俗话说，凡事预则立，不预则废。教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生更好地进入课堂环境中来，帮助教师有计划有步骤有质量的完成教学任务。教案的内容要写些什么更好呢？下面是小编精心为您整理的“必修5Unit 3 Life in the future 教学设计与安排”，供大家借鉴和使用，希望大家分享！

济宁市第一中学林翠菊李雯张学敏刘玉东邵长云孔庆民

本单元的中心话题是“谈未来”，内容涉及人类对今后生活环境的想象、猜测和思考,激发学生的想象力。语言技能和语言知识主要围绕“未来生活”这一中心话题进行设计的，使学生掌握有关预测和猜测的表达方法。

WarmingUp部分通过一个填表活动引导学生去回顾过去、认识现在和展望未来。切入点为“行”和“住”。

Pre-reading部分首先让学生列举一些当今世界存在的问题，接着要求学生考虑一下在未来世界里那些问题会克服，那些问题将恶化。这样就为下面阅读作了铺垫。

Reading部分以LiQiang发自宇宙空间站的电子邮件的形式向读者讲述了他是如何安全到达“未来世界”以及在“未来世界”的第一印象。教师引导学生把阅读的重点放在“未来世界”生活与我们现在生活的不同点上。

Comprehending分成三部分来加深学生对Reading部分的理解和复习。

第一部分要求学生根据要求，通过阅读找到“未来世界”在以下几方面的变化：跨时空旅行、交通、住房、城镇环境和空气质量。接着学生应该在思考的基础上得出自己的结论，即哪些变化好，哪些变化不好，并说明理由。

第二部分要求学生通过阅读来判断LiQiang对未来的态度是乐观的还是悲观的。学生应该在文中找出支持自己观点的论据或例子，尽可能说服别人。

第三部分让学生想象一下LiQiang将会去参加什么活动。这部分既鼓励学生展开想象的翅膀，又为UsingLanguage部分的语篇学习作了铺垫。

LearningaboutLanguage部分突出了本单元的一些重点词汇和语法，通过语篇来考查学生运用本单元部分词汇的能力，在做这个练习时，语法部分要求学生主动找出阅读语篇中的重点结构──过去分词用作定语和状语，然后加以应用。教师要提醒学生既要注意语义（meaning）又要注意形式（form）。

UsingLanguage部分涵盖了听、说、读、写四项基本技能。

第一部分：学生首先通过IHAVESEENAMAZINGTHINGS一文，列举出两种外星人Mu-mu和Dimpods各方面的特征。

第二部分：画出外星人的形象并做出描述。该练习要求学生在发挥想象力的基础上创造性地进行人物的外表描写。（describingappearance）

ListeningandSpeaking部分要求学生通过听一段对话来展望未来的生活，并要求学生发挥想象力，设想自己家乡未来的生活，在做听力练习时，教师要提醒学生既要注意大意，又要注意细节。

SummingUp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。

LearningTip部分告诉学生在讨论时记笔记的好处和方法。

第一课时听说课（一）

将WarmingUp部分与Workbook(WB)中的Listening，Talking及project放在同一课时，设计成一节听说课，并把project设计成开放性作业。

第二课时阅读课

将Pre-reading,Reading,Comprehending部分放在同一课时教学，设计成一节阅读课。

第三课时语言知识课──词汇学习

将LearningaboutLanguage中的Discoveringusefulwordsandexpressions及WB中的Usingwordsandexpressions整合成一节词法学习、应用课。

第四课时语言知识课──过去分词

将LearningaboutLanguage中的Discoveringusefulstructures及WB中的UsingStructures放在一起教学，设计成一节语法课。

第五课时泛读课

将UsingLanguage中的Reading,speakingandwriting和WB中的ReadingTask放在一起，设计成一节泛读课。

第六课时听说课（二）

将UsingLanguage中的listeningandspeaking和WB中的ListeningTask放在一起，设计成一节听说课。

第七课时写作复习课

通过SummingUp和WB中的CheckingYourself指导学生进行自我检测，复习本单元所学的重点词汇、短语、表达及语法等；将WB中WritingTask设计为限时写作，互改互评，上一节复习巩固、写作课。

精选阅读

必修五英语Module 5 Unit 3 Life in the future教学设计

Module5Unit3Lifeinthefuture教学设计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，让学生最大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，启发学生思维本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。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。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。第一篇Reading文章主要讲述主人公LiQiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了LiQiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。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。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。（1）知识与能力学习与未来生活有关的词汇；能对本单元的生词猜测词义并能用英语释义基本单词；学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法；能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题；能用英语简单地谈论未来生活，猜测未来的科技发展趋势；能阅读关于未来生活、未来世界以及外太空和外星人的英语文章；能够较好地发挥想象来描写未来生活和外星生物。（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：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。2．通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。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。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。1．教师整理课堂相关文字、图表、影音资料，制成多媒体课件。2．课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。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。

Period1:Warming-up!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Readingfordetails1．BeforethejourneyQ1:Howmanypeoplearementionedinthetext?Whoarethey?Q2:Whendidthewriterwritethisletter?Andtowhichyeardidhetravel?Q3:WhydidLiQiangtraveltotheyearAD3005?Q4:WhatdidLiQiangsufferfrom?Q5:HowdidLiQiangfeel?Whatmakeshimfeelbetter?Q6:Wheredidtheyarrive?通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。2．Duringthejourney1)Inthecapsule:Climbthroughtheroundopening--comfortableseats--calmingdrink--layrelaxed--weroseslowlyfromtheground--completethejourney--1000yearslater--?2)OutofthecapsuleConfusedbythenewsurrounding,IwashitbythelackoffreshairQ1:HowdidLiQiangovercomethelackoffreshair?1.Hoveringcarriage:.Q2:Howdidthehoveringcarriagefloat?Q3:Howcanapersonmoveswiftly?2.“Alargemarket”Q4:Whatwerepeopledoingthere?Q5:WhathappenedtoLiQiang?3.AlargebuildingQ6:Whatisa“timelag”flashback?按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hoveringcarriage,alargemarket,alargebuilding来处理文章第三段。3．Afterthejourney(Arrivinghome,heshowedmeintoalargebright,cleanroom.Descriptionofthehouse:brownfloor,softlighting,trees,leaves,computerscreen,tables,chairs,greenwall…Q1:Howdidtheauthorfeelaftervisitingthespecialhouse?Exhausted,Islidintobedandfellfastasleep.通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。Step4Consolidation1．Putthestatementsintocorrectorder.(C---A---D---B)A.Wearetransportedintothefuturebyacomfortabletimecapsule.B.IarrivedatWangPing’shomeandeverythinginhishousemademesurprised.C.IwonatraveltotheyearAD3005.D.Ihavemyfirsttrytomasterahoveringcarriage.2．Discussion:Comparethehouses,towns,locationofsettlementofdifferentperiodoftimeandpredictaboutthechangesinthefutureAD1005:China----AD2007:ModernWorld----AD______:Youridea3．AtelephoneinterviewwithLiQiangAskthestudentstodiscussingroupofsixandraiseasmanyquestionstoLiQiangaspossible.Somequestionsabouttheproblemsinfuturelifearerecommended.首先通过对文章故事情节的正常排序回顾文章梗概；其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化；最后设置情景，进行角色扮演，模拟电话采访LiQiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。Step5Assignment1．Showsomepicturesofvariouskindsofpollutiontothestudentstoarousetheirawarenessofenvironmentalprotectionandthenaskthestudentswhathavecausedthoseenvironmentalproblemsingroups.Q1:Whatproblemsarewefacingnow?Q2:Whathavecausedthoseproblems?2．Showsomeadvancedandimaginativeinventionstothestudents,andtrytoarousetheirimaginationtodesignspecificobjectsforabetterfuturelife3．Assignment:Object-designingDesignanobjectwhichcanhelpyouchangetheworldforabetterfuture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:LearningaboutlanguageTeachingaims:1.Learnpastparticipleusedasadverbial.2.Mastersomeimportantwords:swiftly,unsettle,constant,remind,previous,bent,press,link.Teachingmethods:1.Teachgrammarinrealsituations.2.Learngrammarthroughpractice.Step1RevisionandPreparation1．Askthestudentstotalkaboutthewriter’sattitudetowardsthefuturelife,washeoptimisticorpessimisticaboutthefuture?Howdoyouknow?Canyoufindsomesentencestosupportyouropinion?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.Andthenaskthestudentstofinishtheexercisesintheirtextbook.

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：过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。1．作时间状语。Oncediscovered,theenemieswerecompletelywipedout.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：1)作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用havingbeendone.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.TobesurprisingA2.Nomatterhowfrequently_______,theworksofBeethovenstillattractpeopleallovertheworld.(2006广东)A.performedB.performingC.tobeperformedD.beingperformedC3._________andI’llgettheworkfinished.(2007重庆)A.HaveonemorehourB.OnemorehourC.GiveonemorehourD.IfIhaveonemorehourB.4.Therepairscostalot,butitsmoneywell_____.(2006湖北)A.tospendB.spentC.beingspentD.spendingC.5._____withadifficultsituation,Arnolddecidedtoaskhisbossforadvice.(2006江苏)A.TofaceB.HavingfacedC.FacedD.FacingB6.Whenherfather,thegirlburstintocrying.(2005湖北)A.askingofB.askedaboutC.beingaskedD.askedD7.Themankeptsilentintheroomunless.(2006浙江)A.spokenB.speakingC.tospeakD.spokentoD8.________,theoldmanislivingahappylife.(2006天津)A.takinggoodcareB.takengoodcareC.havingtakengoodcareD.takengoodcareofD9.TheOlympicGames,in776B.C.,didnotincludewomenplayersuntil1912.(NMET2004)A.firstplayingB.tobefirstplayed

C.tobefirstplayingD.firstplayedB10.fromhisclothes,heisnotsopoor.(2006上海)

A.JudgedB.JudgingC.TojudgeD.HavingjudgedA11.Europeanfootballisplayedin80countries,itthemostpopularsportintheworld.(NMET2003)

A.makingB.makesC.madeD.tomakeB12.Thesecretaryworkedlateintothenight,alongspeechforthepresident.(MET2004)

toprepareB.preparingC.preparedD.waspreparingC13.areply,hedecidedtowriteagain.(2005北京)A.NotreceivingB.Receivingnot

C.NothavingreceivedD.HavingnotreceivedB14.Thehousesarefortheoldpeopleandtheconstructionworkwillstartsoon.(2006江苏)

A.builtB.tobebuiltC.tobuildD.beingbuiltC15.Ifill,I’llstayhomeagoodrest.(2006辽宁)A.tofall,takingB.fall;totaking

C.falling;takingD.falling;take

Step3Discussion:LifeatpresentV.S.Lifeinthefuture

1.Askthestudentstocarryoutadiscussiontocomparethepresentlifeandlifeinthefuture.

Doyouwanttoworkforspace?Whatworkershouldbeneededforthespace？

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.

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。

Step4AssignmentAskthestudentstowriteanapplicationletterforworkinginspace.

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:UsinglanguageTeachingAims:1.Learnsomenewwordsandexpressions.2.Encouragestudentstomasterthefeaturesofthetwoaliencreatures,andtrytocomparethesimilaritiesanddifferencebetweenthem.3.Trainthestudents’readingskillsandpredictthefuturehumans.TeachingMethods:1.Prediction2.Pairwork&groupwork3.ComparisonStep1Lead-in1．TheteachershowsavideoclipfromStarWartothestudents.2．Theteachershowssomepicturesofthosementionedcreaturesfromthevideoclipandasksomequestions.Q1:Wheredothosecreatureslive?Galaxy,planetQ2: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，故笔者采取影片《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。Step2PredictionandunderstandingofthetitleTheteacherasksthestudentstotalkabouttheirownunderstandingofthetitle,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。Step3Readingfordetails1．Askthestudentstodescribethespacestation.Q1:Whatdoesthespacestationlooklike?Q2:Howabouttheinsideofthespacestation?Q3:Whatcanyouseeinsidethestation?2．Askthestudentstoreadthroughthefollowingtwopassagesandfinishthefollowingquestions:Q1:Whattwoaliencreaturesarementionedinthetext?Q2:Whatarethefeaturesofthesetwoamazingcreatures?3．Comparethesimilaritiesanddifferencesbetweenthesetwoaliencreaturesinvariousaspects.

Nameofcreature

Mu-mu

Dimpods

Size

Tall&thin

small

Appearance

Face/head/leg

Likeacat

Colour

Black&white

Blueorpurple

Personality

Friendly

Interesting+lovely

Numberofarms

Six

Many

Numberoflegs

Oneleg/shell

Many

Howitmoves

Slowly

Skiparoundfast

Voice

Whisper

Shout

Food

Carrot+cocoa

Lemonade+herbs

由于文章结构清晰，内容简单，主要介绍了LiQiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。Step4DiscussionTheteacherasksthestudentstopredictaboutthefuturehumansbyreferringtothefollowingquestions.Q1:Whendothefuturehumanslive?Q2:Wheredotheylive?Q3:Whatdotheyeat?Q4:Dotheirbodypartshaveanyotherspecialfunctions?Q5:Whatarethefeaturesofthefuturehumans?Q6:Howdofuturehumansworkandlive?

文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征；由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，最大程度地调动学生想象的积极性。Step5Assignment

Drawapictureofthefuturehumans,thenwriteadescriptionbasedonyourdrawing.让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成Powerpoint文件，在第四课时中上台展示。

Period4.ListeningandspeakingTeachingAims:1.Trainthestudents’listeningability.2.Encouragethestudentstomakeupadialogueaboutwhatlifewillbelikeintheirhometownsin1000years’time.TeachingMethods:1.Listentocatchthemainideas2.Individualworkandgroupwork3.CooperativestudyStep1DisplaythedesignofthefuturehumansTheteacherchoosesseveralstudentstocometothefrontanddisplaytheirdesignoffuturehumanstotheclass.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-inTheteacherdisplaysapictureofthesolarsystemtothestudents,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□atmosphereandgravityKeys: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。Step4Listeningfordetails1.Howcan“Wonderworld”makesurethereisenoughoxygen?2.Howcan“Wonderworld”makesurethereisenoughwater?3.Whatistheadvantageoflivingin“Wonderworld”?4.Doyouthinkpeoplewillbehealthylivingin“Wonderworld”?Why?Keys:1.“Wonderworld”willprovideacoveredareaforpeopletoliveinwithaspecialairsupply.2．collectwaterfromundertheplanet’ssurface–cleanedandrecycled–bacteriaareusedtocleanthedirtywater.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&SpeakingAskthestudentstoworkinpairsandlistsomequestionsaboutwhatlifewillbelikeintheirhometownin1000years’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。Step6AssignmentPractiseaskingyourclassmateswhatwilltheirhometownsbelikein1000years’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，激发学生讲英语的欲望，在实践中锻炼学生的英语能力。

Unit 3 Life in the future教学设计与反思

一位优秀的教师不打无准备之仗，会提前做好准备，高中教师要准备好教案，这是每个高中教师都不可缺少的。教案可以让学生们充分体会到学习的快乐，帮助高中教师提高自己的教学质量。优秀有创意的高中教案要怎样写呢？下面是小编精心收集整理，为您带来的《Unit 3 Life in the future教学设计与反思》，希望能对您有所帮助，请收藏。

Unit3Lifeinthefuture教学设计与反思Ⅰ.单元教学目标技能目标SkillGoals▲Talkaboutthingsinthepast,atpresentandinthefuture▲Talkaboutchangesatpresent▲PredictgoodandbadchangesinthefutureⅡ.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jetlag,flashback,expertise,hover,pessimistic,enormous,imitate,3．词组takeup,remind...of...,losesightof...,catchsightof...,sweepup,speedup,assistin4．重点词汇constant,remind,lack,sight,assist,require,settlement,previous,swift语法Thepastparticipleastheattribute…andfollowinghimtocollectahoveringcarriagedrivenbycomputer.ThepastparticipleastheadverbialWorriedaboutthejourney,Iwasunsettledforthefirstfewdays.Hitbyalackoffreshair,myheadached.Exhausted,Islidintobedandfellfastasleep.重点句子1.Thisissimilartothe“jetlag”yougetwhenflying,butinsteaditmeansyoukeepgettingflashbacksfromyourprevioustimeperiod.P172.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.P183.Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyforarest.P184.Hewassweptupintothecentreofthem.5.Ifoundlaterthattheirleavesprovidedthehousewithmuch-neededoxygen.P188.Everyonewillgettwiceasmuchpersonalspaceasinflatsonland.P589.Onlywhentherobotcleanertouchesobjectscantheybemoved.P59Ⅲ.教材分析与教材重组1.教材分析本单元以“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。1.1WarmingUp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。1.2Pre-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。1.3Reading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。1.4Comprehending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。1.5LearningaboutLanguage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。1.6UsingLanguage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。1.7SUMMINGUP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。1.8LEARNINGTIP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WarmingUp,Pre-reading,Reading和Comprehending整合在一起上一节精读课。2.2UsingLanguage中的reading和listening是LiQiang’straveltothefuture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LearningaboutLanguage和Workbook中的USINGWORDSANDEXPRESSIONS及USINGSTRUCTURES整合起来上一节语法课。2.4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。2.5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)。2.6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1stPeriod!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Reading2ndPeriodListening3rdPeriodGrammar4thPeriodExtensiveReading5thPeriodSpeaking6thPeriodWritingⅣ.分课时教案

TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage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,catchsightofb.重点句式Thisissimilarto...,butitmeans...P17Well-knownfor...,hisparents’company，called“FutureTour”,transportedmesafelyintothefutureinatimecapsule..P18Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyforarest.P182.Abilitygoals能力目标EnabletheSstotalkaboutthelifeinthepast,atpresentandinthefuture.3.Learningabilitygoals学能目标HelptheSslearnhowtodescribethelifeinthepast,atpresentandinthefuture.Teachingimportant＆difficultpoints教学重难点Comparelifeinthepast,atpresentandinthefuture.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StepIWarmingUpShowsomepicturesoflifeinthepast,atpresentandinthefuturetotheSs,periodbyperiod.FirstshowthepicturesoflifeinChinainAD1005.T:Dothesepicturesdescribeourdailylife?Ss:No,perhapstheydescribelifeofmanymanyyearsago.T:Good.Thencanyoutellmewhatlifewaslikeonethousandyearsago?Forexample,lifeinAD3008.S:Letmetry.Peoplelivingatthattimedidn’thavecarsorplanes.Theyrodehorsesortookcarriages.S:Theydidn’thaveelectricity.S:Theydidn’tliveintallbuildings....Showthepicturesoflifeatpresent.T:Good!Whataboutourlifeatpresent?Whatisitlike?S:Ourlifeatpresentisconvenient.Weliveinvariouskindsofbuildings,andwehavelotsofentertainments.Wetravelbymanymoderntransportations,suchascars,buses,planesandetc.Showthepicturesoflifeinthefuture.T:Everydaywecancomeacrosspassagesaboutlifeinthefutureinmagazines,newspapersandsoon.Pleaselookatthesepicturesandtryyourbesttodescribewhatlifeinthefuturewillbelike.S:Letmehaveatry.Ithinkinthefuturewecantravelthewholespaceinaspaceshipfreely.Andperhapswecancommunicatewithaliens.S:Atthattime,Ithinktheearthwillhavebeenpollutedsoheavilythatnoonecanliveonit.Weperhapswillhavetomovetootherplanetstolive....ThensetascenefortheSs—Aspecialtourguide.T:Nowimagineyouareworkinginatourcompanywhichhasjustpromotedanewkindoftravel—timetravel.YourcompanycantransportpeopleinAD2008tothepast,alsoitcantransportpeopleinthepasttoyourcities.Youarechosentobeaguidefor5peoplewhowanttogobacktotheChinainAD1005,andalso4peopleinthatyearwanttovisittheChinainAD2008.Howwillyouorganizeyourtrip?Whatkindofthingswillyouintroducetothosepeople?GivetheSs2minutestodiscuss.T:OK.Time’sup.Volunteer?S:IfIamthetourguidewhowilltakepeoplebacktothepast,Iwillintroducethemthehouses,thewaypeoplelivedandtheirclothing.Becausethesearequitedifferentfromourstoday,Ithinkpeoplewillbeveryinterestedinthem.S:Ifthecompanygivesmethechancetotakepeoplelivinginthepasttoourcityatpresent,Iwilltrymybesttoprovidethemanimpressivetrip.Iwillintroducesomethingwhichisdifferentfromthingsinthepasttothem.Forexample,transportation,TV,computerandbusiness.Becausethesehavechangedgreatlyastimegoesby.T:OK.Youhavedoneagoodjob.Nowopenyourbooksandturntopage17.Pleaseworkinpairstodiscusstheitemsinthechart.Whenyoufinished,completethechart.GivetheSstenminutes,andafterthat,checktheanswers.StepⅡPre-readingGettheSstodiscusstheproblemsthathumanbeingsarefacingtoday(suchaspollution,allkindsofshortages).Makeapredictionaboutthefuture:whichproblemsmaybesolved,andwhichwillstillbethere.ThispartwillpreparetheSsforthetext.T:Weallknowthatasoursocietydevelops,wehavegotmuchbenefit.Butatthesametime,wehavetofacelotsofproblems.Canyoufindoutwhatkindofproblemshumanbeingsarefacing?S:Pollution.S:Populationisbecominglargerandlarger.S:Theshortageofresources.T:Yes!Thencanyoupredictwhichproblemscanbesolvedinthefuture?Andwhichoneswillstillbethere?S:Ithinktheproblemofpopulationwillbesolvedinthefuture,becausenowmoreandmorecountrieshavebeguntocontrolthebirthrate.S:Ithinktheproblemsofpollutionandshortageofresourceswillstillbethere,andwillevengetworse.S:Idon’tthinkso.Nowscientistsallovertheworldaretryingtheirbesttodevelopnewresourcesthathumanbeingscanmakeuseof,suchassolarenergy.Inmyopinion,theproblemscanbesolvedonebyone.StepⅢReadingT:Nowpleaseopenyourbooksandturntopage17.Let’sreadthepassageFirstImpressions.Readitquicklyandthentellmewhatitisabout.Severalminuteslater.T:Well,haveyoufinishedreadingthepassage?Ss:Yes.T:OK.Whowouldliketotellmewhatthetextisabout?S:It’sane-mailwrittenbyamanwhohastakenupatriptothefuture.T:Good.Thenlookatthefollowingsentences.Theyareinwrongorder.Anyonecantellmethecorrectorderofthesesentences?A.Weweretransportedintothefuturebyacomfortabletimecapsule.B.IarrivedatWangPing’shomeandeverythinginhishousemademesurprised.C.IwonatraveltotheyearAD3008.D.Ihavemyfirsttrytomasterahoveringcarriage.S:C-A-D-B.T:Verygood!Let’sgothroughthefirsttwoparagraphstogetherandgetthegeneralideaofLiQiang’striptothefuture.Thenanswerthequestionsonthescreen.Showthesecheckingquestionsonthescreen.1.WhydidIhavethechancetotraveltotheyearAD3008?2.Whatisa“timelag”?3.HowdidIfeelwhenIwasinthecapsule?4.Whoguidesmytrip?5.Whydidmyguidegivemesometablets?6.Whotransportedustothefuture?Afewminuteslater,checktheanswers.Sampleanswers:1.Hetookuptheprizehewontheyearbefore.2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod.3.Theseatsinthecapsuleareverycomfortable.4.MyfriendWangPingismyguidetothefuture.5.Thetabletscouldhelpmefeellessnervousanduncertain.6.WangPing’sparents’companytransportedustothefuture.T:Wonderful.Doyouwanttoknowmoreabouthistrip?Nowpleasegothroughthethirdparagraphtogetsomedetailsontheenvironmentinthefuture.Whenyoufinish,pleaseanswerthefollowingquestions.Showthesethreequestionsonthescreen.1.HowdidIfeelassoonasIwastransportedtothefuture?2.HowdidWangPingsolvethisproblem?3.Whatdoyouthinkhascausedthiskindofproblem?GivetheSs1or2minutestothinkandtheycandiscusswiththeirpartners.Thenchecktheanswers.Sampleanswers:1.Afterthewriterwastransportedtothefuture,hewashitbythelackoffreshair.2.WangPinggaveamasktothewriterandhurriedhimthroughtoasmallroomnearbytohavearest.3.Nowwearecausingmoreandmorepollutiontothenature,thiswillcauseseriousproblemstolifeinthefuture.Thismaybethecauseofthelackoffreshairinthefuture.T:Whatwilltransportationinthefuturebelike?Arethereanydifferencesbetweentransportationinthefutureandthatatpresent?Nowpleasereadthefourthandfifthparagraphsandfindoutsomethingaboutbothtransportationanddailylifeinthefuture.AftertheSsreadtheparagraphs,askthemthefollowingquestions.1.WhatdidWangPing’shouselooklike?2.Whatwasthegreenwallmadeof?What’sthepurposeofbuildingthiskindofgreenwall?3.HowcanyouproduceaTVsetinWangPing’shouse?Sampleanswers:1.Hishouseisalargebright,cleanroom.Ithadagreenwall,abrownfloorandsoftlighting.2.Thegreenwallwasmadeoftrees.Theleavesofthetreeswillprovidemuch-neededoxygentothehouse.3.YoucanjustflashaswitchonthecomputerscreenandaTVsetwillrisefromthefloor.T:Sowecanseelifeinthefutureismuchmoreconvenientandmucheasierthanourpresentlife.StepⅣFollow-upActivityGettheSstocomparelifeatpresentandinthefuture.Findoutthechangesonseveralitems.Trytodistinguishwhichchangesaregoodandwhicharenotgoodandgivereasons.T:Nowlet’smakeapredictionaboutfutureandseewhatwillbechangedinthefuture.Iwillgiveyou3minutestodiscussinpairs,andafteryourdiscussionpleasefinishthefollowingchart.Sampleanswers:ItemsLifeatpresentLifeinthefuture(Changes)goodorbad?Reasons?EnvironmentAirpollutionandwaterpollution;resourceshortageThesituationwillgetworseandworseThedevelopmentofoursocietywillcausehumanbeingtodevelopmoreandmoreresources;andthedevelopmentofindustrywillcauseworsepollutiontoourenvironmentTransportAirplane,car,train,boatandhelicopterSpacecraft,timetravel,personalflyingcarorbikeMoreconvenientEducationPeoplereceiveeducationinschoolPeoplereceiveeducationontheInternet;canchoosethesubjectsandtheteacherstheylikeHavemorechancestoreceivedifferentknowledgeHousesFlatsinhighrisebuildings;withkitchensandbathroomsCozy,modernflats,furnitureinwallsandfloorThenlettheSsdoExx.2＆3onpage19.Afewminuteslater,checktheanswers.SampleanswertoEx.3:Ithinkthewriterhasanoptimisticviewofthefuture.HewasveryexcitedwhenhetraveledtotheyearAD3008andcouldn’tbelieveitwastrue.Fromthis,wecanseeheiseagertogotothefuture.Thoughhewashitbythelackoffreshair,theproblemwasimmediatelysolvedbyputtingonamask.Andhetellsusthetransportinthefutureisconvenient.WhenhearrivedWangPing’shome,hefoundthereweremanytreesafterthewallmoved,andthesetreesprovidedthehousewithmuch-neededoxygen.FinallyhedescribedtheautomaticequipmentinWangPing’shouse.Alltheabovehasshownhisviewofthefuture.StepⅤHomeworkReviewthekeysentencesinthetext.

TheSecondPeriodListeningTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语extraordinarily,atmosphere,gravity,assistin2.Abilitygoals能力目标EnabletheSstotellthedifferencesbetweentwokindsofaliencreatures.EnabletheSstounderstandthefacilitiesin“Wonderworld”.3.Learningabilitygoals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StepⅠLead-inLettheSsdiscussthefollowingtwoquestions:1.Doyouthinktimetravelispossible?2.Ifyouhavethechancetohaveatimetravel,whichplaceswouldyouliketovisit?Andwhy?T:Gladtoseeyou,everyone.LasttimewelearntsomethingaboutLiQiang’straveltothefuture.It’sfantastic,right?Inourdailylife,wealsoreadlotsofnovelsandwatchmanyfilmsabouttimetravel.Canyounamesomegreatmoviesabouttimetravel?S:Matrix!T:Yes.Good.Doyouthinktimetravelispossible?S:Ithinkitispossible.Inthepast,peoplecannottraveltothemoon,butnowtheycan.Sowiththedevelopmentofscience,maybeoneday,wecantraveltothepastortothefuture.Thisisquitepossible!T:Ifyouhavethechancetohaveatimetravel,wherewouldyouliketovisit?Why?S:Iwanttovisitthespacestation.Inthefuture,maybewewillfindoutsomeothercreatureslivinginotherplanets.Iwouldliketocommunicatewiththemandknowsomethingaboutthem.StepⅡListeningTask1LettheSslistentothematerialonpage23twice.Afterlisteningforthefirsttime,letthemanswersomesimplequestionstochecktheirgeneralunderstanding.T:OK.WeknowthatLiQianghadachancetotraveltothefuture,todaywearegoingtolearnwherehewouldvisit.Don’topenyourtextbooks.Justlisten.Iwillplaytherecordingforyoutwice.Forthefirsttime,listentothegeneralideaListenagainandchecktheanswers.1.Howcan“Wonderworld”makesurethereisenoughoxygen?2.Howcan“Wonderworld”makesurethereisenoughwater?3.Whatistheadvantageoflivingin“Wonderworld”?4.Doyouthinkpeoplewillbehealthylivingin“Wonderworld”?Why?Task3DealwiththeLISTENINGonpage55.T:Therewillbelotsofnewinventionsinthefuture.Herewe’vegotanewkindofquilt.Whyisitspecial?Let’slistentothetapeandtrytofinditout.Meanwhileweshouldfindoutwherethesequiltsaresuitabletopromote.PlaythetapefortheSstwice.LetthemdoExx.1－3onpage55andthenchecktheanswers.StepⅢHomeworkAfterclass,lettheSslistentothethreematerialsrepeatedly.

TheThirdPeriodGrammarTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语swiftly,unsettle,speedup2.Abilitygoals能力目标EnabletheSstousethepastparticipleastheadverbialandthepastparticiplesastheattribute.3.Learningabilitygoals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StepIWordStudyThispartisaconsolidationofthewordslearntinthisunit.AsktheSstodotheExx.1＆2onpages20＆21andexercisesinUSINGWORDSANDEXPRESSIONSinWorkbookindependently.Thenchecktheanswers.StepIIGrammarTheSswilllearntheusageofthepastparticipleindifferentsituations.Task1MakecleartotheSstheusageofthepastparticipleastheadverbial.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）=Marywasreadingalovestory,andshewascompletelylosttotheromanticlife.AlthoughborninGermany,JohnlivesandworksinU.S.A.（作让步状语）=AlthoughJohnwasborninGermany,helivesandworksinU.S.A.Task2MakecleartotheSstheusageofthepastparticipleastheattribute.T:Nowpleaselookatthesetwosentences:1.Ifollowedhimtocollectahoveringcarriagedrivenbycomputer.=Ifollowedhimtocollectahoveringcarriagethat/whichwasdrivenbycomputer.2.Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.=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?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=aworkerwhohasretiredanescapedprisoner=aprisonerwhohasescapedafaded/witheredflower=aflowerthathasfaded/witheredfallenleaves=leavesthathavefallentherisensun=thesunthathasjustrisenareturnedstudent=astudentwhohasreturnedvanishedtreasure=treasurethathasvanishedb.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.ThenlettheSsdoExx.1－4onpages20＆21andexercisesinUSINGSTRUCTURESinWorkbooktoconsolidatewhattheyhavelearnt.Andchecktheanswers.Iftimepermits,lettheSslearnthefollowingusageofthepastparticipleintheclass.过去分词作表语：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：a.see,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.b.make,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.He’stryingtomakehimselfunderstood.Pleasekeepusinformedofthelatestprice.c.like,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.StepⅣHomeworkT:Afterclass,pleasereviewwhatwe’velearntthisclassanddomoreexercises.ThenpreviewtheREADINGTASKinWorkbook.

TheFourthPeriodExtensiveReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语imitate,spin,shuttle-submarine,destination,sensor,beessentialfor,contactb.重点句式Theseabottomisdeepandthismakesitdifficultto..P58Onlytherobotcleanerwillbeabletomoveobjects.P582.Abilitygoals能力目标EnabletheSstodiscussthepossibilitiesandthedifficultiesoflivingunderthesea.3.Learningabilitygoals学能目标HelptheSslearnhowtotalkaboutthepossibilitiesandthedifficultiesoflivingunderthesea.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StepIWarmingupLeadinthetopicbydiscussingthepossibilitiesoflivingunderthesea.EncouragetheSstousetheirimaginations.T:Haveyoueverwatchedthemovie“TheLittleMermaid”?Doyoulikethesea?Imyselfliketheseaverymuch.IalwaysthinkthathowgreatitwillbeifIhavethechancetoliveunderthesea!Doyouthinklivingundertheseaispossible?Why?Nowpleaseworkinpairstodiscussthethreequestionsonthescreen.Showthefollowingquestionsonthescreenandholdadiscussion.1.Doyouthinklivingundertheseaispossible?2.Whereareyougoingtoliveunderthesea?3.Intheunderseacities,whatequipmentsdoyouthinkarenecessary?Tenminuteslater,asksomeSstoanswerthequestions.T:Haveyoufinished?Whowouldliketotellusyouropinion?Volunteer?S:Ithinkit’spossible.Maybeinthefuturescientistswillinventsomekindofequipmentthatmakesitpossibleforhumanbeingtoliveunderthesea.T:Ifitispossible,whereareyougoingtoliveunderthesea?Thereisallwaterandfishesaroundyou.S:Maybeinaspecialequipmentwhichwillprovideusmuch-neededoxygenandcanfloatinthewater.Inthatcasewecantravelintheseatoenjoythewonderfulviewofthesea.T:Good.Ifyouaregoingtoliveunderthesea,whatkindofequipmentdoyouthinkisnecessaryforyourliving?S:Oxygenprovisionandcleaningmachinemaybenecessary.StepⅡReadingDealwiththepassageonpage58.T:OK.Fromwhatyousaid,Iknowallofyouarelookingforwardtolivingunderthesea.Nowacompanyjustprovidestheveryservice!Pleaseturntopage58andreadthepassageRISINGTOACHALLENGE.Let’sseewhatthelifewillbelikeinthisunderseacity.Whenyoufinishreading,completethesentencesonthescreen.GivetheSs3minutestogothroughthewholepassage.1.Theunderseacityissocomfortablethatitisdescribedas___________.2.Theunderseacityhasthefollowingadvantages:a._____________b._____________c._____________d._____________T:Canyoufindoutsomesuitablesentencesorwordstofillintheblanks?What’retheadvantagesoflivingunderthesea?S:Theunderseacityissocomfortablethatitisdescribedas“asilkadventure”.S:Theunderseacityhasthefollowingadvantages:a.easycontactwiththelandsurface;b.morepersonalspace;c.completepersonalsecurity;d.nohouseworkworries.T:That’sgreat.Youallhavegotthegeneralideaofthepassage.Nowlet’slookintosomedetailedaspectsoftheunderseacity.Firstlet’slookatitscontactwiththelandsurface.Whowouldliketotellmeattheverybeginning,whatkindofproblemweretheyfacing?Andhowwastheproblemsolved?S:Theseabottomissodeepthatit’shardtocontactwiththelandsurface.Butlatertheyinventedtheone-personorfamilyshuttle-submarineswhichwillalwaysbereadytotakepeopletothesurface.T:Sointhatcasepeoplewholiveundertheseacaneasilycontactwiththelandsurface.Thencom-paringwithlivingonland,whatadvantagedoyouthinkcanattractpeopletoliveunderthesea?S:Wecangettwiceasmuchpersonalspaceasinflatsonland.T:Good!Thenwhatkindofspecialequipmentwillbeprovidedsoastorealizealltheadvantages?Pleasereadthetextagainandfinishthefollowingchart.Youcanworkwithyourpartners.ShowthechartonthescreenandgivetheSs3minutestogothroughthewholetextagaintoscanfortheanswer.Afewminuteslater,checktheanswers.AdvantagesSpecialequipmentsHowdoesitbecomerealized?EasycontactwithlandOnepersonorfamilyshuttle-submarinesAlwaysreadytotakepeopletothesurface,aspecialsmall,computerizedmachinetomonitoreachpersonduringthetrip.MorepersonalspaceGettwiceasmuchpersonalspaceasinflatsonland,yourhousecanfloatinthewater.CompletepersonalsecurityComputersensorCanfeelthespaceleft;onlywhentherobotcleanertouchesobjectscantheybemoved.Nohouse-workworriesFamilyusedrobotsFeedyourdetailsintothecomputerhard-drive;answeryourcommands.T:Thisunderseacityisamazing.ButIthinkdesigningsuchkindofunderseacityisquitedifficult!Doyouwanttomeetitsdesigner?NowthedesignerofthecityWilliamLeeisbeinginterview.Let’slistentohisinterviewandfindoutwhichtwoproblemshecameacrossandhowhesolvedthem.Thenpleasefinishtheexercisesonpage59....StepⅢFollow-upActivitySetascenefortheSs:Thecompanyisgoingtoheldapressconferenceandexhibition.EncouragetheSstodesignaposterwhichwilldrawvisitors’attentionandprovidesomeusefulinformation.T:Weknowthatallnewproductshavetobepromotedsothatitcanbewell-knownamongpeople.Nowapressconferenceandexhibitionisgoingtobeheldtomaketheunderseacityknowntopeople.Ifyouworkinthecompany,canyoudesignaspecialpostertodrawvisitors’attentionsothattheywillcometothepressconference?Useyourimaginationandyoucandiscusswithyourgroupmembers.ASampleposter:!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--CometothismeetingSeethevalueofOURunderseahouses.SaturationCityhas:●easycontactwiththelandsurface●morepersonalspace●completepersonalsecurity●nohouseworkworriesCost:20dollarsDate:May18thTime:8:00amPlace:TheScienceExhibitionBuildingStepⅣHomeworkT:Afterclass,pleaselistentothetaperepeatedlyuntilyoucanretellityourselvesandpayattentiontopronunciation.

TheFifthPeriodSpeakingTeachinggoals教学目标1.Targetlanguage目标语言Makepredictions:Supposethat...Iwonderif...Isitlikely/unlikelythat...?Doyouimaginethat...?Isitpossiblethat...?Doyousupposethat...?2.Abilitygoals能力目标EnabletheSstotalkaboutthingsatpresentandpredictthingsinthefuture.EnabletheSstodescribesomeimaginaryproducts.3.Learningabilitygoals学能目标HelptheSslearnhowtotalkaboutthingsinthefutureanddescribesomeimaginaryproducts.Teachingimportant＆difficultpoints教学重难点TeachtheSstomakepredictionsandexpresstheirideasaboutfuture.HelptheSsmakeuptheirpersonalfutureplans.Teachingmethods教学方法Pairworkandgroupwork;discussionandcooperation.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures＆ways教学过程与方式StepITalkingSetascenefortheSs:AmanwhoislivinginAD2046comestovisityourcityandwantstoknowsomethingaboutjobsinyourcity.AsktheSstoworkinpairstomakeoutanintroductionplan.Makeacomparisonbetweenjobsatpresentandjobsinthefuture,andfindoutthechangesandwhythesechangestakeplace.T:Inthefirstperiodofourunit,wediscussedthechangesbetweenlifeinthepastandlifeatpresent,alsowemakeapredictionaboutourfuture,right?Todaylet’sstilltalkaboutthefuture.SupposeamanofAD2046comestoourcity,hewantstoknowsomethingaboutjobsinourcity.Howwillyouintroducethefollowingtwokindsofjobstohim?Teachersandfarmers.GivetheSs1-2minutestodiscussandthenasksomeofthemtorepresenttheiropinions.T:OK.Whowouldliketotalkaboutthejobasafarmer?S:Nowadaysfarmersarestillworkingveryhard.Fewofthemusehi-techmachines,especiallyindevelopingcountries.Theyhavetoworkmostbyhandeveryday.Sometimestheywillusesomemachinessuchastrucks,seeding-machines,etc.Indevelopedcountries,agriculturehasbeencomputerized.Farmersinthosecountriesaremucheasier.T:Good.Whataboutteachers?S:Nowadayslotsofstudentsstayintheclassroomstolistentotheirteachers.Andtheteachershavetousechalk,andsometimestheyusecomputers.Setanotherscene.T:Soitseemsthatboththesetwokindsofjobsareverychallenging.Willtheychangeinthefuture?Nowthemaninvitesyoutohiscityintheyear2046,whatchangeswillyouexpecttofindonthesetwojobs?S:Ithink40yearslater,workingasafarmerwillbemucheasierthannow.Farmerswon’thavetoworkbyhand,theycansetaprograminthecomputerandthenthecomputerwillfinishallthetasks.It’sfantastic!Andtheharvestwillbemuchbetterbecauseofthescience.S:Ithinkinthefuturewedon’thavetocometoschooltostudy.TeacherswillworkontheInternet.WewillhaveclassesthroughtheInternet.Andunliketoday’steacher,inthefuture,ateachercanteachmanysubjects.Andwewillhaverobotsdoteachingjobs.T:SomaybeIshouldbeborn40yearslater,inthatcase,thejobformewillbemuchinteresting.StepIIFollow-upActivityEncouragetheSstopredicttheirfuturelifeandmakeashort-termplan.Letthemtalkabouttheirdreamsandthenwritepassagesintroducingthesedreams.T:Everyone,haveyoueverdreamtofyourownfuture?Haveyouaskedyourselfwhatyouwillbe?Nowlet’smakeaprediction,orwecansay,let’smakeaplanforourselves:WhatwillIbeinthefuture?Youcandiscusswithyourpartnerstofillinthefollowingchartandthenwriteapassageintroducingyourdreams.ShowtheSsthechartonthescreen.TimeWhatwillyoudo?Wherewillyoube?Howwillyouprepareforit?1yearlater5yearsfromnow10yearsfromnowGivetheSsenoughtimetodiscuss.Thiswillhelpthemmakeclearoftheirownfuture.AndthenselectsomeSstogiveareporttothewholeclass.StepⅣHomeworkT:Imagineyouareatyourageof30.Writeapassagetodescribeyourdailylifeoryourexperience.Asampleversion:Itistheyear2020andIhavejustturned30yearsold.Morethan10yearsago,Ilefthighschoolandwenttostudyatagooduniversity.IwasahistorymajorandIalsostudiedtwoforeignlanguages.Aftergraduation,Iwasofferedajobteachinghistoryinamiddleschool.Atfirst,Ididn’tthinkI’dliketoteachhistory.Ithoughtthestudentswouldthinkhistorywastooboring.Myfirstyearwasverydifficult.Ididn’tknowmuchaboutteachingandthestudentsdidnotlikemylessons.ButIwaslucky.Oneoftheolderteachersbecamemyfriendandtaughtmealot.

TheSixthPeriodWritingTeachinggoals教学目标1.Targetlanguage目标语言重点句式Living...hasbadeffectson...Oneisalargeclassroomwithall...2.Abilitygoals能力目标EnabletheSstowriteareporttothecompanythatbuiltSaturationCity.3.Learningabilitygoals学能目标HelptheSslearnhowtowriteareporttothecompanythatbuiltSaturationCity.Teachingimportant＆difficultpoints教学重难点HelptheSsfindoutthestyleofwritingareport.Teachingmethods教学方法Discussionandcooperation.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures＆ways教学过程与方式WritingstyleHelptheSsfindoutthewritingstyleofreportbyanalyzingthetext“RisingtoaChallenge”.Summarizethebasicpointsonthescreen.

Howtowriteareport?

Thefirstparagraph(whyyouwriteareport)

Structure

Body(yourownideasontheitem)

Conclusion(howyouthinkitwillhelp)

Asampleversion:ReportAboutEntertainmentonNo.4FloatingIsland,SaturationCityThewonderfulfacilitiesintheentertainmentcenterofNo.4FloatingIsland,SaturationCity,meanthatthecompanycanofferafullandperfectprogrammeofentertainments.Thereareallkindsofentertainmentsofallaspectssothateveryonewillbeabletofullyenjoythemselves.Allentertainmentsareoffered.Ifyougototheentertainmentcenter,youcanhavethechancetopractisedancing,singing,andplayingmusicalinstruments.Ofcourse,youhavethechancetoenjoywonderfulconcertsbydifferentsingers,suchaspopconcerts,classicalconcertsandoperas.AndalsoyoucanenjoythelatestfilmsandTVoperas.Thecompanywillorganizesomeperfectperformances.Wewillofferpermanentbandtoplayfordancingeverynight.Alsowewillinvitedifferentstagecompaniestocometoourentertainmentcentertogivewonderfulplays.Wehopethattheseprogrammesandfacilitieswillhelpyourelaxyourselves.Wehopethatyouwillcomeandtryourentertainmentcenterforyourselves.附件文化背景知识TIMETRAVELShapingthefutureTheideaoftravelingforwardintothefutureorbackintothepasthasalwaysfascinatedsciencefictionwriters.The“grandfatherparadox”istheargumentthatmanypeopleusetosuggestthattimetravelisimpossible.Whatifyouwentbackintimeandpreventedyourgrandfatherfrommeetingyourgrandmothersothatyourmotherwasneverborn?Thenyouwouldneverhavebeenborn...andsoon.Untilveryrecentlysuchargumentsledmostscientiststobelievethattimetravelcouldneverexistoutsidesciencefiction.Butamazingly,someinterpretationsoftheweirdnessofthequantumworldnowsuggestthattimetravelispossible—atleastintheory.GravityandblackholesEinstein’stheoryofrelativitybroughtspaceandtimetogetherinasingle,four-dimensionalarrange-mentthathecalledspace-time.Weknowthatwecantravelforwards,backwardsandsidewaysinspace,sowhynotforwardsandbackwardsintime?Fourdimensionsaredifficulttoimagine,sophysicistsusuallysuggestyouthinkofspace-timeasarubbersheetstretchedoutflat.Iftherearenolargemassesaround,thesheetstaysflat,andsoanyobjectplacedonitwillmovearoundinstraightlines.Butalargemass,suchasthesun,makesadipinthesheetbecauseitactuallywarpsspace-time.Nowanyotherobjectwithsmallermass,likeourearth,movingaboutinspace-timerollsintothedipasitcomespastthesun.Itappears“attracted”tothelargemass.Thiseffectofwarpingspace-timeiswhatgivesrisetogravity.TheUniverseisfullofheavyobjectsexertinggravitationaleffectsandthenetresultisthatspace-timeisnotflatatallbutcurved.Everything,includinglight,hastofollowcurvedpathsinspace-time.WeknowEinsteinwasrightaboutthisbecauseastronomerscansometimesseedistantstarsthatoughttobemaskedbynearerobjectssuchasthesun.Insteadoftravelinginstraightlinesandhencebeingblocked,thelightfromthestarsbendsroundtheobstruction.Whenastarreachestheendofitslifeitmatcollapseinwardsundertheinfluenceofitsowngravitytosuchanextentthatallitsmatterbecomesconcentratedintoanextremelydenseobject,afractionofitsoriginalsize.Thisisablackhole.Blackholeshavesuchahugegravitationalpullthatnothingcanescapefromthem,notevenlight.Wecannotseethembutwehavegoodevidencethattheyarebeingpulledaboutbyanearbyinvisibleobjectwithenormousmass.Whatdoesablackholedotospace-time?Relativitypredictsthatatthecenterofablackholeisaninfinitelydensepoint,calledasingularity,withinwhichallthenormallawsofphysicsnolongerapply.Time,space,matterandenergynolongerhaveanywell-definedmeaning.Einstein’sequationsshowthatsuchasingularitydoesn’tjustmakeadipintheimaginaryrubbersheetofspace-time,itmakesatunnelthatgoesrightthroughandmomentarilyopensoutontheotherside.Whereis“theotherside”?Itcouldbesomewhereelseinspace-time,eitherinthefutureorinthepast,oritcouldevenbeinanotherUniverse!SupposedlyitwasDerwood’sTimelordswhofirstharnessedthepowerofablackholetobegintheirexperimentsintimetravel.Ifyoucouldtakeaspacetripthroughsuchatunnel,orwormhole,youwouldhavediscoveredthesecretoftimetravel.Thisisofcourseimpossiblewithtoday’stechnology.Butinthefuture,whoknows?Manyworlds,manyfutures?ToreturntothequestionthathaspuzzledthinkerssinceNewton’sday,isthefuturepreordained?Orarethereaquantumworldsuggeststhatnotonlyarethereaninfinitenumberoffutures?Onewayoflookingatthequantumworldsuggeststhatnotonlyarerealizedinaninfinitenumberofuniverses.Photonsandelectronssometimesbehaveaswavesandsometimesasparticles,butneverbothatthesametime.Sofar,theargumentforinterferencebetweenoneuniverseandanotherappliesonlytoeventsoccurringatthequantumlevel.Buttheideaofparalleluniversesprovidesapossibleresolutiontothe“grandfatherparadox”thatmightotherwisecauseproblemsfortimetravelers.Ifwetravelbackintimeandchangehistory,welaunchourselvesintoanewfutureinaparalleluniverse—butwehavenoeffectonthepresentonefromwhichwestartedout.Scientistsofthefuturemaywellpursueanewformoffuturistictechnologybasedonquantumeffects.Suchapplicationscouldincludequantumteleportation,bywhichaquantumparticlecanbeteleportedfromonepointinspacetoanother;andquantumcomputation,wherecalculationscanbecarriedoutwhichwouldtakemanyyearsonaconventionalcomputer.Althoughwenowknowhowtomeasuretimeveryaccurately,havewecomeanynearertoansweringthebasicquestion“Whatistime?”.PleiadesThePleiadesisknownastheSevenSistersandMessier45.Itisroughly500lightyearsfromEarth.Thereareactuallyabouttwohundredandfiftytofivehundredthousandstarswiththisclusterthathavebeencountedincludingthe7majoronesthathavebeenknownthroughoutantiquity.Theclustercontainsthousandsofstars,ofwhichonlyahandfulcanbeseenbynakedeyes.ThestarsinthePleiadesarethoughttohaveformedtogetheraround100millionyearsago,makingthem1/50ththeageofoursun,andtheyliesome130parsecs(425lightyears)away.

Unit 3 Life in the future Period 5 Grammar教案

Period5Grammar
TheGeneralIdeaofThisPeriod
Thisisthefifthperiod,whichwillcenteronthegrammar:usingthepastparticipleastheadverbialandattribute.Atthebeginningoftheperiod,theteachershouldoffersometimetogooverwhatthestudentslearnedinthelastperiod.?
Latertheteacherhadbetterpresentsomesentencescontainingthepastparticipleusedastheadverbialandattributeonpurposebyaskingthestudentstodosomeexercises.Getthestudentstofindallthesentencescontainingthepastparticipleinthetwopassages.Afterfindingthem,theteachercanaskthestudentstoanalyzethemandunderstandthefunctionofthepastparticipleinthosesentences.Whiledoingit,thestudentsshouldbegivensomeexplanationabouthowtousethepastparticiple.?
Thefollowingstepistopractisemoreaboutthegrammar.Theteachershouldarrangesomeactivitiescarefullyandcreatively.Firstletthemdosomesimpleexercises.Forexample,combinethetwosentencesusingthepastparticipleastheadverbialandattribute.Thenaskthemstudentstomakesomesentencesusingthepastparticiple.?
Besidesthat,theteachershouldhelpthestudentstoreviewtheotherusagesofthepastparticiple.Intheend,letthemwriteapassageusingthepastparticipleproperly.?
Apartfromtheusageofthepastparticiple,theteacherhadbettermakethestudentsunderstandthedifferencebetweenthepastparticipleandthepresentparticiple.Inordertohavethestudentsmasterit,theteachershouldchoosesomeexercisestosupplythestudentswithsomeproblemstodealwith.Bydoingandpracticingmore,thestudentsmaymasterthegrammar.?
TeachingImportantPoints
Tolearnaboutthepastparticipleusedastheadverbialandtheattribute.?
TeachingDifficulties
Toknowthedifferencebetweenthepastparticipleandthepresentparticiple.?
TeachingAids
Multi-mediaclassroomandothernormalteachingtools.?
ThreeDimensionalTeachingAims
KnowledgeAims
Tolearnaboutthepastparticipleusedastheadverbialandtheattribute.?
AbilityAims
Tousethepastparticipleusedastheadverbialandtheattributefreelyandproperlyinspeakingandwriting.?
EmotionalAims
Encouragethestudentstostudybythemselves.?
Makethemknowonlybydoingmoreexercisescantheylearnthegrammarwell.?
TeachingProcedure
Step1Greeting?
T:Hello,myfriends.?
Ss:Hello,MissWang.?
Step2Revision?
T:Doyoustillrememberwhatyoulearnedinthisunit?Pleasesaysomethingaboutthelifeinthefuture.
S:Thelifeinthefutureisquitedifferentfromthepresentlife.?
S:Peopleinthefuturewilltravelbyhoveringcarriage,whichwillbedrivenbycomputer.?
S:Peoplewillsufferfromthelackoffreshair,buttheywillwearmaskstofeelmuchbetter.
S:Inthefuture,equipmentwillmakelifemuchmoreconvenientthannow.?
Ss:...?
T:Good.Nowpleaseanswersomequestionsaccordingtothepassage:IHaveSeenAmazingThings.
Wheredidhevisitinthefirstplace?Whatdidhefindthere??
S:Hisfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.Itisanenormousroundplate,whichspinsslowlyinspacetoimitatethepulloftheearth’sgravity.Inside,itisdividedintozoneswithextraordinarilydifferentatmospheresandgravities.Therethealiencreatureslivewhiletheyworkwithhumanspacescientistssearchingfornewworlds.?
T:Excellent.Wouldyoupleasedescribethefriendliestcreatureshemet??
S:Thefriendliestcreaturesarethemu-mu,afamilyfromthePleiadesgroupofstars.Theycanseeinthedarksotheyliveinanareawithoutlightofanykind.TheyhaveassistedinthediscoveryofplanetsroundthefourthstarinthePleiadessystem.Theyspeakinwhispersandeatfoodthatcontainscarbon.Theyhavesixarmsandoneshell-coveredleg.Theymovedforwardbyslowlyshakingfromsidetosideandtheyaretallandthinwithwhiteandblackfaces.?
T:Youdidagoodjob.Whataboutthemostinterestingcreatures??
S:ThemostinterestingcreaturesarethetinydimpodsfromagalaxynearNGC6240.Theyskiparoundthepipesandbetweenthewoodenwallsofthespacestation.Theyrequirethesameatmosphereashumansandaregreatengineers.Theywillbeabletotravelmanylightyearsawayfromtheearth.Theyalsocanproduceaspecialliquidfromtheirbodies.Theyarenoteasytotalkto,becauseyouhavetousealanguage-changertohelpandtheyshoutloudlyinyourear.Theyareverysmallwithmanyarmsandlegs.Theyarepurpleorblueandthecolorchangesdependingontheirmood.?
Step3Presentation
T:Canyoufindthefollowingsentenceinthereadingpassage??
Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.?
T:Inthissentencethepastparticipleisusedasanadverbialphrase.Itisawayofjoiningtwoclausestogether:AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays.Nowpleasepickoutthreemoresentencesfromthereadingpassageswithpastparticiplesusedastheadverbial.Youareallowedtofindasmanysentencesaspossibleintwominutes.?
(Twominuteslater,askthestudentstoreportwhattheyhavefound.)?
S:Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.?
S:Confusedbythenewsurroundings,Iwashitbythelackoffreshair.?
S:Exhausted,Islidintobedandfellfastasleep.?
S:Describedasanenormousroundplate,itspinsslowlyinspacetoimitatethepulloftheearth’sgravity.?
T:Good.Youjustfoundallthesentencescontainingthepastparticiplesusedastheadverbials?.Besidesusingastheadverbials,thepastparticiplescanalsobeusedastheattributes.Canyoufindthesentenceswithpastparticiplesusedasattributes?Finishitintwominutes.?
(Twominuteslater,letthestudentsreadthesesentenceswithpastparticiplesastheattributes.)
S:Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.?
S:Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule.?
S:SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedriven?bycomputer.?
S:Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.?
S:Themu-mudrinkastrangemixtureofcarrotjuiceandcocoa,whilethedimpodsdrinklemonademixedwithherbs.?
S:Theymoveforwardbyslowlyshakingfromsidetosideonashell-covered“leg”.?
Step4Practising
T:Fromthesentencesmentionedjustnow,whatdoyouknowabouttheusageofpastparticiplesasadverbialsandattributes??
S:Weusepastparticiplesasattributeswhenwewanttojointwoclausestogether,whichisanattributiveclause.?
T:Yes.过去分词作定语,在语态上,表被动;在时间上,表示动作已经发生或完成,与它所修饰的名词有逻辑上的动宾关系。过去分词作定语时,所修饰的名词在逻辑上相当于被动句中的主语,过去分词相当于谓语。?
过去分词作定语表示动作在谓语动作之前发生,已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来,因为只有及物动词才有被动意义。例如:
Heisateacherlovedbyhisstudents.他是个很受学生爱戴的老师。?
也有用不及物动词的过去分词作定语的情况,一般作前置定语,它不表示被动意义,只表示主动意义,强调动作完成。不能像及物动词的过去分词那样放在名词后面作定语。例如:
fallenleaves落叶?
retiredworkers退休工人?
therisensun升起的太阳?
T:Nowcombinethesetwosentencesusingthepastparticipleastheattribute.?
Soonwelostsightofthatfamousastronomer.HeiscalledLiQiang.?
S:SoonwelostsightofthatfamousastronomercalledLiQiang.?
T:Iamgoingtobuyapainting.ItiscopiedfromVincentVanGogh.?
S:IamgoingtobuyapaintingcopiedfromVincentVanGogh.?
T:Ilikethatoldprivatehouse.Itisbuiltofwoodandmud.?
S:Ilikethatoldprivatehousebuiltofwoodandmud.?
T:Theroomiscompletelyempty.Theroomisconnectedtotherestofthehousebyalongpassage.
S:Theroomconnectedtotherestofthehousebyalongpassageiscompletelyempty.?
T:Thequeenwassittinginaroyalcarriage.Thecarriagewasdrawnbyfourhorses.?
S:Thequeenwassittinginaroyalcarriagedrawnbyfourhorses.?
T:Thevehicleismentionedinthebook.Thevehicleisunknowntome.?
S:Thevehiclementionedinthebookisunknowntome.?
T:Thecastleisunderrepair.Itwasbuiltin1432.?
S:Thecastlebuiltin1432isunderrepair.?
T:Justnowwepracticedpastparticiplesusedasattributes.Therearestillsomenotesweshouldpayattentionto.?
注意下面过去分词作定语的几种情况:?
1.单个的过去分词作定语一般放在被修饰的名词之前。例如:?
Weneededmuchmorequalifiedworkers.我们需要更多的合格工人。?
Myfriendisareturnedstudent.我的朋友是个归国的留学生。?
单个分词也可以作后置定语,用以强调动作。例如:?
Theydecidedtochangethematerialused.他们决定更换使用的材料。?
2.过去分词短语作定语要放在被修饰的名词后面,作后置定语,其作用相当于一个定语从句。例如:?
Thestudentdressedinwhiteismydaughter.(=Thestudentwhoisdressedinwhiteismydaughter.)穿白色衣服的学生是我的女儿。?
3.如果被修饰的词是由every/some/any/no+thing/body/one所构成的复合代词或指示代词those等时,即使一个单一的分词作形容词用,也要放在被修饰词的后面。例如:
Isthereanythingunsolved?还有没解决的问题吗？
ThereisnotingchangedheresinceIleftthistown.?
自从我离开这个城镇以来,几乎没有什么变化。?
4.单个过去分词前加一个名词或副词,常用连字符将它们连接起来构成一个复合形容词,放在其修饰的名词前,作前置定语。分词前加的名词表示分词的动作或行为主体,所加的副词表示方式、时间、程度、性质等意义。例如:?
Thisisastate-ownedfactory.这是一家国有工厂。?
Thisisourschool-runfactory.这是我们的校办工厂。?
T:Nowlet’slearnpastparticiplesusedasadverbials.?
分词作状语分词在句子中作状语,可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时,它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。?
例如:??
Accompaniedbyhisfriend,hewenttotherailwaystation.?
Givenbetterattention,theplantscouldgrowbetter.?
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.?
分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:主谓关系用现在分词,动宾或被动关系用过去分词。例如:?
1.Nothavingenoughhands,weturnedtothemforhelp.(Wedon’thaveenoughhands.)?
2.Taughtbymistakesandsetbacks,wehavebecomewiserandhandledouraffairsbetter?.(Wearetaughtbymistakesandsetbacks.)?
3.InspiredbytheInternational,theworkingpeopleofallcountrieshavebeenfightingfortheirfinalliberation.(Theworkingpeoplewereinspired/inspiretheworkingpeople.)?
4.Nomatterhowfrequently__________,theworksofBeethovenalwaysattractlargeaudiences.(CET-41995,6)
A.performing
B.performed
C.tobeperformed
D.beingperformed?
本句中贝多芬的作品被反复表演,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
5.__________asitwasatsuchatime,hisworkattractedmuchattention.(CET-41996,1)?
A.Beingpublished
B.Published
C.Publishing
D.Tobepublished
本句中as引导的是让步状语从句,意思为:他的作品尽管在被这样的时候出版,还是引起了关注,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
T:Nowlet’scombinethesetwosentencesusingthepastparticipleastheadverbial.?
Iwasfrightenedbytheloudnoise.Iwenttoseewhatwashappening.?
S:Frightenedbytheloudnoise,Iwenttoseewhatwashappening.?
T:Hewashitbythelackoffreshair.Hegotabadheadache.?
S:Hitbythelackoffreshair,hegotabadheadache.?
T:Ifeltverytiredafterthelongjourney.Istillenjoyedmeetingthealiensonthespacestation.
S:Tiredafterthelongjourney,Istillenjoyedmeetingthealiensonthespacestation.?
T:Thelittlegirlwasfrightenedbythenoiseoutside.Thelittlegirldarednotsleepinherbedroom.
S:Frightenedbythenoiseoutside,thelittlegirldarednotsleepinherbedroom.?
T:Themuseumwasbuiltin1910.Themuseumisalmost100yearsold.?
S:Builtin1910,themuseumisalmost100yearsold.?
T:Thestudentwasgivensomeadvicebythefamousscientist.Thestudentwasnotworried?abouthisscientificexperimentanymore.?
S:Givensomeadvicebythefamousscientist,thestudentwasnotworriedabouthisscientific?experimentanymore.?
Step5Applying(output)?
T:Nowlet’sdosomeexercisestoapplypastparticiples.?
1.Once__________(recover),hethrewhimselfintohisworkandmadeeveryefforttodoitwell.
2.If__________(translate)wordbyword,thepassagewillbedifficulttounderstand.?
3.Afteranight__________(spend)inexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.?
4.Hewalkedupanddown,__________(lose)inthought.?
5.Susanseldomspeaksinclassuntil__________(speak)to.?
6.Withthewaterpipe__________(choke),therewasn’tanymorewaterforuse.?
7.Withoutanything__________(leave)inthekitchen,theWangsdecidedtoeatout.?
(Theteachershouldletthestudentsdoitfirstandthenchecktheanswers.)?
Suggestedanswers:
1～7:recovered,translated,spent,lost,spoken,choked,left?
Step6Consolidation
T:Inthisperiod,wemainlyfocusonthepastparticipleusedasadverbialsandattributes.Afterclass,wouldyoupleasewriteapassagecontainingpastparticiplesandpresentparticiples,whichshowsthatyouhaveknownhowtousepastparticiplesproperly?Besidesthat,youwillalsohavetofinishtheexercisesonPages57and58topractiseusingthepastparticiple.?
TheDesignoftheWritingontheBlackboard
Unit3Lifeinthefuture
Period5Grammar
PastparticiplesusedasadverbialsPastparticiplesusedasattributes.
1.Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.
2.Givenmoretime,theslowlearnerswouldhavedonebetter.
3.Exhausted,Islidintobedandfellfastasleep.
4.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.1.Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.
2.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule.
3.SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedrivenbycomputer.
ResearchandActivities
SupposeyouareSherlockHolmes,thegreatdetective.Youaretellingusthestorylikethis:
OnedayIwassittingatmydesk,absorbedbywhatIwasreadingwhenthedoorbellrang.Ayoungladycamein,frightenedandpuzzled,whichcouldbereadinhereyes.IaskedherwhatIcoulddoforher.ThenshebegantotellmeanaliencreaturecalledFuture,...Pleasecontinuethestorywithyourimagination.Becauseitisfictional,whateveryoumakeupispossible.Youhadbettermakeyourdescriptionsoundreasonableandattractiveonconditionthattherearesomesentenceswithpastparticiplesusedasadverbialsandattributes.?
ReferenceforTeaching
Grammar
现在分词和过去分词的用法?
现在分词和过去分词主要差别在于:现在分词表示“主动和进行”,过去分词表示“被动和完成”(不及物动词的过去分词不表示被动,只表示完成)。分词可以有自己的状语、宾语或逻辑主语等。?
1)分词作状语分词在句子中作状语,可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时,它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。例如:
Hearingthenews,theyalljumpedwithjoy.?
Usingwhatyouknowofwordstemsandwordformations,youcanmakeaguessatthemeaningofanewword.?
Thestudentswentoutoftheclassroom,laughingandtalking.?
Accompaniedbyhisfriend,hewenttotherailwaystation.?
Givenbetterattention,theplantscouldgrowbetter.?
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.?
分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:主谓关系用现在分词,动宾或被动关系用过去分词。例如:?
1.__________theearthtobeflat,manyfearedthatColumbuswouldfallofftheedge.(CET-41996,6)
A.Havingbelieved
B.Believing
C.Believed
D.Beingbelieved?
本句意思为:相信地球是平的,许多人担心哥伦布会从边上掉下去。许多人与相信之间是主谓关系,及分词与主语之间为主谓关系。因此,应用现在分词,答案为B。?
2.Nomatterhowfrequently__________,theworksofBeethovenalwaysattractlargeaudiences.(CET-41995,6)
A.performing
B.performed?
C.tobeperformed
D.beingperformed?
本句中贝多芬的作品被反复表演,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
3.__________asitwasatsuchatime,hisworkattractedmuchattention.(CET-41996,1)?
A.Beingpublished
B.Published
C.Publishing
D.Tobepublished?
本句中as引导的是让步状语从句,意思为:他的作品尽管在被这样的时候出版,还是引起了关注,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。
2)“while(when,once,until,if,though等连词)＋分词”结构现在分词或过去分词作状语时,有时可以在分词前加while,when,once,although,until,if等连词。例如:?
Whenleavingtheairport,shewavedagainandagaintous.
Whilewaitingforthetrain,Ihadalongtalkwithmysisteraboutherwork.?
Oncerecovered,hethrewhimselfintohisworkandmadeeveryefforttodoitwell.?
Althoughworkingveryhard,hefailedtopassthefinalexam.?
3)分词作定语分词作定语时,单个的分词通常放在被修饰的名词之前,分词短语一般置于所修饰的中心词后面。现在分词修饰的是发出该动作的名词(即与名词有主谓关系),过去分词修饰承受该动作的名词(即与名词是动宾关系)。例如:
1.Wewillgoonwithourexperimentassoonaswegettheaddedfund.?
2.Thisisreallyanexhaustingdaytoallofus!?
3.Wecanseethepartofthemoonlightedbysunlight.?
4.Afteranightspentinexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.?
5.Moreandmoredevelopingcountriesestablishedstrategicpartnershipwithdevelopedcountries.
6.TheyoungsittingbetweenmysisterandmybrotherismycousinJack.?
7.Asearlyas1649Ohiomadeadecisionthatfree,tax-supportedschoolsmustbeestablished?ineverytown__________50householdsormore.(CET-41998,1)?
A.having
B.tohave
C.tohavehad
D.havinghad?
后面由分词作定语,而且town本身有50或以上人家,故town与分词间为主谓关系,应该用现在分词,答案为A。?
4)分词作宾语补足语现在分词在see,watch,hear,observe,notice,feel,find,glimpse,glance等感官动词和lookat,listento等短语动词以及have,keep,get,catch,leave,set,start,send等使役动词后面与名词或代词构成复合宾语,作宾语补语的成分。例如:
Onthetopofthehill,wecouldseesmokerisingfromthechimneysinthevillage.?
Thelittleboysatbesidetherailwaylineandwatchedthetrainsroaringby.?
Weshouldnotleavehimwonderingwhatheshoulddo.?
Iamsorrytohavekeptyouwaitingforsuchalongtime.?
Icaughthimdozingoffinclass.?
过去分词可以在allow,ask,consider,desire,expect,feel,find,get,have,hear,imagine,keep,like,make,observe,order,permit,prefer,remember,request,require,see,urge动词等后面作宾语补足语。例如:
Aftermyencounterwithher,Ifoundmyselfgreatlyshaken.Youshouldkeepherinformed?ofwhatisgoingonhere.?
Theteacherexpectedthestudentswellpreparedfortheexamination.?
在动词see,hear,feel,watch,notice,perceive,observe,listento,lookat后既可用现在分词作补语,也可用不定式作补语。用现在分词表示动作正在进行,用不定式表示的动作的全过程已经完成。例如:
IsawMr.Whitegetoffabus.?
IsawMr.Whitelookingintoashopwindow.?
—Doyouhearsomeoneknockingatthedoor??
—Yes,Idid.Iheardhimknockthreetimes.?
5)分词作表语分词作表语通常看作形容词来用。现在分词表示主语的性质,而且主语多为物;过去分词表示主语的感受或状态,主语多为人。例如:
Thefilm“PearlHarbor”isreallyexciting.Iamexcitedaboutit.?
Hisresponsetothequestionwasquitedisappointing.Ifeltdisappointedathisresponse.
具副词功能的过去分词短语?
和现在分词及短语一样,过去分词（pastparticiples）或过去分词短语（pastparticipialphrases）也可以充当副词,修饰谓语动词。?
过去分词短语可以表达下列四种意思:
(一)方法或活动方式,如:?
Hewalkedupanddown,lostinthought.?
Isatbeforethedeskuntilaftermid-night,absorbedinwriting.?
Surroundedbyahostoffans,thefilmstarlefttheairportexcitedly.?
(二)原因,如:?
Greatlydisappointed,somestaffdecidedtoleavetheplace.?
Takenbysurprise,theenemysurrendered.?
(三)时间,如:?
Bornandbredinaturbulentage,theoldergenerationofpeopleexperiencedallsortsofhardships.
Throwntothefloor,theboyregainedhisfootingafewminuteslater.?
(四)条件,如:?
Givenmoretime,theslowlearnerswouldhavedonebetter.?
Criticizedbysomeoneelse,Tonywouldnothaveflareduplikethat.?
除了直接修饰动词之外,过去分词或短语也可以和连词合组成短语,表示下列四种意思:
⒈由when,whenever,while,until等连词引导,表示“时间”,如:?
Whenaskedabouthispreviousjob,Billsaidhehadbeenamotormechanic.?
Susanseldomspeaksinclassuntilspokento.?
⒉由where,wherever连词引导,表示“地点”,如:
Mosquitoesshouldbecompletelyexterminatedwherefound.?
Retireesingoodhealthshouldbeinvitedtoreturntoworkwhereverneeded.?
⒊由if,unless引导,表示“条件”,如:
Ifkeptfortoolong,somemedicineswilllosetheireffectiveness.?
Wehavemadeapointofnotattackingunlessattacked.?
⒋由though,although,eventhough连词引导,表示“让步”,如:?
Thoughwarnedofthedanger,theystillwentmountaineering.
Eventhoughdefeatedforasecondtime,ourteamdidnotgiveuphopefortheultimatevictory.?
此外,过去分词短语还可以和介词“with”或“without”连用,具副词作用。如:?
Withthewaterpipechoked,therewasn’tanymorewaterforuse.?
Withoutanythingleftinthekitchen,theWangsdecidedtoeatout.?
最后,过去分词短语,在适当情况下,可以有自己的主语而变成独立结构（theabsoluteconstruction）,如:?
Theoldmanlistened,hisheadinclinedtooneside.?

Module 5 Unit3 Life in the future导学设计

俗话说，凡事预则立，不预则废。教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生们有一个良好的课堂环境，有效的提高课堂的教学效率。那么一篇好的教案要怎么才能写好呢？急您所急，小编为朋友们了收集和编辑了“Module 5 Unit3 Life in the future导学设计”，大家不妨来参考。希望您能喜欢！

Module5Unit3Lifeinthefuture导学设计

单元/课时学习内容分析
本单元的中心话题是谈论未来生活，本节课时本单元的第一节阅读课，是一篇科普文章，主要是由一个故事来呈现，通过讲述LiQiang因为中奖来到3008年亲身经历了在未来生活中交通，环境，住房等方面发生的巨大变化，第一印象和感受。
文章是一封以email的方式写给父母的家信，语言简洁明了，理解相对容易，但是文章信息量较大，为学生提供了想象的空间，因此，学生通过快速阅读首先归纳文章的主旨和段意。了解文章从哪些方面描述了未来生活，找到未来世界在以下几方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。
然后通过回答问题和列表，匹配等练习形式帮助学生获取关于对未来各方面具体描述的信息。同时，由于文章涉及的内容是科学幻想的，学生生活实践中未能尝试和经历的，因此可以借助图片以及与文章内容相关的flash动画等资源帮助学生理解信息，使学生对未来世界有一定的感观认识。
此外，学生通过获取关于对LiQing心理的描写判断其对未来的态度，并找出支持观点的论据或例子。培养学生推理判断的能力。在此基础上，学生对文中描述的未来生活得出自己的结论和判断。对人类的活动进行反思，提倡环保的生活意识，
最后通过本课的学习，学生进行发挥想象，对未来的生活环境和生活方式进行猜测。培养学生发散性思维和创新精神。

学生基本情况简介
高二学生能够运用基本词汇描述用英语简单描述现在和未来的生活，表达个人情感和个人观点，学生具备基本的阅读能力，如概括文意，猜测词义，获取实事细节等。掌握了一些简单的阅读技巧及方法，如略读，找读，跳读等。
但是学生缺乏对文字传达的信息的准确理解。因此学生在人物对未来生活的态度进行判断时，容易形成思维定势，主观臆断。

教学目标
知识与技能目标：
Thestudentswillbeableto
1.sumupthemainideaofthestoryandeachparagraph.
2.makeinferenceaboutthewriter’sattitudetowardsthefuturelifeandtoidentifytheevidenceusedtoinferthem.
3.describethefuturelifebyusingthelanguagefromthetextandtalkabouttheirimaginationsofthefuturelife

教学重点和难点
1）学生利用上下文猜测的阅读技巧，图片和flash等方式的资源，理解未来生活进行描述的细节信息。
2）人物对未来生活个方面的不同态度的推理和判断。

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