一名合格的教师要充分考虑学习的趣味性，准备好一份优秀的教案往往是必不可少的。教案可以让学生们有一个良好的课堂环境，帮助教师更好的完成实现教学目标。写好一份优质的教案要怎么做呢？为满足您的需求，小编特地编辑了“高二上人教版Unit4Agardenofpoems教材分析”，相信能对大家有所帮助。

Colorschanginghue
morningfieldsofambergrain
weatheredfaceslinedinpain
aresmoothedbeneaththeartist’s
lovinghand.
AndnowIunderstandwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
perhapsthey’lllistennow.
Fortheycouldnotloveyou
butstillyourlovewastrue
andwhennohopewasleftinsightonthatstarry
starrynight.
Youtookyourlifeasloversoftendo;
ButIcouldhavetoldyouVincent
thisworldwasnevermeantforone
asbeautifulasyou.
Starrystarrynight
portraitshunginemptyhalls
framelessheadsonnamelesswalls
witheyesthatwatchtheworldandcan’tforget.
Likethestrangerthatyou’vemet
theraggedmeninraggedclothes
thesilverthornofbloddyrose
liecrushedandbroken
onthevirginsnow.
AndnowIthinkIknowwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
Theywouldnotlisten
they’renotlist’ningstill
perhapstheyneverwill.
繁星点点的夜晚
为你的调色盘涂上灰与蓝
你在那夏日向外远眺
用你那双能洞悉我灵魂的双眼
山丘上的阴影
描绘出树木与水仙的轮廓
捕捉微风与冬日的冷洌
以色彩呈现在雪白的画布上
如今我才明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
那时他们不知道该如何倾听
或许他们现在会愿意听
繁星点点的夜晚
火红的花朵明艳耀眼
卷云在紫色的薄霭里飘浮
映照在文森湛蓝的瞳孔中
色彩变化万千
清晨里琥珀色的田野
满布风霜的脸孔刻画着痛苦
在艺术家充满爱的画笔下得到了抚慰
如今我才明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
那时他们不知道该如何倾听
或许他们现在会愿意听
因为他们当时无法爱你
可是你的爱却依然真实
而当你眼中见不到任何希望
在那个繁星点点的夜晚
你像许多绝望的恋人般结束了自己的生命
我多么希望能有机会告诉你，文森
这个世界根本配不上
像你如此美好的一个人
繁星点点的夜晚
空旷的大厅里挂着一幅幅画像
无框的脸孔倚*在无名的壁上
有着注视人世而无法忘怀的眼睛
就像你曾见过的陌生人
那些衣着褴褛、境遇堪怜的人
就像血红玫瑰上的银刺
饱受蹂躏之后静静躺在刚飘落的雪地上
如今我想我已明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
他们依然没有在倾听
或许他们永远也不会理解
TeachingplanForUnit4AGardenofPoems
The3rdperiodSpeaking
Teachingaims:
1.Talkingaboutpoemstoraisethess’interestinpoems.
2.Makingdialoguetoimprovethess’speakingability.
Teachingprocedures:
Step1GreetingLead-in
(Atthebeginningoftheclass,showthessapoem----twinkle,twinklelittlestar）
T：Justnow,weenjoinedabitinterestingpoem.Howdoyoufeelaboutthepoem?(ssmayhavedifferentideas).Formyself,Ilikeit.WhenIreadthepoem,itseemsthataclearpictureisshownbeforeme.Inthedarkskyofnight,therearethousandsofstarsthattwinkleinthesky!Sointhisway,poemtellsusaboutnatureandshowsusthebeautyofnature.Nowondertherearemanypoetsexpressingthemselvesbywritingpoems!
Step2Warming-up
T:Youknowtherearemanypoemsexistingintheworld,andChinahasalonghistoryofpoemsrangingfromLiBai,DuFuintheancienttimestoGuoMonuointhemoderntimes.CanyourecitesomeChinesepoemsinavividway?
(Welcomesomesstoperformandgivesomeclaps;ifpossibleshowthemsomeflashforthepoems)
Step3Speaking
1.T:ItseemsthatyouhavemasteredChinesepoemswell.
T:1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?
2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?
Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.
2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.
3.T:Whenyouarepractisingwithyourpartner,doremembertouse
theusefulexpressionslistedinyourbook.
Step4Talking
T:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.
T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.
------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.
Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行诗).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadthisshortpassage,what’syourpointofviewaboutthedestiny(命运)ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscuss教材分析
本单元中心话题是“诗歌与文化”。单元各部分围绕着这一中心，着重介绍了中学生并不熟悉的英语诗歌。由于语言鸿沟的存在和中西文化差异，学生要真正的懂得欣赏英语诗歌并从中获得乐趣美感并不容易。通过本单元的学习，使学生了解英语诗歌中包含的绚丽多彩的西方文化，并引导他们思考和探寻诗歌文化中蕴藏的人本色彩。
“热身”(Warmingup)部分由EnglishPoetry的一个分支——学生较熟悉的“Songs”引入，继而介绍rhymes和limericks,并带入到课本中的两首limericks。在教学过程中强调师生互动，鼓励学生大胆将诗歌加上感情和动作表演出来，这样有助于学生更好的形成对本单元介绍的英语诗歌印象并产生较高的兴趣。
“听力”(Listening)部分的内容分两部分内容：WB与SB。SB内容可以由“热身”(Warmingup)活动结束后自然过渡导入，SB部分是一则对话：一位男生到图书馆借有关POEM的书籍，不知如何选择，于是请图书管理员推荐相关书目。对话涉及了很多有关诗歌的基本知识，如管理员推荐那位男生在读欣赏诗歌前应先对诗歌文化作一定的了解而推荐的Agardenofpoems(是关于诗歌总述及类别的一本书)，然后又建议其分门别类的阅读诗歌，并有重点的欣赏自己喜欢的诗歌类型。这篇对话提出了一个概念：诗歌是按一定的特点和格式分类（type）的，阅读诗歌时应注意选择。WB包括一篇介绍诗歌起源的短文和三篇rhymes,有助于帮助学生了解并把握诗歌的节奏感和韵律美。通过“听力”(Listening)部分的学习，学生会更好的形成对诗歌的总体印象并了解英语诗歌中包含的丰富文化，为本单元后面部分的学习打下基础。
“读前”(Pre-reading)部分由一小部分有关诗歌创作的影片引入，直观地引起学生对诗歌的兴趣。然后再提到学生很熟悉的中国著名诗人，如李白，杜甫，并一起朗读李白的一篇名作，利用好母语，为承接到英语诗歌作好铺垫。
“阅读”(Reading)部分标题是EnglishPoetry,里面简单介绍英语诗歌的形成和几个代表时期，重点提到了ModernEnglishPoetry的诞生和19世纪浪漫主义诗潮，提及了几个著名诗人及代表作，风格等等。文章最后提到了英语诗歌被引入中国以及用本国语翻译诗歌的利与弊，起到了画龙点睛的作用：我们学诗，读诗就是要自己去思考，去欣赏，这样才能开拓我们的视野，形成自己的审美观。在授课过程中，要特别注意智育（课堂教学与语言知识的习得），德育（引导学生形成正确的审美观乃至人生观）和美育（去发现并欣赏和种文化中蕴含的美）的结合渗透。
“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生去理解“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话，发现一种文化艺术形式中的内涵。这是对学生理解力和审美观的培养。
“口语”(Speaking)部分放在“阅读”(reading)部分之后，因为这一单元的学习一定要注重知识的承接，学了“阅读”(reading)后能更好的熟悉英语诗歌和诗人，流派，能“有话可说”，有助于表达自己对一种文化形式的看法和见解。本部分将通过“BRAINSTORM”回忆课文中学过的诗人。关于SB中的Speaking，在小组活动中，组织学生分组对有关诗歌的Topics,Periods,Humanfeelings等话题开展讨论。讨论时再次强调UsefulExpressions的使用。而书中WB里的TALKING，讨论的是“现在诗歌是否依然流行还是已死亡”这个话题，可以将学生分成两组，设立裁判，让他们自由发言给出意见，最后由老师进行总结这种形式。通过“口语”(Speaking)部分，学生会在一定程度上将书本上的知识转化成自己的观点表达出来，既增加了他们对英语诗歌的理解又很好的锻炼了口语。
语言学习(LanguageStudy)分词汇和语法两部分。词汇部分设计了一些题目来回顾复习文中出现的一些重点词汇和词组。在语法的讲解前，通过一个简单视频（儿歌）说明诗歌中的一种RHYME的压韵特点。本单元的语法项目是“过去分词作状语”的用法。在此要特别注意由于本单元是分词（包括现在分词和过去分词）用法的最后一个章节，需要对分词作一个总结和清理，因此需要将现在分词和过去分词用法共同点（如逻辑主语一致）及不同点（如现在分词常表主动，过去分词表被动）作一个罗列。当然简单罗列并不行，需要把最容易混淆的东西再过滤一遍，解释清楚。
学习技能(IntegratingSkills)部分包括听、读、说、写三部份，有着一个很明显的结合，过渡，继承过程，相互渗透，讨论了一个有关如何带着感情去欣赏理解诗歌的问题。本部份先让学生听Keats和Wordsworth的两首诗作为引入，让学生朗读并谈感受。再转入课文，阅读简单的课文后有一个Assessment步骤，通过三个问题评估学生的理解能力。接下来是课文练习中的现代诗“Dustofsnow”赏析，引导学生理解诗歌中的意境（IMAGE）并对诗歌中诗人情绪变化“changesofmood”作一个分解。至此，本单元对于学生能力的培养已到了一个更高的层次。在教学过程中，适当要求学生作朗读和背诵，加强互动，引导学生诵读诗歌时投入感情，注意语音语调的变化。在本课时最后一个环节中，让学生根椐一首现代诗写出其主题与意境（可参考使用英文名曲“Rightherewaiting”。
学习建议(Tips)部分向学生提供了如何找诗歌来朗读的一些建议，清楚明了，可以作为学生平时阅读的一个很实用有效的指导。
复习要点(Checkpoint)简要总结了本单元的语法重点——“过去分词作状语”的用法。最后一个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。
课时安排
TeachingPlanforUnit4Agardenofpoems
1.WarmingupListening
(1)Warmingup
(2)ListeninginSB
(3)ListeninginWB
2.Post-reading
(1)Pre-reading
(2)Reading
3.Post-reading
(1)Reading
(2)Post-reading
(3)Extendedreading
4.Speaking
(1)Warmingup
(2)Speaking
(3)TalkinginWorkBook
5.LanguageStudy
(1)WordStudy
(2)Grammar
6.Integratingskills
(1)Reading
(2)Writing
(3)Checkpoint
教材重点和难点
1.重点单词
poemn.诗；韵文；诗体文
intentionn.意图；目的；打算
recitevt.背诵；朗诵
patternn.型；模式；方式
dialoguen.对话；（文学，戏剧，电影中的）对白
sortvt.将事物分类；整理n.种类；类型
sadnessn.悲哀；难过
grammarn.语法；语法学
gloryn.光荣；荣誉；荣耀的事；壮丽
absencen.不在；缺席；缺乏
districtn.地区；区域
atmospheren.气氛；情绪；大气；大气层
introductionn.序言；介绍；引进
translatevt.翻译；用简单易懂的语言表达
translationn.翻译；译文
extraordinaryadj.特别的；不平常的；惊人的
idiomn.习语；成语；语言习惯用法
apartadv.相隔；相距；除去；单独地
recommendvt.推荐；介绍；建议
contributevi.作出贡献；捐献；投（稿）vt.贡献；提供；捐献；投稿
2.重点词组
put…together把……结合成一整体；装配
playwith玩；玩耍；游戏
callup召唤；使人想起；调动（力量，人员等）；（给……）打电话
standout突出；显眼；远远超过某人（物）
lightup照亮；使放光彩；点上（烟等）吸起来
comeintobeing出现；形成；产生
sendfor使某人来到；要求将某物取来或送到
contributeto…为……作贡献（或捐献）；有助于……；向……投稿
3.词汇拓展
poem(n.)→poetry(n.)→poet(n.)
absence(n.)→absent(adj.)
translate(vt.)→translation(n.)
contribute(vt.)→contribution(n.)
4.句型结构
1.Poetryalsocallsupallthecolours,feelings,experiencesandcuriousimagesofadreamworld.
2.Hissonnets,however,belongtothebestEnglishpoetry.
3.Beforetheendofthecentury,therewasanotherfamouswriter,JohnMilton.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
4.GreatlylovedinChinaaretheEnglishRomanticpoets.
5.Theycanhelpustounderstandeachotherbetter,orasMuDanwrote:…
6.Quietly,weembraceinaworldlitupbywords.
7.IfIseeyounexttonever,howcanIsayforever?
5、重点语法
本单元重点语法是“过去分词作状语”的用法。过去分词一般表示完成的和被动的动作，在句子中可以用作定语、表语、宾语补足语和状语，但不能单独构成谓语。本单元是过去分词分法的最后一章节，有必要将之前所学的内容（包括现在分词和过去分词用法）作归纳与总结，扫除最易混淆的几个盲点。
6、教学难点
(1)如何循序渐进地引导学生去了解英语诗歌，懂得去欣赏发现诗歌中的美，在一定程度上学会去分析英语诗歌的韵律，意境及情境，最终明白“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话包含的道理。
(2)分词用法的总结与难点解析。
(3)帮助学生形成一定的审美观，学会用自己的角度去思考和发现西方文化的美感和人文色彩。
Unit4AGardenofPoems
TheFirstPeriodWarming-upListening
TeachingAims:
1.Talkaboutrhymes,songs,limericksandpoemstoraisethestudents’interestinpoetry.
2.Improveingthestudents’listeningability.
3.Introducesomepoemstothestudents.
TeachingDifficultpoints:
1.Toteachthestudentshowtograspthedetailedinformationtofinishthelisteningtask.
2.Howtomakeeverystudentsactiveinthislesson.
TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
(Playthesong“TenlittleIndianboys”)
StepIGreetingsandLeadin.
T:Goodmorning,everyone!
Ss:Goodmorning,Mrs/Mr…!
T:Sitdownplease.Justnowwe’veenjoyedasong.Doyoulikeit?
Ss:Yes./(No)
T:Ok.Thiskindofsongsbelongtopoetry.Andsodorhymesandlimericks.Rhymesandlimerickscanbeveryinteresting.Solet’senjoythemnow.
StepIIWarmingup.
1)Listenandreadtherhyme
Good,better,best!
Neverhaveitrest!
Tillgoodisbetter!
Andbetter,best!
2)Listenandreadthelimerick.
Peoplelaughandpeoplecry.
Somegiveup,somealwaystry.
Somesayhiwhilesomesaybye.
OthersmayforgetyoubutneverI.
Ok.Nowpleaseopenyourbooksandturntopage25.Let’senjoytwomorelimericks.
3)Readthelimericksandask“Whatisthepatternofeachpoem?
StepIII.Pre-listening
T:Mmm,itseemspoemsarereallyinteresting.I’dliketoknowmoreaboutpoetry.
ButwherecanIfindacertainpoem?Arepoemsputtogetherincollectionsofpoetry?
Maybethesequestionscanhelpus.
Whowrotethem?
Whataretheyabout?
Whenweretheywritten?
StepIV.Whilelistening
Incollectionsofpoetry,poemsareputtogetherbecausetheybelongtothesamegroup.
Theycanbesortedbydifferentwriters,ortheycanbesortedbyacertaintopicoracertainperiodoftime.
1.Listentothetapeandlistthenameothebooksonpoemsbydifferentwriters.
(Suggestedanswers:AGardenofPoems”
“1001SongsorPoemsinEnglish”
2.Listentothetapeandlistthetheinformationofpoemsbyacertaintopic
Suggestedanswers:Thetopiccanbehumanfeeings(humourlove…)
“PoetryaboutNature”(flowers,trees,plantstheoldcountryside)
“TheEarthisPaintedGreen”
3.Poemsbyacertainperiodtime
Suggestedanswers:“EnglishPoemoftheEarly17thCentury”
“PoetryBetweentheWorldWars”
4.OK,Sincewelearnedsomeaboutpoems.Nowlet’slistentotheareaderandawomanworkinginthelibrary.Firstlistentothetapeandtickthewordsthatareusedbythewoman.
Suggestedanswer:poem,collection,theWorldWars,Thecountrysideandnature
5.Listentothetapeagainandanswerthefollowingquestions.
1).Whatisthedialogueabout?
2)WhatkindofbookisAGardenofPoems?
3)Whichperiodismeantwhenwesay“betweentheWorldWars”?
4)Howshouldyoureadabooksuchas1001SongsandPoemsinEnglish?
5)Whichtopicforpoetrydoesthestudentlike?
StepV.Post-listening
1.T:OK.Whattopicforpoetrydoyoulike?
S:…….
T:SometimesEnglishpoemscanbereadinareallyinterestingway.NowI’dlikeyoutoenjoyoneofthem.
(Arhyme
Pickanapple
Pickapear
Pickabananaoverthere.
Let’sworkandlet’splay,
Pickingappleseveryday.)
2.Listenandimitate.
StepVI.Listeningontheworkbook.
Good.I’mreallyinterestedinpoemsandIwanttoknowwhyourancestorsinventpoetry.Doyouknowthereason.Ifyoudon’tknow,let’slookatthefollowingquestions.
1)Beforetheinventionofwriting,wasthereanyotherwaybuttorememberimportantthings?
2)Wererhymeandrhythmveryhelpfulwhentheyaretryingtorememberthings?
3)Whydidourancestorsinventpoetry?
4)Whatisthelisteningtextabout?
Listentothetapeandfindouttheanswerstothequestions.
Tapedescription:Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.
(Collecttheanswersfromthestudents.)
T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.
Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.
StepVII.Listeningandimitating.
T:OK.Poemsarehelpfultorememberthings.Butwhatthingscantheyhelpusremember?Pleaselistentothefollowingexamplesandfindoutsomeoftheways.
1.Wecanlearnandrememberimportantdatesinhistoryusingrhyme.Therhymemostfamousoftheseis:“In1492,ColumbusSailedtheOceanBlue”torememberthatitwasin1492thatColumbusdiscoveredtheAmericas.
2.Therearealsoshortlinestorememberhowmanydayseachmonthhas.“30dayshasSeptember,April,JuneandNovember.Theresthave31.Fine!February28exceptwhen29.”
3.Wecanevenlearnhadspellingwithwordsfromashortpoem.Thewords‘receive’soundslike‘believe’.Butthespellingisnotthesame.Listentothefollowingshortpoem,ItisveryusefultohelpstudentslearnandrememberhowtospellsomedifficultwordsinEnglishanditalwaysworks.
“I”before“E”exceptafter“C”orwhensoundinglike[ei]asin“neighbour”and“way”.
Suggestedanswers:
Rhyme1isusefultorememberimportantdatesinhistory.(torememberthatitwasin1492thatColumbusdiscoveredtheAmericas)
Rhyme2isusefultorememberhowmanydayseachmonthhas.
Rhyme3isusefultohelpstudentslearnandrememberhowtospellsomedifficultwordsinEnglish.
Rhymesandrhythmsarehelpful.Doyouusepoetrytorememberthings?
Whosometimesstillusespoetrytorememberthingstoday?
(Collectanswersthenlistentothefollowing.)
Butpeoplealsoneedtorememberpracticalthingssuchaswheretofindgoodcagestosleep,wheretofindwaterthatcouldbedrunkorwhentoplantcrops.Wenolongerneedpoetrytorememberthings.Butitdoesn’tmeanweshouldn’torcoundn’tuseittohelpusrememberthingsbetter.
Soanyonewhowanttorememberthingsbettercanstillusepoetrytorememberthings.
StepVIII.Post-listening
You’vedoneagoodjobtoday.Let’senjoysomemorepoems.Andyouarerequiredtorecitesomeofthesepoems.Youcanreciteandmanyaspossible.Wewillcheckthenextperiod.
1)Women
Ifyoukissher,youarenotagentleman
Ifyoudon’t,youarenotaman
Ifyoupraiseher,shethinksyouarelying
Ifyoudon’t,youaregoodfornothing
Ifyouagreetoallherlikes,sheisabusing
Ifyoudon’t,youarenotunderstanding
Ifyoumakeromance,youareanexperiencedman
Ifyoudon’t,youarehalfaman
Ifyouvisithertooopen,shethinksit’sboring
Ifyoudon’t,sheaccusesyouofdoublecrossing
Ifyouarewelldressed,shesaysyouareaplayboy
Ifyoudon’t,youareadullboy
….
“OLord,tellmewhattodo.AMEN”
2)AlwaysHaveaDream
Forgetnbs;aboutthedayswhenit’sbeencloudy,
Butdon’tforgetyourhoursinthesun.
Forgetaboutthetimesyou’vebeendefeated,
Butdon’tforgetthevictoriesyou’vewon.
Forgetaboutthemisfortunesyou’veencountered,
Butdon’tforgetthetimesyourluckhasturned.
Forgetaboutthedayswhenyou’vebeenlonely,
Butdon’tforgetthefriendlysmilesyou’veseen.
Forgetabouttheplansthatdidn’tseemtoworkoutright.
Butdon’tforgettoalwayshaveadream.
StepIXHomework.
Reciteoneortwopoemsandgetreadyfortomorrow’slesson!
Teachingplan
ForUnit4AGardenofPoems
The2ndperiod
Reading(EnglishPoetry)
TeachingGoals:
1.Learnaboutpoetsandpoemsofdifferentcountries.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
3.Improvethestudent’sreadingability.
Teachingprocedures:
Step1GreetingWarming-up
(Beforethebeginningoftheclass,showthestudentsaclipofvideofromthemovieDeadPoetsSociety.)
T:Morning,boysgirls!
Ss:Morning,sir!
T:Justnow,wesawavideoclipfromthemovieDeadPoetsSociety.(Showtheposteronthescreen)Haveyoufoundwhatistheboydoing?
SA:Heiscreatingapoem.
T:Yeah,quietright!Heisusinghisimaginationtocreateapoem.Weknowpoetryisaspecialformofliterature.Ifyouwanttowriteagoodpoem,youneedtoputyourselfinthedreamworldofthepoem.(Showthewordsonthescreenonebyone)
Step2Lead-in
T:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?
SBSC:LiBai,DuFu,BaiJuyi,WangWei……
T:Goodjob!Thanks.(ShowtheportraitsofLiBaiDuFuonthescreen)Chinesepoets,suchasLiBaiDuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.
(Showthepoem望庐山瀑布onthescreen)
T:Okay,let’sreaditaloudtogether.
GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepowermagicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?
(Callseveralofthemtorecite)
T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.Areyouready?
Ss:Yes!
Step3Fast-reading
T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:
Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?
2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?
(Givethem2minutestofindtheanswers)
T:Well,let’sdealwiththe2questions.
A:1.①Poetryplayswithsounds,wordsandgrammar.②Poetryisdifficulttowrite,butinterestingtoread.③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.
2.①WilliamWordsworth,GeorgeGordonByronJohnKeats②JohnDonne
Step4Careful-reading
Task1.Themainideaofeachparagraph
T:Goodjob!Howmanyparagraphsinthetext?(7)Ok,nowlistentothetapereadthetextcarefully.ThenIwantyoutosummarizeeachparagraph’smainidea.
Para.1Thecharactersofpoetry.
Para.2AlookonChinesepoetry.
Para.3ThefirstperiodofModernEnglishpoetry.
Para.4ModernEnglishpoetryinthe19thcentury.
Para.5Whymodernpoetshavespecialattraction?
Para.6TheintroductionofEnglishpoetrytoChina.
Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.
Task2Atimeline
T:Excellent!Hereisataskforyou.Pleasefocusonparagraph3-5andfinishthetimeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.Nowdoit!
Step4Post-reading
Task1
T:Let’sturntonextstep.LookatP28,Ex.1,makesuretogettherightchoices.
(After2minutes,checktheanswers)
Keys:1.A2.C3.B4.D5.C
Task2
T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?
Para.1Thatmakespoetrydifficulttowrite,butveryinterestingtoread.
------Poetryplayswithsounds,wordsandgrammar.Para.3Despiteitsshorthistory,thereisalotofgoodpoetryaround.
------Englishpoetry’s
Para.4Thestyleandatmosphereintheirpoemshasoften…------WilliamWordsworth,Byron,JohnKeats
Para.5Finally,modernpoetshavetheirspecial…inthelanguageandimagestheyuse.
------modernpoetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliterature
Step5Further-understanding
T:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;
Tak1
Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?
A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).七步诗.)
Task2
T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.
Q:Canyouuseyourownwordstoexplainit?
A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
Step6Enjoyment
T:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?
A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.
2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest.
T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.
(Aftertheendofthevideo,showthenextslide)
T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.
ThenIsawtheCongocreepingthroughtheblack,
Cuttingthroughtheforestwithagoldentrack.
Step7Discussion
T:It’sreallyamusing!Attheendofthislesson,let’shaveadiscussion.
Arepoemsgoodforourlife?Whatcanwegetfrompoems?
1.Poemsbringpassion(激情)toourlife.2.Poemshelpustounderstandlife,virtues,beautyandromance…3.Poemsmakeusknow,wearehere,wecanmakeourlifeandtheworldmorecolorful!
Step8Homework
1.Readthetextagaintogetabetterunderstanding.2.ReadandtranslateseveralgoodEnglishpoems.
3.Getsomeinformationaboutfamouspoetsoninternetifpossible.
Website
/POPE.HTM
/wilword.htm
/byron
edew,comerust,
Butstillliespointedasitploughedthedust.
Ifwewhosightalongitroundtheworld,
Seenothingworthytohavebeenitsmark,
Itisbecauselikemenwelooktoonear,
Forgettingthatasfittedtothesphere,
Ourmissilesalwaysmaketooshortanarc.
Theyfall,theyripthegrass,theyintersect
Thecurveofearth,andstriking,breaktheirown;
Theymakeuscringeformetal-pointonstone.
Butthisweknow,theobstaclethatchecked
Andtrippedthebody,shotthespiriton
Furtherthantargetevershowedorshone.
TheIslesofGreece
GeorgeGordonByron
TheislesofGreece!theislesofGreece!
WhereburningSappholovedandsung,
Wheregrewtheartsofwarandpeace,--
WhereDelosroseandPhoebussprung!
Eternalsummergildsthemyet,
Butall,excepttheirsun,isset.
TheScianandtheTeianmuse,
Thehero’sharp,thelover’slute,
Havefoundthefameyourshoresrefuse;
Theirplaceofbirthaloneismute
Tosoundswhichechofurtherwest
Thanyoursires’"IslandsoftheBlest."
ThemountainslookonMarathon--
AndMarathonlooksonthesea;
Andmusingthereanhouralone,
Idream’dthatGreecemightyetbefree
For,standingonthePersians’grave,
Icouldnotdeemmyselfaslave.
哀希腊
拜伦
希腊群岛呵，美丽的希腊群岛！
火热的萨弗在这里唱过恋歌；
　在这里，战争与和平的艺术并兴，
狄洛斯崛起，阿波罗跃出海面！
永恒的夏天还把海岛镀成金，
可是除了太阳，一切已经消沉。
开奥的缪斯，蒂奥的缪斯，
那英雄的竖琴，恋人的琵琶，
原在你的岸上博得了声誉，
而今在这发源地反倒喑哑；
呵，那歌声已远远向西流传，
远超过你祖先的“海岛乐园”。
起伏的山峦望着马拉松－
马拉松望着茫茫的海波；
我独自在那里冥想一刻钟，
梦想希腊仍旧自由而欢乐；
因为，当我在波斯墓上站立，
我不能想象自己是个奴隶。
DonMclean–Vincent
Starrystarrynight
paintyourpaletteblueandgrey
lookoutonasummer’sday
witheyesthatknowthedarknessinmysoul.
Shadowsonthehills
sketchthetreesandthedaffodils
catchthebreezeandthewinterchills
incolorsonthesnowylinenland.
AndnowIunderstandwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
Theywouldnotlisten
theydidnotknowhow
perhapsthey’lllistennow.
Starrystarrynight
flamingflo’rsthatbrightlyblaze
swirlingcloudsinviolethazereflectin
Vincent’seyesofChinablue.,onwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!
Step5HK
T:Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot.
THEEND
TheFourthPeriodWordStudyandGrammar
Teachingaims:
1.LearnandmasterthePastParticipleusedasadverbial.
2.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.
TeachingProcedures:
Step1Song
AskthestudentstowatchtheVCDprogrammeandlearntosingthesongANAPPLEADAY.
Anappleaday,
Keepsthedoctoraway.
Anappleaday,
Keepsthedoctoraway.
A-P-P-L-E,“apple”
Thenaskthestudentstolookatthewordsfromthesong---“day,away”.
T:Whatdothesetwowordshaveincommon?
S:Theyendwiththesamevowel---/ei/.
T:Iftwowordshavethesamesound,includingavowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
S:Horseandmouse,schoolandfool…
NowlookatPart2.Pleasereadthemandmatchthewordsthatrhyme.
Suggestedanswers:
mad-gladtale-failglory-storyrecite-nightcow-ploughshade-afraidisle-smileembrace-base
Step2Wordstudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwe’llchecktheanswers:
Suggestedanswers:
1.poem2.absence3.atmosphere4.stories5.poets6.translated(put)
Step3Grammar
Showthetwosentencesonthescreen.
Thepastparticipleusedasadverbial.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen,whocantellustheirChinesemeanings.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
T:Canyouthinkofanotherwaytoexpresstheseideas?
Suggestedanswers:
1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.
T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?
Suggestedanswers:
1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shot
Step4Practice
Showthesentencesonthescreen.
1.Thecastle,burneddownin1943,wasneverbuilt.
2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.
Suggestedanswers;
1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷为平地的那座城堡，再也没有重建。
2.Inthesecondsentence,“leftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.
Suggestedanswers:
1.AT2.AD3.AD4.AT
Step5Consolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
6.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbialLet’shavearevisionandmakeacomparison.
1.共同点:现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Lookingfromthetopofthehill,wecanseethewholetown..
错误:Beinganorphan,thevillagerstakegoodcareofthechild.
正确:Seenfromthehill,ourschoollooksmorebeautiful.
错误:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同点:现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和“进行”;过去分词的一般式常表“被动”和“完成”.
式语态及物动词make的主动语态及物动词make的被动语态
不及物动词rise
现在分词一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
过去分词maderisen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……”的概念,常用过去分词,而不用现在分词的被动式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.现在分词的完成被动式和过去分词两者都可表示“完成”和“被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Step7Practice
“分词”专项能力训练题
单项填空
1.What’sthelanguage_______inGermany?
A.speakingB.spokenC.bespokenD.tospeak
2.Hehadhisleg________inthematchyesterday?
A.tobreakB.brokenC.breakD.breaking
3.Itwassocoldthathekeptthefire_______allnight.
A.toburnB.burnC.burningD.burned
4.She’supstairs_________letters.
A.writesB.iswritingC.writeD.writing
5.“Can’tyouread?”Marysaid________tothenotice.
A.angrilypointingB.andpointangrily
C.angrilypointedD.andangrilypointing
6.Thelecturewasso_________thattheywereall_________.
A.inspiring:excitingB.inspiring;excited
C.inspired;excitedD.inspired;exciting
7.Thewheatfieldsareirrigatedbywater_______fromapondthroughbamboopipes.
A.bringB.bringsC.broughtD.bringing
8.Thisisoneofthebooks________byhimnow.
A.tobewrittenB.beingwritten
C.havingbeenwrittenD.isbeenwritten
9.Thebook________belongstome.
A.whichlyingonthetableB.lyingonthetable
C.isonthetableD.layonthetable
10.Thepoorboylookedtotherightandtotheleft,_______wheretogo.
A.notknowingB.nottoknowC.didn’tknowD.notbeingknown
11._________anythingabouttheaccident,hewenttoworkasusual.
A.NotknownB.KnownnotC.KnowingnotD.NotKnowing
12.Thisnewssounds_________.
A.encouragingB.encouragedC.encourageD.toencourage
13._________,thesubjectbelongstobiology.
A.StrictlyspokenB.Spokenstrictly
C.StrictlyspeakingD.Speakingstrictly
14.__________,theplayerstriedtheirbesttowinthegamefortheircountry.
A.GreatlyencouragedB.Havinggreatlyencouraged
C.TobegreatlyencouragedD.Greatlyencouraged
15.________thatmistakeonce,Ishallnotmakethesamemistakeagain.
A.MadeB.TomakeC.MakingD.Havingmade
16.---Willyougototheparty?
---OfcourseIwill_________.
A.ifinvitedB.ifhavinginvited
C.ifIwasinvitedD.ifIwillbeinvited
17._________achild,Elizabethenjoyedstudyingartandmusic.
A.ShewasB.WhenwasC.WhenbeingD.Being
18.Thebridge_________nowovertheChangjiangRiverwillbecompletedattheendofthisyear.
A.builtB.isbeingbuiltC.beingbuiltD.tobebuilt
19._________thattherewasanaccidentahead,thebusdriverchangedcourse.
A.WarningB.HavingwarnedC.TobewarnedD.Havingbeenwarned
20.ThevisitingMinisterexpressedhissatisfactionwiththetalks,________thathahadenjoyedhisstayhere.
A.havingaddedB.toaddC.addingD.added
Suggestedanswers:
1---5BBCDA6---10BCBBA11---15DACAD16---20ADCDC
Homework
Finishthewordstudyandgrammarpartontheworkbook.

The5thPeriodIntergratingSkills
ALessonPlanforSongsandPoems
Goals/objectives:
Studentswill:
1.Learntoreadpoemsaloudwithexpression.
2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.
3.Practicelisteningactively
Timerequired
40minutes
StepOne
Warmin-up
PlaytworecordingsofthepoemsbyKeatsandWordsworthasstudentslisten;directtheirattentiontotherhythm,therhymeandthesoundsofthewords.Guidethemtoforgetaboutdifficultwordsbygettingthestudentstoquicklygothroughthepenultimateparagraphofthetext.Highlightthesentence:
“Poetryusesmanydifficultwordsandidioms,butthebestthingistojustforgetaboutthem.”
Brainstormsomeoftheirunderstandingoftherhymingofpoetrybylettingthemgivingexamplesofrhymingwords.
e.g.
Getthemtopracticereadingaloudthesecouplesofrhymingwordsforalittlewhileandthenaskseveraltodemonstrate.
AskfortheirfavoriteChinesepoemsandwhenandhowtheyreadpoems.
Alsoaskthemiftheysometimesreadbythelightofthecandleandifreadingpoemsiskindofromanticetc.
Askthemtocomparesingingsongstoreadingpoems.
StepTwo
Pre-reading
Afterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.
StepThree
While-reading
Invitestudentstolistunfamiliarwordsthattheynoticedinthepassage.
e.g.avoid,recite,extraordinary
StepFour
Post-reading
Assessstudentsunderstandingbyaskingtheirafewquestions:
e.g.
1.Whendoesthewritersingsongs?
2.Whendidthewriterbegintotouchonpoetry?
3.WhendoesthewriterreadKeatsandwhenWordsworth?
StepFive
ExerciseI
Brieflyintroduce"DustofSnow"byRobertFrost.
Listeningandreadingaloud
PlaytherecordingofRobertfrost’sDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.
Discussion
Discusshowmanycharactersareinvolvedinthepoem.
(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)
Possibleanswersinclude:
Two(acrowandaperson),
Four(acrow,aperson,atreeaheart)
Analysis
Guidethemtonoticetheline"Achangeofmood".
Askthemafewquestions
1.hismoodhaschanged,fromwhatmoodtowhatmood?
2.Whathappenstobringaboutthechange?
Appreciation
Brainstormabouthowstudentsfeelatthebeginningofthepoem.
Answersmayvary:
TheCrowmayletsomeofthemthinkofbadluck.
TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.
Practice
Getstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.
StepSix
ExerciseII
Letstudentstakeouttheirexercisebooks.Doexercise2onPage32withthepoemas"rightherewaiting".
Homework:
1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow
2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.

延伸阅读

高二上人教版Unit2Newsmedia

Unit2Newsmedia

Ｉ．单元教学目标

技能目标Goals

▲Talkaboutnewsandthemedia

▲Practiseexpressingopinions

▲LearnaboutthePastParticiple(1)：usedasAttributeandPredicative

▲Writeacomparisonparagraph

ＩＩ．目标语言

功

能

句

式

Practiseexpressingopinions

Whatdoyouthinkof...?

What’syouropinion?

Whydoyouchoose...?

Perhaps...ismoreimportant.

Iwouldratherchoose...

Idon’tthinkweshouldchoose...

Maybeitwouldbebettertochoose...

Ourreaderswanttoknowabout...

词汇

1.四会词汇

media,reliable,fire,face,difficulty,editor,reason,elect,injure,headline,inform,informed,relate,talented,switch,present,reflect,effort,spiritual,AIDS,seldom,addict,social,ignore,attention,view,tolerate,affair,concern,telegram,retire,complete,bore,attitude,disappoint,guard,citizen,polluter,arm,update

2.认读词汇

nosy,Gray,rumour,interviewee,interviewer,truthfully,passion,fulfilment,critical,source,current,neutral,locate,overseas,DavidBeckham,TigerWoods,troublemaker,responsible,caring,demonstrate,comparison,checklist

3.词组

goup,burndown,foronce,beaddictedto,evenif,

drawattentionto,onallsides,changeone’smind,currentaffairs,lookupto,fallinlovewith

4．重点词汇

reliable,fire,face,difficulty,elect,injure,informed,relate,switch,present,reflect,effort,seldom，addict,affair,bore,disappoint,

update

语法

过去分词作定语和表语

重

点

句

子

1．Theeditor’sjobistokeepthenewspaperbalancedandinterestingtothereaders.

2.Therudeandnoisygroupmadeitdifficultfortheworkertogetintothefactory.

Ⅲ.教材分析与教材重组

1.教材分析

本单元以Media为话题，旨在通过单元教学使学生认识了解新闻媒体以及新闻故事的产生过程。学会表达自己的观点。了解什么是正面报导，什么是负面报导。学会比较事情的异同，并知道通过比较，可以让读者更容易明白你的写作意图。

1．1WARMINGUP旨在引导学生结合自己的体验和认识，了解哪种媒体更可*并掌握有关媒体的词汇。

1．2LISTENING是一个采访录音和一段对话。通过听这些材料帮助学生认识到描述事情的方式不同，所产生的效果也不同。

1.3SPEAKING是一个任务型教学活动。要求同学们从发生的10件事情中选择5件登在报纸上，并且说明选择该事件的理由。此练习旨在锻炼学生表达观点的能力，同时也为READING做好铺垫。

1.4PRE-READING是READING的热身活动。旨在激发学生的兴趣，让学生了解传媒的有关知识。

1.5READING是关于新闻背后的故事。文中通过对两名记者的采访，介绍了新闻故事的产生过程。

1.6POST-READING第一个题是PRE-READING的延续；第二题是在理解课文的基础上，结合本单元所学知识，设计的开放性问题；第三题是训练学生正确看待媒体的能力，培养学生的是非判断能力；第四题是训练学生的开放性思维，要求学生能够把课本知识与社会生活知识联系起来，就社会热点问题-公众人物的影响力这一话题用英语表达自己的观点，是SPEAKING部分的功能与本单元话题结合的很好例证。

1.7LANGUAGESTUDY分词汇和语法两部分。其中，Wordstudy第一题是用动词的正确形式填空，第二题判断形容词是具有积极意义，消极意义还是中性意义。词汇练习是为学生学习描述人和物打基础的。Grammar在引导学生体验、探究、归纳过去分词做定语和表语功能的基础上，进行任务型巩固训练。Part1是判断13页的8个句子中的过去分词是做定语还是做表语；Part2则是把过去分词作定语改写成定语从句；Part3是把定语从句改写为过去分词，Part4是根据句意改写成过去分词作定语结构；Part5是用动词的正确形式填空，主要练习过去分词作表语。

1.8INTEGRATINGSKILLS中的Speaking,Writing,andReporting是本单元内容的综合。涉及到LISTENING,SPEAKING和READING教学活动。文中举例同一事件，记者的立场不同，看问题的角度不同，所作的报导不同，所产生的效果自然也不相同。就这一案例，通过讨论和辩论活动，引导学生在描述人或物时，要有正确的态度，明确立场。写作部分(Writing)要求同学们练习描述不同媒体的异同。

2.教材重组

2.1把WARMINGUP和LISTENING放在一起，为学习主课文作好铺垫。

2.2SPEAKING单独上一节课，培养学生的表达能力，学会正确的表述自己的观点。

2.3将PRE-READING，READING和POST-READING整合在一起上一节“阅读课”。

2.4将INTEGRATINGSKILLS设计为一节“综合实践课”。

2.5将GRAMMAR与WORKBOOK中的语法练习题整合在一起上一节“语法课”。

3.课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1stperiodWarmingupListening

2ndperiodSpeaking

3rdperiodReading

4thperiodIntegratingSkills

5thperiodGrammar

Ⅳ.分课时教案

TheFirstPeriodListening

Teachinggoals教学目标

1.Targetlanguage目标语言

重点词汇和短语media,reliable,fire,face,difficulty

2.Abilitygoal能力目标

Listentoadialogueandfromthedialoguethestudentsshouldhaveanopinionthatpeoplewillhavedifferentreportsaboutthesameevent.

3.Learningabilitygoal学能目标

Listentoadialogueandbeabletoexpressone’sopinioninapositiveornegativeway.

Teachingimportantpoints教学重点

Talkaboutnewsandmedia

Teachingdifficultpoints教学难点

Howtoimprovestudents’listeningabilityandteachthem

toexpressopinions.

Teachingmethods教学方法

1.Listeningtothetape(individuals).

2.Discussionafterlisteningtothematerials.

Teachingaids教具准备

1.Arecorder

2.Aprojector

3.Acomputer

Teachingproceduresways教学过程与方式

StepILeadingin

T:Goodmorning,boysandgirls!Look,whatisinmyhand?

Ss:Anewspaper.

T:Whatcanwegetfromanewspaper?

Ss:Wecanlearnwhathashappenedorishappeninghomeandabroad.

T:Good.Doyoureadnewspaperseveryday?

S1:No,Isurfontheinternet.Inmyopinion,themostpopularandconvenientwayistosurfontheinternet.

S2:Iwouldliketolistentoradio.

S3:IwatchTVeveryday.

S4:Iprefertoreadmagazines.Therearephotosinmagazines.Theyarepleasingtotheeyes.Andphotoshelpustounderstandthearticles.

T:Quitegood.I’mverygladyouknowmanykindsofnewsmedia.Nowlet’stalkmoreaboutthesenewsmedia.

StepⅡWarmingup

Firsttheteacherwillshowstudentsdifferentnewsmedia.Thentalkaboutthemandcomparethesenewsmedia.

T:Boysandgirls,pleaselookatthequestionsonthePowerPoint.I’dlikeyoutodiscussthemwithyourpartnerfor3minutes.ThenIwillaskyoutospeakoutyour

opinions.

Afterstudentsexpresstheiropinions,showthepossibleanswersonthePowerPoint.

Possibleanswers:

1.IthinkTVisthemostreliablenewsmedia.Becausewecanseewhoisresponsibleforthenews.

2.Websiteskeeponupdatingthenews.Soonwebsitesyoucanalwayslearnthelatestnews,sometimesevenwithaudioandvideo.

FromTVyoucanseeboththebroadcasterandvideos.Fromradioyoucanonlyhearthevoicewithoutseeingthescenes.Youcanreadnewspapereverywhere.Itiseasytogetmagazinesandwecantakelongertimetoreadthem.

3.ItrustTV,leadingpapersandimportantradiostations.

4.No.

5.magazine,newspaper,radio,TV,website,broadcast,editor,edit,editorials,facts,headline,interview,journalist,opinions,reliable,reporter,trueandsoon.

StepⅢPre-listening

AskstudentstolookatthetwopicturesonPage10.Talkaboutthetwopicturesfirst.Askstudentstousetheirimaginationanddescribethescenes.Trytothinkofasmanywordsaspossibletodescribepeople.

StepⅣListening

Playthetapeforthestudents.Afterlisteningforthefirsttime,thestudentsshouldticktheinformationtheycanhearineachpart.Thenplaythetapeagain.ThistimestudentswillanswerthesecondquestiononPage10.Aftercheckingtheanswers,dotherestoftheexercises.

StepⅤDescribingpeople

Showthefollowingpassagestothestudents.Askthemtoreadthepassagesandspeakoutwhatimpressionthepeoplegivethem.Aretheydescribedinapositivewayoranegativeway?

T:Ok.Boysandgirls.Lookatthetwoshortpassages.Trytojudgewhethertheyaredescribedinapositivewayornot.

JohnTrussell

Mylittlebrother.(Idon’tcarethathe’sfouryearsolderthanme.)Ineverhadabrotherbefore,buthe’sthebestoneIthinkImayeverhavewhobringsmethepleasureofadopting(收养).Inspiteofallthepainthatheoccasionallygoesthrough,Ihaveseenhimbearitwithpatienceandcalm,anddohisbesttomakecertainthatnooneelsewashurtbeforecopingwithhisownpain.ItismyonlyhopethatIwillneverlosethislittlebrother.

ChuckTetzlaff

Heisveryfunny,overworked,andisthethirdmanI’veevermetwhocanconsistentlymakemeunabletostoplaughing.Atthesamepoint,Iwillgettoseehimmoreoften,butthatwillprobablybeafterhefinishesworkingforhisChemistryProfessor.

Ss:Theyaredescribedinapositiveway.

T:Readthefollowingpassage.Trytojudgetheman’sattitudetowardslife.

IwasonmywaydownanelevatorattheHiltoninArlington,Texas,readytobeginaseminaronhowtodevelopmorepositiveteamrelationships.Isharedthatridewithamanwhosefaceborethefrownlinesthatevidencedaless-than-positiveattitude.

Hecommented,“I’mnotsosureaboutthiselevator.”

“Oh?Whynot?”Iasked.

“Itwasslowgettingtous,anditsoundsfunny.”

“I’msurewe’llmakeit,”Iencouragedhim.

“Idon’tknow.Younevercantellaboutthesethings.”

Whenwearrivedatthefirstfloor,Isaid,“Well,wemadeit!”

Unimpressed,heanswered,“Yeah,butthedoor’snotopenyet.”

Ss:Theman’sattitudeisnegative.

T:Yes,youarequiteright.Beingpositivemakeslifeenjoyable.

Readthefollowing.Itwillhelpyoutobecomepositive.

Changingnegativethoughts

Situation

Negative

thoughts

Otherexplanations

Gettingcritical

feedbackfor

anessay

Iamstupid.

Ididn’thavemuchtimetodothisessaytheworkloadhasbeenveryheavyrecently.Ichosetodootherthingsaswell.Theworkissupposedtobechallenging.Constructivecriticismhelpsmetoimprove.I’vedonewellinthepast,whichshowsIcandowell.

Myfrienddoes

notwanttosee

metonight.

Theydon’t

careabout

meanymore.

Theysaidtheyhadtoworktonight-thisismostlikelytrue.Wesaweachotherattheweekendandhadagoodtime.Theysaidsomenicethingstomelatelyandseemedtocarethelasttimewemet.

T:Afterwelearnsomuchaboutnegativeandpositivedescription.I’msureyoucandescribepeopleinbothways.Today’shomeworkistodescribesomeonethatyou

arefamiliarwithinanegativewayandtheninapositiveway.

StepⅥHomework

1.FinishthelisteningexercisesonPage88.

2.Trytodescribesomeonethatyouarefamiliarwithinanegativewayfirstandtheninapositiveway

高二上人教版Unit1Makingadifference

Ｉ．单元教学目标

技能目标Goals

Talkaboutscienceandscientists

Practisedescribingpeopleanddebating

Learnmoreabouttheinfinitive

Writeadescriptiveparagraph

ＩＩ．目标语言

功

能

句

式

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

词汇

1.四会词汇

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate,scan,boundary,

graduate,research,wheelchair,disable,theory,

seek,misunderstand,scientific,observe,match,

predict,unhappiness,crime,astronomer,microscope,telescope,heaven,intelligent,patient,experiment

2.认读词汇

AlbertEinstein,genius,inspiration,perspiration,

AlfredNorthWhitehead,quote,radioactivity,biologist,

StephenHawing,PhD,promising,incurable,engage,JaneWilde,exploration,RogerPenrose,observation,Newton,DNA,

GalileoGalilei,FrancisBacon,geographer,Copernicus

3.词组

workon,goby,be/getengagedtosb,goonwith,dreamof,

turnout,useup,besatisfiedwith,takealookat,whatif,

theotherwayaround

4．重点词汇

undertake,debate,disable,seek,misunderstand,observe,

match,predict,patient

语法

不定式的用法

TheinfinitiveusedasSubject,Attribute,ObjectandAdverbial

重

点

句

子

1．Nordidheletthediseasestophimfromlivingthekindoflifehehad

alwaysdreamedof.

2.Itisnotnecessarytobeagreatscientisttomakeadifferenceinthe

world.

Ⅲ.教材分析与教材重组

1.教材分析

通过学习著名科学家的故事，激发学生学科学，爱科学，不畏艰难，勇于克服困难，勇攀高峰的科学精神。通过对科学家的描述，帮助学生学会描述人。引导学生对科学的好奇心，培养他们辩论的能力。

1.1WARMINGUP通过名人名言引导学生学会描述人。

1.2LISTENING是描述科学家的材料。

1.3SPEAKING是一个任务型教学活动。提供了5门学科，让学生辩论哪一科最重要和对社会最有用。

1.4PRE-READING要求学生快速浏览文章并独立完成三个问题，为READING的热身。

1.5READING是关于著名科学家斯蒂芬·霍金的故事。通过学习他的故事，培养学生不畏艰难，敢于克服困难，勇攀高峰的大无畏的科学精神。

1.6POST-READING第一个题是三个选择题，目的是训练学生的事实核对能力；第二题是三个问答题，除了训练学生的概括能力外，更能开阔学生的思路，丰富学生的视野；第三题是训练学生开放性思维，要求学生能够把课本知识与社会生活知识联系起来，多角度的去思考问题。

1.7LANGUAGESTUDY分词汇和语法两部分。其中，Wordstudy是一个英语释义练习，旨在培养学生的英语思维能力，有助于养成英语思维的习惯。Grammar在引导学生体验、探究、归纳不定式结构功能的基础上，进行任务型巩固训练。Part1是归纳不定式结构功能分类练习；Part2则是有一定难度的不定式被动语态练习；Part3把不定式放在一定语境中的综合练习，以著名科学家斯蒂芬·霍金的梦想实现过程为范例，谈论如何实现自己的梦想。本单元的语法训练设计是以功能为特征的功能语法训练，充分体现了新教材的话题、功能、结构、任务相结合的特点。

1.8INTEGRATINGSKILLS中的Reading介绍了一些著名科学家成功的原因，让学生了解科学家成功的要素。WRITING部分要求学生通过图书馆、互联网等途径了解自己喜欢的科学家。然后根据提示作一介绍。

1.9TIPS介绍了学英语的科学方法。鼓励学生科学的对待学习。

2.教材重组

2.1把WARMINGUP作为LISTENING的热身练习，将WARMINGUP，LISTENING与SPEAKING整合在一起，通过谈论科学和科学家，练习描述人和进行辩论，上一节“听说课”。

2.2把PRE-READING,READING和POST-READING放在一起上一节阅读课。

2.3将GRAMMAR与WORKBOOK中的语法练习题整合在一起上一节“语法课”。

2.4将INTEGRATINGSKILLS设计为一节“综合实践课（一）”。

2.5将WORKBOOK的INTEGRATINGSKILLS设计为一节“综合实践课（二）”。

3.课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1stPeriodListeningSpeaking

2ndPeriodReading

3rdPeriodGrammar

4thPeriodIntegratingSkills(1)

5thPeriodIntegratingSkills(2)

Ⅳ.分课时教案

TheFirstPeriodListeningSpeaking

Teachinggoals教学目标

1.TargetLanguage目标语言

a.重点词汇和短语

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate

b.交际用语Learnthefollowingbyheart.

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

2.Abilitygoals能力目标

Enablestudentstotalkaboutscienceandscientists.

Helpthemlearntodescribepeopleandpractisedebating.

3.Learningabilitygoals学能目标

LetSslearnhowtodebatebytalkingaboutwhich

branchisthemostimportantandusefultosociety.

Teachingimportantpoints教学重点

Learnthepatternsusedtodescribepeopleanddebating

Teachingdifficultpoints教学难点

Howtodescribepeopleandhowtodebate.

Teachingmethods教学方法

1.Listeningtothetape(individuals).

2.GroupworkDebating(cooperativelearning).

Teachingaids教具准备

ataperecorder,aprojectorandacomputer

Teachingproceduresways过程与方式

StepIWarmingup

ShowthephotosofsomegreatpeopleonthePowerPoint.Askstudentswhethertheyknowwhotheyareandwhattheyarefamousfor.ThenshowthequotesonthePowerPoint.Askstudentstomatchthepictureswiththequotes.Thenhelpstudentstounderstandthequotes.

T:Welcomebcktoschool,boysandgirls!Gladtoseeyouagain.

Ss:Gladtoseeyou,Mr.…/Ms….

T:Howwasyourholiday?Haveyoumadeanynewfriends？HereIwillintroducesomefriendstoyou.Lookathim,whoishe?

ShowthepictureofAlbertEinsteintotheclass.

S1:AlbertEinstein,agreatscientist.

T:Whatisheknownfor?

S2:TheoryofRelativity.

T:Hereisabriefintroductionofhim.Pleaselookatthescreen.

ShowthefollowingsentenceonthePowerPoint.

Einsteincontributedmorethananyotherscientisttothemodernvisionofphysicalreality.Hisspecialandgeneraltheoriesofrelativityarestillregardedasthemostsatisfactorymodelofthelarge-scaleuniversethatwehave.

T:Ok.Herearesomepicturesoffamouspeopleandquotesfromthem.Pleasematchthepictureswiththequotes.Thisisgroupwork.Pleasediscusswithyourgroupmembers.Twominuteslaterwewillchecktheanswers.

Askthestudentstodiscusswiththeirgroupmembers.Twominuteslaterchecktheanswerswiththewholeclass.

SuggestedanswersareshownonthePowerPoint:

Nothinginthisworldistobefeared…onlyunderstood.(MariaCurie)

Geniusisonepercentinspirationandninetypercentperspiration.(ThomasAlvaEdison)

Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious.(AlfredNorthWhitehead)

Youcannotteachamananything；Youcanonlyhelphimfinditwithinhimself.(GalileoGalilei)

T:Ok.I’dlikeyoutoexplainthequotes.

S1:IamveryfamiliarwithEdison’sGeniusisonepercentinspirationandninetypercentperspiration.

T:Howdoyouunderstandit?

S1:Everyoneneedstoworkhardtosucceed.

T:Thanks.Pleaserememberifyouwanttobecomesuccessful,youneedtoworkhard.Hardworkleadstosuccess.

Introducetheotherquotesinthesameway.

Theexplanationofthequotes:

Imaginationismoreimportantthanknowledge....meansthatyoumayknoweverything,butifyoucan’tthinkupnewthoughts,noprogresswillbemade.

Nothinginthisworldistobefeared...onlyunderstood....Thisisastretchofanoldsaying:youonlyfeartheunknown.SoMariewasright,butstillnot.Shedidn’tunderstandradiationanddiedofcancerascauseofit,butstillwhenyoulearnthing,youlosethefear.

Geniusisonepercentinspirationandninetypercentperspiration....Thisisa“pun”,butalsoshowsthattalentandgeniusisnotallittakes,evenreallycleverpeopleneedtoWORKHARDtomakedreamscometrue

Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious....Thisisagoodone.Ittakestwocontrastsobviousandunusualandthrowstogether:thatitneedsanunusualmindtobeabletoexplainwhatisobvious.Itdoesn’tSEEMtobethetruthandthisisanoxymoron,butverytrue.

Youcannotteachamananything;youcanonlyhelphimfinditwithinhimself....Unlessonehasdesiretolearnhimselfyoucannothelphim.Onlyifhehimselfhasinnerdesiretomoveaheadyoucanbeofsomehelptohim.Galileomayhavehadapointhere.Butitisaveryhumbleviewofateacher.

T:Doyouknowanyotherquotesaboutscienceandthinking?

S:Yes,Iknowsome.

Yousee,inlife,lotsofpeopleknowwhattodo,butfewpeopleactuallydowhattheyknow!

Knowingisnotenough,youmusttakeaction.—AnthonyRobbins

Actionisfoundationalkeytoallsuccess.—AnthonyRobbins

SuggestedanswerstoQ34.

3.SirIsaacNewton:

TheUniversalLawofGravitation

CharlesDarwin:

OntheOriginofSpecies

4.Hardwork,imagination,creativity,persistenceandcuriositymakescientists

successful.I’dliketolearnthestoriesofhowtheysucceeded.

StepIIListening

T:Aftertalkingaboutthescientists,wewilllistentothetape.

Pleasetrytojudgewhothefamousscientistsdescribed

onthetapeare.Andfinishtheexercises.

Afterlistening,checktheanswerswiththewholeclass.

Aftercheckingtheanswers,askstudentswhattheyareinterestedin.Theyarerequestedtowriteashortparagraphaboutwhattheywouldliketoinvent,discover,orbe.Theyaregivenfiveminutestofinishit.

T:WhatareyouinterestedinS1?

S1:I’minterestedinBiology.Iwanttobeabiologist.IwanttomakegooduseofGMtoproducemorefoodforpeople.

T:Goodidea.Thenwriteashortpassageaboutyourdreams.Youshouldfinishitwithin5minutes.

Fiveminuteslater,showseveralcopiesontheprojectorandcheckwiththewholeclass.

StepIIISpeaking

T:Boysandgirls,fromtheaboveexerciseIlearnthatyouareinterestedindifferentsubjects.NowI’dlikeyoutoplayagame.Nowyouwillbedividedinto5groupstorepresentabranchofscience.

ShowthefivebranchesBiology,Maths,Chemistry,PhysicsandComputerscienceonthePowerPoint.

T:Youaregoingtodebateeachothertoseewhichsubjectisthemostimportantandusefultosociety.Pleaserefertotheusefulexpressions.Whenyoudebate,pleasethinkofenoughreasons.Youmaydiscussinyourgroupforthreeminutes.

ShowtheusefulexpressionsonthePowerPoint.

That’scorrect.

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

StepⅣPractice

Threeminuteslater,thedebatebegins.Afterthedebate,theteacherwillsumup.

T:I’mgladyouhavedoneaverygoodjob.Ihavetoadmitallofyouareright.Everybranchofscienceisveryimportantanduseful.Ihopeinthefutureyouwillbegreatscientistsandmakecontributionstothedevelopmentoftheworld.

ThenaskstudentstodothetalkingonPage82.

T:Goodnewsforyou.Afamousscientistiscomingtovisitourschool.Wouldyouliketomeethim/her?

Ss:Yes.

T:Luckilyyouhavebeenchosentomeetandinterviewhimorher.

Ss:Whereisthescientist,whoisheorshe?

T:Thisisjustagame.Youaregoingtodopairwork.Imagineoneisthescientist,theotheristhestudent.Youaregiventhreeminutestodoit.ThenIwillasksomepairstoactitout.NowturnyourbookstoPage82anddothepairwork.

Threeminuteslater,thestudentsareaskedtoactouttheinterview.

T:Welldone.Manyofyouaresointerestedinscientists’stories.Afterclasspleasefindmoreinformationofyourfavouritescientists.

StepⅤHomework

FinishthelisteningexercisesonPage81.

Surfontheinternetorusethelibrarytofindmoreaboutscientists.

高二上人教版Unit3Artandarchitecture

Unit3Artandarchitecture

Ｉ．单元教学目标

技能目标Goals

▲Talkaboutartandarchitecture

▲Learntoexpresspreferences

▲LearnaboutthePastparticiple(2):usedasObjectComplement

▲Writeaboutadvantagesanddisadvantages

ＩＩ．目标语言

功

能

句

式

Learntoexpresspreferences

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

词汇

1.四会词汇

architecture,architect,preference,design,furniture,taste,sofa,honey,modern,convenient,block,apartment,style,stand,passage,ugly,construct,construction,steel,concrete,impress,roof,balcony,fantastic,create,seashell,sail,stadium,net,nest,belong,paint,aside,rent,rent,development

2.认读词汇

Danny,heater,unnatural,unfriendly,cathedral,AntonioGaudi,Barcelona,despite,FrankLloydWright,theOperaHouse,structure,workshop,tea-house

3.词组

actas,fillupwith,belongto,setaside

4．重点词汇

preference,design,furniture,impress,create

语法

ThePastParticipleusedasObjectComplement

重

点

句

子

1．preferdoingtodoing

2.动词+宾语+宾语补足语结构

Keep/leave/get/have/make/watch/notice/see/hear/listento/feel/find/want/wish/like+object+objectcomplement

Ⅲ.教材分析与教材重组

1.教材分析

本单元以Architecture为话题，旨在通过单元教学让学生了解建筑学，通过古今中外建筑的比较，培养审美能力。

1.1WARMINGUP通过现代建筑与古老建筑的比较，要求学生说出自己的喜好，并要求学生能正确运用美学与建筑学词汇和句型。鼓励学生设计自己理想的住房，培养学生的创新能力。谈论世界著名的建筑师，讨论其作品以及其建筑风格。谈论世界著名艺术大师和艺术作品，丰富学生的视野，激发他们积极主动学习英语的兴趣。

1.2LISTENING是关于Amy和Danny要为他们的新家购置家具，他们在商店与销售人员谈论他们爱好的对话录音。通过听对话录音，要求学生掌握一些有关家居的词汇，以及表达爱好的句型，为SPEAKING部分学生口语的输出打下基础。

1.3SPEAKING是一个任务型教学活动。通过几件物品讨论现代和传统艺术，讨论时要用到表达爱好的句型。这一部分设计是在“听力”部分信息输入的基础上，训练学生口语输出的能力。

1.4PRE-READING是READING的热身活动。要求采用小组合作讨论式学习的方式完成。

1.5READING是关于现代建筑的说明文。从文中我们可以了解到古今中外一些著名建筑和一些建筑大师的建筑风格。文中指出只有那些接近自然，能与大自然融为一体的建筑才能给人以美感。

1.6POST-READING第一个题是训练代词，要求学生在阅读中能正确判断代词所指代的内容；第二题在理解课文的基础上，重点训练学生分辨事实的能力；第三题是训练学生的思维能力。第四题通过现代建筑与古代建筑的比较，培养学生的审美能力。第五题要求学生能够把课本知识与社会生活知识联系起来。

1.7LANGUAGESTUDY分词汇和语法两部分。其中，Wordstudy是一个英语释义练习，进一步丰富和巩固学生的建筑词汇。Grammar在引导学生体验、探究、归纳过去分词宾语补足语的基础上，进行任务型巩固训练。

Part1是根据语境完成句子，这部分给出了过去分词，比较简单，目的是训练学生正确运用过去分词做宾语补足语。Part2则是用动词的正确形式填空，旨在训练学生正确运用过去分词做宾语补足语。Part3要求学生正确运用过去分词做宾语补足语句型布置自己的房间。本单元的语法训练设计由易到难，三个层次设计得非常科学，完全符合学生的认知规律。

1.8INTEGRATINGSKILLS中的ReadingandWriting是一个整体训练材料，而阅读部分（reading）又是主课文的延伸，要求学生了解一些废弃古建筑的再利用。写作部分(writing)要求同学们在学习课文后，开动脑筋，思考怎样赋予废弃建筑第二次生命。此活动不仅有助于提高学生的英语写作能力，而且能够开阔学生的思维，增强他们的环保意识。

2.教材重组

2.1从话题内容和训练目的上分析，LISTENING与SPEAKING相一致；将LISTENING,SPEAKING整合在一起，设计成一节“听说课”。

2.2把WARMINGUP作为READING的导入内容。将PRE-READING，READING和POST-READING整合在一起上一节“阅读课”。

2.3将GRAMMAR与WORKBOOK中的语法练习题整合在一起上一节“语法课”。

2.4将INTEGRATINGSKILLS设计为一节“综合实践课”。

3.课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1stperiodListeningSpeaking

2ndperiodReading

3rdperiodGrammar

4thperiodIntegratingSkills(I)

5thperiodIntegratingSkills(II)

IV.分课时教案

TheFirstPeriodListeningSpeaking

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

preference,furniture,sale,sofa,honey,block,apartment,style,stand,

inahurry

b.交际用语Learnthefollowingbyheart.

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

2.Abilitygoals能力目标

Enablestudentstoexpresstheirpreferences.

3.Learningabilitygoals学能目标

Throughlisteningandspeakingactivities,studentswilllearnhowtoexpress

theirpreferences.

Teachingimportantpoints教学重点

Learningthepatternsusedtoexpressone’spreferences.

Teachingdifficultpoints教学难点

Makingupanotherdialogueandactitoutinclass.

Teachingmethods教学方法

1.Listentothetape(individuals).

2.Pairworkstopracticethedialogueandmakeupanotherdialogue(cooperativelearning).

Teachingaids教具准备

1.Arecorder

2.Aprojector

3.Acomputer

Teachingproceduresways教学过程与方式

StepIBrainstorm

Gooverthevocabularyoffurniture，andthiswillhelpstudentstodothelisteningcomprehensionexercises.

T:Goodmorning/afternoon,class!

Ss:Goodmorning/afternoon,Mr.…/Ms…!

T:First,I’dlikeyoutoplayagame.Iwilldivideyouintoseveralgroups.Each

groupwilltrytothinkasmanywordsaboutfurnitureasyoucanwithintwo

minutes.

Thegroupthatgetsthemostwordswillwin.

Twominuteslatershowthewordsaboutfurnitureontheprojector.

StepIILeadingin

T:Ifyouhaveanewhome,whatfurniturewouldyouliketobuy?

S1:Adoublebed,asofa,aTVset,atablemadeofglassandafridge.

S2:Ilikeclassicalfurniture.

T:OK!AmyandDannywanttobuysomefurniturefortheirnewhome.Theyaretalkingabouttheirtastesandpreferenceswiththesalesassistant.Let’slistentothetape.Wewilllistentothetapeforthreetimes.Forthefirsttime,doExercise1,thesecondtime,Exercise2andthethirdtime,Exercise3.

StepIIIListening

Playthetapeforstudents.Whilelistening,thestudentsshouldgraspthekey

wordsandpaymoreattentiontothosesentencesusedtotalkaboutone’stastes

andpreferences.

Afterlisteningtothetape,dotheexercises,andchecktheanswerswiththewhole

class.Thensumuptheusefulexpressionsusedwhentalkingaboutone’stastes

andpreferences.

Theteachershowstheusefulexpresionsusedtotalkaboutone’stastesand

preferencesonthePowerPoint.

sionsusedtotalkaboutone’stastesand

preferencesonthePowerPoint.

StepIVSpeaking

TheteachershowspicturesoffouritemsonthePowerPoint.Studentsare

requestedtodescribetheirpreferences.

T:Nowlet’spracticetheseusefulexpressions.Therearefouritems.Talkabout

yourpreferenceswithyourpartner,usingtheusefulexpressions.Don’tforgettotell

uswhyyoupreferonethingtoanother.FirstStudentAplease,andIwillgiveyoua

sample.

Theteacherandonestudentwillgiveasample.

Theotherstudentslistencarefullywhiletheteacherandthestudentperformingthedialogue.

Afterseeingthesample,studentswilldopairworks.

T:OK,everyone!Nowyouaregoingtoworkinpairstotalkaboutyourown

preferences.PleaseremembertousetheusefulexpressionsonthePowerPoint.

Theusefulexpressions:

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

StepVPractice

Twominuteslater,somepairswillbeaskedtoactouttheirdialogues.

StepVIRoleplay

Dividethestudentsintoseveralgroups.Fivestudentswillmakeupagroup.Each

studentwillplayoneoftherolesonPage96.Practiseexpressingopinions.

Studentsaregiven5minutestoprepareandthensomegroupswillbeaskedto

performinfrontoftheclass.

StepVIIHomework

1.FinishthelisteningexercisesonPage95.

2.Trytofindoutthehistoryofartandarchitecture,namesofartistsandarchitects,famousbuildingsandworksofartintheworldontheInternetorfromthelibrary.

高二上人教版Unit 3 Life in the future

veralminutes.

T：Now,pleasereportyourwork.

G1:Wecanseeamanbesideahigh-techcar,whichiscontrolledbyanadvancedcomputerandequippedwithhigh-qualitysolarbattery.Thistypeofcarisfriendlytotheenvironmentandverypopularwithconsumers.

G2:Herewecanfindsomespacebuildings,whicharemadeofadvancedbuildingmaterials.Therethescientistscancarryoutexperiments,watchotherplanetsandsoon.

S:Inthispicturewecanseeanastronautandaspaceship.Inthenearfuture,moreastronautsfromdifferentcountrieswillbeabletotraveltothespaceandcarryoutmoreexperimentssothatwecanhaveabetterunderstandingoftheuniverse.

S:Inthelastpicture,wecanseeseveraloldpeopletalkingaboutmedicine.Inthefuture,doctorswillhavefurtherresearchintodiseasesandthemedicinewillbemoreeffectiveinpreventingandcuringdiseases.

T:Wonderful.Inaword,lifeinthefutureisverymysteriousandfascinating.Yetwecandomoretomakeourfuturesaferandeasier.

2.Groupdiscussion

Task1:Predictlifeinthefuture

Thisstepisdesignedtoletthestudentschoosethemostinterestingtopicandmakeboldpredictions.

Help:

1.Thewholeclassisdividedintoeightgroups.

2.Thestudentcanchoosethegroupwhosetopicinterestshimorhermost.

3.Getthestudentsthinkofmorekeywordsorphrasesfirst.

4.Eachgrouptriestochoosetwoormorebestideastosharewiththeclass.

5.Onememberfromeachgroupisinvitedtoreporttheirwork.

After5minutes.

T:Nowit’stimetoreportyourwork.

G1:Inthefuturepeoplewillcommunicatemoreeasilyand

conveniently.TheycantalkonthephoneandsendemailsontheInternet.TheycandoalmosteverythingontheInternet,likeshopping,reading,borrowingbooks,depositingmoney,orderingmealsortickets.

G2:Astowherepeopleworkinthefuture,theanswers

aredivided.SomepeoplewillbeabletoworkathomeontheInternet,whichwecallSOHO.Morepeoplewillworkinthecompaniesalsorelatedtocomputers.Atthattimetherewillbemoreandmorenewjobslikedatabasemanagers,salesengineersandsoon.

G3:InthefuturemorecompaniesandindividualsprefertodobusinessontheInternetbyusingvariouskindsofsmartcards.Evenifyoudon’ttakeanycashyoucanalsodoshopping,gototheconcertortravelabroad.Inaword,E-commercewillplayamoreimportantroleinourdailylife.

G4:Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcancerdevelops.

G5:Inthefuturepeoplewillspeakmuchfewerlanguages.BothEnglishandChinesehavebecomeworldlanguages.

G6:Inthefuturepeoplewillliveindifferentplaces.Asthepopulationisexploding,morepeoplewillprefertoliveinfarawayplaces,undertheseaorevenonthemoon.

G7:Aspeople’slifeisimproving,peopleprefertotraveltodifferentplaces.Notonlydotheyenjoylocaltravelbutalsotheytravelabroad.Someevencanaffordtotravelinspace.

G8:StudentsinthefuturewillbeabletoreceivefarbettereducationwiththehelpoftheInternetande-schools.Andtheirsubjectswillbericherandmorepersonal.

StepIIISpeaking

Thispartistoprovidethestudentswithrealisticsituationssothattheycanhavemorechancestopracticethefunctionalitems---makingpredictions

Task2:Having“doubles”ornot

Help:

1.Dividethestudentsintofourgroups.

2.Individualwork.Eachstudenthastooffermoreanswerstosupporthis/heropinion.

3.Groupwork.Eachmemberstateshisorheropinionandreasons.

4.Classwork.Groupleaderreportstheirwork.

After5minutes.

T:Nowyou’vediscussedthistopic.I’dlikethefourgroupleaderstoreportyourwork.

G1:IthinkitwouldbegreattohaveadoublebecauseIcouldusethedoubletodothethingsIdon’tenjoy,forexample,goingtoschool,doinghomeworkandtakingexams.HavingadoublewouldalsobegoodbecauseIcandotwothingsatatime，sothatIcanworkmoreefficiently.

G2:Butwethinkhavingadoublemightbedangerousbecausewedon’tknowwhatthedoublemightdo.Forexample,thedoublemightcheatpeopleoutoftheirmoney.AsaresultIwillhavetobepunishedbecauseofhim.

G3:No,Idon’tthinkso.Iwouldliketohaveadouble,becauseIdon’thavetimetodoallthethingsI’dliketodo,forexample,cookingmealsandhavingmeetings.HavingadoublewouldbewonderfulbecausewecouldhavemoretimetodothingsIlikebest.

G4:However,havingdoubleswouldmakepeopleconfused,becausenoonewouldknowwhothedoublereallywasorhowtotreatit.Forexample,thedoublewouldn’thaveanyparentsandrelatives.Itwouldbebadforsocietyifpeoplehadtroubles,becauseitwouldbeverydifficulttomakeitclearwhowastoblamefortheverytrouble.

T:Thankyouforallyourwonderfulideas.Sinceit’sahottopicandwedon’treachanyagreement,wecansayit’sstillearlytousethistechnologytomake“doubles”.

StepIVTalking(SeeWorkbookP117)

Thispartshouldbeafreetalkconcerningfuturelife.Thestudentsshouldbeencouragedtoexpresstheirownopinionsfreely.

Task3：Planningmyfuture

Help:

1.Dividethestudentsinto8-10groups.

2.Eachstudentchoosesonejobandasksasmanyquestionsaspossible.

3.Groupmembersrole-playthediscussionbyaskingandsettlingquestions.

4.Collectcreativeideasfromthegroupsandenjoythem.

Afterseveralminutes.

T:Nowlet’sinvitesomepairstoreporttheirowndiscussion.

SA:Mr.Zhang,I’m17yearsoldandwanttobecomeascientist.IwanttoknowwhatIneedtodoinordertobecomeascientist.

SB:Well,that’sagoodidea.Tobeascientist,youneedtobeinterestedinsciencefirst.

SA:That’strue.Ishowgreatinterestinhowthesatelliteworks.Anythingelse?

SB:Beingascientist,youshouldnotonlybecuriousaboutnaturebutalsodetermined.Whiledoingexperimentsyoumaycomeacrossmanytroubles.Youshouldbedeterminedtoovercometheminordertoachieveyouraim.

SA:ThenwherecanIreceivemyeducationonsatellites,spaceetc.?

SB:Astothisquestion,youcangotothelibraryorsurftheInternetforhelp.IthinktherearequiteafewsuchuniversitiesbothinChinaandtheUSA.

SA:HowlongshouldIstudythis?

SB:Well,itdepends.Maybeaslongastenyears.

SA:Thanksforyouradvice.IthinkI’llworkhardatmylessonsandtrytoreadmoresciencebookstolaygoodfoundationsformyfuture.

SB:Goodlucktoyou.

Freediscussion

Thisstepistofurtherstimulatethestudents’curiosityaboutthefutureandambitiontostrugglefortheirownlifelongdestination.

T:Canyoupredictyourownfuture?Hereallofyouhavethechancetoexpressyouraimsordreams.

S:I’dliketobeaninventor.I’llinventanewspaceshipwhichtravelsinspaceveryeasilyandcheaply.SowecanmakeatriptothemoonortheMars.

S:I’dliketobecomeanarchitect.I’lltrytodesignthemostbeautifulbuildingsintheworldsothateveryonewhotravelsinBeijingwantstopayitavisit.

S:Iwanttobeaphysician.I’lldevotemyselftostudyingthecauseofAIDSsothatthepeopleinAsiaandAfricaarefreefromthisdeadlydisease.

...

StepVLanguagepoints

1.double

①n.apersonwholooksexactlythesameassomeoneelse:

e.g.HeyTony,Imetsomeoneatapartylastweekwhowasyourdouble.

②adj.twicethesize,amount,price,etc.,orconsistingoftwosimilarthingstogether:

e.g.Gothroughthedoubledoorsandturnleft.

Theword“cool”hasadouble“o”inthemiddle.

2.copy

①n.somethingthathasbeenmadetobeexactlylikesomethingelse:

e.g.ThispaintingisonlyacopyoftheoriginalhangingintheLouvre.

Couldyoumakeacopyofthisfortomorrow’smeeting,please?

②v.toproducesomethingsothatitisthesameasanoriginalpieceofwork:

e.g.Patricia’sgoingtocopyhernovelontodiskandsendittome.

Hetendstocopyhisbrotherinthewayhedresses.

StepVIHomework

1.Consolidation

T:Todaywehavelearnedsomuchaboutmakingpredictions.Idohopeyoucanpractisemoreafterclass.

2.Topic

T:Hereisatopicastoday’shomework——Mydream.Pleaseshareyourdreamswiththeothersnexttime.

3.Previewthenewlesson

T:Besides,pleasepreviewthenewlessonafterclass.NowclassisoveUnit6Lifeinthefuture

I.单元教学目标

技能目标Goals

Talkaboutlifeinthefuture

LearnaboutNounClauses(2)

Practicemakingpredictions

Writeadefinitionparagraph

Ⅱ.目标语言

功

能

句

式

Makingpredictions

Itwouldbewonderfulif...

Itwouldbebadfor...if...

It’spossible/impossibletopredict...

Noonecanpredictwhat/when....

Justimagineif...

Wecanonlyguess...

词

汇

1.四会词汇

prediction,exact,forecast,trend,contemporary,indicate,urban,energy,ensure,system,consumer,reform,goods,purchase,tiny,cash,remain,importance,regular,medical,deal,physician,cure,biochemistry,educator,distance,hopeful,cheat,wrist,require,programme,reality,absurd

2.认读词汇

Mekanika,glimpse,E-commerce,necessity,crowded,mall,chip,SARS,smallpox,genetics,lifelong,well-prepared,identify,old-fashioned,imitate,virtual,lifelike,definition

3.重点词组

catchaglimpseof,keepintouchwith,payattentionto,dealwith,instore

4.重点词汇

forecast,major,indicate,ensure,remain,regular,cheat,cure,require

语法

NounClauses(2)名词性从句

1.Whatlifewillbelikeinthefutureisdifficulttopredict.

2.Theyarecarefulaboutwhattheyeatandexerciseregularly.

3.Theschoolsofthefutureswillprobablybedifferentfromwhattheyaretoday.

4.Wecannotbesurewhetherourdreamswillcometrue,butwecanatleastbehopefulthatoureffortstoimprovetheworldwillbesuccessful.

5.Ifwelearntoacceptchangeandappreciatewhatisnewanddifferent,wewillbewell-preparedforwhateverthefuturemayhaveinstore.

6.Thediscussiontopicfortodayiswhatschoolwillbelikeinthefuture.

重

点

句

子

1.Whatlifewillbelikeinthefutureisdifficulttopredict.

2.Onewaytocatchaglimpseofthefutureistoexaminesomeofthemajortrendsincontemporarysociety.

3.Agoodexampleofhowtransportationischangingisthenewmaglevtrain....

4.Toensuresafety,thetrainiscontrolledbyanadvancedcomputersystem.

5.TheInternetalsomakesiteasierforcompaniestokeepintouchwithcustomersandcompaniesinothercountries.

6.Peopleinthefuturewillbeabletoenjoyalongerandhealthierlifeandremainactiveeveninoldage.

III.教材分析与教材重组

1.教材分析

本单元的主题是“Lifeinthefuture”，功能项目是“谈论未来生活”和“做出预测判断”，写作要点是学写描述性文章。通过本单元的学习，要让学生了解科学技术进步在未来生活中的巨大推动作用。教师要借助听力、讨论、阅读、写作等一系列扎实有效的教学活动，进一步拓展学生想象力，提升其语言实践能力，让他们意识到只有用自己的智慧和勤劳的双手才能改造社会，为人类造福。

1.1WARMINGUP提供了四幅图片和八个相关话题，本部分可以作为下文“说”的铺垫，学生分组讨论，使其有话可说，无话不说。

1.2LISTENING有两个任务，一是听录音，回答问题，侧重于听能培养，二是讨论Mekanik的生活方式与现代生活方式的不同，并给Mekanika写信回答她所关心的问题。

1.3SPEAKING要求把全班分成四个小组，每一组从不同角度出发陈述赞同或反对“有一相似人”的理由。这种开放式讨论有助于引导学生运用所学知识合作学习，指导他们全面地、辨证地看待问题。

1.4PRE-READING是READING的热身活动。要求学生采用快速浏览的方式确定不同段落的主题，潜移默化地培养学生skimming这一非常有效的阅读技巧。

1.5READING采用“总-分-总”的写作手法，大小标题形象地展示了本文的结构和内容。教师要引导学生充分利用“标题”这一有效的阅读技巧把握文章主旨，了解作者的写作意图，并深入地培养他们猜测词义、理解语句、归纳段落大意等能力。

1.6POST-READING从回答问题、分析比较和展开讨论三个层面由低到高、由易到难，循环递进，引导学生结合现实生活，发挥想象，畅谈未来，从而达到综合运用英语进行交际的目的。

1.7LANGUAGESTUDY“词汇学习”部分旨在培养学生根据语境猜测生词并正确运用所学词汇的能力。其核心是把词汇的学习和真实的语境巧妙结合起来，逐步拓展学生的词汇量。“同步语法”部分则设计了不同类型的连线题、判断题和转换题，旨在训练学生准确理解名词性从句并灵活运用的能力。

1.8INTEGRATINGSKILLS阅读部分是一封书信，Mekanika给人类写一封信，介绍3044年生活方式和具体感受。文章充满大胆的想象和对美好生活的向往，借此来激发学生的想象力，使其憧憬未来生活，更要珍惜现代生活。相对起来，写作任务更加富有挑战性，不但要求学生大胆想象，还要求学生言之有理，言之有物。

1.9Tips指导学生如何巩固自己的词汇量——建立单词收集卡片。

1.10Checkpoint部分简要地总结本单元语法重点，并引导学生总结与本单元话题密切相关的词汇。

2.教材重组

2.1从话题内容上分析，WARMINGUP与SPEAKING相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将WARMINGUP，SPEAKING和Workbook中的TALKING整合在一起，设计成一节任务型“口语课”。

2.2将LISTENING和Workbook中的LISTENING整合在一起，设计成一节任务型“听力课”。

2.3可将PRE-READING,READING和POST-READING三个教学活动整合在一起上一节任务型“阅读课（一）”。

2.4可将LANGUAGESTUDY与Workbook中的PRACTISING语法练习题整合在一起上一节任务型“语法课”。

2.5可将INTEGRATINGSKILLS中Reading和Workbook中LINTEGRATINGSKILS的Reading整合起来上一节“阅读课（二）（泛读课）”。

2.6将INTEGRATINGSKILLS中的Writing和Workbook中INTEGRATINGSKILLS的Writing整合成一节“写作课”。

3.课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）

1stperiod口语课

2ndperiod听力课

3rdperiod阅读课

4thperiod语法课

5thperiod泛读课

6thperiod写作课

Ⅳ.分课时教案

TheFirstPeriodSpeaking

Teachinggoals教学目标

1.Targetlanguage目标语言

①重点词汇和短语

prediction,inthefuture,double,exact,original,

confused

②交际用语

Makingpredictions

Itwouldbewonderfulif...

Itwouldbebadfor...if...

It’spossible/impossibletopredict...

Noonecanpredictwhat/when....

Justimagineif...

Wecanonlyguess...

2.Abilitygoals能力目标

①Enablethestudentstothinkupmorecreativeideasforthefuturelife.

②Encouragethestudentstoexpressthemselvesfreelybymakingpredictions.

3.Learningabilitygoals学能目标

①Helpthestudentstomakepredictionsbyusinggivenclues.

②Inspirethestudentstobemorecreativeinthinking.

Teachingimportantpoints教学重点

Getthestudentspredictwhatfuturelifewillbelikebyusingtheusefulexpressions.

Teachingdifficultpoints教学难点

Howtoencouragethestudentstotalkfreelyandactivelyonmakingpredictions.

Teachingmethods教学方法

1.Co-operativemethodforcreativeideas.

2.Task-basedapproachtodiscussthetopic——havingadoubleornot.

Teachingaids教具准备

1.Acomputer

2.Aprojector

Teachingprocedures&ways教学过程与方法

StepILead-in

1.Greetings.

2.Lead-in

T:Boysandgirls,wemayoftenaskourselvesthisquestion:“Whatwilllifebelikeinthefuture?”It’sreallyaninterestingquestion.Todaywe’lltakethischancetotalkaboutthissubject.Nowlet’scometoWARMING-UP.

StepIIWarmingup

Picturetalking

Thisstepismeanttotrainthestudentstowatchcarefullyandthinkactively.

T:Nowyouaredividedintofourgroups.Eachtriestothinkofmorethanonesentencetodescribethepicture.Thenthegroupleaderwillbeaskedtoreportyourwork.veralminutes.

T：Now,pleasereportyourwork.

G1:Wecanseeamanbesideahigh-techcar,whichiscontrolledbyanadvancedcomputerandequippedwithhigh-qualitysolarbattery.Thistypeofcarisfriendlytotheenvironmentandverypopularwithconsumers.

G2:Herewecanfindsomespacebuildings,whicharemadeofadvancedbuildingmaterials.Therethescientistscancarryoutexperiments,watchotherplanetsandsoon.

S:Inthispicturewecanseeanastronautandaspaceship.Inthenearfuture,moreastronautsfromdifferentcountrieswillbeabletotraveltothespaceandcarryoutmoreexperimentssothatwecanhaveabetterunderstandingoftheuniverse.

S:Inthelastpicture,wecanseeseveraloldpeopletalkingaboutmedicine.Inthefuture,doctorswillhavefurtherresearchintodiseasesandthemedicinewillbemoreeffectiveinpreventingandcuringdiseases.

T:Wonderful.Inaword,lifeinthefutureisverymysteriousandfascinating.Yetwecandomoretomakeourfuturesaferandeasier.

2.Groupdiscussion

Task1:Predictlifeinthefuture

Thisstepisdesignedtoletthestudentschoosethemostinterestingtopicandmakeboldpredictions.

Help:

1.Thewholeclassisdividedintoeightgroups.

2.Thestudentcanchoosethegroupwhosetopicinterestshimorhermost.

3.Getthestudentsthinkofmorekeywordsorphrasesfirst.

4.Eachgrouptriestochoosetwoormorebestideastosharewiththeclass.

5.Onememberfromeachgroupisinvitedtoreporttheirwork.

After5minutes.

T:Nowit’stimetoreportyourwork.

G1:Inthefuturepeoplewillcommunicatemoreeasilyand

conveniently.TheycantalkonthephoneandsendemailsontheInternet.TheycandoalmosteverythingontheInternet,likeshopping,reading,borrowingbooks,depositingmoney,orderingmealsortickets.

G2:Astowherepeopleworkinthefuture,theanswers

aredivided.SomepeoplewillbeabletoworkathomeontheInternet,whichwecallSOHO.Morepeoplewillworkinthecompaniesalsorelatedtocomputers.Atthattimetherewillbemoreandmorenewjobslikedatabasemanagers,salesengineersandsoon.

G3:InthefuturemorecompaniesandindividualsprefertodobusinessontheInternetbyusingvariouskindsofsmartcards.Evenifyoudon’ttakeanycashyoucanalsodoshopping,gototheconcertortravelabroad.Inaword,E-commercewillplayamoreimportantroleinourdailylife.

G4:Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcancerdevelops.

G5:Inthefuturepeoplewillspeakmuchfewerlanguages.BothEnglishandChinesehavebecomeworldlanguages.

G6:Inthefuturepeoplewillliveindifferentplaces.Asthepopulationisexploding,morepeoplewillprefertoliveinfarawayplaces,undertheseaorevenonthemoon.

G7:Aspeople’slifeisimproving,peopleprefertotraveltodifferentplaces.Notonlydotheyenjoylocaltravelbutalsotheytravelabroad.Someevencanaffordtotravelinspace.

G8:StudentsinthefuturewillbeabletoreceivefarbettereducationwiththehelpoftheInternetande-schools.Andtheirsubjectswillbericherandmorepersonal.

StepIIISpeaking

Thispartistoprovidethestudentswithrealisticsituationssothattheycanhavemorechancestopracticethefunctionalitems---makingpredictions

Task2:Having“doubles”ornot

Help:

1.Dividethestudentsintofourgroups.

2.Individualwork.Eachstudenthastooffermoreanswerstosupporthis/heropinion.

3.Groupwork.Eachmemberstateshisorheropinionandreasons.

4.Classwork.Groupleaderreportstheirwork.

After5minutes.

T:Nowyou’vediscussedthistopic.I’dlikethefourgroupleaderstoreportyourwork.

G1:IthinkitwouldbegreattohaveadoublebecauseIcouldusethedoubletodothethingsIdon’tenjoy,forexample,goingtoschool,doinghomeworkandtakingexams.HavingadoublewouldalsobegoodbecauseIcandotwothingsatatime，sothatIcanworkmoreefficiently.

G2:Butwethinkhavingadoublemightbedangerousbecausewedon’tknowwhatthedoublemightdo.Forexample,thedoublemightcheatpeopleoutoftheirmoney.AsaresultIwillhavetobepunishedbecauseofhim.

G3:No,Idon’tthinkso.Iwouldliketohaveadouble,becauseIdon’thavetimetodoallthethingsI’dliketodo,forexample,cookingmealsandhavingmeetings.HavingadoublewouldbewonderfulbecausewecouldhavemoretimetodothingsIlikebest.

G4:However,havingdoubleswouldmakepeopleconfused,becausenoonewouldknowwhothedoublereallywasorhowtotreatit.Forexample,thedoublewouldn’thaveanyparentsandrelatives.Itwouldbebadforsocietyifpeoplehadtroubles,becauseitwouldbeverydifficulttomakeitclearwhowastoblamefortheverytrouble.

T:Thankyouforallyourwonderfulideas.Sinceit’sahottopicandwedon’treachanyagreement,wecansayit’sstillearlytousethistechnologytomake“doubles”.

StepIVTalking(SeeWorkbookP117)

Thispartshouldbeafreetalkconcerningfuturelife.Thestudentsshouldbeencouragedtoexpresstheirownopinionsfreely.

Task3：Planningmyfuture

Help:

1.Dividethestudentsinto8-10groups.

2.Eachstudentchoosesonejobandasksasmanyquestionsaspossible.

3.Groupmembersrole-playthediscussionbyaskingandsettlingquestions.

4.Collectcreativeideasfromthegroupsandenjoythem.

Afterseveralminutes.

T:Nowlet’sinvitesomepairstoreporttheirowndiscussion.

SA:Mr.Zhang,I’m17yearsoldandwanttobecomeascientist.IwanttoknowwhatIneedtodoinordertobecomeascientist.

SB:Well,that’sagoodidea.Tobeascientist,youneedtobeinterestedinsciencefirst.

SA:That’strue.Ishowgreatinterestinhowthesatelliteworks.Anythingelse?

SB:Beingascientist,youshouldnotonlybecuriousaboutnaturebutalsodetermined.Whiledoingexperimentsyoumaycomeacrossmanytroubles.Youshouldbedeterminedtoovercometheminordertoachieveyouraim.

SA:ThenwherecanIreceivemyeducationonsatellites,spaceetc.?

SB:Astothisquestion,youcangotothelibraryorsurftheInternetforhelp.IthinktherearequiteafewsuchuniversitiesbothinChinaandtheUSA.

SA:HowlongshouldIstudythis?

SB:Well,itdepends.Maybeaslongastenyears.

SA:Thanksforyouradvice.IthinkI’llworkhardatmylessonsandtrytoreadmoresciencebookstolaygoodfoundationsformyfuture.

SB:Goodlucktoyou.

Freediscussion

Thisstepistofurtherstimulatethestudents’curiosityaboutthefutureandambitiontostrugglefortheirownlifelongdestination.

T:Canyoupredictyourownfuture?Hereallofyouhavethechancetoexpressyouraimsordreams.

S:I’dliketobeaninventor.I’llinventanewspaceshipwhichtravelsinspaceveryeasilyandcheaply.SowecanmakeatriptothemoonortheMars.

S:I’dliketobecomeanarchitect.I’lltrytodesignthemostbeautifulbuildingsintheworldsothateveryonewhotravelsinBeijingwantstopayitavisit.

S:Iwanttobeaphysician.I’lldevotemyselftostudyingthecauseofAIDSsothatthepeopleinAsiaandAfricaarefreefromthisdeadlydisease.

...

StepVLanguagepoints

1.double

①n.apersonwholooksexactlythesameassomeoneelse:

e.g.HeyTony,Imetsomeoneatapartylastweekwhowasyourdouble.

②adj.twicethesize,amount,price,etc.,orconsistingoftwosimilarthingstogether:

e.g.Gothroughthedoubledoorsandturnleft.

Theword“cool”hasadouble“o”inthemiddle.

2.copy

①n.somethingthathasbeenmadetobeexactlylikesomethingelse:

e.g.ThispaintingisonlyacopyoftheoriginalhangingintheLouvre.

Couldyoumakeacopyofthisfortomorrow’smeeting,please?

②v.toproducesomethingsothatitisthesameasanoriginalpieceofwork:

e.g.Patricia’sgoingtocopyhernovelontodiskandsendittome.

Hetendstocopyhisbrotherinthewayhedresses.

StepVIHomework

1.Consolidation

T:Todaywehavelearnedsomuchaboutmakingpredictions.Idohopeyoucanpractisemoreafterclass.

2.Topic

T:Hereisatopicastoday’shomework——Mydream.Pleaseshareyourdreamswiththeothersnexttime.

3.Previewthenewlesson

T:Besides,pleasepreviewthenewlessonafterclass.Nowclassisove

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