小學教學教案

Unit 3 Life in the future教學設計與反思。

一位優(yōu)秀的教師不打無準備之仗，會提前做好準備，高中教師要準備好教案，這是每個高中教師都不可缺少的。教案可以讓學生們充分體會到學習的快樂，幫助高中教師提高自己的教學質量。優(yōu)秀有創(chuàng)意的高中教案要怎樣寫呢？下面是小編精心收集整理，為您帶來的《Unit 3 Life in the future教學設計與反思》，希望能對您有所幫助，請收藏。

Unit3Lifeinthefuture教學設計與反思Ⅰ.單元教學目標技能目標SkillGoals▲Talkaboutthingsinthepast,atpresentandinthefuture▲Talkaboutchangesatpresent▲PredictgoodandbadchangesinthefutureⅡ.目標語言詞匯1．四會詞匯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．認讀詞匯jetlag,flashback,expertise,hover,pessimistic,enormous,imitate,3．詞組takeup,remind...of...,losesightof...,catchsightof...,sweepup,speedup,assistin4．重點詞匯constant,remind,lack,sight,assist,require,settlement,previous,swift語法Thepastparticipleastheattribute…andfollowinghimtocollectahoveringcarriagedrivenbycomputer.ThepastparticipleastheadverbialWorriedaboutthejourney,Iwasunsettledforthefirstfewdays.Hitbyalackoffreshair,myheadached.Exhausted,Islidintobedandfellfastasleep.重點句子1.Thisissimilartothe“jetlag”yougetwhenflying,butinsteaditmeansyoukeepgettingflashbacksfromyourprevioustimeperiod.P172.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.P183.Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyforarest.P184.Hewassweptupintothecentreofthem.5.Ifoundlaterthattheirleavesprovidedthehousewithmuch-neededoxygen.P188.Everyonewillgettwiceasmuchpersonalspaceasinflatsonland.P589.Onlywhentherobotcleanertouchesobjectscantheybemoved.P59Ⅲ.教材分析與教材重組1.教材分析本單元以“Lifeinthefuture”為中心話題，旨在通過本單元的學習，讓學生大膽發(fā)揮想象，對人類今后的生活環(huán)境，生活方式進行猜測，并在此基礎上，對人類的種種活動進行反思，提倡環(huán)保生活意識。同時讓學生學會過去分詞作定語和作狀語的不同用法。最后讓學生將本單元所討論的話題和推測手法相結合，學習怎樣寫report。1.1WarmingUp部分利用一個關于“住”和“行”的對比研究表格引導學生回顧過去，認識現(xiàn)在和展望未來。通過這一活動，引發(fā)學生對過去，現(xiàn)在和未來的思考，使學生對將要閱讀的文章有個知識準備。1.2Pre-reading部分讓學生充分運用發(fā)散思維，先列舉當今世界人類面臨的一些突出問題，然后要求學生思考為什么會產生這些問題，這些問題中哪些在未來社會仍然可能存在，哪些將會被克服，哪些將會惡化。為下面的閱讀做了鋪墊。1.3Reading部分通過一封發(fā)自未來的電子郵件，講述了作者LiQiang怎樣安全到達“未來世界”，他對“未來世界”的印象，以及“未來世界”的日常生活方式和交通工具情況。閱讀時要把重點放在“未來世界”生活與當今生活的不同點上。1.4Comprehending部分設計了三個教學活動來加深學生對Reading部分的理解。第一個活動要求學生通過閱讀找出“未來世界”在以下幾個方面的變化：跨時空旅行，交通，住房，城鎮(zhèn)環(huán)境和空氣質量。接著讓學生在此基礎上得出自己的結論，哪些變化好，哪些變化不好，并說明理由。第二個活動要求學生通過閱讀來判斷LiQiang對“未來世界”的態(tài)度是樂觀的還是悲觀的。學生要在文中找出支持自己觀點的論據(jù)，盡可能說服別人。第三個活動讓學生想象一下LiQiang將會去參加哪些活動。這樣既鼓勵學生展開豐富的想象，又為UsingLanguage部分的語篇學習做了鋪墊。1.5LearningaboutLanguage部分突出了本單元的一些重點詞匯及語法。首先通過完成語篇來考查學生運用本單元詞匯的能力，并且通過練習，讓學生區(qū)分兩種動詞短語，一種是以動詞為中心的詞組，另一種是以介詞為中心的詞組。語法部分要求學生主動找出閱讀語篇中的重點結構——過去分詞作定語和狀語，然后加以應用。1.6UsingLanguage部分涵蓋了聽，說，讀，寫四項語言基本技能。要求學生通過閱讀IHAVESEENAMAZINGTHINGS一文，對LiQiang旅行的第三站有個總體的印象，并能找出部分細節(jié)知識。1.7SUMMINGUP部分歸納了本單元的主要學習內容并讓學生自我檢測一下學習效果。1.8LEARNINGTIP部分告訴學生在討論時記筆記的好處和方法。2.教材重組2.1可將WarmingUp,Pre-reading,Reading和Comprehending整合在一起上一節(jié)精讀課。2.2UsingLanguage中的reading和listening是LiQiang’straveltothefuture的延續(xù)，可將這兩部分及Workbook中的LISTENING整合起來上一節(jié)聽力課。2.3可將LearningaboutLanguage和Workbook中的USINGWORDSANDEXPRESSIONS及USINGSTRUCTURES整合起來上一節(jié)語法課。2.4將Workbook中的READINGTASK和LISTENINGTASK結合起來上一節(jié)泛讀課，進一步拓展學生的思維和想象力。2.5將UsingLanguage中的speaking和Workbook中的TALKING整合在一起上一節(jié)口語課，鼓勵學生對現(xiàn)在進行反思，對未來進行大膽猜測(makepredictions)。2.6將Workbook中的SPEAKINGTASK和WRITINGTASK整合起來上一節(jié)寫作課，同時對整個單元進行一個小結。3.課型設計與課時分配1stPeriod!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Reading2ndPeriodListening3rdPeriodGrammar4thPeriodExtensiveReading5thPeriodSpeaking6thPeriodWritingⅣ.分課時教案

TheFirstPeriodReadingTeachinggoals教學目標1.Targetlanguage目標語言a.重點詞匯和短語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.重點句式Thisissimilarto...,butitmeans...P17Well-knownfor...,hisparents’company，called“FutureTour”,transportedmesafelyintothefutureinatimecapsule..P18Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyforarest.P182.Abilitygoals能力目標EnabletheSstotalkaboutthelifeinthepast,atpresentandinthefuture.3.Learningabilitygoals學能目標HelptheSslearnhowtodescribethelifeinthepast,atpresentandinthefuture.Teachingimportant＆difficultpoints教學重難點Comparelifeinthepast,atpresentandinthefuture.Whatislifeinthefuturelike?Whatchangeswilltakeplace?Teachingmethods教學方法Fastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.Teachingaids教具準備Acomputerandaprojector.Teachingprocedures＆ways教學過程與方式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教學目標1.Targetlanguage目標語言重點詞匯和短語extraordinarily,atmosphere,gravity,assistin2.Abilitygoals能力目標EnabletheSstotellthedifferencesbetweentwokindsofaliencreatures.EnabletheSstounderstandthefacilitiesin“Wonderworld”.3.Learningabilitygoals學能目標HelptheSslearnhowtopromoteanewinventionbyanalyzingdifferentsituations.Teachingimportant＆difficultpoints教學重難點Listentothematerialaboutthenewinventionandfindoutitsspecialqualities.Teachingmethods教學方法Discussion;listening;cooperativelearning.Teachingaids教具準備Acomputer,aprojectorandarecorder.Teachingprocedures＆ways教學過程與方式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.[活動范文吧 F236.cOm]

TheThirdPeriodGrammarTeachinggoals教學目標1.Targetlanguage目標語言重點詞匯和短語swiftly,unsettle,speedup2.Abilitygoals能力目標EnabletheSstousethepastparticipleastheadverbialandthepastparticiplesastheattribute.3.Learningabilitygoals學能目標HelptheSslearnhowtousethepastparticipleastheadverbialandthepastparticiplestheattribute.Teachingimportant＆difficultpoints教學重難點Distinguishtheusageofthepastparticipleastheadverbialandthepastparticipleastheattribute.Teachingmethods教學方法Practice.Teachingaids教具準備Acomputer,aprojectorandablackboard.Teachingprocedures＆ways教學過程與方式StepIWordStudyThispartisaconsolidationofthewordslearntinthisunit.AsktheSstodotheExx.1＆2onpages20＆21andexercisesinUSINGWORDSANDEXPRESSIONSinWorkbookindependently.Thenchecktheanswers.StepIIGrammarTheSswilllearntheusageofthepastparticipleindifferentsituations.Task1MakecleartotheSstheusageofthepastparticipleastheadverbial.T:Nowpleaselookatthesentence:Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.=AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays.過去分詞作狀語：用作狀語的過去分詞通常來自及物動詞。過去分詞用作狀語時，修飾主句的謂語動詞，意義上相當于狀語從句，表示時間、條件、原因、伴隨狀況等。過去分詞作狀語，前邊往往可以加when,while,asif,asthough。一般說來，這種結構的邏輯主語必須與主句的主語一致。例如：Wheneverpraised,sheblushes.（作時間狀語）=Wheneversheispraised,sheblushes.United,westand;divided,wefall.（作條件狀語）=Ifweareunited,westand;ifwearedivided,wefall.Writteningreathaste,thisbookisfulloferrors.（作原因狀語）=Becausethisbookiswritteningreathaste,itisfulloferrors.Marywasreadingalovestory,completelylosttotheromanticlife.（作伴隨狀語）=Marywasreadingalovestory,andshewascompletelylosttotheromanticlife.AlthoughborninGermany,JohnlivesandworksinU.S.A.（作讓步狀語）=AlthoughJohnwasborninGermany,helivesandworksinU.S.A.Task2MakecleartotheSstheusageofthepastparticipleastheattribute.T:Nowpleaselookatthesetwosentences:1.Ifollowedhimtocollectahoveringcarriagedrivenbycomputer.=Ifollowedhimtocollectahoveringcarriagethat/whichwasdrivenbycomputer.2.Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.=Tomorrowyouwillbereadyforsomevisitsthat/whichwasorganizedbythecompany.過去分詞作定語：a.用作前置定語的過去分詞通常來自及物動詞，帶有被動意義和完成意義。例如：Welikeskatinginthefrozenlakeinthewinter.=Welikeskatinginthelakewhichhasbeenfrozeninthewinter.Howmanyfinishedproductshaveyougotuptonow?=Howmanyproductsthathavebeenfinishedhaveyougotuptonow?來自不及物動詞的過去分詞很少能單獨用作前置定語，能作這樣用的僅限以下幾個詞，這時僅表示完成意義，不表示被動意義：aretiredworker=aworkerwhohasretiredanescapedprisoner=aprisonerwhohasescapedafaded/witheredflower=aflowerthathasfaded/witheredfallenleaves=leavesthathavefallentherisensun=thesunthathasjustrisenareturnedstudent=astudentwhohasreturnedvanishedtreasure=treasurethathasvanishedb.用作后置定語的過去分詞通常也來自及物動詞，表示被動意義和完成意義。這明相當于一個定語從句。例如：Thingsseenarebetterthanthingsheard.=Thingsthat/whichareseenarebetterthanthingsthat/whichareheard.Thelobsterbroiledovercharcoalwasdelicious.=Thelobsterthat/whichwasbroiledovercharcoalwasdelicious.ThenlettheSsdoExx.1－4onpages20＆21andexercisesinUSINGSTRUCTURESinWorkbooktoconsolidatewhattheyhavelearnt.Andchecktheanswers.Iftimepermits,lettheSslearnthefollowingusageofthepastparticipleintheclass.過去分詞作表語：過去分詞作表語表示主語所處的狀態(tài)。用作表語的過去分詞大多來自及物動詞；不及物動詞的過去分詞能作表語的只限于少數(shù)表示位置轉移的動詞，如go,come,assemble等，它們用在聯(lián)系動詞之后，表示完成意義，無被動意義。例如：Themanlookedquitedisappointed.Heisgreatlydiscouragedbyherrefusal.Hishairisnearlyallgone.已經(jīng)形容化了的過去分詞大多可作表語，常見的有:accomplished,amazed,amused,astonished,broken,closed,completed,complicated,confused,crowded,devoted,disappointed,discouraged,drunk,excited,frightened,hurt,interested,lost,satisfied,surprised,worried等。過去分詞作賓語補足語：a.see,hear,feel,find,think等表示感覺和心理狀態(tài)的動詞可以帶過去分詞作賓語補足語。例如：Tomfoundhimselfinvolvedinanawkwardsituation.IsawTomdressedlikeabeggarinthestreet.Everybodythoughtthematchlostuntilthelastminute.b.make,get,have,keep等表示“致使”意義的動詞可以帶過去分詞作賓語補足語。例如：Ihavemyclotheswashedeveryday.Don’tgetyourschedulechanged;staywithusintheclass.He’stryingtomakehimselfunderstood.Pleasekeepusinformedofthelatestprice.c.like,want,wish,order等表示希望、要求、命令等意義的動詞可以帶過去分詞作賓語補足語。例如：Wedon’tlikesuchtopics(tobe)discussedinclass.Iwishthisproblem(tobe)solvedthisweek.StepⅣHomeworkT:Afterclass,pleasereviewwhatwe’velearntthisclassanddomoreexercises.ThenpreviewtheREADINGTASKinWorkbook.

TheFourthPeriodExtensiveReadingTeachinggoals教學目標1.Targetlanguage目標語言a.重點詞匯和短語imitate,spin,shuttle-submarine,destination,sensor,beessentialfor,contactb.重點句式Theseabottomisdeepandthismakesitdifficultto..P58Onlytherobotcleanerwillbeabletomoveobjects.P582.Abilitygoals能力目標EnabletheSstodiscussthepossibilitiesandthedifficultiesoflivingunderthesea.3.Learningabilitygoals學能目標HelptheSslearnhowtotalkaboutthepossibilitiesandthedifficultiesoflivingunderthesea.Teachingimportant＆difficultpoints教學重難點Talkaboutthepossibilitiesoflivingunderthesea.Teachingmethods教學方法Fastandcarefulreading;askingandansweringactivity;discussion.Teachingaids教具準備Acomputerandaprojector.Teachingprocedures＆ways教學過程與方式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教學目標1.Targetlanguage目標語言Makepredictions:Supposethat...Iwonderif...Isitlikely/unlikelythat...?Doyouimaginethat...?Isitpossiblethat...?Doyousupposethat...?2.Abilitygoals能力目標EnabletheSstotalkaboutthingsatpresentandpredictthingsinthefuture.EnabletheSstodescribesomeimaginaryproducts.3.Learningabilitygoals學能目標HelptheSslearnhowtotalkaboutthingsinthefutureanddescribesomeimaginaryproducts.Teachingimportant＆difficultpoints教學重難點TeachtheSstomakepredictionsandexpresstheirideasaboutfuture.HelptheSsmakeuptheirpersonalfutureplans.Teachingmethods教學方法Pairworkandgroupwork;discussionandcooperation.Teachingaids教具準備Acomputerandaprojector.Teachingprocedures＆ways教學過程與方式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教學目標1.Targetlanguage目標語言重點句式Living...hasbadeffectson...Oneisalargeclassroomwithall...2.Abilitygoals能力目標EnabletheSstowriteareporttothecompanythatbuiltSaturationCity.3.Learningabilitygoals學能目標HelptheSslearnhowtowriteareporttothecompanythatbuiltSaturationCity.Teachingimportant＆difficultpoints教學重難點HelptheSsfindoutthestyleofwritingareport.Teachingmethods教學方法Discussionandcooperation.Teachingaids教具準備Acomputerandaprojector.Teachingprocedures＆ways教學過程與方式WritingstyleHelptheSsfindoutthewritingstyleofreportbyanalyzingthetext“RisingtoaChallenge”.Summarizethebasicpointsonthescreen.

Howtowriteareport?

Thefirstparagraph(whyyouwriteareport)

Structure

Body(yourownideasontheitem)

Conclusion(howyouthinkitwillhelp)

相關閱讀

Unit 3 Life in the future教案

一名優(yōu)秀的教師在教學時都會提前最好準備，教師在教學前就要準備好教案，做好充分的準備。教案可以讓學生更好的吸收課堂上所講的知識點，幫助教師緩解教學的壓力，提高教學質量。那么如何寫好我們的教案呢？急您所急，小編為朋友們了收集和編輯了“Unit 3 Life in the future教案”，希望能為您提供更多的參考。

Unit3Lifeinthefuture教案
核心單詞
1.impression
n.印痕；印記；印象；感想
常用結構：
haveanimpressionofsth.／doingsth.對(做)某事有印象
makeanimpressiononsb.給某人留下印象
makenoimpressionon對……無影響／效果
givesb.afavorableimpression給某人留下好印象
animpressionofone’sfoot某人的腳印
Yourperformancegavemeastrongimpression.
你的表演給我留下了很深的印象。
WhatIsaidmadenoimpressiononhim.
我的話對他不起作用。
聯(lián)想拓展
impressv.留下印象
impresssth.on／uponone’smind把……牢記在心上
高手過招
單項填空
Shespokeveryconfidentlybecauseshewantedtomakeagreatonheremployeratthefirsttime.
A.InfluenceB.pressure
C.ImpressionD.Effect
解析:選C。makeanimpressiononsb.給某人留下印象。
2.lack
v.toB.toperform;to
C.performing;withD.toperform;by
②Allthepeoplepresentagreedthatthematterrequired.（2010?01?山西太原檢測）
A.tolookintoB.beinglookedinto
C.tobelookedD.lookinginto
解析:①選B。berequiredtodosth.意為“被要求做某事”。第二個空的to是介詞意為“隨著，伴著”。
②選D。require,want,need表示“需要”，當其主語是動作的承受者時，其后的賓語常用動詞不定式的被動形式或動名詞的主動形式。
5.assist
vt.出席
常用結構：
assistsb.in/withsth.幫助(某人)某事
assistsb.indoingsth.幫助(某人)做某事
assistsb.todosth.幫助(某人)做某事
assistwith幫助(照料，做)；在……上給予幫助
Iamwillingtoassistyouwheneverthereisanopportunity.
有機會我愿隨時幫你。
I’mafraidIcan’tassistyou,youhavetogoandseethemanager.我恐怕幫不上忙，你得去找經(jīng)理。
Theheadmasterassistswithalotofthingswhenfree.
有空時校長會幫忙做很多事。
高手過招
用assist的相關短語填空（原創(chuàng)）
①Theyoungnursewasverynervouswhensheinherfirstoperation.
②Ateamofnursesthedoctorperformingtheoperation.
③Sheemployedawomantoherthehousework.
④Goodglasseswillyouread.
答案：①wasassisting②assisted;in
③assist;with④assist;to
重點短語
6.takeup
從事；占(時間、空間、注意力等)；繼續(xù)
Thistabletakesuptoomuchroom.這張桌子太占地方。
Shehastakenupajobasateacher.她當上老師了。
Thischaptertakesupwherethelastoneoff.
本章繼續(xù)上一章的內容。
聯(lián)想拓展
takeoff脫掉（衣服等）；起飛；打折；作為折扣而減價
takeover接管；獲得對……的控制或管理
takeapart拆開；分開后將……分成許多部分
takefor把……視作；誤認為
take...forgranted認為……是理所當然
takedown寫下；記下
takeback收回(諾言)
高手過招
單項填空
①InSingapore,asoutheasternAsiancountry,theChinesepeoplethelargestpercentageofitspopulation,soyoucanspeakChinesethere.（2010?01?安徽利辛檢測）
A.makeupB.takeup
C.holdupD.turnup
②Sincethe2008OlympicGamesBeijinghastakenanewlookeverywhere.（2010?01?山西四校檢測）
UpB.onC.overD.Off
解析:①選A?？疾槎陶Z辨析。makeup編造;彌補;組成;構成；takeup拿起來;占據(jù)(時間或空間)；holdup阻止；turnup開大;調高;出現(xiàn)。
②選B。考查短語辨析。takeon呈現(xiàn);takeup拿起;從事;takeoff脫下;takeover接管。
7.sweepup
打掃；橫掃
Thesestudentsaresweepingupdeadleaves.
這些學生們正在掃(攏)落葉。
Heranforwardandsweptherupintohisarms.
他跑上前去一把將她抱在懷里。
Thewholecountrywassweptupintheexcitement.
全國上下都沉浸在興奮的氣氛中。
We’dbettersweepupallthebitsofbrokenglassquickly.
我們最好快點把玻璃碴子掃干凈。
聯(lián)想拓展
sweepaside放/堆到一邊;不予理會
sweepaway掃清;消滅;徹底消除
sweepoff掃清;吹走;大量清除
sweepout掃掉;清除
sweepover將……一掃而光;(某種感情)掠過（……的心頭）
高手過招
用sweepup的適當形式填空（原創(chuàng)）
①Aftertheparty,thehouseneeded.
②Theleaveswereintotheairbythestrongwind.
答案：①sweepingup②sweptup
重點句型
8.Thisissimilartothe“jetlag”yougetfromflying,...
這就與你乘坐飛機會產生時差反應相似，……
聯(lián)想拓展
whenflying是whenyouareflying的省略形式。在有些表示時間、條件、方式或讓步的狀語從句中，如果謂語包含動詞be，從句的主語又和主句的主語一致，或者主語是it，通常可以把從句中的主語和be動詞省略。
Whenaskedwhere’sthetoilet,thewaitressshowedthewaypolitelytotheguest.
當被問及廁所在哪里時，服務員非常有禮貌地給客人帶路。
Untilfinishingthehomework,thechildwasallowedtowatchthecartoonfilm.
直至完成作業(yè)，小孩才允許看卡通片。
Ifnecessary,youcancallhelpfromthepolice.
有必要時，你可以向警方求助。
高手過招
翻譯句子（原創(chuàng)）
①即使被打死，他仍然保守秘密。
②可能的話，到機場來接我。
③過馬路時，孩子們被要求停下觀望，再手牽手通過。
答案:①Thoughbeatentodeath,hestillkeptthesecret.
②Ifpossible,pleasecometomeetmeattheairport.
③Whencrossingtheroad,thechildrenarerequiredtostoptolookaroundandwalkhandinhand.
9....somechairsrosefromunderthefloorasifbymagic.
……一些椅子就像變魔術一樣從地板下面升了起來。
注意：from后面有時可接介詞短語或where從句。
fromunderthefloor從地板下面
聯(lián)想拓展
frombehindthedoor從門后面
fromunderthetable從桌子底下
Fromunderthetreethemankeptaneyeonthesheep.
那個老人從樹下留意著他的羊。
高手過招
單項填空
Hisheadsoonappearedoutofthewindow,hesawnothingbuttrees.（2010?01?山西大同檢測）
WhereB.whichC.thereD.fromwhere
解析:選D。該句是非限制性定語從句，盡管先行詞可以表示地點，但句中強調目光的發(fā)出地，所以應用介詞from+關系副詞where。

Unit 3 Life in the future

作為杰出的教學工作者，能夠保證教課的順利開展，作為教師就要精心準備好合適的教案。教案可以更好的幫助學生們打好基礎，幫助教師有計劃有步驟有質量的完成教學任務。怎么才能讓教案寫的更加全面呢？下面是小編幫大家編輯的《Unit 3 Life in the future》，歡迎閱讀，希望您能夠喜歡并分享！

學習內容：過去分詞作狀語
過去分詞在英語學習中是較難掌握的語法知識，同時又是高考中的熱點之一。過去分詞兼有動詞?副詞和形容詞的特征。過去分詞作狀語時，表示被動的或已完成的動作，在句中可作時間?原因?條件?讓步?方式?伴隨狀語等。掌握過去分詞作狀語可從以下幾個方面考慮。
一?理清過去分詞作狀語時與句子的主語的關系
1)過去分詞作狀語時，過去分詞與主句中的主語形成邏輯上的被動關系，有時也表示動作已完成。例如：
Seeninthedarknight，lightsontopoftallbuildingslooklikestarsinthesky.(seen表示被動，分詞的動作與謂語動詞的動作同時發(fā)生)
Scoldedbytheteacher，thegirlbegantocry.
被老師責怪，女孩哭了起來。(scolded表示被動且動作已完成)
____intouseinApril2000，thehotlinewasmeantforresidentsreportingwaterandheatingsupplybreakdowns.(2005年上海卷)
A.PutB.PuttingC.HavingputD.Beingput
選A。主句主語thehotline與putintouse邏輯上是被動關系，排除B?C；D項表示正在進行的被動與句子意思不符。所以用過去分詞put短語作狀語。
2)有些過去分詞已經(jīng)形成了系表結構，因此他們作狀語時與主句的主語之間是邏輯上的主動關系，但仍然用過去分詞形式。例如：
Lostinthought，shenearlyranintoatree.
陷入沉思，她差點撞到樹上。
(lost意為“迷失的”，與邏輯主語連接起來相當于Becauseshewaslost…，作原因狀語)與lost類似的過去分詞還有disappointed，dressed，determined，devoted，tired，exhausted，prepared，seated，caught等。
Afterhisjourneyfromabroad，RichardJonesreturnedhome，____.
A.exhaustedB.exhausting
C.beingexhaustedD.havingexhausted
選A。exhausted意為“筋疲力盡的”，由過去分詞演變成形容詞作伴隨狀語。
二?注意過去分詞作狀語時在句中的位置
作狀語的過去分詞或短語可置于句子的前?后或中間，但是必須用逗號隔開以便與主句分開。
ThePEteacherstoodinthemiddleoftheplayground，surroundedbyagroupofstudents.
那位體育老師站在操場中間，被一群學生圍著。(過去分詞作伴隨狀語)
____bythebeautyofnature，thegirlfromLondondecidedtospendanothertwodaysonthefarm.(2004年遼寧卷)
A.AttractingB.Attracted
C.TobeattractedD.Havingattracted
選B。句子的主語thegirl與attract是動賓關系或說是被動關系，所以要用過去分詞短語作狀語。
三?掌握過去分詞作狀語與狀語從句的變換
過去分詞作狀語在功能上相當于狀語從句，在句中表示時間?原因?條件?方式?伴隨?讓步等。所以經(jīng)常會遇到過去分詞前帶有once，when，while，if，asif，evenif，though，unless等連詞，我們將這種結構看成在連詞與過去分詞之間省略了與主句相同的主語和系動詞be。例如：
Oncepublished，thisbookwillbepopularwiththestudents.=Onceitispublished，thisbookwillbepopularwiththestudents.這本書一旦出版，它將會受到學生們的歡迎。(過去分詞作時間狀語。注：分詞前once可省略)
____withthesizeofthewholeearth，thebiggestoceandoesnotseembigatall.
A.CompareB.Whencompared
C.ComparingD.Whencomparing
選B。主句中的thebiggestocean與compare形成邏輯上的被動關系，因此要用過去分詞。
Nomatterhowfrequently____，theworksofBeethovenstillattractpeopleallovertheworld.(2006廣東卷)
A.performedB.performing
C.tobeperformedD.beingperformed
選A。動詞perform與句子的主語theworks是動賓關系，故要選過去分詞performed，實際上相當于讓步狀語從句Nomatterhowtheyarefrequentlyperformed，…。
四?獨立主格結構
如果句中過去分詞的邏輯主語不是句子的主語，這時必須在過去分詞前加上主格的邏輯主語。這就叫作獨立主格結構。例如：
Thetownseenfromthehill，wecanseeitmoreclearly.=Ifthetownisseenfromthehill，wecanseeitmoreclearly.
如果從山上看這座城市，我們能看得更清楚。
Everythingtakenintoconsideration，thepartywasasuccess.
將所有的事情考慮在內，晚會算是成功的。
(taken的邏輯主語不是theparty，所以添加其真正的主語everything)
Hesatsilently，____.
A.eyesareclosedB.hiseyesclosing
C.eyesclosedD.eyestoclose
選C。眼睛閉著表示伴隨狀態(tài)，如果只用過去分詞closed，則前后邏輯主語不一致，所以在其前面加上eyes作邏輯主語，eyesclosed還可用介詞with引導，eyesclosed=withhiseyesclosed。

1.Though____ofthedanger，hestillwentskatingonthethinice.
A.warningB.towarn
C.warnD.warned
2.____fromthispointofview，thequestionwillbeofgreatimportance.
A.ConsideringB.Considered
C.BeingconsideredD.Consider
3.____and____，theyranoutoftheroom.
A.Beingexcited；happilyB.Exciting；happy
C.Exciting；happilyD.Excited；happy
4.____deepdownintheearth，thedeadforestsrottedawayandbecamecoal.
A.BuriedB.Burying
C.ToburyD.Beingburied
5.If____green，thedoormightlookmorebeautiful.
A.paintB.painted
C.paintingD.topaint
6.Eva，____inCanada，livedandpracticedlawinAmerica.
A.wasbornB.hewasborn
C.althoughbornD.beingborn
7.Annawasreadingapieceofsciencefiction，____completelytotheoutsideworld.
A.beinglostB.havinglost
C.losingD.lost
8.Everything____,itwasn’tabadholiday.
A.consideringB.considered
C.toconsiderD.consider
9.____withadifficultsituation，Arnolddecidedtoaskhisbossforadvice.
A.TofaceB.Havingfaced
C.FacedD.Facing
10.Whenfirst____tothemarket，theseproductsenjoyedgreatsuccess.
A.introducingB.introduced
C.introduceD.beingintroduced
11.____，theoldmanislivingahappylife.
A.TakinggoodcareB.Takengoodcare
C.HavingtakengoodcareD.Takengoodcareof
12.Hewassittingthere，____indeepthought.
A.loseB.lostC.lossD.losing
13.Wearecertainthateverythingwillgowellas____.
A.tobeplannedB.planned
C.beingplannedD.havingbeenplanned
14.——What’swrong?
——Iwanttoknowwhyyoudidn’tdoas____.
A.tobetoldB.telling
C.toldD.toldto
15.When____，themuseumwillbeopentothepublicnextyear.
A.completedB.completing
C.beingcompletedD.tobecompleted
16._______moreattention,thetreecouldhavegrownbetter.(90’全國)
A.GivenB.TogiveC.GivingD.Havinggiven.
17.Thecomputercenter,________lastyear,isverypopularamongthestudentsinthisschool(93’全國)
A.openB.openingC.havingopenedD.opened
18.________inthought,healmostranintothecarin
frontofhim.(96’全國)
A.LosingB.HavinglostC.LostD.Tolose
19.______withsomuchtrouble,wefailedtocompletethetaskontime.
A.FacedB.FaceC.FacingD.face

必修5Unit 3 Life in the future 教學設計與安排

俗話說，凡事預則立，不預則廢。教師要準備好教案，這是每個教師都不可缺少的。教案可以讓學生更好地進入課堂環(huán)境中來，幫助教師有計劃有步驟有質量的完成教學任務。教案的內容要寫些什么更好呢？下面是小編精心為您整理的“必修5Unit 3 Life in the future 教學設計與安排”，供大家借鑒和使用，希望大家分享！

本單元的中心話題是“談未來”，內容涉及人類對今后生活環(huán)境的想象、猜測和思考,激發(fā)學生的想象力。語言技能和語言知識主要圍繞“未來生活”這一中心話題進行設計的，使學生掌握有關預測和猜測的表達方法。

WarmingUp部分通過一個填表活動引導學生去回顧過去、認識現(xiàn)在和展望未來。切入點為“行”和“住”。

Pre-reading部分首先讓學生列舉一些當今世界存在的問題，接著要求學生考慮一下在未來世界里那些問題會克服，那些問題將惡化。這樣就為下面閱讀作了鋪墊。

Reading部分以LiQiang發(fā)自宇宙空間站的電子郵件的形式向讀者講述了他是如何安全到達“未來世界”以及在“未來世界”的第一印象。教師引導學生把閱讀的重點放在“未來世界”生活與我們現(xiàn)在生活的不同點上。

Comprehending分成三部分來加深學生對Reading部分的理解和復習。

第一部分要求學生根據(jù)要求，通過閱讀找到“未來世界”在以下幾方面的變化：跨時空旅行、交通、住房、城鎮(zhèn)環(huán)境和空氣質量。接著學生應該在思考的基礎上得出自己的結論，即哪些變化好，哪些變化不好，并說明理由。

第二部分要求學生通過閱讀來判斷LiQiang對未來的態(tài)度是樂觀的還是悲觀的。學生應該在文中找出支持自己觀點的論據(jù)或例子，盡可能說服別人。

第三部分讓學生想象一下LiQiang將會去參加什么活動。這部分既鼓勵學生展開想象的翅膀，又為UsingLanguage部分的語篇學習作了鋪墊。

LearningaboutLanguage部分突出了本單元的一些重點詞匯和語法，通過語篇來考查學生運用本單元部分詞匯的能力，在做這個練習時，語法部分要求學生主動找出閱讀語篇中的重點結構──過去分詞用作定語和狀語，然后加以應用。教師要提醒學生既要注意語義（meaning）又要注意形式（form）。

UsingLanguage部分涵蓋了聽、說、讀、寫四項基本技能。

第一部分：學生首先通過IHAVESEENAMAZINGTHINGS一文，列舉出兩種外星人Mu-mu和Dimpods各方面的特征。

第二部分：畫出外星人的形象并做出描述。該練習要求學生在發(fā)揮想象力的基礎上創(chuàng)造性地進行人物的外表描寫。（describingappearance）

ListeningandSpeaking部分要求學生通過聽一段對話來展望未來的生活，并要求學生發(fā)揮想象力，設想自己家鄉(xiāng)未來的生活，在做聽力練習時，教師要提醒學生既要注意大意，又要注意細節(jié)。

SummingUp部分歸納了本單元的主要學習內容并讓學生自我檢測一下學習效果。

LearningTip部分告訴學生在討論時記筆記的好處和方法。

第一課時聽說課（一）

將WarmingUp部分與Workbook(WB)中的Listening，Talking及project放在同一課時，設計成一節(jié)聽說課，并把project設計成開放性作業(yè)。

第二課時閱讀課

將Pre-reading,Reading,Comprehending部分放在同一課時教學，設計成一節(jié)閱讀課。

第三課時語言知識課──詞匯學習

將LearningaboutLanguage中的Discoveringusefulwordsandexpressions及WB中的Usingwordsandexpressions整合成一節(jié)詞法學習、應用課。

第四課時語言知識課──過去分詞

將LearningaboutLanguage中的Discoveringusefulstructures及WB中的UsingStructures放在一起教學，設計成一節(jié)語法課。

第五課時泛讀課

將UsingLanguage中的Reading,speakingandwriting和WB中的ReadingTask放在一起，設計成一節(jié)泛讀課。

第六課時聽說課（二）

將UsingLanguage中的listeningandspeaking和WB中的ListeningTask放在一起，設計成一節(jié)聽說課。

第七課時寫作復習課

通過SummingUp和WB中的CheckingYourself指導學生進行自我檢測，復習本單元所學的重點詞匯、短語、表達及語法等；將WB中WritingTask設計為限時寫作，互改互評，上一節(jié)復習鞏固、寫作課。

Unit 3 Life in the future 學案

1.用括號內所給單詞的正確形式填空。
1)___________(frighten)bynoisesinthenight,thegirlnolongerdaretosleepinherroom.
2)Theladyreturnedhome,__________(follow)bytwopolicemen.
3)If__________(trap)inaburningbuilding,youshouldsendforhelp.
4)Although______(shoot)intheleg,hecontinuedfiringatthepolice.
5)Ilikereadingthenovels________(write)byZhangAiling.
6)Thegirl______(write)aletterinthestudyismycousin.
7)ThereissomethingwrongwithmycarandIhavetogetit_______(repair).
8)Iwantthedoorsofmynewhouse______(paint)white.
9)Therewasa________(surprise)lookonhisface.
10)Hewas______(excite)atthegoodnews.
11)Thestorywasso______(move)thathewas______(move)totears.
2.語法填空。
TraditionalChinesecultureplacesmuchemphasis（重視）onfood.Consideredtobeanimportantpartofeachday,eatingisfarbeyondsimplymeetinganeed.However,peoplearelivinginfast-pacedsocietynow,sotheyhardlyhavetimetoenjoytheirfood.Theyneedfastfood.Thatis
________China’sfast-foodmarketexpands.
Aforeignfast-foodrestaurant______（call）KFCarrivedinChinafirst,quicklyfollowedby______suchasPizzaHutandMcDonald’s.______thedevelopmentofChina,foreignfast-foodchainsarerealizinghigh-speed_______(grow)inChina.However,these“junkfoods”havelongbeencriticizedbyhealthexpertsbecause______can’tprovidebalancednutrition.Theexpertsalsoshowthatsomeforeignfastfoodcontainsafoodcolouring,SudanI,______cancausecancer.
Infact,Chinahasmanyofitsowntraditionalfast-fooddishes.______them,dumplings,soybeanmilkandnoodlesarethemostpopular.______(compare)withforeignfastfood,thosetraditionalonesarehealthier.______manyChinesestillenjoythespecialtasteandthegoodenvironmentintheforeignfast-foodchainseventhoughthereexistsomepotential（潛在的）risks.

3.翻譯。
1）.她走出了屋子,后面跟著她的小狗。

2）由于缺乏技術,他不能做這項工作。

3）他的印度之行給他留下了深刻的印象。

4）他開始懷疑他是否能忍受他的工作環(huán)境。

5）從上面看,體育場好像一個鳥巢。

6）從太空看,宇航員看不到長城。
KEY:
1.1）Frightened2）followed3）trapped4）shot5）written
6）writing7）repaired8）painted9）surprised
10）excited11）movingmoved
2.whycalledothersWithgrowth
theywhichAmongComparedBut
3.
1)Followedbyherlittledog,shewalkedoutofthehouse.
2)Hecan’tdotheworkforlackofskill.
3)HistriptoIndiamadeadeepimpressiononhim.
4)Hestartedtodoubtwhetherhecouldtoleratehisworkingsurroundings.
5)Seenfromthetop,thestadiumlookslikeabirdnest.6)Seeingfromthespace,theastronautcannotdiscovertheGreatWall.