本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。
1.开展学生活动，发挥主体作用
新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。
2.实施情景教学，统合三维目标
本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。
3.转变学习方式，增强教学效果
新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动，为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。
4.运用问题教学，启发学生思维
本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
【教材分析】
本单元教学内容为人教版新课标Module5Unit3Lifeinthefuture。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。
【学情分析】
1.认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘
生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。
2.心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识
发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。
3.学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
【教学目标】
(1)知识与能力
(2)过程与方法
通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-upandReading,第二课时为Learningaboutlanguage,第三课时为Usinglanguage,第四课时为Listeningandspeaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。
(3)情感态度与价值观
通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。
【重点难点】
重点：
1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。
难点：
1.掌握过去分词作定语和状语的用法。
2.运用所学的词汇及句型写出具有一定想象力的短文。
【教学策略与手段】
1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。
2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。
3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。
【教学准备】
3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。
【教学过程】
Period1:Warming-up&Reading
TeachingAims:
1.Learnsomenewwordsandexpressions.
2.Improvethestudents’readingskills.
3.KnowthemoreadvancedformsoftransportinAD3005andtheadvantagesandproblemsoflifeinthefuture.
TeachingMethods:
1.Inductivemethod
2.Pairwork&groupwork
3.Competition
4.Illustration
5.DeductiveMethod
Step1GreetingsandLead-in
1.Theteachercanstartwithdailygreetingsandtrytoleadinsomewordsinthisunit.
Q1:WheredoyoucomefromDoyouliveinthedowntownorinthecountryside
Doyouliveinacomfortablesurrounding
Isitasuitablelocationforpeopletolivein
Whatisitmadeof(brick,stone,steel,glass,wood,plastic,bamboo,mud…).
2.Q2:Nomatterwhereyoulive,Iamwonderinghowdoyouusuallygotoschool(bybike,bycar,bybus…)
Bikes,cars,busesandsooncanbeusedtocarrypeopleorthingsfromoneplacetoanotherplace,andtheyarecalledvehicles.Whatothervehiclesdoyouknow
carriage,ambulance,jeep,airbus,train,truck,motorcycle,fireengine,…
3.Nowlet’stakealookatthescreentolearnaboutthedevelopmentofallthemeansoftransportation.
sedanchair–carriage–bicycle–motorcycle–car–train–aeroplane–spacecraft
4.Q3:Whatwillthefuturemeansoftransportationbelike(Timetravel)
Well,todaywearegoingtolearnatextabouttimetravel.
【设计说明】
Step2Skimming
1.Theteacherwillaskthestudentstopredictthefuturelifeinvariousaspectsastoinspiretheirimaginationandpredictingability.
Q1：Whatwillthefuturelifebelike
2.Thestudentsaregivenseveralminutestoreadthroughthetextandtrytofindoutthechangesmentionedinthetext.
Q2:Whichchangesarementionedinthetext
timetravel–transport–airquality–religion–clothing–eating–houses–towns
3.Theteachercanaskthestudentstocarryoutadiscussionaboutthechanges.
Q3:Whichchangesaregoodandwhicharebad
Step3Readingfordetails
1.Beforethejourney
Q1:HowmanypeoplearementionedinthetextWhoarethey
Q2:WhendidthewriterwritethisletterAndtowhichyeardidhetravel
Q3:WhydidLiQiangtraveltotheyearAD3005
Q4:WhatdidLiQiangsufferfrom
Q5:HowdidLiQiangfeelWhatmakeshimfeelbetter
Q6:Wheredidtheyarrive
2.Duringthejourney
1)Inthecapsule:
Climbthroughtheroundopening--comfortableseats--calmingdrink--layrelaxed--weroseslowlyfromtheground--completethejourney--1000yearslater--
2)Outofthecapsule
Confusedbythenewsurrounding,Iwashitbythelackoffreshair
Q1:HowdidLiQiangovercomethelackoffreshair
1.Hoveringcarriage:.
Q2:Howdidthehoveringcarriagefloat
Q3:Howcanapersonmoveswiftly
2.“Alargemarket”
Q4:Whatwerepeopledoingthere
Q5:WhathappenedtoLiQiang
3.Alargebuilding
Q6:Whatisa“timelag”flashback
3.Afterthejourney
(Arrivinghome,heshowedmeintoalargebright,cleanroom.
Descriptionofthehouse:brownfloor,softlighting,trees,leaves,computerscreen,tables,chairs,greenwall…
Q1:Howdidtheauthorfeelaftervisitingthespecialhouse
Exhausted,Islidintobedandfellfastasleep.
Step4Consolidation
1.Putthestatementsintocorrectorder.(C---A---D---B)
A.Wearetransportedintothefuturebyacomfortabletimecapsule.
B.IarrivedatWangPing’shomeandeverythinginhishousemademesurprised.
C.IwonatraveltotheyearAD3005.
D.Ihavemyfirsttrytomasterahoveringcarriage.
2.Discussion:Comparethehouses,towns,locationofsettlementofdifferentperiodoftimeandpredictaboutthechangesinthefuture
AD1005:China----AD2007:ModernWorld----AD______:Youridea
3.AtelephoneinterviewwithLiQiang
AskthestudentstodiscussingroupofsixandraiseasmanyquestionstoLiQiangaspossible.Somequestionsabouttheproblemsinfuturelifearerecommended.
Step5Assignment
1.Showsomepicturesofvariouskindsofpollutiontothestudentstoarousetheirawarenessofenvironmentalprotectionandthenaskthestudentswhathavecausedthoseenvironmentalproblemsingroups.
Q1:Whatproblemsarewefacingnow
Q2:Whathavecausedthoseproblems
2.Showsomeadvancedandimaginativeinventionstothestudents,andtrytoarousetheirimaginationtodesignspecificobjectsforabetterfuturelife
3.Assignment:Object-designing
Designanobjectwhichcanhelpyouchangetheworldforabetterfuture
通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。
Period2:Learningaboutlanguage
Teachingaims:
1.Learnpastparticipleusedasadverbial.
2.Mastersomeimportantwords:swiftly,unsettle,constant,remind,previous,bent,press,link.
Teachingmethods:
1.Teachgrammarinrealsituations.
2.Learngrammarthroughpractice.
Step1RevisionandPreparation
1.Askthestudentstotalkaboutthewriter’sattitudetowardsthefuturelife,washeoptimisticorpessimisticaboutthefutureHowdoyouknowCanyoufindsomesentencestosupportyouropinion
2.Askthestudentstofindoutsomesentenceswhichcansupporttheopinionthattheauthorispessimisticaboutthefuturelife.
1.Confusedbythenewsurroundings,Iwashitbythelackoffreshair.
2.Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.
3.Exhausted,Islidintobedandfellfastasleep.
Andthenaskthestudentstofinishtheexercisesintheirtextbook.
Ex.1.Combinethesetwosentencesusingthepastparticipateastheadverbial.
1.Iwasfrightenedbytheloudnoise.Iwenttoseewhatwashappening.
Frightenedbytheloudnoise,Iwenttoseewhatwashappening.
2.Hewashitbythelackoffreshair.Hegotabadheadache.
Hitbythelackoffreshair,hegotabadheadache.
3.Ifeltverytiredafterthelongjourney.Istillenjoyedmeetingthealiensonthespacestation.
Tiredafterthelongjourney,Istillenjoyedmeetingthealiensonthespacestation.
4.Themuseumwasbuiltin1910.Themuseumisalmost100yearsold.
Builtin1910,themuseumisalmost100yearsold.
5.Thelittlegirlwasfrightenedbythenoiseoutside.Thelittlegirldarednotsleepinherbedroom.
Frightenedbythenoiseoutside,thelittlegirldarednotsleepinherbedroom.
6.Thestudentwasgivensomeadvicebythefamousscientist.Thestudentwasnotworriedabouthisscientificexperimentanymore.
Givensomeadvicebythefamousscientist,thestudentwasnotworriedabouthisscientificexperimentanymore.
3.Askthestudentstofindoutsomesentenceswhichcansupporttheopinionthattheauthorisoptimisticaboutthefuturelife.
1.Hisparentscompanynamed“FutureTours”transportedmesafelyintothefuture.
2.Atableandchairsrosefromunderthefloorasifbymagic.
3.Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.
Ex.2.Combinethesetwosentencesusingthepastparticipateastheattribute.
1.Soonwelostsightofthatfamousastronomer.HeiscalledLiQiang.
SoonwelostsightofthatfamousastronomercalledLiQiang.
2.Iamgoingtobuyapainting.ItiscopiedfromVincentvanGogh.
IamgoingtobuyapaintingcopiedfromVincentvanGogh.
3.Thecastleisunderrepair.Itwasbuiltin1432
Thecastlebuiltin1432isunderrepair.
4.Ilikethatoldprivatehouse.Itisbuiltofwoodandmud.
Ilikethatoldprivatehousebuiltofwoodandmud.
5.Thevehicleismentionedinthebook.Thevehicleisunknowntome.
Thevehiclementionedinthebookisunknowntome.
6.Theroomiscompletelyempty.Theroomisconnectedtotherestofthehousebyalongpassage.
Theroomconnectedtotherestofthehousebyalongpassageiscompletelyempty.
7.Thequeenwassittinginaroyalcarriage.Thecarriagewasdrawnbfourhorses.
Thequeenwassittinginaroyalcarriagedrawnbyfourhorses.
通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：
2.作原因状语Movedbyhiswords,Iacceptedhispresent.
3.作条件状语Unitedwestand,dividedwefail.
4.作让步状语Althoughtired,theycontinuedtowork.
5.作方式或伴随状语Theteacherstoodthere,surroundedbymanystudents.
注意：
e.g.Havingbeentoldmanytimes,hecan’tstillrememberit.
2).过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。
(误)Checkedcarefully,somespellingmistakescanbeavoided.
(正)Ifthecompositionischeckedcarefully,somespellingmistakescanbeavoided.
过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。
Step2Consolidation
非谓语动词练习
B1.___andhappy,Tonystoodupandacceptedtheprize.(2006全国)
A.SurprisingB.SurprisedC.BeingsurprisedD.Tobesurprising
A2.Nomatterhowfrequently_______,theworksofBeethovenstillattractpeopleallovertheworld.(2006广东)
A.performedB.performingC.tobeperformedD.beingperformed
C3._________andI’llgettheworkfinished.(2007重庆)
A.HaveonemorehourB.Onemorehour
C.GiveonemorehourD.IfIhaveonemorehour
B.4.Therepairscostalot,butitsmoneywell_____.(2006湖北)
A.tospendB.spentC.beingspentD.spending
C.5._____withadifficultsituation,Arnolddecidedtoaskhisbossforadvice.(2006江苏)
A.TofaceB.HavingfacedC.FacedD.Facing
B6.Whenherfather,thegirlburstintocrying.(2005湖北)
A.askingofB.askedaboutC.beingaskedD.asked
D7.Themankeptsilentintheroomunless.(2006浙江)
A.spokenB.speakingC.tospeakD.spokento
D8.________,theoldmanislivingahappylife.(2006天津)
A.takinggoodcareB.takengoodcare
C.havingtakengoodcareD.takengoodcareof
D9.TheOlympicGames,in776B.C.,didnotincludewomenplayersuntil1912.(NMET2004)
A.firstplayingB.tobefirstplayed
C.tobefirstplayingD.firstplayed
B10.fromhisclothes,heisnotsopoor.(2006上海)
A.JudgedB.JudgingC.TojudgeD.Havingjudged
A11.Europeanfootballisplayedin80countries,itthemostpopularsportintheworld.(NMET2003)
A.makingB.makesC.madeD.tomake
B12.Thesecretaryworkedlateintothenight,alongspeechforthepresident.(MET2004)
A.toprepareB.preparingC.preparedD.waspreparing
C13.areply,hedecidedtowriteagain.(2005北京)
A.NotreceivingB.Receivingnot
C.NothavingreceivedD.Havingnotreceived
B14.Thehousesarefortheoldpeopleandtheconstructionworkwillstartsoon.(2006江苏)
A.builtB.tobebuiltC.tobuildD.beingbuilt
C15.Ifill,I’llstayhomeagoodrest.(2006辽宁)
A.tofall,takingB.fall;totaking
C.falling;takingD.falling;take
Step3Discussion:LifeatpresentV.S.Lifeinthefuture
1.Askthestudentstocarryoutadiscussiontocomparethepresentlifeandlifeinthefuture.
DoyouwanttoworkforspaceWhatworkershouldbeneededforthespace
2.Askthestudentswhethertheywouldliketoworkforspaceifpossible,andthenaskthemtocompletethisadvertisementchoosingthesewordsintheirproperforms.
(constantremindunsettlepreviousbendpressswiftlylink)
Manypeopleneedtobe________ofthejobopportunitiesonspacestations,which_________needspacecooks,cleaners,teachers,andcomputerengineers.Youcanbe_____trainedwithone-yearspacecourseandthenbereadytoenjoythebenefitsofworkinginspace.Peopleare_______atfirstbutsoonfeelbetterasfamiliesareencouragedtocome.Forhealthreasons,onlyonestayofthreeyearsisallowed.Soany______experienceworkinginspaceforthislengthoftimemeansyoucannotapply.Manypeople______tostaylongerbutthe_____betweenillnessandlengthofstayonaspacestationistoostrong.Itissadbuttherulescannotbe___foranyone.【设计说明】
通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。
Step4Assignment
Askthestudentstowriteanapplicationletterforworkinginspace.
让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。
Period3:Usinglanguage
2.Encouragestudentstomasterthefeaturesofthetwoaliencreatures,andtrytocomparethesimilaritiesanddifferencebetweenthem.
3.Trainthestudents’readingskillsandpredictthefuturehumans.
1.Prediction
3.Comparison
Step1Lead-in
1.TheteachershowsavideoclipfromStarWartothestudents.
2.Theteachershowssomepicturesofthosementionedcreaturesfromthevideoclipandasksomequestions.
Q1:WheredothosecreaturesliveGalaxy,planet
Q2:Howaretheydifferentfromushumans
Q3:Whatdotheyeatanddrink
Q4:Whichlanguagedotheyspeak
该部分阅读是上一课阅读材料的延续，主要谈及LiQiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取_《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。
Step2Predictionandunderstandingofthetitle
Theteacherasksthestudentstotalkabouttheirownunderstandingofthetitle,andtrytopredictwhatkindsofamazingcreatureswillLiQiangcomeacrossinAD3005.
引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。
1.Askthestudentstodescribethespacestation.
Q1:Whatdoesthespacestationlooklike
Q2:Howabouttheinsideofthespacestation
Q3:Whatcanyouseeinsidethestation
2.Askthestudentstoreadthroughthefollowingtwopassagesandfinishthefollowingquestions:
Q1:Whattwoaliencreaturesarementionedinthetext
Q2:Whatarethefeaturesofthesetwoamazingcreatures
3.Comparethesimilaritiesanddifferencesbetweenthesetwoaliencreaturesinvariousaspects.
NameofcreatureMu-muDimpods
SizeTall&thinsmall
AppearanceFace/head/legLikeacat
ColourBlack&whiteBlueorpurple
PersonalityFriendlyInteresting+lovely
NumberofarmsSixMany
NumberoflegsOneleg/shellMany
HowitmovesSlowlySkiparoundfast
VoiceWhisperShout
FoodCarrot+cocoaLemonade+herbs
Step4Discussion
Theteacherasksthestudentstopredictaboutthefuturehumansbyreferringtothefollowingquestions.
Q1:Whendothefuturehumanslive
Q2:Wheredotheylive
Q3:Whatdotheyeat
Q4:Dotheirbodypartshaveanyotherspecialfunctions
Q5:Whatarethefeaturesofthefuturehumans
Q6:Howdofuturehumansworkandlive
Drawapictureofthefuturehumans,thenwriteadescriptionbasedonyourdrawing.【设计说明】
Period4.Listeningandspeaking
1.Trainthestudents’listeningability.
2.Encouragethestudentstomakeupadialogueaboutwhatlifewillbelikeintheirhometownsin1000years’time.
1.Listentocatchthemainideas
2.Individualworkandgroupwork
3.Cooperativestudy
Step1Displaythedesignofthefuturehumans
Theteacherchoosesseveralstudentstocometothefrontanddisplaytheirdesignoffuturehumanstotheclass.Appropriateevaluationisrequired.
抽取几位学生上台通过Powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!
Step2Lead-in
Theteacherdisplaysapictureofthesolarsystemtothestudents,andasksthefollowingquestions:
Q1:Whichplanetwouldbethebestresidenceforhumans
Q2:WhatwilllifeonMarsbelike
因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet,oxygen,gravity,spacecreatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。
Step3Listeningformainideas
□livingonanotherplanet□newdiscoveriesinspace□spacecreatures
□whyaspacestationspins□howtogetwateronMars□comets
□housesinatownonMars□Martiancreatures□atmosphereandgravity
Keys:livingonanotherplanet,atmosphereandgravity,howtogetwateronMars,housesinatownonMars
要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。
Step4Listeningfordetails
1.Howcan“Wonderworld”makesurethereisenoughoxygen
2.Howcan“Wonderworld”makesurethereisenoughwater
3.Whatistheadvantageoflivingin“Wonderworld”
4.Doyouthinkpeoplewillbehealthylivingin“Wonderworld”Why
Keys:1.“Wonderworld”willprovideacoveredareaforpeopletoliveinwithaspecialairsupply.
2.collectwaterfromundertheplanet’ssurface–cleanedandrecycled–bacteriaare
usedtocleanthedirtywater.
3.Peoplemaybecomerichandfamous.
4.Peoplewillbehealthysincetheyhaveasatisfactoryclimate,enoughwaterandsufficientaccommodationtolivecomfortably.
要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。
Step5Prediction&Speaking
Askthestudentstoworkinpairsandlistsomequestionsaboutwhatlifewillbelikeintheirhometownin1000years’timebyreferringtothefollowingsentencepatterns:
Supposethat…Doyouimaginethat…
Iwonderif…Isitpossiblethat…
Isitlikely/unlikelythat…Doyousupposethat…
要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网
Step6Assignment
Practiseaskingyourclassmateswhatwilltheirhometownsbelikein1000years’time.
要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的_，在实践中锻炼学生的英语能力。
《Unit4Makingthenews》教案
教学准备
教学目标
Objectives:
1.Instructionalobjectives
Bytheendoftheclass,moststudentsareableto:
1)Usethewordsandthephrasestheylearnedtocompletethetasksbasedonthetext.
2)Pronouncecorrectlythenewwords(especially“carnival”)bythemselvesandwiththehelpoftheteacher.
3)Morethanhalfofthestudentscanspeakfluentlyandaccuratelyabouttheirviewstowardscarnivalinpairswiththeteacher’sscaffolding.
2.Educationalobjectives
Bytheendoftheclass,studentsareableto:
Improvetheirculturalawarenessfromcarnivalandlearnmoreaboutitsinfluenceonthewesterncultureafterclass
3.Personalobjectives：
1)Beconfidentofstandingonthestageandspeakclearlyandspontaneously.
2)Encouragestudentstospeakintheclasswithdifferentkindoftechniques.
教学重难点
Focalpoints:
1)Improvethemainreadingskillsthroughcompletingreadingtasksinpairworkandgroupwork.
2)Usethetabletofinishtheiressayabouttheirfavoritefilm.
Difficultpoints:
1)speakfluentlyandaccuratelyabouttheirfavoritefilmsinpairswiththeteacher’sscaffolding.
2)Writeafilmreviewaccordingtothetableandthetext.
教学过程
Proceduresandtimeallotment
Stage1Gettingstudentsreadyforlearning
T:Classbegins!
Ss:…
T:Goodafternoon,class!
T:Today,let’scometoCultureCorner.Module4.DoyouknowChinesefestivals
T:First,Workingroups,discussandmakealistofChinesefestivalsinEnglish.(1min).
T:OK,timeisup.YouknowChinesefestivals
T:verygood.Forexample1.
NewYear’sDay元旦节(1月1日)
2.SpringFestival春节(农历正月初一)
3.LanternFestival元宵节(农历正月15)
4.theQingmingFestival清明节(4月5日)
5.DragonBoatFestival端午节(农历5月初五
6.Double-ninthDay重阳节(农历9月初九)
7.NationalDay国庆节(10月1日)
T:Andfestivalsbroughtusmuchtraditionalknowledge.So,festivalisbeautiful.Doyouknowforeignfestivals
Ss:...
T:Inthetextbook,therearesomefestivalswithpictures.Doyouknowtherightdescriptionsaboutthem
T:ThisfestivalisattheendofOctober,when“ghosts”comeout.
T:ThisiswhenAmericansrememberthehardtimeswhentheyfirstarrivedinthecountry.
Ss:..
T:Thisisafestivalofcolor,whichmarksthebeginningofspringinIndia.
T:ThisisaChristianfestivalwhichcomesinthemiddleofwinter
T:Let’swatchavideo.Canyouguesswhatfestivalitis.
T:Theyaredressedupinspecialclothes,andtheyarewearmasks.
T:now,FirstquestionishowdopeoplefeelonthisfestivalSecondiswhatfestivalisit
T:Yes,verygood.Now,let’swatchavideoaboutCarnival.
T:whatdoyourememberaboutcarnival
T:Wherediditfirst
Stage2Pre-reading
Step1.Listentothetape.
T:...
Step2.Scanthepassageandtrytoanswerthequestions.
T:Whatisthemeaningofcarnival
T:Originallyitmeant“withnomeat”butnowitsymbolizes“life”.
Step3.ReadthepassageandmatchcolumnAwithcolumnB.
T:OK,nowIwillgiveyou1minutetoreaditagainandthenIwillaskyousome
Stage3While-reading
Step1Readthepassage.Choosethebestanswerstothetwosentences.
T:areyoufinishLet’slookatthequestions.
firstquestionisTodayCarnivalhasbecomeacelebrationof____.Whichoneyouchoose
A.freedomB.harvestC.lifeitselfD.success
T:YES,verygood.NextquestionisWeneedto_____tounderstandwhatcarnivalisallabout.
A.lookatthehistoryofAmericaB.gotoAmerica
C.lookatthemeetingoftwocultures---EuropeanandAfricanD.BothAandC
T:....
Step2checkwhetherthestatementsaretrueorfalse.
T:…
T:Now,let’scheck.Withtheopeningofhugefarmsandplantations,manyAfricanswenttolookforjobsinAmerica.,what’syouridea
T:Doyouagree
T:Excellent,inparagraph2,thismarkedthebeginningoftheslavetrade.Sothequestion1isFalse.
T:nextquestion2,TheEuropeansimportedtheirfestivalsandlatertheslaveslearnedfromthemandaddedtheirtraditions.
T:verygood.Thisanswerinparagraph3.
T:question3，Theslavetradewasabolishedandthesalvestookoverthecarnival.
T:thelast,Withthepassingoftime,carnivalbecameafestivaloftheblackpeopleonly.
T:Exactly!Superb!
Step3Skimmingforspecificinformation
Task:Answerthequestionsaccordingtothepassage.
T:Readthetextcarefullyandanswerthequestions.
Next,wewillreadthetextagaintoexplorehowthetextorganized.3minutes,Let’sgo!
T:Now,let’scheckyouranswers.Whatiscarnivaltoday
Ss:Carnivaltodayisaninternational,multiculturalexperience.
T:ThesecondquestionisWhereweretheslavestakenfrom
Ss:InAfrica
T:Excellent!
Stage5Post-reading
Discussion:Usefulquestionstomakeupdialogues
T:therehavesevenquestions,usefulquestionstomakeupdialogues.
Haveyoudressedupinspecialclothes
2Whatdidyouwear3Howdidyoufeel
4Didyoueatspecialfood
5Didyougiveorreceivegifts
6Didyouhaveaholidayfromschool
7Didyouenjoyyourselfwithyourfamilyorfriends
T:Iwilldividetheclassinto3studentsinagroup.3minutes,1,2,begin!
T:Timeisup.whichonedoyouchoose
Ss:....
T:Yes,sothethemeofFrankensteinisaboutscienceandhumanity.
T:OK,nextgroup,doyouhaveotheranswer
课后习题
homework
DoexercisesonPage37-38.
教案【二】
Period1&2warmingupandreading
1.Enablethestudentstotalkaboutthequalitiesneededtobeagoodreporterandhowtoconductagoodinterview
2.Enablethestudentstolearnsomereadingstrategies
3.Enablethestudentstolearnthenecessaryqualitiesintheirfuturejob
ImportantPointsanddifficultpoints
Learnabouthowtobeagoodreporter
Teachingmethods
Strategicreadingmethod;Task-basedmethod
Teachingprocedures:
I.Elaboration(warmingup):Helpthestudentstorelatetheirknownknowledgetothetopicthatwillbelearned
Task1:(groupdiscussion)TalkaboutjobsinChinaDaily
TypesofjobsWhatitinvolves
reporter
Task2:Predictwhatisgoingtobelearnedbylookingatthetitleofthetext.Whichtypeofjobwillbetalkedaboutinthetext
II.Prediction(pre-reading):
Task3:Predictthemainideaofthetextbydiscussingthefollowingquestions:
1.Whatarethequalitiesagoodnewsreporterneedstohave
(HavegroupdiscussionfirstandthenfinishPart1individually)
2.WhatyourfirstdayatschoolwaslikeHowwouldyoufeelonyourfirstdayatwork(Groupdiscussion)
III.Skimming,scanning,analyzing(Reading&Comprehending)
Task4:Readthetextquicklytogetageneralideaofthetext.
Task5:Dividethepassageintothreesectionsandmatchthefollowingmainideastothethreesections：
Howtogetanaccuratestory
Howtoprotectastoryfromaccusations
Howtobecomeareporter
Theskillsneeded
Theimportanceoflistening
Stagesinresearchingastory
Howtocheckfacts
Howtodealwithaccusationsofprintinglies
Workinateam
Task6Readquicklytofindouttheinformationtofillintheformbelow
Task7:Tellwhatisrequiredforareporterandaphotographer
patient;imaginative;well-organized;technicallygood;polite;concise;thorough;creative;curious;careful;gifted;professional
AreporterAphotographer
IV.Summarizing
Task8:Writeasummaryofthetext
V.Assignment
ReadanEnglishnewspaperandretellthemainideaofonearticleinit.
Period3&4Words&Expressions
Getthestudentstoknowhowtousesomewordsandexpressionscorrectlyandappropriately
Usesomewordsandexpressionscorrectlyandappropriately
Demonstratingandsummarizing;practicing
1.occupationn.
1).Teachingismyoccupation.职业
2).Swimmingismyoccupation.使…忙碌的事情;消遣
occupyv.
occupied=busy
occupyoneselfin/withsth.
employment;occupation;job;profession;vocation;work;trade
Heislookingaroundfor.
:artist
Heisoutof.
Shechoseteachingasher.
She’salawyerby.
He’sacarpenterby.
2.assignv.
assignmentn.
Shegladlyacceptedtheassignment.(分派的任务;工作)
TheEnglishassignmentisabookreport.(课外作业，功课)
3.onone’sown
ofone’sown
forone’sown
Weshouldcompletethetest_________
4.experiencedadj.
beexperiencedin/atsth/doingsth.
Whoisexperiencedincookinginyourhome
ThefirsttimeIcamehere,Iwasnotusedtotheclimatehere.
Covern.封面,掩盖(物);
v.
1).Tomwillcoveredtheoutbreakofthedisease.
2).Theroadwascoveredwithsnow.
3).Shelaughedtocoverherworry.
4).Theredarmycoveredabout30milesaday.
5).Isthemoneyenoughtocoverthecostofanewshirt
7.Beeagerforsth.(sucess)
todosth.
thatclause
Heiseagertoseehisdaughter.
Weareeagerthattheprojectshouldbestartedearly
beanxiousabout=beworriedabout
8.Concentrateonsth./doingsth.
Weshouldconcentrateonourstudy.
Tomisconcentratingonfishing.
9.of+抽象名词(importance;value;use;help;benefit)
ofspecialinterest=
ofnouse=
Themeetingisofgreatimportance.
=
Eachminuteis_____forus.
ofgreatlyvaluable
greatvaluable
ofgreatvalue
formuchvalue
10.acquire;get;gain
1).Isatinthefrontofthebusto____agoodviewofthecountryside.
2).Graduallywe_______experienceinhowtodothework.
3).They_____thevictoryafterabloodybattle.
11.haveanosefor嗅觉灵敏
Shehasanearformusic.有鉴赏能力
Shehasaneyeforcolorandstyleinclothes.有眼光
12.Meanwhile=inthemeanwhile
=inthemeantime
=atthesametime
Motherwentshopping;meanwhile,Icleanedthehouse
13.traden.v.
1).JapandoeslotsoftradewiththeUnitedStates.
2).Heisashoemakerbytrade.
3).Shetrades3applesforsomebananas.
14.Trick
1).窍门，手法
2).playatrick(joke)onsb.
=makefunofsb.(玩笑,恶作剧)
3).Hegotintothebuildingbyatrick(诡计,花招)
15.Challenge
1).Hechallengemyviewonthatmatter.
2).Tofinishthejobin2dayswasarealchallenge.
16.Support
n.1).Ineedyoursupport.
v.1)为…提供证据,证实
2)Theoldmanenteredtheroomsupportedbyhisgrandson.
3).Hehasalwayssupportedtheweakerparty.
4).Hehasalargefamilytosupport.
17.Case
1).Hethoughthehadsolvedtheproblem,butthatwasnotthecase.
2).Hereisacaseofbeingcareless.
3).Wewilllookintothatcase.
incaseofsth.如果,万一…
inthat/thiscase在那样/这样情况下
innocase决不
incase+从句以防;可能;倘若
Takeanumbrellaincaseitrains.
(incase从句常用一般现在时表将来,或should+do)
17.accusesb.ofsth.
=chargesb.withsth.
Tom____hisbossofhavingbrokenhisword.
blamed
accused
charged
scolded
18.soastodosth.只能在句末
=inordertodosth.
=sothat+从句
=inorderthat+从句
Igotupatfivesoastocatchthetrain
19.admit
admitdoing/havingdone
admitsb.Into/to(theuniversity)
Lilyfinallyadmitted___myumbrellabymistake.
totake
tohavetaken
havingtaken
havetaken
20.n.adj.
professionprofessional具有….特点
FinishEx3onPage29
Assignment
FinishEx1andEx2onPage28andEx3onPage29(Discoveringusefulwordsandexpressions)
FinishEx2,Ex3onPage63andEx4onPage64(Usingwordsandexpressions)inWorkbook.
Period5Grammar
Getthestudentstouse“Inversion”correctlyandappropriately
Use“Inversion”correctlyandappropriately
Task-basedmethod;Demonstrating;discussion;summarizing;practicing
I.Presentation
Task1:Comprehendthefollowingsentences
OnlythendidIbeginmyworkondesigninganewbridge.
=Ibeganmyworkondesigninganewbridgeonlythen.
2.NotonlywasthereaChristmastree,butalsoexcitingpresentsunderit.
=TherewasnotonlyaChristmastree,butalsoexcitingpresentsunderit.
Inversion:起强调作用
II.Analyzing&summarizing
Task2:Find4examplesofinversioninthereadingpassage
1.NeverwillZhouYangforgethisfirstassignmentattheofficeofChinaDaily.
2.Onlywhenyouhaveseenwhatheorshedoes,canyoucoverastorybyyourself.
3.NotonlyamIinterestedinphotography,butItookacourseatuniversity.
4.Onlyifyouaskmanydifferentquestionswillyouacquirealltheinformationyouneedtoknow
Task3:Analyzethesentencesaboveandsummarizetherules
1.Whycanthesesentencesuseinversion
2.Howaretheseinvertedsentencesmade
※否定副词no;not;hardly,little,seldom,never,nosooner…than,nomore,notonly,only等开头的句子要部分倒装。
※部分倒装:只把谓语的一部分(如助动词\情态动词)等放到主语前，或把句子的强调部分提前。
Task4:Analyzemoresentencesbelowandsummarizetherules
1)Onlyafterhehadspokenouttheworddidherealizehehadmadeabigmistake.
※如含有从句,只要求主句倒装
2)______,therewasnohopeofherbeingabletosleep.
Asshewasexhausted
Ifshewasexhausted
Exhaustedasshewas
Nowthatshewasexhausted
※当as(尽管)引导让步状语时,要部分倒装
3).Ioftengooutforawalkaftersupper.Sodoesshe.
4).Ifyoudon’twaitforhim,norshallI.
※当so,neither,nor表示另一者也具有前面所述的情况时,要部分倒装.
III.Practice
Task5：DoExercise3onPage30(“DiscoveringStructures”)
IV.Analyzing&summarizing
Task6:Analyzesentencesbelowandsummarizetherules
1).Thereappearedamaninblackinthedistance.
2).Underthetreesitsabeautifulgirl.
Inversion(倒装)→部分倒装
↘完全倒装
※完全倒装:把整个谓语动词放到主语之前
3)Theteachercameinandtheclassbegan.
=Incametheteacherandtheclassbegan
4).____fromthetenthfloorwhenthepolicemanpointedhisgunathim.
A.Jumpeddownthethief
B.Downthethiefjumped
C.Thethiefjumpsdown
D.Downjumpedthethief
5).Hereweare.
※在here,there引出的倒装句中，当主语是普通名词是用完全倒装句,当主语是代词时,则用陈述句语序(主+谓)
V.Assignment：
DoExercise1onPage64(“UsingStructures”inWorkbook)
Period6ExtensiveReading
1.Enablethestudentstoknowwritingandprintingprocessforanarticleandwhatistheprimarysourceandthesecondsource
2.Enablethestudentstoconsolidatesomereadingstrategies
Enablethestudentstoknowwritingandprintingprocessforanarticleandwhatistheprimarysourceandthesecondsource
Task1.Reviewthetypesofjobsinanewspaper
Task2.Talkabouttheprocessofmakinganewspaper(Groupdiscussion)
Givethefollowinghintswhenneeded:interview;dosomeresearch;writeastory;checkthearticlewrittenbyareporter;printthefirstedition;setthepage;checkagain
II.Skimmingandsummarizing
Task3:Readandfillintheform
Task4:Learnsomewordsandexpressions
1.Accurate准确，精确
1)Isthiswatchaccurate
2)Hisinformationwasaccurate
2.settosth./doingsth.开始做某事
=getdowntosth./doingsth
1).AssoonasIgothome,Isettopreparingsupper.
2).They’llsettotheproject,assoonasitisapproved.
※Lookforwardto…,devote…to…,be/getusedto…,leadto…,prefer…to…,payattentionto…,objectto…
3.approvevi.(approvaln.)
approveofsth./doingsth.
=agreeto/on/with
1).Yourparentswon’tapproveofyourgoingthere.=agreeon
2).Icannotagreetothisplan.=approvalof
4.processv.加工,处理
1)Thestreetisintheprocessofrepair
2).Theyareusinganewprocesstomakeglass.
processfoodadj.加工过的,处理的
Task5:Retellthemainprocessofmakinganewspaper
III.Readthepassageonpage65(“ReadingTask)andanswerthefollowingquestions
IV.Assignment
Period7ListeningandSpeaking
1.learnhowtomakeanappointment
2.Improvethestudents’listeningandspeakingskill
Learnhowtomakeanappointment
Task-basedmethod
I.Elaboration&prediction:getthestudentstopredictwhattheywilllistentoandelaboratethetopictotheirknownknowledge.
Task1:GooverEx1onPage31andguesswhattheywilllistentoonthetape.(groupdiscussion)
II.Listening
Task2:Listenandcirclethecorrectsummaryofthelisteningpassage.
ThisisaboutayoungmanwhoisrefusedaninterviewwithLiuMing.
ThisisaboutayoungmanwhoistryingtoarrangeininterviewwithLiuMing.
ThisisaboutayoungmanwhowantstoaskLiuMingabouthowtoworkabroad.
Task3:ListentothetapeagainandanswerquestionsonPage32.
Task4:Listentothetapeagainandtrytonotedownthedialogue(pairwork)
Task5:Role-playthedialogueandelectthebestactors(themostsimilartotheoriginaldialogue)
III.SpeakingandListening
Discussthephrasethatmaybeusedinmakingappointments(input)
ShallwemakeanappointmentHowabout…
WhenareyoufreeWhendoyouthinkisconvenientforyou
Isitpossibleto…Ishallbebusyat…and…butIcanbefreeat…
WhereisthebestplaceMaybewecanmeetat…
Task6:MakeanappointmentaccordingtothesituationinEx3onPage32
Task7:ListentothetapeanddoEx1andEx2(LISTENING))onPage62.
Workinpairs.MakeanappointmentaccordingtothesituationinEx1(TALKING)onPage62
TeachingAims
KnowledgeandSkills:
1.GettoknowaboutCanada.
2.Graspsomereadingskills.
3.StimulatetheSs’interestandloveforlearningaboutforeigncountries.
StrategyandMethod:
1.Trainthestudents’fast-readingability.
2.Trainthestudents’abilitytocooperatewithothers.
Mainpoints：
1.IntroducetheinformationofCanadatothestudents.
2.Trainthestudents’readingability—skimming,andlisteningability
Difficultpoint：
Learndifferentreadingskillsfordifferentreadingpurposes.