《高中英語 Unit 3 Life In the Future教案》由會員分享，可在線閱讀，更多相關(guān)《高中英語 Unit 3 Life In the Future教案（13頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

1、Unit 3 Life In the Future 教材分析 I．教學(xué)內(nèi)容分析： 本單元的中心話題是“談未來”， 內(nèi)容主要涉及人類對今后生活環(huán)境的想象、猜測和思考。 語言技能和語言知識主要圍繞“未來生活”這一中心話題進(jìn)行設(shè)計(jì)的 Warming up 部分通過一個(gè)填表活動引導(dǎo)學(xué)生去回顧過去、認(rèn)識現(xiàn)在和展望未來。 Pre-reading部分首先讓學(xué)生列舉一些當(dāng)今世界存在的問題，接著要求學(xué)生考慮一下在未來社會里哪些問題會克服、哪些問題將惡化。這樣就為下面閱讀做了鋪墊。 Reading 部分以Li Qiang 發(fā)自宇宙空間站的電子郵件的形式向讀者講述了他是如何安全

2、到達(dá)“未來世界”以及在“未來世界”的第一印象。教師引導(dǎo)學(xué)生把閱讀的重點(diǎn)放在“未來世界”生活與現(xiàn)在生活的不同點(diǎn)上。 Comprehending 設(shè)計(jì)了五個(gè)教學(xué)活動來加深學(xué)生對“閱讀”(Reading )的理解和復(fù)習(xí)。 活動一設(shè)計(jì)了5個(gè)問題，考查學(xué)生對文章主要信息的理解。 活動二要求學(xué)生通過閱讀找到“未來世界”在以下幾方面的變化：跨時(shí)空旅行、交通、住房、城鎮(zhèn)環(huán)境和空氣質(zhì)量。接著學(xué)生應(yīng)該在思考的基礎(chǔ)上得出自己的結(jié)論，即哪些變化好，哪些變化不好，并說出理由。 活動三要求學(xué)生通過閱讀來判斷李強(qiáng)對未來的態(tài)度是樂觀的還是悲觀的。學(xué)生應(yīng)該在文中找出支持自己觀點(diǎn)的論據(jù)或例子，盡可能說服別人。

3、活動四讓學(xué)生概括每一段的大意和具體信息，并復(fù)述課文，更深入地理解課文內(nèi)容。 活動五讓學(xué)生朗讀課文最后一段，注意語音語調(diào)和節(jié)奏。 Learning about language部分突出了本單元的一些重點(diǎn)語匯和語法，通過語篇來考察學(xué)生運(yùn)用本單元部分詞匯的能力的練習(xí)。語法部分要求學(xué)生主動找出閱讀語篇中餓重點(diǎn)結(jié)構(gòu)—過去分詞用定語和狀語，然后加以應(yīng)用。教師要提醒學(xué)生既要注意語義(meaning )也要注意形式(form). Using Language部分涵蓋了聽、說、讀、寫四項(xiàng)語言基本技能。 summing up部分歸納了本單元的主要學(xué)內(nèi)容并讓學(xué)生自我檢測一下效果。 Learning t

4、ip 部分告訴學(xué)生在討論時(shí)記筆記的好處和方法。 II．教學(xué)重點(diǎn)和難點(diǎn) 1. 教學(xué)的重點(diǎn) (1) 回顧歷史，認(rèn)識現(xiàn)在，展望未來，激發(fā)學(xué)生的想象力； (2) 學(xué)習(xí)使用有關(guān)預(yù)測和猜測的表達(dá)方式； (3) 掌握過去分詞作定語、狀語的用法； (4) 運(yùn)用所學(xué)的英語寫出具有豐富想象力的短文。 2. 教學(xué)的難點(diǎn) (1) 激發(fā)學(xué)生的想象力對未來生活進(jìn)行展望； (2) 掌握過去分詞做定語、狀語的用法； (3) 學(xué)習(xí)對有關(guān)預(yù)測和猜測的表達(dá)方式。 III．教學(xué)計(jì)劃 本單元分六課時(shí)： 第一、二課時(shí)：Warming Up, Pre-reading, Reading, Comprehendin

5、g 第三、四課時(shí)：Learning about language, Using Language 第五課時(shí)：Listening and speaking (Using Language) IV．教學(xué)步驟： Period 1 & 2 Warming Up & Pre-reading, Reading Comprehending Teaching Goals: 1. To illustrate Ss’ imagination of future life. 2. To arouse Ss to pay more attention to the problems that

6、probably appeared in the future life. 3. To make Ss know the difference of life between the past, present and future. Teaching Procedures: Step 1 Leading-in Purpose: To talk about past and future changes of life. 1. Group work Let Ss discuss the questions in groups of four. (1)

7、 How do you usually get to school? (2) Where do you live, in a city or in the countryside? (3) Where would you like to live in the future? (4) Do you live in a flat or a house? (5) Do you have a room of you won? Can you describe the room in the picture? (6) What kind of hou

8、sing would you like to have in the future? (7) What would you like to have in your room? (8) What can we use to build houses? (brick, stone , steel , glass, ice, wood , plastic bamboo, …) 2. Conclusion This unit introduces what life in the future might be like to Ss. By discussing and answering

9、 the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life. Step 2. Warming Up 1. Pair work In pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next

10、 century. 2. Individual work According to the result of the above Pair work, fill in the chart. 表格 1 Present time In one Thousand Years’ Time Transport Work Finance and currency Languages Environment Education Houses Communication Suggested Answers:

11、 表格 2 Present time In One Thousand Years’ Time Transport Airplanes; cars; bicycles No longer by air because of environmental pollution; bicycles and horses will make a comeback Work Office; factory; construction; landscape; service At home using advanced, interactive computers; meeting

12、s can be conducted on the computer and people will see each other speak. Finance and currency Banks; offices; insurance; business One global currency—maybe the yuan as China will be the largest global exporter Language English; Russian; Chinese One global language- perhaps Chinese or still Eng

13、lish Environment Air: could be improved in cities Very poor; need to recycle all waste; control on the use of cars; no airplanes; methods to improve poor air quality. Climate of the earth being very hot is making problems over water resources Education Nursery; schools; university Longer than

14、now possibly until 25 years of age so that students can learn all the new technologies Houses Flats; houses; concrete; wood Built into the ground as the surface of the earth is so hot. Communication Post office; Internet By thoughtpad, telephone, computer, mobiles, Morse code, etc Step 3. P

15、re-reading 1. Pair work Ask Ss to discuss the following questions in pairs. (1) Make a list of the problems human beings are facing today. (2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist in AD 3008? Suggested Answers:

16、(1) The seven serious problems facing mankind: ① The first problem I would like to point out is the decline of morality.(道德淪喪) ② The second problem is the racial bias problem. (種族歧視) ③ The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (資源匱乏)

17、 ④ Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (貧富懸殊) ⑤ The fifth problem is the pollution problem.(環(huán)境惡化) ⑥ Now I would like to talk about the sixth problem, the expensive arms race problem. (軍備競爭)。 ⑦ The seventh problem is that the technologies

18、vital to the welfare of human beings are becoming more and more concentrated in the hands of a small group of people. (技術(shù)壟斷) (2) Various answers are acceptable. 2. Discussion Show Ss the above pictures and ask them what problems each picture shows. This can arouse Ss interest. A

19、sk Ss to have a wide range of discussion about the present and future life. They can discuss as much as they can. Suggested Answers: Picture one: global warming, Picture two: acid rain, Picture three: growing areas of desert, Picture four: over large world population, Picture five: lack o

20、f enough drinking water, Step 4. Reading 1. Skimming (1) Pair work: Ask Ss to look the three pictures (P18) and then discuss with their partners and answer the following questions: ① Picture one: * What can you see in the picture? * What are the people doing? * Where do you think they

21、are doing? ② Picture two: * How many people can you see in the picture? * Who are they, do you know? * What else can you see in the picture? * What can you use them for? ③ Picture 3. * What can you see in the picture? * Where is Li Qiang? * What is Li Qiang doing? * What is the table and

22、 chairs made of? * What is the wall made of? What function does it have? (2) Discussion: Ask Ss read through the text as quickly as possible and talk about Li Qiang’s first impressions of AD 3008, and at the same time underline words, phrases, or sentences that are closely related to Li Qiang’

23、s first impressions. 2. Scanning (1) Team work Ask Ss to discuss how far their ideas of the future are from those in the story. Let them discuss the following questions. ① Do you think Li Qiang is impressed by what he finds in the future? Why or why not? ② What improvements do you think there

24、 will be to your home city or home village one thousand years in the future? What problems might there be? ③ What ideas do you think were believable in this story? Why? ④ Which ideas do you think are too unrealistic? Why? (2) Group work This text is written as if it were a letter from a son to

25、his parents. He is telling them his impressions in an informal way. So the descriptions are mixed with his impressions to give you his idea of what the future is like. Now please discuss the style of the text. ① Do you think Li Qiang’s descriptions are fair? Why or why not? ② What language does he

26、 use that gives you that impression? ③ Do you think he feels comfortable in the future? Why or why not? ④ What language does he use that gives you that impression? 3. Comprehending Ask Ss to tell the following sentences are True or False (T or F) (1) Li Qiang was worried about the journey, so h

27、e was unsettled all the time. (2) Wang Ping is his friend who is also a good guide. (3) His head ached because of lack of oxygen. (4) Li Qiang lost in touch with Wang Ping, but he found him at last. (5) Wang Ping’s mother was not friendly to him. Suggested Answers: (1) F (2) T (3) F (4) T

28、(5) F 4. Listening Listen to the tape and fill in the chart bellow: Good changes Bad changes Time travel Transport Houses Towns Air quality Suggested Answers: Good changes Bad changes Time travel Can travel to different times as you wish After– effec

29、ts of travel Transport Can move swiftly Disorganized, difficult to find way Houses Save living space Short of space Towns Busy, look like markets easy to get lost Air quality Own family oxygen supply Poor quality in public places. 5. Group work Divide the whole class into f

30、our groups. Each group is supposed to read through the text and find out the difficult words, expressions and sentences and then discusses them. (1) take up 占領(lǐng)；占據(jù)；接受 When does the incoming manager take up his job? The copying of these documents took up the whole morning. He has taken up art

31、 in college. He decided to take up photography as his career. He is going to take up the story where he left off yesterday. (2) constantly adv 不斷地 His report was constantly interrupted by applause. The area was constantly hit by drought. 拓展：constant: adj 不斷的 (3) remind vt 使想起；提醒 常見用法：remind

32、sb. to do sth. / remind sb. of sth./ remind sb. That… 提醒某人做某事；使某人想起 Please remind me to leave her this note The film reminded him of what he had seen in China. Please remind me that I must call her up before nine. (4) previous adj 在前的；早先的 He has had no previous experience of this kind of job.

33、(5) tablet n 藥片 He took a sleeping table. (6) opening n 口子; 通路 He put a gate across the opening in the fence. (7) surroundings n 環(huán)境 We must learn to get used to social surroundings. 拓展：surrounding adj. 周圍的 (8) lack: n 缺乏；沒有 The lack of rain aggravated the serious lack of food. 拓展：lack: vt&

34、vi 缺乏 Owing to lack of time, we cannot do more than what we have done. Is she lacking in courage? (9) press: vi & vt 按；壓；逼迫 He pressed the doorbell. Just press this button, and you'll start the engine. The debts pressed on him. 拓展：press: n 壓；推；新聞界； The press have / has been invited to a pre

35、ss conference to hear the government's statement on the event. (10) swiftly adv. 迅速地；敏捷地 He swiftly glanced at the book and answered the question. (11) sight: 視力；視覺 常見用法：lose sight of: 不再看見…… in sight of: 可被.…..望見 in sight: 可見，看得見； out of sight: 看不到，不被看到； at the sight of: 一看見就.….. at first

36、 sight: 一見就.…..; 初次看見時(shí) catch sight of: 瞥見 (12) sweep up 橫掃；打掃 Herry was swept up into the center of them and my link with him was broken as I was carried up to the top of a high building nearby. (13) switch n. 開關(guān)；閘 The switch is broken so you need a new one. 拓展：vt 轉(zhuǎn)換 He switched the TV on H

37、e switched the conversation from one subject to another. Step 5. Discussion What three visits would you ask to go on if you were Li Qiang? Make a list of them below. Then compare your list with your partners or classmates. 1._____________ 2. ________________ 3. ____________ Suggested Answers: 1

38、. A space station 2. Another planet 3. A historical museum. Step 6. Homework 1. Read the text again and again and go over the main language points. 2. Finish Ex1 and Ex2 in Learning about language. 3. Retelling the story, either in writing or in speech, is very useful to learners of a forei

39、gn language. It demonstrates his understanding of the story. Next you are going to practise in pairs retelling Li Qiang’s story traveling to the year AD 3008. You may make use of the words and expressions you have just learnt. Period 3 & 4 Learning about Language, Using Language Teaching Goals:

40、 1. To discover the useful words and expressions in the text. 2. To learn and improve the use of useful words and expressions. 3. To practise reading skills and learn something more about the future life. Teaching Procedures: Step 1 Learning about Language 1. Discussion As we all know th

41、at robots now have become a very important part in human’s life. Let Ss discuss the robots’ advantages and disadvantages. 2. Ask Ss to do Ex2 (P20). In this Exercise, Ss can learn some phrases’ meaning by learning their forming. That is, a verb can change its meaning slightly when you add a preposi

42、tion or adverb to it. Now, look at the boxes below. Write the phrases down: search take slide sweep press for up down into Suggested Answers: (1) search for (2) take up (3)slide into (4) sweep up (5) press down Search for/swept up/ pressed down/ sweep up/took up/ slid…into

43、3. Ask Ss to choose the correct phrases to finish each sentences. use up speed up sweep up come up eat up sit up turn up take up (1) When I was young, the teacher always required us to ________ straight. (2) In Britain you show your good manners at a meal if you ______ all the food.

44、 (3)We’ll make our bathroom more comfortable if we _______ the mess every day. (3) Charles’ bicycle started to _______ as it went down the hill. (4) Don’t forget that you must ________ for the examination. (5) All the paper was _______ before the work was finished. (6) The director showed his i

45、nterest in your work when he ______ to see it. (7) I hope you will ______ the new job you have been offered. Suggested Answers: (1) sit up (2) eat up (3) clear up (4) speed up (5) turn up (6) used up (7) came up (8) take up Step 2. Using Language 1.Pair work Ask Ss to read the text agai

46、n and make a dialogue with their partners to describe the life of one space creature. Ask one or two pairs to read the dialogues to the whole class. And then let Ss discuss them and see which group do a better job. Sample dialogue: S1: Our space creature is called a moddock. It comes from a planet

47、 going around a star on the outer part of the Andromeda galaxy. To begin with we thought it would be impossible to talk to this creature. It used to run away and hide whenever we came near. However, my friend thought of a good way to make friends with it. S2: I noticed that it always looked up whe

48、n oil was near. SO I thought maybe it could smell the oil so I covered myself in oil and went near. The moddock did not run away but came close to sniff me. S1: Once we knew that an oil –smell was the way to make friends with it, everything was much easier. S2: It would put one of its six hands

49、over your face and feel the lip movements. Then it remembered them and watched your face. We found it could speak our language very quickly and soon we were having long conversation s. They ‘re marvelous language learners. 2. Writing Ask Ss to draw a picture of their aliens and then write an es

50、say based on their pictures. At last let them read it to their partners. Sample writing: The moddock is an alien from the Andromeda galaxy. It is shy until you get to know it. To make friends you need to cover yourself in oil as that is the thing the moddock likes best. It should be able to help y

51、ou with your English homework because it is such a marvelous language learner! It stays in one place most of the time as it finds moving so painful. When it has to move, it rolls over and over like a ball. Moddocks live alone and never go to school. They don’t need to, as they are good observers and

52、 quick learners from others. It really likes humans and as we are now friends, it wants to become a human being too. Step 3. Discovering useful structures 1. Individual work Give Ss two sentences in which the past participle is used as an adverbial phrase. Eg Worried about the journey, I was un

53、settled for the first few days. Then ask Ss to find other three sentences from the reading passage with the past participle used as the adverbial. (1) Well-known for their expertise, his parent’s company… (2) Confused by the new surroundings, I was hit by the lack… (1) Exhausted, I slid into bed

54、… Let’s Ss discuss the usage of past participle and find some grammar usages. 2. Explanation of the grammar. (1) 和現(xiàn)在分詞一樣，過去分詞或過去分詞短語也可以充當(dāng)副詞，修飾謂語動詞。 過去分詞可以表達(dá)下列四種意思： ① 方法或活動方式，如： He walked up and down, lost in thought I sat before the desk until after mid-night, absorbed in writing. Surrou

55、nded by a host of fans, the film star left the airport excitedly . ② 原因，如： Greatly disappointed, some staff decided to leave the place. Taken by surprise, the enemy surrendered. ③ 時(shí)間，如： Born and bred in a turbulent age, the older generation of people experienced all sorts of hardships. Thr

56、own to the floor, the boy regained his footing a few minutes later . ④ 條件，如： Given more time, the slow learners would have done better . Criticized by someone else, Tony would not have fared up like that. (2) 除了直接修飾動詞之外， 過去分詞或短語也可以和連詞組成短語，表示下列四種意思： ① 由 when ,whenever , while until等連詞引導(dǎo)，表示“時(shí)間

57、”，如： When asked about his previous job, Bill said he had been a motor mechanic. Susan seldom speaks in class until spoken to. ② 由where , wherever 連詞引導(dǎo)，表示“地點(diǎn)”。 Mosquitoes should be completely exterminated where found. Retires in good health should be invited to return to work wherever needed.

58、 ③ 由if , unless引導(dǎo)，表示“條件”，如 If kept for too long, some medicines will lose their effectiveness. We have made a point of not attacking unless attacked. ④ 由 though, although , even though 連詞引導(dǎo)，表示“讓步”，如： Though warned of the danger, they still went mountaineering. Even though defeated for a se

59、cond time, our team did not give up hope for the ultimate victory. IV Studying the past participle as the attribute. (3) 過去分詞做定語, 在語態(tài)上表被動，在時(shí)間上表示動作已經(jīng)發(fā)生或完成，與它所修飾的名詞有邏輯上的動賓關(guān)系。 過去分詞做定語時(shí)， 所修飾的名詞在邏輯上相當(dāng)于被動句中的主語，過去分詞相當(dāng)于謂語。 (4) 過去分詞作定語表示動作在謂語之前發(fā)生，已經(jīng)完成并具有被動意義。有時(shí)也不表示時(shí)間性。作定語的過去分詞一般由及物動詞變來，因?yàn)橹挥屑拔飫釉~才有被動意義

60、。如： He is a teacher loved by his students. 他是個(gè)很受學(xué)生愛戴的老師。 (5) 也有不及物動詞作定語的情況，一般作前置定語，它不表示被動意義，只表示主動意義，強(qiáng)調(diào)動作完成。不能像及物動詞的過去動詞那樣放在名詞后面作定語。如： fallen leaves, retired workers , the risen sun 注意下面過去分詞作定語的幾種情況： ① 單個(gè)的過去分詞作定語一般放在被修飾的名詞之前。如： We needed much more qualified workers My friend is a retu

61、rned student. ② 過去分詞短語作定語要放在被修飾的名詞后面，作后置定語，其作用相當(dāng)與一個(gè)定語從句。如： The student dressed in white is my daughter = The student who is dressed in white is my daughter. ③ 如果被修飾的詞是由every /some/any / no+thing /body/one 所構(gòu)成一個(gè)復(fù)合代詞或指示代詞those 等時(shí)，即使一個(gè)單一的分詞做形容詞，也要放在被修飾詞的后面。例如： Is there anything unsolved? There i

62、s nothing changed here since I left this town. ④ 單個(gè)過去分詞前加一名詞或副詞，常用連字符將它們連起來構(gòu)成一個(gè)復(fù)合形容詞，放在其修飾詞前，作前置定語。 This is a state-owned factor. This is our school –run factory. ⑤ 作前置定語的某些動詞的過去分詞的形式與作謂語或表語的過去分詞的形式往往不一樣。例如： 原形 用作定語的過去分詞 用作表語或謂語的過去分詞 drink drunken drunk light lighted lit

63、melt melten melted sink sunken sunk We lit the candle and the candle lit up the room. 我們點(diǎn)著蠟燭，蠟燭照亮房間。 There is a lighted candle on the table. 桌上有一只點(diǎn)著的蠟燭。 2. Pair work (1) In pairs combine these two sentences using the past participle as the adverbial. ① I was frightened by the loud

64、 noise. I went to see what was happening. _________________________________________________________________ ② He was hit by the lack of fresh air. He got a bad headache. _________________________________________________________________ ③ I felt very tired after the long journey. I still enjoyed

65、 meeting the aliens on the space station. _________________________________________________________________ ④ The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom. _________________________________________________________________ ⑤ The m

66、useum was built in 1910. the museum is almost 100 years old. _________________________________________________________________ ⑥ The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more. __________________________________________________________________ Suggested Answers: ① Frightened by the loud noise, I went to see what was happening. ② Hit by the lack of fresh air, he got a bad headache. ③ Tired after