上一節(jié)“閱讀課（二）（泛讀課）”。將INTEGRATINGSKILLS中的Writing和Workbook中INTEGRATINGSKILLS的Writing整合成一節(jié)“寫(xiě)作課”。3.課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用六課時(shí)教完） 1stperiod口語(yǔ)課 2ndperiod聽(tīng)力課 3rdperiod閱讀課 4thperiod語(yǔ)法課 5thperiod泛讀課 6thperiod寫(xiě)作課Ⅳ.分課時(shí)教案TheFirstPeriodSpeakingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言①重點(diǎn)詞匯和短語(yǔ)prediction,inthefuture,double,exact,original,confused②交際用語(yǔ)Makingpredictions Itwouldbewonderfulif... Itwouldbebadfor...if... It’spossible/impossibletopredict... Noonecanpredictwhat/when.... Justimagineif... Wecanonlyguess...2.Abilitygoals能力目標(biāo)①Enablethestudentstothinkupmorecreativeideasforthefuturelife.②Encouragethestudentstoexpressthemselvesfreelybymakingpredictions.3.Learningabilitygoals學(xué)能目標(biāo)①Helpthestudentstomakepredictionsbyusinggivenclues.②Inspirethestudentstobemorecreativeinthinking.Teachingimportantpoints教學(xué)重點(diǎn)Getthestudentspredictwhatfuturelifewillbelikebyusingtheusefulexpressions.Teachingdifficultpoints教學(xué)難點(diǎn)Howtoencouragethestudentstotalkfreelyandactivelyonmakingpredictions.Teachingmethods教學(xué)方法1.Co-operativemethodforcreativeideas.2.Task-basedapproachtodiscussthetopic——havingadoubleornot.Teachingaids教具準(zhǔn)備1.Acomputer2.AprojectorTeachingprocedures&ways教學(xué)過(guò)程與方法StepILead-in1.Greetings.2.Lead-inT:Boysandgirls,wemayoftenaskourselvesthisquestion:“Whatwilllifebelikeinthefuture?”It’sreallyaninterestingquestion.Todaywe’lltakethischancetotalkaboutthissubject.Nowlet’scometoWARMING-UP.StepIIWarmingupPicturetalkingThisstepismeanttotrainthestudentstowatchcarefullyandthinkactively.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.GroupdiscussionTask1:PredictlifeinthefutureThisstepisdesignedtoletthestudentschoosethemostinterestingtopicandmakeboldpredictions.Help:1.Thewholeclassisdividedintoeightgroups.2.Thestudentcanchoosethegroupwhosetopicinterestshimorhermost.3.Getthestudentsthinkofmorekeywordsorphrasesfirst.4.Eachgrouptriestochoosetwoormorebestideastosharewiththeclass.5.Onememberfromeachgroupisinvitedtoreporttheirwork.After5minutes.T:Nowit’stimetoreportyourwork.G1:Inthefuturepeoplewillcommunicatemoreeasilyandconveniently.TheycantalkonthephoneandsendemailsontheInternet.TheycandoalmosteverythingontheInternet,likeshopping,reading,borrowingbooks,depositingmoney,orderingmealsortickets.G2:Astowherepeopleworkinthefuture,theanswersaredivided.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.StepIIISpeakingThispartistoprovidethestudentswithrealisticsituationssothattheycanhavemorechancestopracticethefunctionalitems---makingpredictionsTask2:Having“doubles”ornotHelp: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’tknowwhatthedoublemightdo.Forexample,thedoublemightcheatpeopleoutoftheirmoney.AsaresultIwillhavetobepunishedbecauseofhim.G3:No,Idon’tthinkso.Iwouldliketohaveadouble,becauseIdon’thavetimetodoallthethingsI’dliketodo,forexample,cookingmealsandhavingmeetings.HavingadoublewouldbewonderfulbecausewecouldhavemoretimetodothingsIlikebest.G4:However,havingdoubleswouldmakepeopleconfused,becausenoonewouldknowwhothedoublereallywasorhowtotreatit.Forexample,thedoublewouldn’thaveanyparentsandrelatives.Itwouldbebadforsocietyifpeoplehadtroubles,becauseitwouldbeverydifficulttomakeitclearwhowastoblamefortheverytrouble.T:Thankyouforallyourwonderfulideas.Sinceit’sahottopicandwedon’treachanyagreement,wecansayit’sstillearlytousethistechnologytomake“doubles”.StepIVTalking(SeeWorkbookP117)Thispartshouldbeafreetalkconcerningfuturelife.Thestudentsshouldbeencouragedtoexpresstheirownopinionsfreely.Task3：PlanningmyfutureHelp:1.Dividethestudentsinto8-10groups.2.Eachstudentchoosesonejobandasksasmanyquestionsaspossible.3.Groupmembersrole-playthediscussionbyaskingandsettlingquestions.4.Collectcreativeideasfromthegroupsandenjoythem.Afterseveralminutes.T:Nowlet’sinvitesomepairstoreporttheirowndiscussion.SA:Mr.Zhang,I’m17yearsoldandwanttobecomeascientist.IwanttoknowwhatIneedtodoinordertobecomeascientist.SB:Well,that’sagoodidea.Tobeascientist,youneedtobeinterestedinsciencefirst.SA:That’strue.Ishowgreatinterestinhowthesatelliteworks.Anythingelse?SB:Beingascientist,youshouldnotonlybecuriousaboutnaturebutalsodetermined.Whiledoingexperimentsyoumaycomeacrossmanytroubles.Youshouldbedeterminedtoovercometheminordertoachieveyouraim.SA:ThenwherecanIreceivemyeducationonsatellites,spaceetc.?SB:Astothisquestion,youcangotothelibraryorsurftheInternetforhelp.IthinktherearequiteafewsuchuniversitiesbothinChinaandtheUSA.SA:HowlongshouldIstudythis?SB:Well,itdepends.Maybeaslongastenyears.SA:Thanksforyouradvice.IthinkI’llworkhardatmylessonsandtrytoreadmoresciencebookstolaygoodfoundationsformyfuture.SB:Goodlucktoyou.FreediscussionThisstepistofurtherstimulatethestudents’curiosityaboutthefutureandambitiontostrugglefortheirownlifelongdestination.T:Canyoupredictyourownfuture?Hereallofyouhavethechancetoexpressyouraimsordreams.S:I’dliketobeaninventor.I’llinventanewspaceshipwhichtravelsinspaceveryeasilyandcheaply.SowecanmakeatriptothemoonortheMars.S:I’dliketo