高中英語必修四unit3教案
作為一名優(yōu)秀的教育工作者，編寫教案是必不可少的，教案是教學活動的總的組織綱領和行動方案。優(yōu)秀的教案都具備一些什么特點呢？以下是小編整理的高中英語必修四unit3教案，歡迎閱讀與收藏。
高中英語必修四unit3教案1
教學準備
教學目標
Objectives:
1. Instructional objectives
By the end of the class, most students are able to:
1) Use the words and the phrases they learned to complete the tasks based on the text.
2) Pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.
3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.
2. Educational objectives
By the end of the class, students are able to:
Improve their cultural awareness from carnival and learn more about its influence on the western culture after class
3. Personal objectives：
1) Be confident of standing on the stage and speak clearly and spontaneously.
2) Encourage students to speak in the class with different kind of techniques.
教學重難點
Focal points:
By the end of the class, students are able to:
1) Improve the main reading skills through completing reading tasks in pair work and group work.
2) Use the table to finish their essay about their favorite film.
Difficult points:
By the end of the class, students are able to:
1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.
2) Write a film review according to the table and the text.
教學過程
Procedures and time allotment
Stage 1 Getting students ready for learning
T: Class begins!
Ss:…
T: Good afternoon, class!
Ss:…
T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivals?
Ss:…
T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).
Ss:…
T: OK, time is up. You know Chinese festivals?
Ss:…
T: very good. For example1.
New Year’s Day元旦節(jié)(1月1日)
2. Spring Festival春節(jié)(農(nóng)歷正月初一)
3. Lantern Festival元宵節(jié)(農(nóng)歷正月15)
4. the Qingming Festival清明節(jié)(4月5日)
5. Dragon Boat Festival端午節(jié)(農(nóng)歷5月初五
6. Double-ninth Day重陽節(jié)(農(nóng)歷9月初九)
7.National Day國慶節(jié)(10月1日)
T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivals?
Ss:...
T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about them?
Ss:...
T: This festival is at the end of October, when “ghosts” come out.
Ss:...
T: This is when Americans remember the hard times when they first arrived in the country.
Ss:..
T: This is a festival of color, which marks the beginning of spring in India.
Ss:...
T: This is a Christian festival which comes in the middle of winter
Ss:...
T: Let’s watch a video. Can you guess what festival it is? .
T: They are dressed up in special clothes, and they are wear masks.
Ss:...
T: now, First question is how do people feel on this festival? Second is what festival is it?
Ss:...
T: Yes, very good. Now, let’s watch a video about Carnival.
Ss:...
T: what do you remember about carnival?
Ss:...
T: Where did it first?
Ss:...
Stage 2 Pre-reading
Step 1. Listen to the tape.
T: Let's listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations.
Ss:..
T:...
Step 2. Scan the passage and try to answer the questions.
T: What is the meaning of carnival?
Ss:...
T: Originally it meant “with no meat”but now it symbolizes “l(fā)ife”.
Step 3. Read the passage and match column A with column B.
T: OK, now I will give you 1 minute to read it again and then I will ask you some
Stage 3 While-reading
Step 1 Read the passage. Choose the best answers to the two sentences.
T: are you finish? Let’s look at the questions.
first question is Today Carnival has become a celebration of ____. Which one you choose?
A. freedom B. harvest C. life itself D. success
Ss:...
T: YES, very good. Next question is We need to _____ to understand what carnival is all about.
A. look at the history of America B. go to America
C. look at the meeting of two cultures---European and African D. Both A and C
Ss:...
T:....
Step 2 check whether the statements are true or false.
T: …
T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea?
Ss:…
T: Do you agree?
Ss:…
T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.
T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.
Ss:...
T: very good. This answer in paragraph 3.
Ss:...
T: question 3，The slave trade was abolished and the salves took over the carnival.
Ss:...
T: the last, With the passing of time, carnival became a festival of the black people only.
Ss:…
T:Exactly! Superb!
Step 3 Skimming for specific information
Task: Answer the questions according to the passage.
T: Read the text carefully and answer the questions.
Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!
T: Now, let’s check your answers. What is carnival today?
Ss:Carnival today is an international, multicultural experience.
T:The second question is Where were the slaves taken from ?
Ss:In Africa
T:....
T: Excellent!
Stage5 Post-reading
Discussion: Useful questions to make up dialogues
T: there have seven questions, useful questions to make up dialogues.
Have you dressed up in special clothes?
2 What did you wear? 3 How did you feel?
4 Did you eat special food?
5 Did you give or receive gifts?
6 Did you have a holiday from school?
7 Did you enjoy yourself with your family or friends?
T: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!
Ss:...
T:Time is up. which one do you choose?
Ss:....
T: Yes, so the theme of Frankenstein is about science and humanity.
T: OK, next group, do you have other answer?
Ss:...
課后習題
homework
Do exercises on Page 37-38.
高中英語必修四unit3教案2
教學準備
教學目標
1. Ss will be able to master the following useful new words and expressions.
well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,
fresh, organize, bury, at an end, dig out, coal mine, in ruins
2. Ss will be able to know the basic knowledge about Earthquake
教學重難點
1. The usages of some words and expressions.
2. How to train the students’ reading ability in learning the text.
教學工具
課件
教學過程
Step I lead-in
Let students see a short video and answer the questions
1.What happened in the video? Earthquakes
2.How do you feel seeing the plots(情節(jié))? Students’ discussion.
Step II Fast reading
1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 1976
2. Skim the text and answer the questions
The type of writing (寫作體裁)
Narrative writing
Topic sentence of Paragraph 1
Sentence 1
Topic sentence of Paragraph 2
Sentence 2
Topic sentence of Paragraph 3
Sentence 1
Topic sentence of Paragraph 4
Sentence 1
Step III Detailed reading
Ask students to read the text carefully and answer the questions
Task1: What were the nature signs of the coming earthquake?(選擇)Para 1
1.Water in well( G ) 2. Well walls(D ) 3.Chickens &pigs(F ) 4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )
A. Ran out of fields B. in the sky C. Cracked and burst D. Deep cracks E. Jumped out of ponds
F. Too nervous to eat G. Rose and fell, fell and rose
Task 2 Fill in the blanks
Main Idea
Details
Damage caused by
earthquake
Para 2-3
At _____ am, the __________ earthquake of the 20th century began .
_______ burst from holes in the ground.
Hard hills of the rock became rivers of ____.
________ covered the ground like red autumn leaves.
Two _______ and most of the bridges fell.
The railway tracks were now _________pieces of _______.
______ now filled the wells instead of water.
Water,food,and ______________ were hard to get.
The reconstruction(重建) after the earthquake
Para 4
1. The army _____________
2. Workers ____________for survivors.
3._____________was taken to the city.
Details:
1. At 3:42 am, the GREatest earthquake of the 20th century began.
2. Steam burst from holes in the ground.
3. Hard hills of the rock became rivers of dirt.
4. Bricks covered the ground like red autumn leaves.
5. Two dams and most of the bridges fell.
6. The railway tracks were now useless pieces of steel.
7. Sand now filled the wells instead of water.
8. Water, food, and electricity were hard to get.
Step IV consolidation (當堂鞏固)
Let students fill the blanks according to the passage
Strange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped out
Of their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.
In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.
1 falling 2 in 3 the 4 to eat 5 mice 6 to hide 7in 8 be heard 9when 10 who
這部分目的是讓學生進一步鞏固課文的內(nèi)容。
Step V Post-reading-Activity: news report Group work(小組活動):
假設我們時光倒流到1976年這場災難的現(xiàn)場。
小組討論出一篇關于唐山大地震的五句話新聞報道。
選出一名組員做新聞報道員。
向全班做一個新聞報道。
新聞報道要包括以下內(nèi)容:
寫作提綱outline
新聞的標題headline簡潔明了,吸引人
新聞的導語introduction新聞消息的第一句揭示核心內(nèi)容
新聞的主體main body對導語進行展開和闡釋
結(jié)束語conclusion對全文概括總結(jié)
唐山地震發(fā)生的時間,地點
地震發(fā)生前的一些預兆
地震帶來的破壞和損失
地震后的救援工作
這部分主要是培養(yǎng)學生的小組合作能力和語言表達能力,進一步鞏固課堂所學的內(nèi)容。
Step VI Homework: write a news report about Yushu earthquake.
高中英語必修四unit3教案3
教學準備
教學目標
掌握住列舉的重點單詞和句子
教學重難點
掌握住列舉的重點單詞和句子并能靈活運用
教學過程
�、�.重點單詞
1.________ vi.爆裂;爆發(fā)
n.突然破裂;爆發(fā)
2.________ n.事件;大事
3.________ n.廢墟;毀滅
vt.毀滅;使破產(chǎn)
4.________ adj.極度的
5.________ vt.破壞;毀壞;消滅
6.________ vt. & vi. (使)震驚;震動
n.休克;打擊;震驚
7.________ n. & vt.援救;營救
8.________ vt.使陷入困境
n.陷阱;困境
9.________ n.災難;災禍
10.________ vt.埋葬;掩埋;隱藏
11.________ n. & vt.損失;損害
12.________ n.裁判員;法官
vt.斷定;判斷;判決
13.________ vt.損害;傷害→________ n.傷害;損害→________ adj.受傷的
14.________ n.電;電流;電學→________ adj.用電的;帶電的→________ adj.與電有關的;電學的
15.________ vt.使驚嚇;嚇唬
→ ________ adj.受驚的;受恐嚇的
→ ________ adj.令人恐懼的
16.____________ n.祝賀;(復數(shù))賀詞
→ _____________ vt.祝賀
Ⅱ.重點短語
1.a (great) number ________許多;大量的
2.dig ________掘出;發(fā)現(xiàn)
3.________ an end結(jié)束;終結(jié)
4.right ________立刻;馬上
5.as ________仿佛;好像
6.________ ruins嚴重受損;破敗不堪
7.think little ________輕視，滿不在乎
8.tens ________ thousands of數(shù)以萬計
9.be proud ________以……自豪
10.judge ________從……判斷
11.be trapped ________陷入
12.be buried ________埋頭于
13.put ________ shelters搭建避難所
14.get away ________離開
15.pay attention ________注意
�、笾R點教案
EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).
burst with anger/ joy
勃然大怒
burst n.
突然破裂;爆發(fā)
a burst of laughter
一陣笑聲
2.
n.廢墟，遺跡(常用復數(shù)形式);毀滅
be/lie in ruins
成為廢墟;嚴重受損;破敗不堪
EX.1 All the towns were/lay in _____ (ruin) after the earthquake.
vt.毀滅;使破產(chǎn)
ruin oneself
ruin one’s health/fame/future
EX.2過量吸煙損害健康，因此你應該戒煙。
Heavy smoking ruins your health, so you should give up smoking.
EX.3用ruin, destroy, damage填空：
① Her heart was slightly _______ as a result of her long illness.
�、� His life was ________ by drink.
�、� The earthquake almost _______ all the bridges in this area.
3. injure vt.損害;傷害
______ n.傷害
______ adj.受傷的
________傷員
Exs.
�、賂he soldier was ______ in the arm in the war.
②She was ______ slightly in an accident during the work.
�、跿his bright light will do great ______ to your eyes.
�、躀 was very much ______ at his words.
看例句再歸納：
1. I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.
2. I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.
3. I was shocked that 17 people died
in the explosion at a restaurant in Anhui.
excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…
6. trap
vt.使陷入困境
trap sb. into (doing) sth.
be trapped in
困在……中;陷在……中
EX.1警察設圈套使他講出實情。
The police trapped him into
telling the truth.
EX.2對比練習
他陷入交通堵塞中，感到很無助。
1) He ___________ (trap) in the traffic jam and felt helpless.
2) When he __________ (trap) in the traffic jam, he felt helpless.
3) When __________ (trap) in the traffic jam, he felt helpless.
n.陷阱;困境
set a trap to do sth./for…
誘使某人做某事
fall into a trap
落入圈套
7. bury vt.
找出含bury的短語并翻譯
① The army organized teams to dig out those who were trapped and to bury
the dead.
掩埋
�、� He has learnt to bury his feelings.
掩藏、隱藏
�、� You’ll never solve your problems if you just bury your head in the sand----you have to face them.
bury…in…
把……埋到……里;使……沉浸于……
�、� She buried her face in her hands and wept.
bury one’s face in hands
雙手掩面
be buried in/bury oneself in
專心于;埋頭于;沉浸于
EX.1對比練習：
他埋頭學習，不知道他的同學們早已經(jīng)離開了。
1. As he ____________ (bury) in his study, he didn’t know that his classmates had left.
2. As he __________ (bury) himself in his study, he didn’t know that his classmates had left.
3. _____ (bury) in his study, he didn’t know that his classmates had left.
4. ________(bury) himself in his study, he didn’t know that his classmates had left.
5. 8. right away
6.立刻、馬上
7. =right now/ at once/in no time
8. by the end of到時候為止(常與_________連用)
9. EX.2 By the end of last month, he _________(learn) 3,000 English
10. words or so.
11. EX.3我會用愛迪生的一句名言來結(jié)束。
12. I’ll end up with a famous saying from Edison.
13. 10. Review
14. a (great/large) number of +(pl.) n.
15. the number of+(pl.)n.
16. EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.
17. EX.2 ----The number of students are in
18. the dining hall now.(改錯)
19. ----Yes. The number of students
20. _____ (be) about 400.(填空)
21. 11. Thousands of families were killed and many children were left without parents.
22. leave做使役動詞，意為___________________
23. leave+賓語+賓補{doing sth.
24. {done
25. {to do sth.
26. {adj. / adv. /介詞短語
27. EX.1 You shouldn’t have left water ___________(run).
28. EX.2 She ran away _____________________
29. _______________. (她跑開了，留下她的男友
30.一個人在雨中)
31. 12. It seemed as if the world was at an end!
32. → as if用于陳述語氣中：
33. It looks as if it’s going to rain.
34. She closed her eyes as if she was tired.
35. → as if用于虛擬語氣中：
36. 1). She behaved as if nothing ______________(happen).
37. →as if___________ “似乎要做某事”
38. 2). He opened his mouth as if _________ something. (say)
39. 12. It seemed as if the world was at an end!
40. → as if用于陳述語氣中：
41. It looks as if it’s going to rain.
42. She closed her eyes as if she was tired.
43. → as if用于虛擬語氣中：
44. 1). She behaved as if nothing ______________(happen).
45. →as if___________ “似乎要做某事”
46. 2). He opened his mouth as if _________ something. (say)
47. 13.Translate the following sentences:
48. 1). All hope was not lost.
49.
50. 2). Not everyone has passed the exam.
51. 3). I don’t want both the ties.
52.部分否定/半否定:
53. all/both/every... not...(not all/both/every…)
54.意為：______________________
55. EX.1 ________ people can understand you.
56. = _____ people can _____understand you.
57.并不是所有的人都能理解你。
全部否定：
no, never, none, neither, nobody,
nothing, no one, nowhere…
EX.2這兩個男孩對我們都不粗魯。
Neither of the boys is rude to us.
�、�.鞏固考點作文串記
One night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure), some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful).
高中英語必修四unit3教案4
Period 1&2 warming up and reading
Teaching Aims:
1.Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview
2. Enable the students to learn some reading strategies
3. Enable the students to learn the necessary qualities in their future job
Important Points and difficult points
Learn about how to be a good reporter
Teaching methods
Strategic reading method; Task-based method
Teaching procedures:
I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned
Task 1 :( group discussion) Talk about jobs in China Daily?
Types of jobs What it involves
reporter
Task2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the text?
II. Prediction (pre-reading):
Task 3: Predict the main idea of the text by discussing the following questions:
1. What are the qualities a good news reporter needs to have?
(Have group discussion first and then finish Part 1 individually)
2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)
III. Skimming, scanning, analyzing (Reading & Comprehending)
Task 4: Read the text quickly to get a general idea of the text.
Task 5: Divide the passage into three sections and match the following main ideas to the three sections：
How to get an accurate story
How to protect a story from accusations
How to become a reporter
The skills needed
The importance of listening
Stages in researching a story
How to check facts
How to deal with accusations of printing lies
Work in a team
Task 6 Read quickly to find out the information to fill in the form below
Task 7: Tell what is required for a reporter and a photographer
patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional
A reporter A photographer
IV. Summarizing
Task 8: Write a summary of the text
V. Assignment
Read an English newspaper and retell the main idea of one article in it.
Period 3&4 Words & Expressions
Teaching Aims:
Get the students to know how to use some words and expressions correctly and appropriately
Important Points and difficult points
Use some words and expressions correctly and appropriately
Teaching methods
Demonstrating and summarizing; practicing
Teaching procedures:
1. occupation n.
1). Teaching is my occupation.職業(yè)
2). Swimming is my occupation.使…忙碌的事情;消遣
occupy v.
occupied=busy
occupy oneself in/with sth.
employment; occupation; job; profession; vocation; work; trade
He is looking around for .
: artist
He is out of .
She chose teaching as her .
She’s a lawyer by .
He’s a carpenter by .
2. assign v.
assignment n.
She gladly accepted the assignment. (分派的任務;工作)
The English assignment is a book report. (課外作業(yè)，功課)
3. on one’s own
of one’s own
for one’s own
We should complete the test _________
4. experienced adj.
be experienced in/at sth/doing sth.
Who is experienced in cooking in your home?
5. The first/last time +時間狀語從句
The first time I came here, I was not used to the climate here.
Cover n.封面,掩蓋(物) ;
v.
1). Tom will covered the outbreak of the disease.
2). The road was covered with snow.
3). She laughed to cover her worry.
4). The red army covered about 30 miles a day.
5). Is the money enough to cover the cost of a new shirt?
7. Be eager for sth. (sucess)
to do sth.
that clause
He is eager to see his daughter.
We are eager that the project should be started early
be anxious about =be worried about
8. Concentrate on sth./doing sth.
We should concentrate on our study.
Tom is concentrating on fishing.
9. of +抽象名詞(importance; value; use; help; benefit)
of special interest=
of no use=
The meeting is of great importance.
=
Each minute is _____ for us.
of greatly valuable
great valuable
of great value
for much value
10. acquire; get; gain
1). I sat in the front of the bus to ___ _ a good view of the countryside.
2). Gradually we _______ experience in how to do the work.
3). They _____the victory after a bloody battle.
11. have a nose for嗅覺靈敏
She has an ear for music.有鑒賞能力
She has an eye for color and style in clothes.有眼光
12. Meanwhile=in the meanwhile
=in the meantime
=at the same time
Mother went shopping; meanwhile, I cleaned the house
13. trade n. v.
1). Japan does lots of trade with the United States.
2). He is a shoemaker by trade.
3). She trades 3 apples for some bananas.
14. Trick
1).竅門，手法
2). play a trick(joke)on sb.
=make fun of sb. (玩笑,惡作劇)
3). He got into the building by a trick (詭計,花招)
15. Challenge
1).He challenge my view on that matter.
2).To finish the job in 2 days was a real challenge.
16. Support
n. 1).I need your support.
v. 1)為…提供證據(jù),證實
2) The old man entered the room supported by his grandson.
3). He has always supported the weaker party.
4). He has a large family to support.
17. Case
1).He thought he had solved the problem , but that was not the case.
2).Here is a case of being careless.
3).We will look into that case.
in case of sth.如果,萬一…
in that/this case在那樣/這樣情況下
in no case決不
in case +從句以防;可能;倘若
Take an umbrella in case it rains.
(in case從句常用一般現(xiàn)在時表將來,或should+do)
17. accuse sb. of sth.
=charge sb. with sth.
Tom ____ his boss of having broken his word.
blamed
accused
charged
scolded
18. so as to do sth.只能在句末
= in order to do sth.
=so that +從句
= in order that +從句
I got up at five so as to catch the train
=
19. admit
admit doing /having done
admit sb. Into/to (the university)
Lily finally admitted___ my umbrella by mistake.
to take
to have taken
having taken
have taken
20. n. adj.
profession professional具有….特點
Finish Ex 3 on Page 29
Assignment
Finish Ex1 and Ex 2 on Page 28 and Ex 3 on Page 29 (Discovering useful words and expressions)
Finish Ex 2 , Ex3 on Page 63 and Ex4 on Page 64 (Using words and expressions) in Workbook.
Period 5 Grammar
Teaching Aims:
Get the students to use “Inversion” correctly and appropriately
Important Points and difficult points
Use “Inversion” correctly and appropriately
Teaching methods
Task-based method; Demonstrating; discussion; summarizing; practicing
Teaching procedures:
I. Presentation
Task 1: Comprehend the following sentences
Only then did I begin my work on designing a new bridge.
=I began my work on designing a new bridge only then.
2. Not only was there a Christmas tree, but also exciting presents under it.
=There was not only a Christmas tree, but also exciting presents under it.
Inversion:起強調(diào)作用
II. Analyzing & summarizing
Task 2: Find 4 examples of inversion in the reading passage
1. Never will Zhou Yang forget his first assignment at the office of China Daily.
2. Only when you have seen what he or she does, can you cover a story by yourself.
3. Not only am I interested in photography, but I took a course at university.
4. Only if you ask many different questions will you acquire all the information you need to know
Task 3: Analyze the sentences above and summarize the rules
1. Why can these sentences use inversion ?
2. How are these inverted sentences made?
※否定副詞no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only等開頭的句子要部分倒裝。
※部分倒裝:只把謂語的一部分(如助動詞情態(tài)動詞)等放到主語前，或把句子的強調(diào)部分提前。
Task 4: Analyze more sentences below and summarize the rules
1) Only after he had spoken out the word did he realize he had made a big mistake.
※如含有從句,只要求主句倒裝
2) ______,there was no hope of her being able to sleep.
As she was exhausted
If she was exhausted
Exhausted as she was
Now that she was exhausted
※當as(盡管)引導讓步狀語時,要部分倒裝
3) . I often go out for a walk after supper. So does she.
4). If you don’t wait for him, nor shall I.
※當so, neither, nor表示另一者也具有前面所述的情況時,要部分倒裝.
III. Practice
Task 5：Do Exercise 3 on Page 30 (“Discovering Structures”)
IV. Analyzing & summarizing
Task 6: Analyze sentences below and summarize the rules
1). There appeared a man in black in the distance.
2). Under the tree sits a beautiful girl.
Inversion(倒裝) →部分倒裝
↘完全倒裝
※以地點副詞here, there, down, under和時間副詞now, then開頭，后面的動詞是be, come, exist, fall, follow, go, lie, remain, seem, stand等，而且主語是名詞時，構(gòu)成完全倒裝句.
※完全倒裝:把整個謂語動詞放到主語之前
3)The teacher came in and the class began.
=In came the teacher and the class began
4).____ from the tenth floor when the policeman pointed his gun at him.
A. Jumped down the thief
B. Down the thief jumped
C. The thief jumps down
D. Down jumped the thief
5). Here we are.
※在here, there引出的倒裝句中，當主語是普通名詞是用完全倒裝句,當主語是代詞時,則用陳述句語序(主+謂)
V. Assignment：
Do Exercise 1 on Page 64 (“Using Structures” in Workbook)
Period 6 Extensive Reading
Teaching Aims:
1. Enable the students to know writing and printing process for an article and what is the primary source and the second source
2. Enable the students to consolidate some reading strategies
3. Enable the students to learn the necessary qualities in their future job
Important Points and difficult points
Enable the students to know writing and printing process for an article and what is the primary source and the second source
Teaching methods
Strategic reading method; Task-based method
Teaching procedures:
I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned
Task1.Review the types of jobs in a newspaper
Task2. Talk about the process of making a newspaper? (Group discussion)
Give the following hints when needed: interview; do some research; write a story; check the article written by a reporter; print the first edition; set the page; check again
II. Skimming and summarizing
Task 3: Read and fill in the form
Task 4: Learn some words and expressions
1. Accurate準確，精確
1) Is this watch accurate?
2) His information was accurate
2. set to sth./doing sth.開始做某事
=get down to sth./doing sth
1). As soon as I got home, I set to preparing supper.
2). They’ll set to the project, as soon as it is approved.
※ Look forward to…, devote… to…, be/get used to…, lead to…, prefer…to…, pay attention to…, object to…
3. approve vi. (approval n.)
approve of sth./doing sth.
=agree to/on/with
1).Your parents won’t approve of your going there. = agree on
2).I cannot agree to this plan. =approval of
4. process v.加工,處理
1) The street is in the process of repair
2). They are using a new process to make glass.
process food adj.加工過的,處理的
Task 5: Retell the main process of making a newspaper
III. Read the passage on page65 (“Reading Task) and answer the following questions
IV. Assignment
Read an English newspaper and retell the main idea of one article in it.
Period 7 Listening and Speaking
Teaching aims:
1. learn how to make an appointment
2. Improve the students’ listening and speaking skill
Important Points and difficult points
Learn how to make an appointment
Teaching methods
Task-based method
Teaching procedures:
I. Elaboration & prediction: get the students to predict what they will listen to and elaborate the topic to their known knowledge.
Task 1: Go over Ex1 on Page 31 and guess what they will listen to on the tape.(group discussion)
II. Listening
Task 2: Listen and circle the correct summary of the listening passage.
This is about a young man who is refused an interview with Liu Ming.
This is about a young man who is trying to arrange in interview with Liu Ming.
This is about a young man who wants to ask Liu Ming about how to work abroad.
Task 3: Listen to the tape again and answer questions on Page 32.
Task 4: Listen to the tape again and try to note down the dialogue (pair work)
Task5: Role-play the dialogue and elect the best actors (the most similar to the original dialogue)
III. Speaking and Listeningwww.本教學設計在新課程教學理念的指導下，力求在培養(yǎng)學生的語言知識、知識技能、情感態(tài)度、學習策略和文化意識等素養(yǎng)的基礎上發(fā)展學生綜合運用語言的能力，使學生通過觀察、體驗、探究等主動學習的方法優(yōu)化英語學習方法，充分發(fā)揮自己的學習潛能，形成有效的學習策略。
1.開展學生活動，發(fā)揮主體作用
新課程強調(diào)要充分發(fā)揮學生在教學過程中的主體作用。本課設計遵循以學生為主體，教師為主導這一教學原則，創(chuàng)設角色扮演情景、激烈討論提出建議，讓學生限度地參與教學過程，尊重學生的主體地位，充分發(fā)揮學生在學習過程中的主動性、積極性、創(chuàng)造性，使課堂充滿活力。
2.實施情景教學，統(tǒng)合三維目標
本課設計從教學需要出發(fā)，創(chuàng)設情景，進行情景設問、討論，激起學生的情感體驗，激活學生思維，幫助學生迅速、正確地理解和接受知識，并在學習過程中培養(yǎng)其積極進取的科學的人生觀及價值觀，較好地落實了三維目標。而三維目標是相輔相成、相互滲透的，所以在情景教學的過程中，知識的落實、能力的培養(yǎng)、情感態(tài)度價值觀的滲透交融在一起，實現(xiàn)了三維目標的和諧與統(tǒng)一。
3.轉(zhuǎn)變學習方式，增強教學效果
新課程要求提倡自主、合作、探究的學習方式，發(fā)揮學生的主體性、能動性和獨立性，本課設計通過自學課本，小組討論，綜合分析，角色扮演等活動，為學生自主學習、合作學習、探究學習提供了空間，使學生體驗了自主之樂，合作之趣，探究之悅，促進了學生知識的構(gòu)建與運用，能力的培養(yǎng)和提高，情感體驗和態(tài)度、價值觀的形成，增強了教學效果。
4.運用問題教學，啟發(fā)學生思維
本課設計按照誘思探究理論要求，遵循學生的認知規(guī)律，引導學生去發(fā)現(xiàn)問題、分析問題和解決問題，從而掌握知識，形成能力，培養(yǎng)品質(zhì)。通過對文章分析的由淺入深，由易到難，循序漸進，引導學生結(jié)合歷史現(xiàn)狀和教材信息，發(fā)揮想象，活化語言，從而達到綜合運用英語進行交際的目的。有利于培養(yǎng)學生的思維能力，激發(fā)學生的創(chuàng)新精神。
本教學設計貫穿了新的教學理念，體現(xiàn)了課程改革的鮮明特色，在教學內(nèi)容的重新調(diào)整、教材的合理處理、教學思路的設計等方面作了嘗試性的突破與創(chuàng)新，具有較強的實踐性和操作性。
【教材分析】
本單元教學內(nèi)容為人教版新課標Module 5 Unit 3 Life in the future。本單元的中心話題是“未來生活”，教材內(nèi)容為學生提供了想象的空間，旨在培養(yǎng)學生預測未來的能力，通過對現(xiàn)實生活與未來生活的對比，喚醒學生把握現(xiàn)在，珍惜現(xiàn)在，愛護環(huán)境，保護自然的意識。
第一篇Reading文章主要講述主人公Li Qiang在時空旅行前、時空旅行中及時空旅行后的所見所想。第二篇則主要記敘了Li Qiang在太空站認識的兩個非常特別的太空生物，并將兩個生物的特征進行了對比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學生的想象力，培養(yǎng)學生對未來生活的預測。語法部分則延續(xù)了課文內(nèi)容，通過作者對未來生活態(tài)度的討論引出過去分詞做狀語及定語的用法，并以短文填空的形式來鞏固文章生詞的用法。聽力部分則描繪了一個擁有高新科技的wonderland,表明了人類對美好生活的追求與幻想，并最終通過口語情景設置鍛煉學生綜合運用英語的能力與技巧，從而對未來生活進行更細致的預測。
考慮到各部分內(nèi)容的內(nèi)在聯(lián)系，筆者結(jié)合教學實際將同一話題不同內(nèi)容與形式的材料進行了重組，對教材內(nèi)容、編排順序等進行了調(diào)整、刪減和補充，將整個單元設計成四個課時，豐富了教學內(nèi)容和語言活動形式。
【學情分析】
1.認知基礎：高一學生基本上能用英語清晰地表達個人觀點，準確地描繪
生活現(xiàn)象或表達個人情感，能用基本的詞匯、句型對未來生活作出描繪與預測。
2.心理特征：高中學生思想活躍，求知欲旺盛，學習態(tài)度明確，自我意識
發(fā)展迅速并趨向成熟，獨立自主性強，有一定的道德修養(yǎng)及正確的價值觀與審美觀。
3.學習能力：學生對過去分詞的用法有基本的了解，其自主閱讀與表達能力有一定的基礎，具備良好的團體協(xié)作能力，并能進行有效成功的交流合作討論。
【教學目標】
(1)知識與能力
學習與未來生活有關的詞匯;能對本單元的生詞猜測詞義并能用英語釋義基本單詞;學習有關預測和猜測的表達方式以及過去分詞作定語、狀語的用法;能聽懂關于對未來生活、環(huán)境的想象、猜測和思考的會話，想象未來生活可能存在的問題;能用英語簡單地談論未來生活，猜測未來的科技發(fā)展趨勢;能閱讀關于未來生活、未來世界以及外太空和外星人的英語文章;能夠較好地發(fā)揮想象來描寫未來生活和外星生物。
(2)過程與方法
通過網(wǎng)絡或圖書館等途徑查找搜集有關科學家對未來生活預測的資料，培養(yǎng)學生利用學習資源的策略;并且筆者結(jié)合教學實際對教材內(nèi)容、編排順序等進行了調(diào)整、刪減和補充，將整個單元設計成四個課時。第一課時為Warming-up and Reading,第二課時為Learning about language,第三課時為Using language,第四課時為Listening and speaking。著重培養(yǎng)學生學習運用詞匯學習中的猜詞策略，激發(fā)學生想象力，預測未來生活。
(3)情感態(tài)度與價值觀
通過學習課文，使學生回顧歷史，認識現(xiàn)在，展望未來，激發(fā)學生的想象力;提高環(huán)境保護，資源保護意識。通過討論使學生了解中國和其他國家目前存在的社會問題以及科技發(fā)展方向，預測世界未來生活、環(huán)境的發(fā)展趨勢。
【重點難點】
重點：
1.掌握有關描繪未來生活的詞匯以及有關預測和猜測的表達方式。
2.通過對文章的學習，根據(jù)目前的現(xiàn)狀預測未來的生活，提高環(huán)境保護、資源保護意識。
難點：
1.掌握過去分詞作定語和狀語的用法。
2.運用所學的詞匯及句型寫出具有一定想象力的短文。
【教學策略與手段】
1.采取多種教學方式，講述法與討論法相結(jié)合，啟發(fā)式教學法與創(chuàng)設課堂思維情景相結(jié)合，接受式學習與探究式學習相結(jié)合。
2.以活動構(gòu)建教學理論為指導，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動，分組探究。
3.適時對學生的學習過程進行調(diào)控與激發(fā)，實現(xiàn)教學預設與動態(tài)生成的統(tǒng)一。
【教學準備】
1.教師整理課堂相關文字、圖表、影音資料，制成多媒體課件。
2.課前組織學生搜集、閱讀有關世界環(huán)境問題、當今科學技術(shù)發(fā)展及對未來生活預測的文章，積累一定的知識儲備。
3.課前按教室座位情況將學生分成若干小組，每組6人，并選出組長一人，以小組為單位開展合作學習。
【教學過程】
Period 1: Warming-up & Reading
Teaching Aims:
1. Learn some new words and expressions.
2. Improve the students’ reading skills.
3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.
Teaching Methods:
1. Inductive method
2. Pair work & group work
3. Competition
4. Illustration
5. Deductive Method
Step 1 Greetings and Lead-in
1.The teacher can start with daily greetings and try to lead in some words in this unit.
Q1: Where do you come from? Do you live in the downtown or in the countryside?
Do you live in a comfortable surrounding?
Is it a suitable location for people to live in?
What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)
Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
3.Now let’s take a look at the screen to learn about the development of all the means of transportation.
sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft
4.Q3: What will the future means of transportation be like? (Time travel)
Well, today we are going to learn a text about time travel.
【設計說明】
由日常問候開啟話題，通過提問學生家鄉(xiāng)情況導入城鎮(zhèn)生活，引出不同的建筑材料及交通工具中的生詞;然后總結(jié)交通工具的發(fā)展歷史，預測未來的交通方式，引出跨時空旅行，從而進入閱讀文章的處理與學習。(由于考慮到Warming-up中的Transport與Houses, Villages,Towns,以及Location of settlement的聯(lián)系不大，可單獨提出，因此將Transport的發(fā)展變化應用于課文的導入中，這樣比較科學自然。)
Step 2 Skimming
1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.
Q1：What will the future life be like?
2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.
Q2: Which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns
3.The teacher can ask the students to carry out a discussion about the changes.
Q3: Which changes are good and which are bad?
【設計說明】
猜測是培養(yǎng)學生閱讀能力的方法之一，因此筆者首先提出問題引發(fā)學生思考，對未來生活的各個方面進行預測。其次通過快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對未來生活變化的描寫，培養(yǎng)學生快速閱讀的技巧與能力，并對未來生活變化的好壞進行小組討論，培養(yǎng)集體協(xié)作精神。(由于Comprehending中關于未來生活變化好壞的討論難度不大，考慮到整個設計的連貫性，將其提至快速閱讀中，設置成小討論，將學生說與讀的能力更好地結(jié)合。)
Step 3 Reading for details
1.Before the journey
Q1: How many people are mentioned in the text? Who are they?
Q2: When did the writer write this letter? And to which year did he travel?
Q3: Why did Li Qiang travel to the year AD 3005?
Q4: What did Li Qiang suffer from?
Q5: How did Li Qiang feel? What makes him feel better?
Q6: Where did they arrive?
【設計說明】
通過幾個特殊疑問詞，提出以下問題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時一般都包括事件發(fā)生的人物、時間、地點、事件、原因等關鍵要素，因此讓學生通過閱讀尋找上述要素，不僅讓學生的閱讀具有目的性，而且降低了閱讀的難度。
2.During the journey
1) In the capsule:
Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?
2) Out of the capsule
Confused by the new surrounding, I was hit by the lack of fresh air
Q1: How did Li Qiang overcome the lack of fresh air?
1. Hovering carriage: .
Q2: How did the hovering carriage float?
Q3: How can a person move swiftly?
2. “A large market”
Q4: What were people doing there?
Q5: What happened to Li Qiang?
3. A large building
Q6: What is a “time lag” flashback?
【設計說明】
按事件發(fā)生的先后順序及地點轉(zhuǎn)換順序，處理文章細節(jié)，培養(yǎng)學生抓住文章線索來處理課文的能力。然后根據(jù)地點轉(zhuǎn)移，自然地將“太空倉內(nèi)”轉(zhuǎn)向“太空倉外”，按照作者在太空倉外所處的三個不同地點Hovering carriage, a large market, a large building來處理文章第三段。
3.After the journey
(Arriving home, he showed me into a large bright, clean room.
Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
Q1: How did the author feel after visiting the special house?
Exhausted, I slid into bed and fell fast asleep.
【設計說明】
通過精讀課文，了解文章細致內(nèi)容，按照“時空旅行前，時空旅行中及時空旅行后”的時間線索來處理文章細節(jié)�！皶r空旅行中”又可按照“在太空倉內(nèi)與在太空倉外”分析文章信息。在此過程中鍛煉學生精讀的閱讀技巧，處理文章生詞，并適當?shù)匾霂讉�過去分詞做狀語及定語的句子，為語法部分的講解作個鋪墊。
Step 4 Consolidation
1.Put the statements into correct order. ( C --- A --- D --- B )
A. We are transported into the future by a comfortable time capsule.
B. I arrived at Wang Ping’s home and everything in his house made me surprised.
C. I won a travel to the year AD 3005.
D. I have my first try to master a hovering carriage.
2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future
AD 1005: China ---- AD 20xx: Modern World ---- AD______ : Your idea
3.A telephone interview with Li Qiang
Ask the students to discuss in group of six and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.
【設計說明】
首先通過對文章故事情節(jié)的正常排序回顧文章梗概;其次通過Warming-up中過去、現(xiàn)在的房子、城鎮(zhèn)及居住環(huán)境的比較來預測未來方的發(fā)展與變化;最后設置情景，進行角色扮演，模擬電話采訪Li Qiang回顧整篇課文，引出本節(jié)課的作業(yè)與任務。全面地鍛煉學生的總結(jié)概括能力以及團體協(xié)作的討論能力。
Step5 Assignment
1.Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.
Q1: What problems are we facing now?
Q2: What have caused those problems?
2.Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life
3.Assignment: Object-designing
Design an object which can help you change the world for a better future
【設計說明】
通過角色扮演以及情景設置中引出未來生活中將會存在的問題，以此導出現(xiàn)在生活中存在的問題，由此自然地引出閱讀課的.任務----發(fā)明設計，以此激發(fā)學生的發(fā)明創(chuàng)造能力，喚醒學生保護自然、愛護環(huán)境的意識，學習中滲透道德教育，一舉兩得。
Period 2: Learning about language
Teaching aims:
1. Learn past participle used as adverbial.
2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.
Teaching methods:
1. Teach grammar in real situations.
2. Learn grammar through practice.
Step 1 Revision and Preparation
1.Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?
2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.
1 .Confused by the new surroundings, I was hit by the lack of fresh air.
2. Worried about the journey, I was unsettled for the first few days.
3. Exhausted, I slid into bed and fell fast asleep.
And then ask the students to finish the exercises in their textbook.
Ex.1. Combine these two sentences using the past participate as the adverbial.
1. I was frightened by the loud noise. I went to see what was happening.
Frightened by the loud noise, I went to see what was happening.
2. He was hit by the lack of fresh air. He got a bad headache.
Hit by the lack of fresh air, he got a bad headache.
3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.
Tired after the long journey, I still enjoyed meeting the aliens on the space station.
4. The museum was built in 1910. The museum is almost 100 years old.
Built in 1910, the museum is almost 100 years old.
5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.
Frightened by the noise outside, the little girl dared not sleep in her bedroom.
6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.
Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.
3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.
1. His parents company named “Future Tours” transported me safely into the future.
2. A table and chairs rose from under the floor as if by magic.
3. Tomorrow you will be ready for some visits organized by the company.
And then ask the students to finish the exercises in their textbook.
Ex.2. Combine these two sentences using the past participate as the attribute.
1. Soon we lost sight of that famous astronomer. He is called Li Qiang.
Soon we lost sight of that famous astronomer called Li Qiang.
2. I am going to buy a painting. It is copied from Vincent van Gogh.
I am going to buy a painting copied from Vincent van Gogh.
3. The castle is under repair. It was built in 1432
The castle built in 1432 is under repair.
4. I like that old private house. It is built of wood and mud.
I like that old private house built of wood and mud.
5. The vehicle is mentioned in the book. The vehicle is unknown to me.
The vehicle mentioned in the book is unknown to me.
6. The room is completely empty. The room is connected to the rest of the house by a long passage.
The room connected to the rest of the house by a long passage is completely empty.
7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.
The queen was sitting in a royal carriage drawn by four horses.
【設計說明】
通過設置討論作者對未來生活持樂觀還是悲觀態(tài)度來復習并提升Reading內(nèi)容，鞏固學生對Reading全文線索的了解與掌握，并通過討論找出含有過去分詞用法的句子來支持各自的觀點。(由于Reading中Comprehending部分中關于作者對未來生活所持有的態(tài)度的討論跟語法部分聯(lián)系緊密，故將其從Reading中剪切，轉(zhuǎn)至語法中作為回顧閱讀課，導入新課)完成語法練習后，學生對過去分詞作狀語和定語的用法有了一定的了解，然后教師將過去分詞作狀語和作定語的用法系統(tǒng)歸納如下：
過去分詞作狀語可以表示時間、條件、原因、讓步、方式或伴隨，有時在其前還可以帶上連詞，以示明確。
1.作時間狀語。 Once discovered, the enemies were completely wiped out.
2.作原因狀語Moved by his words, I accepted his present.
3.作條件狀語United we stand, divided we fail.
4.作讓步狀語Although tired, they continued to work.
5.作方式或伴隨狀語The teacher stood there, surrounded by many students.
注意：
1)作狀語的過去分詞通常與句子的主語存在著被動關系，她所表示的動作通常和謂語動詞屬于同一時間范疇，也可表示先于謂語動詞發(fā)生的動作。有時為了強調(diào)先發(fā)生的動作，也可用having been done.
e.g. Having been told many times, he can’t still remember it.
2).過去分詞的邏輯主語要跟主句的主語一致,否則不能用過去分詞作狀語,應用狀語從句。
(誤)Checked carefully, some spelling mistakes can be avoided.
(正)If the composition is checked carefully, some spelling mistakes can be avoided.
過去分詞作定語或狀語時，該分詞及修飾成分相當一句定語或狀語從句，變?yōu)槎ㄕZ從句或狀語從句中，該從句應該具備兩個特征：1)從句的主語和主句中的先行詞一致;2)謂語動詞為被動語態(tài)形式。
Step2 Consolidation
非謂語動詞練習
B 1. ___ and happy, Tony stood up and accepted the prize. (20xx全國)
A. Surprising B. Surprised C. Being surprised D. To be surprising
A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (20xx廣東)
A. performed B. performing C. to be performed D. being performed
C 3._________ and I’ll get the work finished. (20xx重慶)
A. Have one more hour B. One more hour
C. Give one more hour D. If I have one more hour
B. 4. The repairs cost a lot, but its money well _____. (20xx湖北)
A. to spend B. spent C. being spent D. spending
C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(20xx江蘇)
A. To face B. Having faced C. Faced D. Facing
B 6.When her father, the girl burst into crying. (20xx湖北)
A. asking of B. asked about C. being asked D. asked
D 7. The man kept silent in the room unless . (20xx浙江)
A. spoken B. speaking C. to speak D. spoken to
D 8. ________, the old man is living a happy life. (20xx天津)
A. taking good care B. taken good care
C. having taken good care D. taken good care of
D 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET20xx)
A. first playing B. to be first played
C. to be first playing D. first played
B 10. from his clothes, he is not so poor. (20xx上海)
A. Judged B. Judging C. To judge D. Having judged
A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET20xx)
A. making B. makes C. made D. to make
B 12.The secretary worked late into the night, a long speech for the president. (MET20xx)
A. to prepare B. preparing C. prepared D. was preparing
C 13. a reply, he decided to write again. (20xx北京)
A. Not receiving B. Receiving not
C. Not having received D. Having not received
B 14.The houses are for the old people and the construction work will start soon. (20xx江蘇)
A. built B. to be built C. to build D. being built
C 15.If ill, I’ll stay home a good rest. (20xx遼寧)
A. to fall, taking B. fall; to taking
C. falling; taking D. falling; take
Step 3 Discussion: Life at present V.S. Life in the future
1. Ask the students to carry out a discussion to compare the present life and life in the future.
Do you want to work for space? What worker should be needed for the space?
2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.
(constant remind unsettle previous bend press swiftly link)
Many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ experience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【設計說明】
通過小組討論讓學生展開想象的翅膀，憧憬未來生活的美好，隨后通過跟目前生活的比較，教育學生要珍惜現(xiàn)在，展望未來。然后讓學生根據(jù)自己的實際情況，討論是否愿意為空間站工作。
Step4 Assignment
Ask the students to write an application letter for working in space.
【設計說明】
讓學生設計自己的空間站求職信，一方面鍛煉學生的寫作能力，一方面又與實際生活相聯(lián)系，一舉兩得。
Period 3: Using language
Teaching Aims:
1. Learn some new words and expressions.
2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.
3. Train the students’ reading skills and predict the future humans.
Teaching Methods:
1. Prediction
2. Pair work & group work
3. Comparison
Step 1 Lead-in
1.The teacher shows a video clip from Star War to the students.
2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.
Q1: Where do those creatures live? Galaxy, planet
Q2: How are they different from us humans?
Q3: What do they eat and drink?
Q4: Which language do they speak?
【設計說明】
該部分閱讀是上一課閱讀材料的延續(xù)，主要談及Li Qiang在太空中遇見的兩類令人驚訝的生物。因內(nèi)容與《星球大戰(zhàn)》中形態(tài)怪異的太空生物有所類似，故筆者采取_《星球大戰(zhàn)》片段導入，通過對太空生物的生理形態(tài)及生活的預測討論引出課文內(nèi)容。
Step2 Prediction and understanding of the title
The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.
【設計說明】
引出課文內(nèi)容后，首先讓學生就題目發(fā)表討論，預測作者在跨時空旅行中將會遭遇哪些形態(tài)各異的生物。
Step3 Reading for details
1.Ask the students to describe the space station.
Q1: What does the space station look like?
Q2: How about the inside of the space station?
Q3: What can you see inside the station?
2.Ask the students to read through the following two passages and finish the following questions:
Q1: What two alien creatures are mentioned in the text?
Q2: What are the features of these two amazing creatures?
3.Compare the similarities and differences between these two alien creatures in various aspects.
Name of creature Mu-mu Dimpods
Size Tall & thin small
Appearance Face/head/leg Like a cat
Colour Black & white Blue or purple
Personality Friendly Interesting + lovely
Number of arms Six Many
Number of legs One leg / shell Many
How it moves Slowly Skip around fast
Voice Whisper Shout
Food Carrot + cocoa Lemonade + herbs
【設計說明】
由于文章結(jié)構(gòu)清晰，內(nèi)容簡單，主要介紹了Li Qiang在太空中遇見的兩類生物以及它們之間的比較。故筆者直接處理課文細節(jié)，讓學生通過閱讀找出文中對兩類生物的描述，比較它們的特征。
Step4 Discussion
The teacher asks the students to predict about the future humans by referring to the following questions.
Q1: When do the future humans live?
Q2: Where do they live?
Q3: What do they eat?
Q4: Do their body parts have any other special functions?
Q5: What are the features of the future humans?
Q6: How do future humans work and live?
【設計說明】
文章原先安排的任務是猜測并繪出外星人的模樣，并用文字描述將外星人的外形特征;由于考慮到這個任務的難度，筆者將任務改為對未來人類的預測，并提供問題提示，降低難度，將話題從漫無邊際的想象轉(zhuǎn)至日常生活，程度地調(diào)動學生想象的積極性。
Step5 Assignment
Draw a picture of the future humans, then write a description based on your drawing. 【設計說明】
讓學生參考文章結(jié)構(gòu)與內(nèi)容，用文字表述未來人類在生理、心理、生活、工作等方面的特點與變化，并將自己的設計做成Powerpoint文件，在第四課時中上臺展示。
Period 4. Listening and speaking
Teaching Aims:
1. Train the students’ listening ability.
2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.
Teaching Methods:
1. Listen to catch the main ideas
2. Individual work and group work
3. Cooperative study
Step1 Display the design of the future humans
The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.
【設計說明】
抽取幾位學生上臺通過Powerpoint文件展示并講解自己在上節(jié)課對未來人類的設計與幻想，教師進行適當?shù)狞c評，檢驗學生的設計成果，并進行總結(jié)：想象力是人類與生俱來的本能，也是人類進步的動力，人如果沒有想象力，世界必然一片空白，人生將會無限的單調(diào)乏味，因為有想象才有事實，有想象才能成功。為了拓展我們的生活領域，提高我們的生活品質(zhì)，使未來的生活美夢成真，讓我們利用我們聰明的頭腦和靈巧的雙手去想象、去創(chuàng)造、去發(fā)明吧!
Step2 Lead-in
The teacher displays a picture of the solar system to the students, and asks the following questions:
Q1: Which planet would be the best residence for humans?
Q2: What will life on Mars be like?
【設計說明】
因聽力材料描繪了想象中一個在火星上充滿奇跡的wonderworld，在那個世界很多高新科技被應用于日常生活與工作中，故筆者從一張有關太陽系的圖片導入，引出聽力材料中的planet, oxygen, gravity, space creatures等生詞，然后向?qū)W生提出問題，太陽系中哪個星球比較適合人類生存，讓學生對火星生活作出預測，從而引出聽力材料。
Step3 Listening for main ideas
□living on another planet □new discoveries in space □space creatures
□why a space station spins □how to get water on Mars □comets
□houses in a town on Mars □Martian creatures □atmosphere and gravity
Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars
【設計說明】
要求學生在聽錄音的同時提取聽力材料的主要內(nèi)容，并在書中的練習一上打勾。培養(yǎng)學生聽取重要信息的能力。
Step4 Listening for details
1. How can “Wonderworld” make sure there is enough oxygen?
2. How can “Wonderworld” make sure there is enough water?
3. What is the advantage of living in “Wonderworld”?
4. Do you think people will be healthy living in “Wonderworld”? Why?
Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.
2.collect water from under the planet’s surface – cleaned and recycled – bacteria are
used to clean the dirty water.
3.People may become rich and famous.
4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.
【設計說明】
要求學生再聽一遍錄音，完成文中的細節(jié)問題。培養(yǎng)學生聽取細節(jié)內(nèi)容的能力。
Step5 Prediction & Speaking
Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:
Suppose that… Do you imagine that…?
I wonder if … Is it possible that…?
Is it likely/ unlikely that…? Do you suppose that…?
【設計說明】
要求學生根據(jù)本單元的學習，運用掌握的詞匯與句型，預測1000年后家鄉(xiāng)發(fā)生的變化，學生運用課本中提供的句型編造對話，先兩兩討論，然后跟其他小組成員討論編對話，培養(yǎng)口語及集體協(xié)作能力。
Step6 Assignment
Practise asking your classmates what will their hometowns be like in 1000 years’ time.
【設計說明】
要求學生在課后跟自己的同學用英語交談，討論預測1000年以后家鄉(xiāng)發(fā)生的變化，將英語學習融入日常生活，激發(fā)學生講英語的_，在實踐中鍛煉學生的英語能力。
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