1、Unit 3 Life in the future 學科： English 授課班級： Senior Two 授課時間：旁. 單元教學目標技能目標Skill Goals 注 Talk about things in the past, at present and in the future Talk about changes at present Predict good and bad changes in the future. 目標語言1 四會詞匯 Expect, aspect, constant, constantly, remind, jet, previous, tablet,

2、 capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily 2 認讀詞匯 詞 jet lag, flashback, expertise, hover, pessimistic, enormous, imitate, 匯 3 詞組 take up, remind . of ., lose sight of ., catch sight o

3、f ., sweep up, speed up, assist in 4 重點詞匯 constant, remind, lack, sight, assist, require, settlement, previous, swift The past participle as the attribute and following him to collect a hovering carriage driven by computer. 語 The past participle as the adverbial 法 Worried about the journey, I was un

4、settled for the first few days. Hit by a lack of fresh air, my head ached. Exhausted, I slid into bed and fell fast asleep. 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. P17 2. Well-known for their expertise

5、, his parentscompany named “Future Tours ” transported me safely into the future in a time capsule. P18 重 3. He handed it to me and immediately hurried me through to a small room nearby for a 點 rest. P18 句 4. He was swept up into the centre of them. 5. I found later that their leaves provided the ho

6、use with much-needed oxygen. P18 子 8. Everyone will get twice as much personal space as in flats on land. P58 9. Only when the robot cleaner touches objects can they be moved. P59 . 教材分析與教材重組 1. 教材分析本單元以 “Life in the future為中心話題,旨在通過本單元的學習,讓同學大膽發揮想象,對人類今后的生活環境,生活方式進行估量,并在此基礎上,對人類的種種活動進行反思,提倡 環保生活意識；

7、同時讓同學學會過去分詞作定語和作狀語的不同用法；最終讓同學將本單元所爭辯的話題和估量手法相結合,學習怎樣寫report；熟識現在1.1 Warming Up 部分利用一個關于“住 ”和“ 行”的對比爭辯表格引導同學回憶過去,1 和展望將來；通過這一活動,引發同學對過去,現在和將來的摸索,使同學對將要閱讀的文章 有個學問預備；1.2 Pre-reading 部分讓同學充分運用發散思維,先列舉當今世界人類面臨的一些突出問題,然后要求同學摸索為什么會產生這些問題,這些問題中哪些在將來社會仍然可能存在,哪些將 會被克服,哪些將會惡化；為下面的閱讀做了鋪墊；1.3 Reading 部分通過一封發自將來的

8、電子郵件,表達了作者Li Qiang 怎樣安全到達 “將來世界” ,他對 “ 將來世界 ” 的印象,以及 “將來世界 ” 的日常生活方式和交通工具情形；閱讀時要把重 點放在 “將來世界 ”生活與當今生活的不同點上；1.4 Comprehending 部分設計了三個教學活動來加深同學對Reading 部分的懂得；第一個活動要求同學通過閱讀找出“將來世界 ”在以下幾個方面的變化：跨時空旅行,交通,住房,城鎮環境和空氣質量；接著讓同學在此基礎上得出自己的結論,哪些變化好,哪些變化不好,并說明理由；其次個活動要求同學通過閱讀來判定Li Qiang 對“將來世界 ”的態度是樂觀的仍是悲觀的；同學要在文中

9、找出支持自己觀點的論據,盡可能說服別人； 第三個活動讓同學想象一下Li Qiang將會去參加哪些活動；這樣既鼓勵同學開放豐富的想象,又為 做了鋪墊；Using Language 部分的語篇學習1.5 Learning about Language 部分突出了本單元的一些重點詞匯及語法；第一通過完成語篇來考查同學運用本單元詞匯的才能,并且通過練習,讓同學區分兩種動詞短語,一種是以動詞為中心的詞組,另一種是以介詞為中心的詞組；語法部分要求同學主動找出閱讀語篇中的重點結構 過去分詞作定語和狀語,然后加以應用；1.6 Using Language 部分涵蓋了聽, 說,讀,寫四項語言基本技能；要求同學通

10、過閱讀 I HA VE SEEN AMAZING THINGS 一文,對 Li Qiang 旅行的第三站有個總體的印象,并能找出部分細節學問；1.7 SUMMING UP 部分歸納了本單元的主要學習內容并讓同學自我檢測一下學習成效；1.8 LEARNING TIP 部分告知同學在爭辯時記筆記的好處和方法；2. 教材重組2.1 可將 Warming Up, Pre-reading, Reading 和 Comprehending 整合在一起上一節精讀課；2.2 Using Language 中的 reading 和 listening 是 Li Qiangs travel to the futu

11、re 的連續,可將這兩部分及 Workbook 中的 LISTENING 整合起來上一節聽力課；2.3 可將 Learning about Language 和 Workbook 中的 及 USING STRUCTURES 整合起來上一節語法課；USING WORDS AND EXPRESSIONS 2.4 將 Workbook 中的 READING TASK 和 LISTENING TASK 結合起來上一節泛讀課,進一步拓展同學的思維和想象力；2.5 將 Using Language 中的 speaking 和 Workbook 中的 TALKING 整合在一起上一節口語課,鼓勵同學對現在進

12、行反思,對將來進行大膽估量make predictions ；2.6 將 Workbook 中的 SPEAKING TASK 和 WRITING TASK 整合起來上一節寫作課,同時對整個單元進行一個小結；3. 課型設計與課時支配第一課時： 1st Period Reading 第七、八課時：7 th period Review 其次課時： 2nd Period Listening 第三課時： 3rd Period Grammar 第四課時： 4th Period Extensive Reading 第五課時： 5th Period Speaking 第六課時： 6th Period Writ

13、ing 2 . 分課時教案The First Period Reading Teaching goals 教學目標 1. Target language 目標語言 a. 重點詞匯和短語 constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master

14、, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight of b. 重點句式 This is similar to ., but it means . P17 Well- known for ., his parents a time capsule. P18 ,called “Future Tour ”, transported me safely into the future in He handed it to me and immediatel

15、y hurried me through to a small room nearby for a rest. P18 2. Ability goals 才能目標 Enable the Ss to talk about the life in the past, at present and in the future. 3. Learning ability goals 學能目標 Help the Ss learn how to describe the life in the past, at present and in the future. Teaching important di

16、fficult points 教學重難點 Compare life in the past, at present and in the future. What is life in the future like. What changes will take place. Teaching methods 教學方法 Fast and careful reading; asking and answering activity; individual, pair or group work. Teaching aids 教具預備 A computer and a projector. Te

17、aching procedures ways 教學過程與方式 Step I Warming Up Show some pictures of life in the past, at present and in the future to the Ss, period by period. First show the pictures of life in China in AD 1005. T: Do these pictures describe our daily life. Ss: No, perhaps they describe life of many many years

18、ago. T: Good. Then can you tell me what life was like one thousand years ago. For example, life in AD 3008. S: Let me try. People living at that time didnS: They didnt have electricity. S: They didnt live in tall buildings Show the pictures of life at present. cars or planes. They rode horses or too

19、k carriages. T: Good. What about our life at present. What is it like. S: Our life at present is convenient. We live in various kinds of buildings, and we have lots of entertainments. We travel by many modern transportations, such as cars, buses, planes and etc. Show the pictures of life in the futu

20、re. T: Every day we can come across passages about life in the future in magazines, newspapers and so on. Please look at these pictures and try your best to describe what life in the future will be like. S: Let me have a try. I think in the future we can travel the whole space in a spaceship freely.

21、 And 3 perhaps we can communicate with aliens. S: At that time, I think the earth will have been polluted so heavily that no one can live on it. We perhaps will have to move to other planets to live. . Then set a scene for the Ss A special tour guide. T: Now imagine you are working in a tour company

22、 which has just promoted a new kind of travel time travel. Your company can transport people in AD 2022 to the past, also it can transport people in the past to your cities. You are chosen to be a guide for 5 people who want to go back to the China in AD 1005, and also 4 people in that year want to

23、visit the China in AD 2022. How will you organize your trip. What kind of things will you introduce to those people. Give the Ss 2 minutes to discuss. Step Pre-reading Get the Ss to discuss the problems that human beings are facing today such as pollution, all kinds of shortages. Make a prediction a

24、bout the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text. T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings

25、 are facing. S: Pollution. S: Population is becoming larger and larger. S: The shortage of resources. T: Yes. Then can you predict which problems can be solved in the future. And which ones will still be there. S: I think the problem of population will be solved in the future, because now more and m

26、ore countries have begun to control the birth rate. S: I think the problems of pollution and shortage of resources will still be there, and will even get worse. S: I dont think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, suc

27、h as solar energy. In my opinion, the problems can be solved one by one. Step Reading T: Now please open your books and turn to page 17. Lets read the passage First Impressions. Read it quickly and then tell me what it is about. Several minutes later. T: Well, have you finished reading the passage.

28、Ss: Yes. T: OK. Who would like to tell me what the text is about. S: Its an e-mail written by a man who has taken up a trip to the future. T: Good. Then look at the following sentences. They are in wrong order. Anyone can tell me the correct order of these sentences. A. We were transported into the

29、future by a comfortable time capsule. B. I arrived at Wang Pings home and everything in his house made me surprised.C. I won a travel to the year AD 3008. D. I have my first try to master a hovering carriage. S: C-A-D-B. T: Very good. Lets go through the first two paragraphs together and get the gen

30、eral idea of Li Qiang4 trip to the future. Then answer the questions on the screen. Show these checking questions on the screen. 1. Why did I have the chance to travel to the year AD 3008. 2. What is a “time lag”. 3. How did I feel when I was in the capsule. 4. Who guides my trip. 5. Why did my guid

31、e give me some tablets. 6. Who transported us to the future. A few minutes later, check the answers. Sample answers: 1. He took up the prize he won the year before. 2. “Time lag” means a person gets flashbacks from his previous time period.3. The seats in the capsule are very comfortable. 4. My frie

32、nd Wang Ping is my guide to the future. 5. The tablets could help me feel less nervous and uncertain. 6. Wang Pings parents company transported us to the future.T: Wonderful. Do you want to know more about his trip. Now please go through the third paragraph to get some details on the environment in

33、the future. When you finish, please answer the following questions. Show these three questions on the screen. 1. How did I feel as soon as I was transported to the future. 2. How did Wang Ping solve this problem. 3. What do you think has caused this kind of problem. Give the Ss 1 or 2 minutes to thi

34、nk and they can discuss with their partners. Then check the answers. Sample answers: 1. After the writer was transported to the future, he was hit by the lack of fresh air. 2. Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest. 3. Now we are causing mor

35、e and more pollution to the nature, this will cause serious problems to life in the future. This may be the cause of the lack of fresh air in the future. T: What will transportation in the future be like. Are there any differences between transportation in the future and that at present. Now please

36、read the fourth and fifth paragraphs and find out something about both transportation and daily life in the future. After the Ss read the paragraphs, ask them the following questions. 1. What did Wang Pings house look like.s the purpose of building this kind of green wall.2. What was the green wall

37、made of. What3. How can you produce a TV se t in Wang Pings house.Sample answers: 1. His house is a large bright, clean room. It had a green wall, a brown floor and soft lighting. 2. The green wall was made of trees. The leaves of the trees will provide much-needed oxygen to the house. 3. You can ju

38、st flash a switch on the computer screen and a TV set will rise from the floor. T: So we can see life in the future is much more convenient and much easier than our present life. Step Follow-up Activity Get the Ss to compare life at present and in the future. Find out the changes on several items. T

39、ry to 5 distinguish which changes are good and which are not good and give reasons. T: Now lets make a prediction about future and see what will be changed in the future. I will give you 3 minutes to discuss in pairs, and after your discussion please finish the following chart. Sample answers: Items

40、 Life at present Life in the future Changes good or bad. Reasons. Environment Air pollution and The situation will get The development of our society will cause water pollution; worse and worse human being to resource shortage develop more and more resources; and the development of industry will cau

41、se worse pollution to our environment Transport Airplane, car, train, Spacecraft, time More convenient boat and helicopter travel, personal flying car or bike Education People receive People receive Have more chances to education in school education on the receive different Internet; can choose know

42、ledge the subjects and the teachers they like Houses Flats in high rise Cozy, modern flats, buildings; with furniture in walls and kitchens and floor bathrooms Then let the Ss do Exx. 2 3 on page 19. A few minutes later, check the answers. Sample answer to Ex. 3: I think the writer has an optimistic

43、 view of the future. He was very excited when he traveled to the year AD 3008 and couldnt believe it was true. From this, we can see he is eager to go to the future. Though he was hit by the lack of fresh air, the problem was immediately solved by putting on a mask. And he tells us the transport in

44、the future is convenient. When he arrived Wang Pings home, there were many trees after the wall moved, and these trees provided the house with much-needed oxygen. Finally he described the automatic equipment in Wang Ping s house. All the above has shown his view of the future. Step Homework Review t

45、he key sentences in the text. 6 The Second Period Listening Teaching goals 教學目標1. Target language 目標語言 重點詞匯和短語extraordinarily, atmosphere, gravity, assist in 2. Ability goals 才能目標 Enable the Ss to tell the differences between two kinds of alien creatures. Enable the Ss to understand the facilities i

46、n “Wonderworld ” .3. Learning ability goals 學能目標 Help the Ss learn how to promote a new invention by analyzing different situations. Teaching important difficult points 教學重難點Listen to the material about the new invention and find out its special qualities. Teaching methods 教學方法Discussion; listening;

47、 cooperative learning. Teaching aids 教具預備A computer, a projector and a recorder. Teaching procedures ways 教學過程與方式Step Lead-in Let the Ss discuss the following two questions: 1. Do you think time travel is possible. 2. If you have the chance to have a time travel, which places would you like to visit

48、. And why. T: Glad to see you, everyone. Last time we learnt something about Li Qiangs travel to the future. Itfantastic, right. In our daily life, we also read lots of novels and watch many films about time travel. Can you name some great movies about time travel. S: Matrix. T: Yes. Good. Do you th

49、ink time travel is possible. S: I think it is possible. In the past, people cannot travel to the moon, but now they can. So with the development of science, maybe one day, we can travel to the past or to the future. This is quite possible. T: If you have the chance to have a time travel, where would

50、 you like to visit. Why. S: I want to visit the space station. In the future, maybe we will find out some other creatures living in other planets. I would like to communicate with them and know something about them. Step Listening Task 1 Let the Ss listen to the material on page 23 twice. After list

51、ening for the first time, let them answer some simple questions to check their general understanding. Task 2 Listen again and check the answers. How can “Wonderworld ” make sure there is enough oxygen. 1.2. How can “Wonderworld ” make sure there is enough water. 3. What is the advantage of living in

52、 “Wonderworld ”. 4. Do you think people will be healthy living in “ Wonderworld ”. Why. Task 3 Deal with the LISTENING on page 55. T: There wil l be lots of new inventions in the future. Here weve got a new kind of quilt. Why is it special. Lets listen to the tape and try to find it out. Meanwhile w

53、e should find out where these quilts are suitable to promote. Play the tape for the Ss twice. Let them do Exx. 1 3 on page 55 and then check the answers. Step Homework After class, let the Ss listen to the three materials repeatedly. 7 The Third Period Grammar Teaching goals 教學目標1. Target language 目

54、標語言 重點詞匯和短語swiftly, unsettle, speed up 2. Ability goals 才能目標 Enable the Ss to use the past participle as the adverbial and the past participles as the attribute. 3. Learning ability goals 學能目標Help the Ss learn how to use the past participle as the adverbial and the past participles the attribute. Te

55、aching important difficult points 教學重難點Distinguish the usage of the past participle as the adverbial and the past participle as the attribute. Teaching methods 教學方法Practice. Teaching aids 教具預備A computer, a projector and a blackboard. Teaching procedures ways 教學過程與方式 Step I Word Study This part is a

56、consolidation of the words learnt in this unit. Ask the Ss to do the Exx. 1 2 on pages 20 21 and exercises in USING WORDS AND EXPRESSIONS in Workbook independently. Then check the answers. Step II Grammar The Ss will learn the usage of the past participle in different situations. Task 1 Make clear t

57、o the Ss the usage of the past participle as the adverbial. T: Now please look at the sentence: Worried about the journey, I was unsettled for the first few days. = As I was worried about the journey, I was unsettled for the first few days. 過去分詞作狀語：用作狀語的過去分詞通常來自及物動詞；過去分詞用作狀語時,修飾主句的謂語動詞,意義上 when, 相當于

58、狀語從句, 表示時間、 條件、 緣由、相伴狀況等； 過去分詞作狀語, 前邊往往可以加while, as if, as though ；一般說來,這種結構的規律主語必需與主句的主語一樣；例如：Whenever praised, she blushes.（作時間狀語）= Whenever she is praised, she blushes. United, we stand; divided, we fall. （作條件狀語）= If we are united, we stand; if we are divided, we fall. Written in great haste, thi

59、s book is full of errors. （作緣由狀語）= Because this book is written in great haste, it is full of errors. （作相伴狀語）Mary was reading a love story, completely lost to the romantic life.= Mary was reading a love story, and she was completely lost to the romantic life. Although born in Germany, John lives and

60、 works in U.S.A.（作讓步狀語）= Although John was born in Germany, he lives and works in U.S.A. Task 2 Make clear to the Ss the usage of the past participle as the attribute. T: Now please look at these two sentences: 1. I followed him to collect a hovering carriage driven by computer. = I followed him to