高二英语上Unit 6 Life in the future Warming up & Speaking教案[上学期]
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| 名称 | 高二英语上Unit 6 Life in the future Warming up & Speaking教案[上学期] |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2006-07-12 07:26:00 | ||
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人教修订版高二英语上Unit 6 Life in the future
Warming up ＆ Speaking教案
一，教材分析：
本单元的主题是 “Life in the future” , 主要内容是“谈论未来生活”和“作出预测判断”。通过本单元的学习，要让学生了解科学技术进步在未来生活中的巨大推动作用。“Warming up” 部分提供了四副图片和八个相关话题，本部分为下文的“说” 作铺垫，学生分组讨论，使其有话可说，无话不说。Speaking 要求把全班分成四个小组，没一个小组从不同角度出发陈述赞成或反对“有一相似人”的理由。这种开放式讨论有助与学生运用所学知识合作学习，指导他们全面的辨证的看问题。不仅让学生 开思路大胆畅想,多未来生活作出预测，还要统览整个单元的内容,还要预习本单元的一些关键词汇.
二，教学目标(Teaching goals):
1. Target language:
A: Key words and phrases:
prediction, in the future, contemporary, current, indicate, purchase, come true，double, confused, exact, original
B: Oral English:
Making predictions
It would be wonderful if……
It would be bad if …
It’s possible to predict…
Just imagine if …
We can only guess …
2. Ability goals:
1) Enable the students to think up more creative ideas for the future life.
2) Enable the students to express themselves freely by making predictions.
3. Learning ability goals:
1) Help the students to make predictions by using given clues.
2) Help to inspire the students to be more creative in thinking.
三, 教学重点(Teaching important points):
Get the students to predict what future life will be like by using the useful expressions.
四, 教学难点(Teaching difficult points):
Encourage the students to talk freely and actively on making predictions.
五, 教学方法(Teaching methods):
1. Cooperative method for creative ideas.
2. Discussion
六, 教具准备(Teaching aids):
A computer and a project
七, 教学步骤(Teaching steps):
Step 1
1. Greetings
(Good morning/Good afternoon boys ＆ girls)
2. Lead in
T: Today, let’s come to our new lesson Unit6
What’s the title of Unit 6
Ss: Life in the future.
T: What is life
(The students must be at a loss about what to say.)
T: Listen to a little song and answer the question:
(Play the tape)
Row, row, row your boat.
Gently down the stream.
Merrily, merrily, merrily, merrily,
Life is but a dream.
Ss: Life is a dream.
T: Yes, today we’ll talk about our dream-like future life.
Step 2: Picture talking
(The step is meant to train the students to watch carefully and think actively.)
T: The pictures show us something possible in future.
Please guess what they are Now you are divided into four groups. Each tries to think of more than one sentence to describe the picture. Then the group leader will be asked to report your work.
Possible answers:
SA: In picture 1: A space car or space ship or space plane.We can see a man beside a high-tech car, which is controlled by an advanced computer and equipped with high-quality solar battery. This type of car is friendly to the environment and very popular with consumers.
SB: In picture 2: A space station. We can find some space buildings, which are made of advanced building materials. There the scientists can carry out experiments, watch other planets and so on.
SC: In picture 3: An alien and a UFO or a Martian. In this picture we can see an astronaut and a spaceship. In the near future, more astronauts from different countries will be able to travel to the space and carry out more experiments so that we can have a better understanding of the universe.
SD: In picture 4: Some very old men and Some medicine for long life. We can see several old people talking about medicine. In the future, doctors will have further research into diseases and the medicine will be more effective in preventing and cure diseases.
T: Wonderful. In a word, life in the future is very mysterious and fascinating. Yet we can do more to make our future safer and easer.
*In order to inspire the students’ creativity, the teacher can do the following:
1) Let the students draw another alien through imagination.
2) Let the students predict how long the future man can live.
3) Let the students discuss what measures to take to make men live longer.
Step3: Speaking
This part is to provide the students with realistic situation so that they can have more chances to practice the functional items ----making predictions.
Having “doubles” or not
1. Divide the students into four groups.
2. Individual work. Each student has to offer more answers to support his/her opinion.
3. Group work. Each member states his or her opinion and reasons.
4. Class work. Group leader reports their work.
After 5 minutes.
T: Now you’ve discussed this topic. I’d like the four group leaders to report your work.
SA: I think it would be great to have a double because I could use the double to do the things I don’t enjoy, for example, going to school, doing homework and taking exams. Having a double would also be good because I can do two things at a time， so that I can work more efficiently.
SB: But we think having a double might be dangerous because we don’t know what the double might do. For example, the double might cheat people out of their money. As a result I will have to be punished because of him.
SC: No, I don’t think so. I would like to have a double, because I don’t have time to do all the things I’d like to do, for example, cooking meals and having meetings. Having a double would be wonderful because we could have more time to do things I like best.
SD: However, having doubles would make people confused, because no one would know who the double really was or how to treat it. For example, the double wouldn’t have any parents and relatives. It would be bad for society if people had troubles, because it would be very difficult to make it clear who was to blame for the very trouble.
T: Thank you for all your wonderful ideas. Since it’s a hot topic and we don’t reach any agreement, we can say it’s still early to use this technology to make “doubles”.
Step4 Language points
1. double
① n. a person who looks exactly the same as someone else:
e.g. Hey Tony, I met someone at a party last week who was your double.
② adj. twice the size, amount, price, etc., or consisting of two similar things together:
e.g. Go through the double doors and turn left.
The word “cool” has a double “o” in the middle.
2. copy
① n. something that has been made to be exactly like something else:
e.g. This painting is only a copy of the original hanging in the Louvre.
Could you make a copy of this for tomorrow’s meeting, please
② v. to produce something so that it is the same as an original piece of work:
e.g. Patricia’s going to copy her novel onto disk and send it to me.
He tends to copy his brother in the way he dresses.
Step 5: Discussion
Task 1: Reading
1) Read the questions on Page 41
2) Scan The passage “Life in the future” (pages 43-44) and “What is the future going ” (pages 119---120).
Task 2: Discuss the advantages and disadvantages of the future life.
(In the course, the students are suggested some useful expressions mentioned in the target language)
Possible answers:
A: Advantages:
1) It will be easier and cheaper to communicate through internet an videophones.
2) More and more people will be able to work at home and there will be less need for doing manual work.
3) People will use the internet to shop and business, which will be easier and quicker.
4) Houses will be practical and beautiful and modern.
B: Disadvantages:
1) Convenient communication will reduce face—to –face conversation between people.
2) There will be less fun and fewer friends when working at home.
3) There will be fewer choices in purchase.
4) Houses will be more expensive.
Step6 Writing
Give the students 8 minutes to write a passage about the future. Then Let them correct the mistakes in their passages in pairs.
Step7 Summary
The teacher summarizes the content of the class as follows:
Future life
Life can be good
Life can be bad;
Life can be sorry,
Life can be merry;
Life can be only a dream,
Which will never come true;
Life is actually a stream,
Which is always flowing over the heart true.
八, 作业(home work)
Read the following tongue twister and summarize the usage of “future”
His future wife hopes for a happy future, which is futureless for him in the future.
九, 板书设计(Blackboard—planning):
A: Key words and phrases:
prediction, in the future, contemporary, current, indicate, purchase, come true，
double, confused, exact, original
B: Oral English:
Making predictions
It would be wonderful if……
It would be bad if …
It’s possible to predict…
Just imagine if …
C: Language points
1. double
① n. a person who looks exactly the same as someone else:
e.g. Hey Tony, I met someone at a party last week who was your double.
② adj. twice the size, amount, price, etc., or consisting of two similar things together:
e.g. Go through the double doors and turn left.
The word “cool” has a double “o” in the middle.
2. copy
① n. something that has been made to be exactly like something else:
e.g. This painting is only a copy of the original hanging in the Louvre.
Could you make a copy of this for tomorrow’s meeting, please
② v. to produce something so that it is the same as an original piece of work:
e.g. Patricia’s going to copy her novel onto disk and send it to me.
He tends to copy his brother in the way he dress
十, 课后反思
这节课让学生展开了思路,畅所欲言未来生活,并且对整个单元的内容进行了总体预览,课堂气氛活跃.学生们尤其对首尾两首小诗和绕口令表现了极大的兴趣.但是对于学生的创新思维开发地还不够.
十一, 课堂延伸
为了继续激发学生的创新思维,教师可以建议学生从网上查找一些关于 “最新科技动态”的知识,并推荐学生阅读“英语周报”的“背景阅读”和“词汇练习”，以扩充视野，延伸思维。
十二, 融会贯通
本单元与高二课本 Unit 1, Unit 7 ,Unit 9 , Unit 11, Unit 12 都有一定的联系,教师可引导学生将这几个单元的知识融会贯通起来,鼓励他们写研究性论文.
Warming up ＆ Speaking教案
一，教材分析：
本单元的主题是 “Life in the future” , 主要内容是“谈论未来生活”和“作出预测判断”。通过本单元的学习，要让学生了解科学技术进步在未来生活中的巨大推动作用。“Warming up” 部分提供了四副图片和八个相关话题，本部分为下文的“说” 作铺垫，学生分组讨论，使其有话可说，无话不说。Speaking 要求把全班分成四个小组，没一个小组从不同角度出发陈述赞成或反对“有一相似人”的理由。这种开放式讨论有助与学生运用所学知识合作学习，指导他们全面的辨证的看问题。不仅让学生 开思路大胆畅想,多未来生活作出预测，还要统览整个单元的内容,还要预习本单元的一些关键词汇.
二，教学目标(Teaching goals):
1. Target language:
A: Key words and phrases:
prediction, in the future, contemporary, current, indicate, purchase, come true，double, confused, exact, original
B: Oral English:
Making predictions
It would be wonderful if……
It would be bad if …
It’s possible to predict…
Just imagine if …
We can only guess …
2. Ability goals:
1) Enable the students to think up more creative ideas for the future life.
2) Enable the students to express themselves freely by making predictions.
3. Learning ability goals:
1) Help the students to make predictions by using given clues.
2) Help to inspire the students to be more creative in thinking.
三, 教学重点(Teaching important points):
Get the students to predict what future life will be like by using the useful expressions.
四, 教学难点(Teaching difficult points):
Encourage the students to talk freely and actively on making predictions.
五, 教学方法(Teaching methods):
1. Cooperative method for creative ideas.
2. Discussion
六, 教具准备(Teaching aids):
A computer and a project
七, 教学步骤(Teaching steps):
Step 1
1. Greetings
(Good morning/Good afternoon boys ＆ girls)
2. Lead in
T: Today, let’s come to our new lesson Unit6
What’s the title of Unit 6
Ss: Life in the future.
T: What is life
(The students must be at a loss about what to say.)
T: Listen to a little song and answer the question:
(Play the tape)
Row, row, row your boat.
Gently down the stream.
Merrily, merrily, merrily, merrily,
Life is but a dream.
Ss: Life is a dream.
T: Yes, today we’ll talk about our dream-like future life.
Step 2: Picture talking
(The step is meant to train the students to watch carefully and think actively.)
T: The pictures show us something possible in future.
Please guess what they are Now you are divided into four groups. Each tries to think of more than one sentence to describe the picture. Then the group leader will be asked to report your work.
Possible answers:
SA: In picture 1: A space car or space ship or space plane.We can see a man beside a high-tech car, which is controlled by an advanced computer and equipped with high-quality solar battery. This type of car is friendly to the environment and very popular with consumers.
SB: In picture 2: A space station. We can find some space buildings, which are made of advanced building materials. There the scientists can carry out experiments, watch other planets and so on.
SC: In picture 3: An alien and a UFO or a Martian. In this picture we can see an astronaut and a spaceship. In the near future, more astronauts from different countries will be able to travel to the space and carry out more experiments so that we can have a better understanding of the universe.
SD: In picture 4: Some very old men and Some medicine for long life. We can see several old people talking about medicine. In the future, doctors will have further research into diseases and the medicine will be more effective in preventing and cure diseases.
T: Wonderful. In a word, life in the future is very mysterious and fascinating. Yet we can do more to make our future safer and easer.
*In order to inspire the students’ creativity, the teacher can do the following:
1) Let the students draw another alien through imagination.
2) Let the students predict how long the future man can live.
3) Let the students discuss what measures to take to make men live longer.
Step3: Speaking
This part is to provide the students with realistic situation so that they can have more chances to practice the functional items ----making predictions.
Having “doubles” or not
1. Divide the students into four groups.
2. Individual work. Each student has to offer more answers to support his/her opinion.
3. Group work. Each member states his or her opinion and reasons.
4. Class work. Group leader reports their work.
After 5 minutes.
T: Now you’ve discussed this topic. I’d like the four group leaders to report your work.
SA: I think it would be great to have a double because I could use the double to do the things I don’t enjoy, for example, going to school, doing homework and taking exams. Having a double would also be good because I can do two things at a time， so that I can work more efficiently.
SB: But we think having a double might be dangerous because we don’t know what the double might do. For example, the double might cheat people out of their money. As a result I will have to be punished because of him.
SC: No, I don’t think so. I would like to have a double, because I don’t have time to do all the things I’d like to do, for example, cooking meals and having meetings. Having a double would be wonderful because we could have more time to do things I like best.
SD: However, having doubles would make people confused, because no one would know who the double really was or how to treat it. For example, the double wouldn’t have any parents and relatives. It would be bad for society if people had troubles, because it would be very difficult to make it clear who was to blame for the very trouble.
T: Thank you for all your wonderful ideas. Since it’s a hot topic and we don’t reach any agreement, we can say it’s still early to use this technology to make “doubles”.
Step4 Language points
1. double
① n. a person who looks exactly the same as someone else:
e.g. Hey Tony, I met someone at a party last week who was your double.
② adj. twice the size, amount, price, etc., or consisting of two similar things together:
e.g. Go through the double doors and turn left.
The word “cool” has a double “o” in the middle.
2. copy
① n. something that has been made to be exactly like something else:
e.g. This painting is only a copy of the original hanging in the Louvre.
Could you make a copy of this for tomorrow’s meeting, please
② v. to produce something so that it is the same as an original piece of work:
e.g. Patricia’s going to copy her novel onto disk and send it to me.
He tends to copy his brother in the way he dresses.
Step 5: Discussion
Task 1: Reading
1) Read the questions on Page 41
2) Scan The passage “Life in the future” (pages 43-44) and “What is the future going ” (pages 119---120).
Task 2: Discuss the advantages and disadvantages of the future life.
(In the course, the students are suggested some useful expressions mentioned in the target language)
Possible answers:
A: Advantages:
1) It will be easier and cheaper to communicate through internet an videophones.
2) More and more people will be able to work at home and there will be less need for doing manual work.
3) People will use the internet to shop and business, which will be easier and quicker.
4) Houses will be practical and beautiful and modern.
B: Disadvantages:
1) Convenient communication will reduce face—to –face conversation between people.
2) There will be less fun and fewer friends when working at home.
3) There will be fewer choices in purchase.
4) Houses will be more expensive.
Step6 Writing
Give the students 8 minutes to write a passage about the future. Then Let them correct the mistakes in their passages in pairs.
Step7 Summary
The teacher summarizes the content of the class as follows:
Future life
Life can be good
Life can be bad;
Life can be sorry,
Life can be merry;
Life can be only a dream,
Which will never come true;
Life is actually a stream,
Which is always flowing over the heart true.
八, 作业(home work)
Read the following tongue twister and summarize the usage of “future”
His future wife hopes for a happy future, which is futureless for him in the future.
九, 板书设计(Blackboard—planning):
A: Key words and phrases:
prediction, in the future, contemporary, current, indicate, purchase, come true，
double, confused, exact, original
B: Oral English:
Making predictions
It would be wonderful if……
It would be bad if …
It’s possible to predict…
Just imagine if …
C: Language points
1. double
① n. a person who looks exactly the same as someone else:
e.g. Hey Tony, I met someone at a party last week who was your double.
② adj. twice the size, amount, price, etc., or consisting of two similar things together:
e.g. Go through the double doors and turn left.
The word “cool” has a double “o” in the middle.
2. copy
① n. something that has been made to be exactly like something else:
e.g. This painting is only a copy of the original hanging in the Louvre.
Could you make a copy of this for tomorrow’s meeting, please
② v. to produce something so that it is the same as an original piece of work:
e.g. Patricia’s going to copy her novel onto disk and send it to me.
He tends to copy his brother in the way he dress
十, 课后反思
这节课让学生展开了思路,畅所欲言未来生活,并且对整个单元的内容进行了总体预览,课堂气氛活跃.学生们尤其对首尾两首小诗和绕口令表现了极大的兴趣.但是对于学生的创新思维开发地还不够.
十一, 课堂延伸
为了继续激发学生的创新思维,教师可以建议学生从网上查找一些关于 “最新科技动态”的知识,并推荐学生阅读“英语周报”的“背景阅读”和“词汇练习”，以扩充视野，延伸思维。
十二, 融会贯通
本单元与高二课本 Unit 1, Unit 7 ,Unit 9 , Unit 11, Unit 12 都有一定的联系,教师可引导学生将这几个单元的知识融会贯通起来,鼓励他们写研究性论文.