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2019-2020年高中英語(yǔ) Unit 3 Life in the future教案 Ⅰ. 單元教學(xué)目標(biāo) 技能目標(biāo)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 future Ⅱ. 目標(biāo)語(yǔ)言 詞匯 1． 四會(huì)詞匯 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, extraordinarily 2． 認(rèn)讀詞匯 jet lag, flashback, expertise, hover, pessimistic, enormous, imitate, 3． 詞組 take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in 4． 重點(diǎn)詞匯 constant, remind, lack, sight, assist, require, settlement, previous, swift 語(yǔ) 法 The past participle as the attribute …and following him to collect a hovering carriage driven by puter. The past participle as the adverbial Worried 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 點(diǎn) 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. P17 2. Well-known for their expertise, his parents’ pany named “Future Tours” transported me safely into the future in a time capsule. P18 3. He handed it to me and immediately hurried me through to a small room nearby for a rest. P18 4. He was swept up into the centre of them. 5. I found later that their leaves provided the house with much-needed oxygen. P18 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 Ⅲ. 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(huà)題，旨在通過(guò)本單元的學(xué)習(xí)，讓學(xué)生大膽發(fā)揮想象，對(duì)人類(lèi)今后的生活環(huán)境，生活方式進(jìn)行猜測(cè)，并在此基礎(chǔ)上，對(duì)人類(lèi)的種種活動(dòng)進(jìn)行反思，提倡環(huán)保生活意識(shí)。同時(shí)讓學(xué)生學(xué)會(huì)過(guò)去分詞作定語(yǔ)和作狀語(yǔ)的不同用法。最后讓學(xué)生將本單元所討論的話(huà)題和推測(cè)手法相結(jié)合，學(xué)習(xí)怎樣寫(xiě)report。 1.1 Warming Up 部分利用一個(gè)關(guān)于“住”和“行”的對(duì)比研究表格引導(dǎo)學(xué)生回顧過(guò)去，認(rèn)識(shí)現(xiàn)在和展望未來(lái)。通過(guò)這一活動(dòng)，引發(fā)學(xué)生對(duì)過(guò)去，現(xiàn)在和未來(lái)的思考，使學(xué)生對(duì)將要閱讀的文章有個(gè)知識(shí)準(zhǔn)備。 1.2 Pre-reading 部分讓學(xué)生充分運(yùn)用發(fā)散思維，先列舉當(dāng)今世界人類(lèi)面臨的一些突出問(wèn)題，然后要求學(xué)生思考為什么會(huì)產(chǎn)生這些問(wèn)題，這些問(wèn)題中哪些在未來(lái)社會(huì)仍然可能存在，哪些將會(huì)被克服，哪些將會(huì)惡化。為下面的閱讀做了鋪墊。 1.3 Reading 部分通過(guò)一封發(fā)自未來(lái)的電子郵件，講述了作者Li Qiang怎樣安全到達(dá)“未來(lái)世界”，他對(duì)“未來(lái)世界”的印象，以及“未來(lái)世界”的日常生活方式和交通工具情況。閱讀時(shí)要把重點(diǎn)放在“未來(lái)世界”生活與當(dāng)今生活的不同點(diǎn)上。 1.4 prehending 部分設(shè)計(jì)了三個(gè)教學(xué)活動(dòng)來(lái)加深學(xué)生對(duì)Reading部分的理解。第一個(gè)活動(dòng)要求學(xué)生通過(guò)閱讀找出“未來(lái)世界”在以下幾個(gè)方面的變化：跨時(shí)空旅行，交通，住房，城鎮(zhèn)環(huán)境和空氣質(zhì)量。接著讓學(xué)生在此基礎(chǔ)上得出自己的結(jié)論，哪些變化好，哪些變化不好，并說(shuō)明理由。第二個(gè)活動(dòng)要求學(xué)生通過(guò)閱讀來(lái)判斷Li Qiang對(duì)“未來(lái)世界”的態(tài)度是樂(lè)觀的還是悲觀的。學(xué)生要在文中找出支持自己觀點(diǎn)的論據(jù)，盡可能說(shuō)服別人。第三個(gè)活動(dòng)讓學(xué)生想象一下Li Qiang將會(huì)去參加哪些活動(dòng)。這樣既鼓勵(lì)學(xué)生展開(kāi)豐富的想象，又為Using Language部分的語(yǔ)篇學(xué)習(xí)做了鋪墊。 1.5 Learning about Language部分突出了本單元的一些重點(diǎn)詞匯及語(yǔ)法。首先通過(guò)完成語(yǔ)篇來(lái)考查學(xué)生運(yùn)用本單元詞匯的能力，并且通過(guò)練習(xí)，讓學(xué)生區(qū)分兩種動(dòng)詞短語(yǔ)，一種是以動(dòng)詞為中心的詞組，另一種是以介詞為中心的詞組。語(yǔ)法部分要求學(xué)生主動(dòng)找出閱讀語(yǔ)篇中的重點(diǎn)結(jié)構(gòu)——過(guò)去分詞作定語(yǔ)和狀語(yǔ)，然后加以應(yīng)用。 1.6 Using Language 部分涵蓋了聽(tīng)，說(shuō)，讀，寫(xiě)四項(xiàng)語(yǔ)言基本技能。要求學(xué)生通過(guò)閱讀I HAVE SEEN AMAZING THINGS 一文，對(duì)Li Qiang旅行的第三站有個(gè)總體的印象，并能找出部分細(xì)節(jié)知識(shí)。 1.7 SUMMING UP 部分歸納了本單元的主要學(xué)習(xí)內(nèi)容并讓學(xué)生自我檢測(cè)一下學(xué)習(xí)效果。 1.8 LEARNING TIP 部分告訴學(xué)生在討論時(shí)記筆記的好處和方法。 2. 教材重組 2.1 可將Warming Up, Pre-reading, Reading 和 prehending 整合在一起上一節(jié)精讀課。 2.2 Using Language 中的reading 和 listening 是 Li Qiang’s travel to the future的延續(xù)，可將這兩部分及Workbook 中的LISTENING整合起來(lái)上一節(jié)聽(tīng)力課。 2.3可將Learning about Language 和 Workbook 中的 USING WORDS AND EXPRESSIONS 及USING STRUCTURES整合起來(lái)上一節(jié)語(yǔ)法課。 2.4 將 Workbook 中的 READING TASK 和 LISTENING TASK 結(jié)合起來(lái)上一節(jié)泛讀課，進(jìn)一步拓展學(xué)生的思維和想象力。 2.5 將 Using Language中的speaking 和 Workbook中的TALKING 整合在一起上一節(jié)口語(yǔ)課，鼓勵(lì)學(xué)生對(duì)現(xiàn)在進(jìn)行反思，對(duì)未來(lái)進(jìn)行大膽猜測(cè)(make predictions)。 2.6 將Workbook 中的 SPEAKING TASK 和 WRITING TASK 整合起來(lái)上一節(jié)寫(xiě)作課，同時(shí)對(duì)整個(gè)單元進(jìn)行一個(gè)小結(jié)。 3. 課型設(shè)計(jì)與課時(shí)分配 1st Period Reading 2nd Period Listening 3rd Period Grammar 4th Period Extensive Reading 5th Period Speaking 6th Period Writing Ⅳ. 分課時(shí)教案 The First Period Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight of b. 重點(diǎn)句式 This is similar to ..., but it means ... P17 Well-known for ..., his parents’ pany，called “Future Tour”, transported me safely into the future in a time capsule.. P18 He handed it to me and immediately hurried me through to a small room nearby for a rest. P18 2. Ability goals 能力目標(biāo) Enable the Ss to talk about the life in the past, at present and in the future. 3. Learning ability goals 學(xué)能目標(biāo) Help the Ss learn how to describe the life in the past, at present and in the future. Teaching important ＆ difficult points 教學(xué)重難點(diǎn) pare 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(xué)方法 Fast and careful reading; asking and answering activity; individual, pair or group work. Teaching aids 教具準(zhǔn)備 A puter and a projector. Teaching procedures ＆ ways 教學(xué)過(guò)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 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 didn’t have cars or planes. They rode horses or took carriages. S: They didn’t have electricity. S: They didn’t live in tall buildings. ... Show the pictures of life at present. 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 future. T: Every day we can e 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. And perhaps we can municate 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 pany which has just promoted a new kind of travel — time travel. Your pany can transport people in AD xx 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 visit the China in AD xx. How will you organize your trip? What kind of things will you introduce to those people? Give the Ss 2 minutes to discuss. T: OK. Time’s up. Volunteer? S: If I am the tour guide who will take people back to the past, I will introduce them the houses, the way people lived and their clothing. Because these are quite different from ours today, I think people will be very interested in them. S: If the pany gives me the chance to take people living in the past to our city at present, I will try my best to provide them an impressive trip. I will introduce something which is different from things in the past to them, for example, transportation, TV, puter and business. Because these have changed greatly as time goes by. T: OK. You have done a good job. Now open your books and turn to page 17. Please work in pairs to discuss the items in the chart. When you finished, plete the chart. Give the Ss ten minutes, and after that, check the answers. Step Ⅱ 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 about 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 are facing? S: Pollution. S: Population is being 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 more 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 don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one. Step Ⅲ Reading T: Now please open your books and turn to page 17. Let’s 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? Ss: Yes. T: OK. Who would like to tell me what the text is about? S: It’s 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 future by a fortable 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 3008. D. I have my first try to master a hovering carriage. S: C-A-D-B. T: Very good! Let’s go through the first two paragraphs together and get the general idea of Li Qiang’s 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 guide 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 fortable. 4. My friend Wang Ping is my guide to the future. 5. The tablets could help me feel less nervous and uncertain. 6. Wang Ping’s parents’ pany 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 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 think 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 more 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 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 Ping’s house look like? 2. What was the green wall made of? What’s the purpose of building this kind of green wall? 3. How can you produce a TV set in Wang Ping’s 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 just flash a switch on the puter 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 Ⅳ Follow-up Activity Get the Ss to pare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons. T: Now let’s 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 Life at present Life in the future (Changes) good or bad? Reasons? Environment Air pollution and water pollution; resource shortage The situation will get worse and worse The development of our society will cause human being to develop more and more resources; and the development of industry will cause worse pollution to our environment Transport Airplane, car, train, boat and helicopter Spacecraft, time travel, personal flying car or bike More convenient Education People receive education in school People receive education on the Internet; can choose the subjects and the teachers they like Have more chances to receive different knowledge Houses Flats in high rise buildings; with kitchens and bathrooms Cozy, modern flats, furniture in walls and floor 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 view of the future. He was very excited when he traveled to the year AD 3008 and couldn’t 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 the future is convenient. When he arrived Wang Ping’s home, he found 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 Ⅴ Homework Review the key sentences in the text. The Second Period Listening Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 重點(diǎn)詞匯和短語(yǔ) extraordinarily, atmosphere, gravity, assist in 2. Ability goals 能力目標(biāo) Enable the Ss to tell the differences between two kinds of alien creatures. Enable the Ss to understand the facilities in “Wonderworld”. 3. Learning ability goals 學(xué)能目標(biāo) Help the Ss learn how to promote a new invention by analyzing different situations. Teaching important ＆ difficult points 教學(xué)重難點(diǎn) Listen to the material about the new invention and find out its special qualities. Teaching methods 教學(xué)方法 Discussion; listening; cooperative learning. Teaching aids 教具準(zhǔn)備 A puter, a projector and a recorder. Teaching procedures ＆ ways 教學(xué)過(guò)程與方式 Step Ⅰ 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? And why? T: Glad to see you, everyone. Last time we learnt something about Li Qiang’s travel to the future. It’s fantastic, 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 think 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 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 municate with them and know something about them. Step Ⅱ Listening Task 1 Let the Ss listen to the material on page 23 twice. After listening for the first time, let them answer some simple questions to check their general understanding. T: OK. We know that Li Qiang had a chance to travel to the future, today we are going to learn where he would visit. Don’t open your textbooks. Just listen. I will play the recording for you twice. For the first time, listen to the general idea Listen again and check the answers. 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? Task 3 Deal with the LISTENING on page 55. T: There will be lots of new inventions in the future. Here we’ve got a new kind of quilt. Why is it special? Let’s listen to the tape and try to find it out. Meanwhile we 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 Ⅲ Homework After class, let the Ss listen to the three materials repeatedly. The Third Period Grammar Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語(yǔ)言 重點(diǎn)詞匯和短語(yǔ) swiftly, unsettle, speed up 2. Ability goals 能力目標(biāo) Enable the Ss to use the past participle as the adverbial and the past participles as the attribute. 3. Learning ability goals 學(xué)能目標(biāo) Help the Ss learn how to use the past participle as the adverbial and the past participles the attribute. Teaching important ＆ difficult points 教學(xué)重難點(diǎn) Distinguish the usage of the past participle as the adverbial and the past participle as the attribute. Teaching methods 教學(xué)方法 Practice. Teaching aids 教具準(zhǔn)備 A puter, a projector and a blackboard. Teaching procedures ＆ ways 教學(xué)過(guò)程與方式 Step I Word Study This part is a 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 to 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(guò)去分詞作狀語(yǔ)： 用作狀語(yǔ)的過(guò)去分詞通常來(lái)自及物動(dòng)詞。過(guò)去分詞用作狀語(yǔ)時(shí)，修飾主句的謂語(yǔ)動(dòng)詞，意義上相當(dāng)于狀語(yǔ)從句，表示時(shí)間、條件、原因、伴隨狀況等。過(guò)去分詞作狀語(yǔ)，前邊往往可以加when, while, as if, as though。一般說(shuō)來(lái)，這種結(jié)構(gòu)的邏輯主語(yǔ)必須與主句的主語(yǔ)一致。例如： Whenever praised, she blushes.（作時(shí)間狀語(yǔ)） = Whenever she is praised, she blushes. United, we stand; divided, we fall.（作條件狀語(yǔ)） = If we are united, we stand; if we are divided, we fall. Written in great haste, this book is full of errors.（作原因狀語(yǔ)） = Because this book is written in great haste, it is full of errors. Mary was reading a love story, pletely lost to the romantic life.（作伴隨狀語(yǔ)） = Mary was reading a love story, and she was pletely lost to the romantic life. Although born in Germany, John lives and works in U.S.A.（作讓步狀語(yǔ)） = 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 puter. = I followed him to collect a hovering carriage that / which was driven by puter. 2. Tomorrow you will be ready for some visits organized by the pany. = Tomorrow you will be ready for some visits that / which was organized by the pany. 過(guò)去分詞作定語(yǔ)： a. 用作前置定語(yǔ)的過(guò)去分詞通常來(lái)自及物動(dòng)詞，帶有被動(dòng)意義和完成意義。例如： We like skating in the frozen lake in the winter. = We like skating in the lake which has been frozen in the winter. How many finished products have you got up to now? = How many products that have been finished have you got up to now? 來(lái)自不及物動(dòng)詞的過(guò)去分詞很少能單獨(dú)用作前置定語(yǔ)，能作這樣用的僅限以下幾個(gè)詞，這時(shí)僅表示完成意義，不表示被動(dòng)意義： a retired worker = a worker who has re