高中英语-Unit-3-Life-in-the-Future-Speaking教案-新人教版必修5.doc

高中英语 Unit 3 Life in the Future Speaking教案 新人教版必修5

高中英语 Unit 3 Life in the Future Speaking教案 新人教版必修5

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Unit 3 Life in the future
Speaking
Teaching goals
1. Target language
Make predictions:
Suppose that...
I wonder if...
Is it likely / unlikely that...?
Do you imagine that...?
Is it possible that...?
Do you suppose that...?
2. Ability goals
Enable the Ss to talk about things at present and predict things in the future.
Enable the Ss to describe some imaginary products.
3. Learning ability goals
Help the Ss learn how to talk about things in the future and describe some imaginary products.
Teaching important ＆ difficult points
Teach the Ss to make predictions and express their ideas about future.
Help the Ss make up their personal future plans.
Teaching methods
Pair work and group work; discussion and cooperation.
Teaching aids
A computer and a projector.
Teaching procedures ＆ ways
Step I Talking
Set a scene for the Ss: A man who is living in AD 2046 comes to visit your city and wants to know something about jobs in your city. Ask the Ss to work in pairs to make out an introduction plan. Make a comparison between jobs at present and jobs in the future, and find out the changes and why these changes take place.
T: In the first period of our unit, we discussed the changes between life in the past and life at present, also we make a prediction about our future, right? Today let’s still talk about the future. Suppose a man of AD 2046 comes to our city, he wants to know something about jobs in our city. How will you introduce the following two kinds of jobs to him? Teachers and farmers.
Give the Ss 1-2 minutes to discuss and then ask some of them to represent their opinions.
T: OK. Who would like to talk about the job as a farmer?
S: Nowadays farmers are still working very hard. Few of them use hi-tech machines, especially in developing countries. They have to work most by hand everyday. Sometimes they will use some machines such as trucks, seeding-machines, etc. In developed countries, agriculture has been computerized. Farmers in those countries are much easier.
T: Good. What about teachers?
S: Nowadays lots of students stay in the classrooms to listen to their teachers. And the teachers have to use chalk, and sometimes they use computers.
Set another scene.
T: So it seems that both these two kinds of jobs are very challenging. Will they change in the future? Now the man invites you to his city in the year 2046, what changes will you expect to find on these two jobs?
S: I think 40 years later, working as a farmer will be much easier than now. Farmers won’t have to work by hand, they can set a program in the computer and then the computer will finish all the tasks. It’s fantastic! And the harvest will be much better because of the science.
S: I think in the future we don’t have to come to school to study. Teachers will work on the Internet. We will have classes through the Internet. And unlike today’s teacher, in the future, a teacher can teach many subjects. And we will have robots do teaching jobs.
T: So maybe I should be born 40 years later, in that case, the job for me will be much interesting.
Step II Follow-up Activity
Encourage the Ss to predict their future life and make a short-term plan. Let them talk about their dreams and then write passages introducing these dreams.
T: Everyone, have you ever dreamt of your own future? Have you asked yourself what you will be? Now let’s make a prediction, or we can say, let’s make a plan for ourselves: What will I be in the future? You can discuss with your partners to fill in the following chart and then write a passage introducing your dreams.
Show the Ss the chart on the screen.
Time
What will you do?
Where will you be?
How will you
prepare for it?
1 year later

5 years from now

10 years from now

Give the Ss enough time to discuss. This will help them make clear of their own future. And then select some Ss to give a report to the whole class.
Step Ⅳ Homework
T: Imagine you are at your age of 30. Write a passage to describe your daily life or your experience.
A sample version:
It is the year 2020 and I have just turned 30 years old. More than 10 years ago, I left high school and went to study at a good university. I was a history major and I also studied two foreign languages. After graduation, I was offered a job teaching history in a middle school. At first, I didn’t think I’d like to teach history. I thought the students would think history was too boring. My first year was very difficult. I didn’t know much about teaching and the students did not like my lessons. But I was lucky. One of the older teachers became my friend and taught me a lot.