unit 3 life in the future教学设计与反思ⅰ. 单元教学目标技能目标skill goals▲talk about things in the past, at present and in the future▲talk about changes at present▲predict good and bad changes in the futureⅱ. 目标语言词汇1． 四会词汇expect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2． 认读词汇jet lag, flashback, expertise, hover, pessimistic, enormous, imitate, 3． 词组take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4． 重点词汇constant, remind, lack, sight, assist, require, settlement, previous, swift语法the past participle as the attribute…and following him to collect a hovering carriage driven by computer.the past participle as the adverbialworried about the journey, i was unsettled for the first few days.hit by a lack of fresh air, my head ached.exhausted, i slid into bed and fell fast asleep.重点句子1. this is similar to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. p172. well-known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule. p183. he handed it to me and immediately hurried me through to a small room nearby for a rest. p184. he was swept up into the centre of them. 5. i found later that their leaves provided the house with much-needed oxygen. p188. everyone will get twice as much personal space as in flats on land. p589. only when the robot cleaner touches objects can they be moved. p59ⅲ. 教材分析与教材重组1. 教材分析 本单元以“life in the future”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。同时让学生学会过去分词作定语和作状语的不同用法。最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写report。 1.1 warming up 部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。 1.2 pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。为下面的阅读做了铺垫。
