2019-2020年高中英语 Unit 3 Life in the future教案.doc

2019-2020年高中英语 Unit 3 Life in the future教案. 单元教学目标技能目标Skill GoalsTalk about things in the past, at present and in the futureTalk about changes at presentPredict good and bad changes in the future. 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 attributeand following him to collect a hovering carriage driven by puter.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 pany 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. P59. 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。1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。阅读时要把重点放在“未来世界”生活与当今生活的不同点上。1.4 prehending 部分设计了三个教学活动来加深学生对Reading部分的理解。第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。学生要在文中找出支持自己观点的论据，尽可能说服别人。第三个活动让学生想象一下Li Qiang将会去参加哪些活动。这样既鼓励学生展开丰富的想象，又为Using Language部分的语篇学习做了铺垫。1.5 Learning about Language部分突出了本单元的一些重点词汇及语法。首先通过完成语篇来考查学生运用本单元词汇的能力，并且通过练习，让学生区分两种动词短语，一种是以动词为中心的词组，另一种是以介词为中心的词组。语法部分要求学生主动找出阅读语篇中的重点结构过去分词作定语和状语，然后加以应用。1.6 Using Language 部分涵盖了听，说，读，写四项语言基本技能。要求学生通过阅读I HAVE SEEN AMAZING THINGS 一文，对Li Qiang旅行的第三站有个总体的印象，并能找出部分细节知识。1.7 SUMMING UP 部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。1.8 LEARNING TIP 部分告诉学生在讨论时记笔记的好处和方法。2. 教材重组2.1 可将Warming Up, Pre-reading, Reading 和 prehending 整合在一起上一节精读课。2.2 Using Language 中的reading 和 listening 是 Li Qiangs travel to the future的延续，可将这两部分及Workbook 中的LISTENING整合起来上一节听力课。2.3可将Learning about Language 和 Workbook 中的 USING WORDS AND EXPRESSIONS 及USING STRUCTURES整合起来上一节语法课。2.4 将 Workbook 中的 READING TASK 和 LISTENING TASK 结合起来上一节泛读课，进一步拓展学生的思维和想象力。2.5 将 Using Language中的speaking 和 Workbook中的TALKING 整合在一起上一节口语课，鼓励学生对现在进行反思，对未来进行大胆猜测(make predictions)。2.6 将Workbook 中的 SPEAKING TASK 和 WRITING TASK 整合起来上一节写作课，同时对整个单元进行一个小结。3. 课型设计与课时分配 1st PeriodReading 2nd PeriodListening 3rd PeriodGrammar 4th PeriodExtensive Reading 5th PeriodSpeaking 6th PeriodWriting . 分课时教案The First Period ReadingTeaching goals 教学目标 1. Target language 目标语言a. 重点词汇和短语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 ofb. 重点句式This is similar to ., but it means . P17Well-known for ., his parents pany，called “Future Tour”, transported me safely into the future in a time capsule. P18He handed it to me and immediately hurried me through to a small room nearby for a rest. P182. Ability goals 能力目标Enable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goals 学能目标Help the Ss learn how to describe the life in the past, at present and in the future.Teaching important difficult points 教学重难点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 教学方法Fast and careful reading; asking and answering activity; individual, pair or group work.Teaching aids 教具准备A puter and a projector.Teaching procedures ways 教学过程与方式Step I Warming UpShow 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 didnt have cars or planes. They rode horses or took carriages.S: They didnt have electricity. S: They didnt 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. Times 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 Pre-readingGet 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 dont 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 ReadingT: 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?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 future by a fortable 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 general idea of Li Qiangs 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 Pings 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 Pings house look like?2. What was the green wall made of? Whats the purpose of building this kind of green wall?3. How can you produce a TV set 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 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 Follow-up ActivityGet 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 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:ItemsLife at presentLife in the future(Changes) good or bad? Reasons?EnvironmentAir pollution and water pollution; resource shortageThe situation will get worse and worseThe 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 environmentTransportAirplane, car, train, boat and helicopterSpacecraft, time travel, personal flying car or bikeMore convenientEducationPeople receive education in schoolPeople receive education on the Internet; can choose the subjects and the teachers they likeHave more chances to receive different knowledgeHousesFlats in high rise buildings; with kitchens and bathroomsCozy, modern flats, furniture in walls and floorThen 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 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 the future is convenient. When he arrived Wang Pings 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 Pings house. All the above has shown his view of the future.Step HomeworkReview the key sentences in the text. The Second Period ListeningTeaching goals 教学目标1. Target language 目标语言重点词汇和短语extraordinarily, atmosphere, gravity, assist in 2. Ability goals 能力目标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 学能目标Help the Ss learn how to promote a new invention by analyzing different situations.Teaching important difficult points 教学重难点Listen to the material about the new invention and find out its special qualities. Teaching methods 教学方法Discussion; listening; cooperative learning.Teaching aids 教具准备A puter, a projector and a recorder.Teaching procedures ways 教学过程与方式Step Lead-inLet 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 Qiangs travel to the future. Its 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 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. Dont 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 weve got a new kind of quilt. Why is it special? Lets 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. 13 on page 55 and then check the answers. Step HomeworkAfter class, let the Ss listen to the three materials repeatedly.The Third Period GrammarTeaching goals 教学目标1. Target language目标语言重点词汇和短语swiftly, unsettle, speed up2. Ability goals 能力目标Enable the Ss to use the past participle as the adverbial and the past participles as the attribute.3. Learning ability goals 学能目标 Help the Ss learn how to use the past participle as the adverbial and the past participles the attribute.Teaching important difficult points 教学重难点Distinguish the usage of the past participle as the adverbial and the past participle as the attribute.Teaching methods 教学方法Practice.Teaching aids 教具准备A puter, a projector and a blackboard.Teaching procedures ways 教学过程与方式Step I Word StudyThis 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 GrammarThe 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.过去分词作状语：用作状语的过去分词通常来自及物动词。过去分词用作状语时，修饰主句的谓语动词，意义上相当于状语从句，表示时间、条件、原因、伴随状况等。过去分词作状语，前边往往可以加when, while, as if, as though。一般说来，这种结构的逻辑主语必须与主句的主语一致。例如：Whenever praised, she blushes.（作时间状语）= Whenever she is praised, she blushes.United, we stand; divided, we fall.（作条件状语）= If we are united, we stand; if we are divided, we fall.Written in great haste, this book is full of errors.（作原因状语）= 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.（作伴随状语）= 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.（作让步状语）= 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.过去分词作定语：a. 用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。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?来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义：a retired worker = a worker who has re