高二上人教版Unit6 Life in the future.docx
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高二上人教版Unit6Lifeinthefuture
高二上人教版Unit6Lifeinthefuture
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I单元教学目标
技能目标Gals
Talabutlifeinthefuture
LearnabutNunlauses
（2）
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riteadefinitinparagraph
Ⅱ目标语言
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词
汇
1四会词汇
preditin,exat,freast,trend,nteprar,indiate,urban,energ,ensure,sste,nsuer,refr,gds,purhase,tin,ash,reain,iprtane,regular,edial,deal,phsiian,ure,biheistr,eduatr,distane,hpeful,heat,rist,require,prgrae,realit,absurd
2认读词汇
eania,glipse,E-ere,neessit,rded,all,hip,SARS,sallpx,genetis,lifelng,ell-prepared,identif,ld-fashined,iitate,virtual,lifelie,definitin
3重点词组
athaglipsef,eepintuhith,paattentint,dealith,instre
4重点词汇
freast,ar,indiate,ensure,reain,regular,heat,ure,require
语法
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III教材分析与教材重组
1教材分析
本单元的主题是“Lifeinthefuture”，功能项目是“谈论未生活”和“做出预测判断”，写作要点是学写描述性。
通过本单元的学习，要让学生了解科学技术进步在未生活中的巨大推动作用。
教师要借助听力、讨论、阅读、写作等一系列扎实有效的教学活动，进一步拓展学生想象力，提升其语言实践能力，让他们意识到只有用自己的智慧和勤劳的双手才能改造社会，为人类造福。
11ARINGUP提供了四幅图片和八个相关话题，本部分可以作为下“说”的铺垫，学生分组讨论，使其有话可说，无话不说。
12LISTENING有两个任务，一是听录音，回答问题，侧重于听能培养，二是讨论eani的生活方式与现代生活方式的不同，并给eania写信回答她所关心的问题。
13SPEAING要求把全班分成四个小组，每一组从不同角度出发陈述赞同或反对“有一相似人”的理由。
这种开放式讨论有助于引导学生运用所学知识合作学习，指导他们全面地、辨证地看待问题。
14PRE-READING是READING的热身活动。
要求学生采用快速浏览的方式确定不同段落的主题，潜移默化地培养学生siing这一非常有效的阅读技巧。
1READING采用“总-分-总”的写作手法，大小标题形象地展示了本的结构和内容。
教师要引导学生充分利用“标题”这一有效的阅读技巧把握主旨，了解作者的写作意图，并深入地培养他们猜测词义、理解语句、归纳段落大意等能力。
16PST-READING从回答问题、分析比较和展开讨论三个层面由低到高、由易到难，循环递进，引导学生结合现实生活，发挥想象，畅谈未，从而达到综合运用英语进行交际的目的。
17LANGUAGESTUD“词汇学习”部分旨在培养学生根据语境猜测生词并正确运用所学词汇的能力。
其核心是把词汇的学习和真实的语境巧妙结合起，逐步拓展学生的词汇量。
“同步语法”部分则设计了不同类型的连线题、判断题和转换题，旨在训练学生准确理解名词性从句并灵活运用的能力。
18INTEGRATINGSILLS阅读部分是一封书信，eania给人类写一封信，介绍3
升级会员 