unit 3 life in the future教学设计与反思

1 / 34 Unit 3 Life in the future 教学设计与反思 莲 山课件 m Unit3Lifeinthefuture 教学设计与反思 . 单元教学目标 技能目标 SkillGoals Talkaboutthingsinthepast,atpresentandinthefuture Talkaboutchangesatpresent Predictgoodandbadchangesinthefuture. 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,extraordinarily 2认读词汇 jetlag,flashback,expertise,hover,pessimistic,enormous,imitate, 3词组 takeup,remind.of.,losesightof.,catchsightof.,sweepup,speedup,assistin 4重点词汇 2 / 34 constant,remind,lack,sight,assist,require,settlement,previous,swift 语 法 Thepastparticipleastheattribute andfollowinghimtocollectahoveringcarriagedrivenbycomputer. Thepastparticipleastheadverbial Worriedaboutthejourney,Iwasunsettledforthefirstfewdays. Hitbyalackoffreshair,myheadached. Exhausted,Islidintobedandfellfastasleep.重 点 句 子 “jetlag”yougetwhenflying,buti ,hisparents companynamed“FutureTours” . 教材分析与教材重组 1.教材分析 3 / 34 本单元以 “Lifeinthefuture” 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。 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。 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。 部分通过一封发自未来的电子邮件，讲述了作者 LiQiang 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。 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4 / 34 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 LiQiang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 LiQiang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 UsingLanguage部分的语篇学习做了铺垫。 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。 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 IHAVESEENAmAZINGTHINGS 一文，对 LiQiang 旅行的第三站有个总体的印象，并能找出部分细节知识。 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。 部分告诉学生在讨论时记笔记的好处和方法。 2.教材重组 可将 WarmingUp,Pre-reading,Reading和 comprehending整合在一起上一节精读课。 中的 reading和 listening是 LiQiang straveltothefuture5 / 34 的延续，可将这两部分及 Workbook 中的 LISTENING 整合起来上一节听力课。 可将 LearningaboutLanguage 和 Workbook 中的USINGWoRDSANDEXPRESSIoNS及 USINGSTRUcTURES整合起来上一节语法课。 将 Workbook 中的 READINGTASk 和 LISTENINGTASk 结合起来上一节泛读课，进一步拓展学生的思维和想象力。 将 UsingLanguage 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 (makepredictions)。 将 Workbook中的 SPEAkINGTASk和 WRITINGTASk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 1stPeriodReading 2ndPeriodListening 3rdPeriodGrammar 4thPeriodExtensiveReading 5thPeriodSpeaking 6thPeriodWriting . 分课时教案 TheFirstPeriodReading Teachinggoals 教学目标 6 / 34 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,takeup,lackof,losesightof,sweepup,catchsightof b.重点句式 Thisissimilarto.,butitmeans.P17 Well-knownfor.,hisparents company ，called“FutureT our”,transportedmesafelyintothefutureinatimecapsule.P18 Hehande 能力目标 EnabletheSstotalkaboutthelifeinthepast,atpresentandinthefuture. 学能目标 HelptheSslearnhowtodescribethelifeinthepast,atpresentandinthefuture. Teachingimportant difficultpoints 教学重难点 comparelifeinthepast,atpresentandinthefuture. 7 / 34 Whatislifeinthefuturelike?Whatchangeswilltakeplace? Teachingmethods 教学方法 Fastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork. Teachingaids 教具准 备 Acomputerandaprojector. Teachingprocedures ways 教学过程与方式 StepIWarmingUp Showsomepicturesoflifeinthepast,atpresentandinthefuturetotheSs,chinainAD1005. T:Dothesepicturesdescribeourdailylife? Ss:No,perhapstheydescribelifeofmanymanyyearsago. T:?Forexample,lifeinAD3008. S: S:Theydidn thaveelectricity. S:Theydidn tliveintallbuildings. . Showthepicturesoflifeatpresent. T:Good!Whataboutourlifeatpresent?Whatisitlike? S:,suchascars,buses,planesandetc. Showthepicturesoflifeinthefuture. T:Everydaywecancomeacrosspassagesaboutlifeinthefutu8 / 34 reinmagazines,uturewillbelike. S: S:Atthattime,. ThensetascenefortheSs Aspecialtourguide. T:Nowimagineyouareworkinginatourcompanywhichhasjustpromotedanewkindoftravel ,chinainAD1005,andalso4peopleinthatyearwanttovisitthechina?Whatkindofthingswillyouintroducetothosepeople? GivetheSs2minutestodiscuss. T: ? S:IfIamthetourguidewhowilltakepeoplebacktothepast,Iwillintroducethemthehouses,Ithinkpeoplewillbeveryinterestedinthem. S:Ifthecompanygivesmethechancetotakepeoplelivinginthepasttoourcityatpresent,transportation,TV, T:,completethechart. GivetheSstenminutes,andafterthat,checktheanswers. StepPre -reading GettheSstodiscusstheproblemsthathumanbeingsarefacingtoday(suchaspollution,allkindsofshortages).makeapredictionaboutthefuture:whichproblemsmaybesolved, T:Weallknowthatasoursocietydevelops,? 9 / 34 S:Pollution. S:Populationisbecominglargerandlarger. S:Theshortageofresources. T:yes!Thencanyoupredictwhichproblemscanbesolvedinthefuture?Andwhichoneswillstillbethere? S:Ithinktheproblemofpopulationwillbesolvedinthefuture,becausenowmoreandmorecountrieshavebeguntocontrolthebirthrate. S:Ithinktheproblemsofpollutionandshortageofresourceswillstillbethere,andwillevengetworse. S:Idon rcesthathumanbeingscanmakeuseof,theproblemscanbesolvedonebyone. StepReading T: Severalminuteslater. T:Well,haveyoufinishedreadingthepassage? Ss:yes. T:? S:It sane-mailwrittenbyamanwhohastakenupatriptothefuture. T:? 10 / 34 shomeandeverythinginhishousemademesurprised. S:c-A-D-B. T:Verygood!Let sgothroughthefirsttwoparagraphstogetherandgetthegeneralideaofLiQiang Showthesecheckingquestionsonthescreen. ? “timelag”? ? ? ? ? Afewminuteslater,checktheanswers. Sampleanswers: 2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod. 11 / 34 sparents companytransportedustothefuture. T:?Nowpleasegothro,pleaseanswerthefollowingquestions. Showthesethreequestionsonthescreen. ? ? ? Sampleanswers: ,hewashitbythelackoffreshair. rbytohavearest. , T:Whatwilltransportationinthefuturebelike?Arethereanydifferencesbetweentransportationinthefutureandthatatpresent?Nowpleasereadthefourthandfifthparagraphsandfindoutsomethingaboutbothtransportationanddailylifeinthefuture. AftertheSsreadtheparagraphs,askthemthefollowingquestions. shouselooklike? ?What sthepurposeofbuildingthiskindofgreenwall? 12 / 34 shouse? Sampleanswers: ,abrownfloorandsoftlighting. hefloor. T:Sowecanseelifeinthefutureismuchmoreconvenientandmucheasierthanourpresentlife. StepFollow -upActivity sons. T:Nowlet ,andafteryourdiscussionpleasefinishthefollowingchart. Sampleanswers: Items Lifeatpresent Lifeinthefuture (changes)goodorbad?Reasons?Environment Airpollutionandwaterpollution;resourceshortage Thesituationwillgetworseandworse Thedevelopmentofoursocietywillcausehumanbeingtodevelopmoreandmoreresources;andthedevelopmentofindustrywillcauseworsepollutiontoourenvironmentTransport Airplane,car,train,boatandhelicopter 13 / 34 Spacecraft,timetravel,personalflyingcarorbikemoreconvenient Education Peoplereceiveeducationinschool PeoplereceiveeducationontheInternet;canchoosethesubjectsandtheteacherstheylikeHavemorechancestoreceivedifferentknowledge Houses Flatsinhighrisebuildings;withkitchensandbathroomscozy,modernflats, ,checktheanswers. : , shome,hefoundthereweremanytreesafterthewallmoved, StepHomework Reviewthekeysentencesinthetext. TheSecondPeriodListening Teachinggoals 教学目标 目标语言 重点词汇和短语 extraordinarily,atmosphere,gravity,assistin 能力目标 EnabletheSstotellthedifferencesbetweentwokindsofali14 / 34 encreatures. EnabletheSstounderstandthefacilitiesin“Wonderworld”. 学能目标 HelptheSslearnhowtopromoteanewinventionbyanalyzingdifferentsituations. Teachingimportant difficultpoints 教学重难点 Listentothematerialaboutthenewinventionandfindoutitsspecialqualities. Teachingmethods 教学方法 Discussion;listening;cooperativelearning. Teachingaids 教具准备 Acomputer,aprojectorandarecorder. Teachingprocedures ways 教学过程与方式 StepLead -in LettheSsdiscussthefollowingtwoquestions: ? ,whichplaceswouldyouliketovisit?Andwhy? T:Gladtoseeyou, sfantastic,right?Inourdailylife,? S:matrix! T:? S:,peoplecannottraveltothemoon,maybeoneday,! 15 / 34 T:Ifyouhavethechancetohaveatimetravel,wherewouldyouliketovisit?Why? S:, StepListening ,letthemanswersomesimplequestionstochecktheirgeneralunderstanding. T:, ,listentothegeneralidea Listenagainandchecktheanswers. “Wonderworld”makesurethereisenoughoxygen? “Wonderworld”makesurethereisenoughwater? “Wonderworld”? “Wonderworld”?Why? Task3DealwiththeLISTENINGonpage55. T: ?Let 3onpage55andthenchecktheanswers. StepHomework Afterclass,lettheSslistentothethreematerialsrepeatedly. TheThirdPeriodGrammar Teachinggoals 教学目标 目标语言 重点词汇和短语 16 / 34 swiftly,unsettle,speedup 能力目标 EnabletheSstousethepastparticipleastheadverbialandthepastparticiplesastheattribute. 学能目标 HelptheSslearnhowtousethepastparticipleastheadverbialandthepastparticiplestheattribute. Teachingimportant difficultpoints 教学重难点 Distinguishtheusageofthepastparticipleastheadverbialandthepastparticipleastheattribute. Teachingmethods 教学方法 Practice. Teachingaids 教具准备 Acomputer,aprojectorandablackboard. Teachingprocedures ways 教学过程与方式 StepIWordStudy Thispartisaconsolidationofthewordslearntinthisunit. 2onpages20 StepIIGrammar TheSswilllearntheusageofthepastparticipleindifferentsituations. Task1makecleartotheSstheusageofthepastparticipleast17 / 34 headverbial. T:Nowpleaselookatthesentence: Worriedaboutthejourney,Iwasunsettledforthefirstfewdays. =AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays. 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,asif,asthough。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： Wheneverpraised,sheblushes.（作时间状语） =Wheneversheispraised,sheblushes. United,westand;divided,wefall.（作条件状语） =Ifweareunited,westand;ifwearedivided,wefall. Writteningreathaste,thisbookisfulloferrors.（作原因状语） =Becausethisbookiswritteningreathaste,itisfulloferrors. marywasreadingalovestory,completelylosttotheromanticlife.（作伴随状语） 18 / 34 =marywasreadingalovestory,andshewascompletelylosttotheromanticlife. AlthoughborninGermany,（作让步状语） =AlthoughjohnwasborninGermany,helivesandworksin Task2makecleartotheSstheusageofthepastparticipleastheattribute. T:Nowpleaselookatthesetwosentences: =Ifollowedhimtocollectahoveringcarriagethat/whichwasdrivenbycomputer. =Tomorrowyouwillbereadyforsomevisitsthat/whichwasorganizedbythecompany. 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： Welikeskatinginthefrozenlakeinthewinter. =Welikeskatinginthelakewhichhasbeenfrozeninthewinter. Howmanyfinishedproductshaveyougotuptonow? =Howmanyproductsthathavebeenfinishedhaveyougotuptonow? 19 / 34 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： aretiredworker=aworkerwhohasretired anescapedprisoner=aprisonerwhohasescaped afaded/witheredflower=aflowerthathasfaded/withered fallenleaves=leavesthathavefallen therisensun=thesunthathasjustrisen areturnedstudent=astudentwhohasreturned vanishedtreasure=treasurethathasvanished b.用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这明相当于一个定语从句。例如： Thingsseenarebetterthanthingsheard. =Thingsthat/whichareseenarebetterthanthingsthat/whichareheard. Thelobsterbroiledovercharcoalwasdelicious. =Thelobsterthat/whichwasbroiledovercharcoalwasdelicious. 4onpages20 21andexer,lettheSslearnthefollowingusageofthepastparticipleintheclass. 过去分词作表语： 20 / 34 过去分 词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如 go,come,assemble 等，它们用在联系动词之后，表示完成意义，无被动意义。例如： Themanlookedquitedisappointed. Heisgreatlydiscouragedbyherrefusal. Hishairisnearlyallgone. 已经形容化了的过去分词大多可作表语，常见的有 : accomplished,amazed,amused,astonished,broken,closed,completed,complicated,confused,crowded,devoted,disappointed,discouraged,drunk,excited,frightened,hurt,interested,lost,satisfied,surprised,worried 等。 过去分词作宾语补足语： ,hear,feel,find,think等表示感觉和心理状态的动词可以带过去分词 作宾语补足语。例如： Tomfoundhimselfinvolvedinanawkwardsituation. IsawTomdressedlikeabeggarinthestreet. Everybodythoughtthematchlostuntilthelastminute. ,get,have,keep 等表示 “ 致使 ” 意义的动词可以带过去分词作宾语补足语。例如： Ihavemyclotheswashedeveryday. Don tgetyourschedulechanged;staywithusintheclass. 21 / 34 He stryingtomakehimselfunderstood. Pleasekeepusinformedofthelatestprice. ,want,wish,order 等表示希望、要求、命令等意义的动词可 以 带 过 去 分 词 作 宾 语 补 足 语 。 例 如 ： Wedon tlikesuchtopics(tobe)discussedinclass. Iwishthisproblem(tobe)solvedthisweek. StepHomework T:Afterclass,pleasereviewwhatwe TheFourthPeriodExtensiveReading Teachinggoals 教学目标 目标语言 a.重点词汇和短语 imitate,spin,shuttle-submarine,destination,sensor,beessentialfor,contact b.重点句式 Theseabottomisdeepandthismakesitdifficultto.P58 能力目标 EnabletheSstodiscussthepossibilitiesandthedifficultiesoflivingunderthesea. 学能目标 HelptheSslearnhowtotalkaboutthepossibilitiesandthed22 / 34 ifficultiesoflivingunderthesea. Teachingimportant difficultpoints 教学重难点 Talkaboutthepossibilitiesoflivingunderthesea. Teachingmethods 教学方法 Fastandcarefulreading;askingandansweringactivity;discussion. Teachingaids 教具准备 Acomputerandaprojector. Teachingprocedures ways 教学过程与方式 StepIWarmingup T:Haveyoueverwatchedthemovie“TheLittlemermaid”?Doyoulikethesea?ea!Doyouthinklivingundertheseaispossible?Why?Nowpleaseworkinpairstodiscussthethreequestionsonthescreen. Showthefollowingquestionsonthescreenandholdadiscussion. ? ? ,whatequipmentsdoyouthinkarenecessary? Tenminuteslater,asksomeSstoanswerthequestions. T:Haveyoufinished?Whowouldliketotellusyouropinion?V23 / 34 olunteer? S:Ithinkit sitpossibleforhumanbeingtoliveunderthesea. T:Ifitispossible,whereareyougoingtoliveunderthesea?Thereisallwaterandfishesaroundyou. S:maybeinaspecialeq T:,whatkindofequipmentdoyouthinkisnecessaryforyourliving? S:oxygenprovisionandcleaningmachinemaybenecessary. StepReading Dealwiththepassageonpage58. T:,! ,completethesentencesonthescreen. GivetheSs3minutestogothroughthewholepassage. _. : a._ b._ c._ d._ T:canyoufindoutsomesuitablesentencesorwordstofillintheblanks?What retheadvantagesoflivingunderthesea? S:Theunderseacityissocomfortablethatitisdescribedas24 / 34 “asilkadventure”. S:Theunderseacityhasthefollowingadvantages:; T:That ,whatkindofproblemweretheyfacing?Andhowwastheproblemsolved? S:Theseabottomissodeepthatit hwillalwaysbereadytotakepeopletothesurface. T:Sointha,whatadvantagedoyouthinkcanattractpeopletoliveunderthesea? S:Wecangettwiceasmuchpersonalspaceasinflatsonland. T:Good!Thenwhatkindofspecialequipmentwillbeprovidedsoastorealizealltheadvantages? Showthechartonthescreenand,checktheanswers. Advantages Specialequipments Howdoesitbecomerealized? Easycontactwithland onepersonorfamilyshuttle-submarines Alwaysreadytotakepeopletothesurface,aspecialsmall,computerizedmachinetomonitoreachpersonduringthetrip. morepersonalspace Gettwiceasmuchpersonalspaceasinflatsonland,yourhousecanfloatinthewater. 25 / 34 completepersonalsecurity computersensor canfeelthespaceleft;onlywhentherobotcleanertouchesobjectscantheybemoved. Nohouse-workworries Familyusedrobots Feedyourdetailsintothecomputerhard-drive;answeryourcommands. T:!Doyouwanttomeetitsdesigner? slistentohisin . StepFollow -upActivity SetascenefortheSs: attentionandprovidesomeusefulinformation. T:Weknowthata,canyoudesignaspecialpostertodrawvisitors attentionsothattheywillcometothepressconference?Useyourimaginationandyoucandiscusswithyourgroupmembers. ASampleposter: cometothismeeting SeethevalueofoURunderseahouses. Saturationcityhas: 26 / 34 easycontactwiththelandsurface morepersonalspace completepersonalsecurity nohouseworkworries cost:20dollars Date:may18th Time:8:00am Place:TheScienceExhibitionBuilding StepHomework T:Afterclass,pleaselistentothetaperepeatedlyuntilyoucanretellityourselvesandpayattentiontopronunciation. TheFifthPeriodSpeaking Teachinggoals 教学目标 目标语言 makepredictions: Supposethat. Iwonderif. Isitlikely/unlikelythat.? Doyouimaginethat.? Isitpossiblethat.? Doyousupposethat.? 27 / 34 能力目标 EnabletheSstotalkaboutthingsatpresentandpredictthingsinthefuture. EnabletheSstodescribesomeimaginaryproducts. 学能目标 HelptheSslearnhowtotalkaboutthingsinthefutureanddescribesomeimaginaryproducts. Teachingimportant difficu