高中語文必修二教案

高二上人教版Unit5TheBritishIsles。

Ｉ.單元教學目標

技能目標Goals

TalkabouttheBritishIsles.

Practiceexpressingagreementanddisagreement

LearnaboutNounClauses(1)

Writeadescriptionofalandscape.

Ⅱ.目標語言

功能句式

Practiseexpressingagreementanddisagreement.

Don’tyouthinkthat...?

Idon’tthinkthat’sright...

Idon’tthinkso.

Youmustbemistaken...

No,youarewrongthinkingabout...

I’mafraidyou’rewrong...?

Aren’tyouconfusing...?

I’mnotsosureaboutthat...

Surelyitmustbe...

Yes,youareright,but...

Ibelievethatyou’vegotitright.

Yes,Iagreewithyou.

Yes,Ithinkso

詞匯

1.四會詞匯

consist,state,powerful,advantage,narrow,

republic,form,mild,influence,basis,mountains,union,strength,generally,belief,cigarette,own,production,research,coast,foot,employ,bear,wild,westwards,approach

2.認讀詞匯

Ireland,Frank,diversity,Wales,Atlantic,inland,Welsh,Scottish,Gaelic,prime,PierceBrosnan,DanielDefoe,Salisbury,cathedral,ClarendonPark,Wilton,Christchurch,namely,moist

3.詞組

consistof,bemadeupof,makethemostof,holdtogether,lieoff,atthepoint,runover

4.重點詞匯

consist,form,generally,own,research,,employ,bear,approach

語法

NounClauses(1):SubjectiveClause,ObjectiveClause,PredicativeClause,AppositiveClause

重點句子

Theythinkitisjustamatteroflookingatmapscarefullyandremembering...P34

TheGroupofEightconsistsoftheeightrichestcountriesintheworld.P34

TheideathatEnglandstandsforFishChips,thespeaker’sCornerandthe...p35

WithinGreatBritainformanyyearsnow,therehasbeenagrowingmovementtomakethemostofitsculturaldiversity...P35

ThelargestislandiscalledBritain,whichisseparatedfromFrancebytheEnglishChannel,whichareatonepoint...P35

TherearesixspokenlanguagesthatareconsideredtobenativetotheBritishIslesplus...P36

Thecathedralisfamousfortheheightofitstower,whichiswithoutdoubt...P39

Neitherofthemisverylarge,buttheybecomealargeriverwhenjoinedtogether...P39

III.教材分析與教材重組

1.教材分析

本單元以UK為話題，旨在通過單元教學，讓學生了解UK是代表：TheUnitedKingdomofGreatBritainandNorthernIreland大不列顛及北愛爾蘭聯(lián)合王國。讓學生了解UK的歷史、地理、文化和名勝古跡。同時讓學生掌握表示同意或不同意的交際用語。使學生通過本單元學習，能夠介紹某一地區(qū)的情況。

1.1WARMINGUP提供了四幅有關UK的圖片，讓學生用已有的知識和經驗討論所給圖片的名稱，并結合學生已有的知識談論英國著名的城市、河流，及它的文化、藝術、建筑、生活等。

1.2LISTENING是關于上課時間表的聽力材料，難度中等。聽后與同伴合作設想自己理想的上課時間表，并向其描述自己的課程表。

1.3EAKISPNG根據材料，四人小組合作，談論有關語言學習、地理學習和一些島嶼國家的發(fā)展，從而鍛煉學生的語言表達能力。

1.4PRE-READING是READING的熱身活動。它要求采用與同學討論交流的方式談論英國的歷史、地理、文化等。

1.5READING是一篇有關TheUKandIreland的歷史、地理、文化、名勝古跡等方面的文章。

1.6POST-READING第一個題要求學生根據所學內容，將所給的與英國有關的地名，填入到英國地圖內，進一步鞏固所學內容。第二題是設計從歐洲大陸游泳到英國去的最佳路線。第三題是描述英國的美麗風光。第四題是設想一個在英國四周旅行的計劃。

1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，WordStudy是根據語境在運用中掌握詞匯。Grammar是關于名詞性從句，通過語法練習加以鞏固。

1.8INTEGRATINGSKILLS中的ReadingandWriting要求學生先讀,然后完成兩個任務型的作業(yè)。即：1.學生四人一組，描述由英國著名作家丹尼爾.笛福描寫的有關英國城市索爾茲伯里的一篇游記，主要圍繞英國城市索爾茲伯里的歷史、地理、文化、名勝古跡生活等進行表述。2.學生四人一組，談論一個旅游勝地或家鄉(xiāng)，并就該地的歷史，地理等進行介紹，最后寫成作文。

2.教材重組

2.1從話題內容上分析，WARMINGUP與SPEAKING相一致；而從訓練目的上分析與TALKING比較一致。從教材份量來說，可將WARMINGUP，SPEAKING和Workbook中的TALKING整合在一起，設計成一節(jié)任務型“口語課”。

2.2將LISTENING和Workbook中的LISTENING整合在一起，設計成一節(jié)“聽力課”。

2.3可將PRE-READING,READING和POST-READING三個活動整合在一起上一節(jié)“閱讀課（一）”。

2.4可將LANGUAGESTUDY與Workbook中的PRACTISING語法練習題整合在一起上一節(jié)“語法課”。

2.5可將INTEGRATINGSKILLS中ReadinginPart1,和Workbook中INTEGRATINGSKILLS的Reading整合起來上一節(jié)“閱讀課（二）（泛讀課）”。

2.6將INTEGRATINGSKILLS中的Writing和Workbook中INTEGRATINGSKILLS的Writing整合成一節(jié)“寫作課”。

3.課型設計與課時分配（經教材分析，根據學情，本單元可以用六課時教完）

1stperiod口語課

2ndperiod聽力課

3rdperiod閱讀課

4thperiod語法課

5thperiod泛讀課

6thperiod寫作課

Ⅳ.分課時教案

TheFirstPeriodSpeaking

Teachinggoals教學目標

1.Targetlanguage目標語言：

a.重點詞匯和短語consist，consistof，state，powerful，advantage

b.交際用語Expressingagreementanddisagreement

Don’tyouthinkthat...?

Idon’tthinkthat’sright...

Idon’tthinkso.

Youmustbemistaken...

No,youarewrongthinkingabout...

I’mafraidyou’rewrong...?

I’mnotsosureaboutthat...

Surelyitmustbe...

Yes,youareright,but...

Ibelievethatyou’vegotitright.

Yes,Iagreewithyou.

2.Abilitygoals能力目標

EnablethestudentstotalkabouttheUKandIrelandinEnglishandexpressagreementanddisagreementaboutsomeopinions.

3.Learningabilitygoals學能目標

Helpthestudentslearnhowtodescribeaplace.

Teachingimportantpoints教學重點

LetSslearntousethestructuresofexpressingagreementanddisagreement.

Teachingdifficultpoints教學難點

Howtodescribecitiesandcountries.

Teachingmethods教學方法

1.Lookingattothepictures(individuals).

2.Pairsworktodiscussandworkingroups.

(cooperativelearning).

Teachingaids教具準備

1.Acomputer2.Aprojector

Teachingproceduresways教學過程與方式

StepIRevision

1.Checkupthehomeworkexercises.Callsomestudents

toreadouttheircompositionsaboutfamousscientists.

2.AsktheSswhattheyknowaboutBritain.Askabout

thecountries,thepeople,thecapital,thelanguagesspokenandsoon.Collecttheinformationontheblackboard.

StepIIWarmingup

Talkaboutthepictureswiththeteacher’shelp.

T:LookatthepicturesonPage33.EachofthemisapictureoftheUK.Doyouknowthenamesofthesepictures?Youcandiscussthefollowingquestionswith

yourpartner.

Qs:1.Doyouknowwherethepicturesaretaken?

2.WhatdoestheUKstandfor?

3.WhatistheUKfamousfor?

4.NamefiveimportantcitiesintheUKandIreland.

Discussion

Sa:IthinkPicture1andPicture2areabouttheRiver

Thames.

Sb:Iagree.Itlooksverybeautiful.Howabouttheotherpictures?

Sc:IthinkPicture3andPicture4areaboutBuckingham

Palace.

Sd:Ithinkso.

相關推薦

高二上人教版Unit1Makingadifference

Ｉ．單元教學目標

技能目標Goals

Talkaboutscienceandscientists

Practisedescribingpeopleanddebating

Learnmoreabouttheinfinitive

Writeadescriptiveparagraph

ＩＩ．目標語言

功

能

句

式

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

詞匯

1.四會詞匯

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.認讀詞匯

AlbertEinstein,genius,inspiration,perspiration,

AlfredNorthWhitehead,quote,radioactivity,biologist,

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

GalileoGalilei,FrancisBacon,geographer,Copernicus

3.詞組

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

turnout,useup,besatisfiedwith,takealookat,whatif,

theotherwayaround

4．重點詞匯

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

match,predict,patient

語法

不定式的用法

TheinfinitiveusedasSubject,Attribute,ObjectandAdverbial

重

點

句

子

1．Nordidheletthediseasestophimfromlivingthekindoflifehehad

alwaysdreamedof.

2.Itisnotnecessarytobeagreatscientisttomakeadifferenceinthe

world.

Ⅲ.教材分析與教材重組

1.教材分析

通過學習著名科學家的故事，激發(fā)學生學科學，愛科學，不畏艱難，勇于克服困難，勇攀高峰的科學精神。通過對科學家的描述，幫助學生學會描述人。引導學生對科學的好奇心，培養(yǎng)他們辯論的能力。

1.1WARMINGUP通過名人名言引導學生學會描述人。

1.2LISTENING是描述科學家的材料。

1.3SPEAKING是一個任務型教學活動。提供了5門學科，讓學生辯論哪一科最重要和對社會最有用。

1.4PRE-READING要求學生快速瀏覽文章并獨立完成三個問題，為READING的熱身。

1.5READING是關于著名科學家斯蒂芬·霍金的故事。通過學習他的故事，培養(yǎng)學生不畏艱難，敢于克服困難，勇攀高峰的大無畏的科學精神。

1.6POST-READING第一個題是三個選擇題，目的是訓練學生的事實核對能力；第二題是三個問答題，除了訓練學生的概括能力外，更能開闊學生的思路，豐富學生的視野；第三題是訓練學生開放性思維，要求學生能夠把課本知識與社會生活知識聯(lián)系起來，多角度的去思考問題。

1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy是一個英語釋義練習，旨在培養(yǎng)學生的英語思維能力，有助于養(yǎng)成英語思維的習慣。Grammar在引導學生體驗、探究、歸納不定式結構功能的基礎上，進行任務型鞏固訓練。Part1是歸納不定式結構功能分類練習；Part2則是有一定難度的不定式被動語態(tài)練習；Part3把不定式放在一定語境中的綜合練習，以著名科學家斯蒂芬·霍金的夢想實現(xiàn)過程為范例，談論如何實現(xiàn)自己的夢想。本單元的語法訓練設計是以功能為特征的功能語法訓練，充分體現(xiàn)了新教材的話題、功能、結構、任務相結合的特點。

1.8INTEGRATINGSKILLS中的Reading介紹了一些著名科學家成功的原因，讓學生了解科學家成功的要素。WRITING部分要求學生通過圖書館、互聯(lián)網等途徑了解自己喜歡的科學家。然后根據提示作一介紹。

1.9TIPS介紹了學英語的科學方法。鼓勵學生科學的對待學習。

2.教材重組

2.1把WARMINGUP作為LISTENING的熱身練習，將WARMINGUP，LISTENING與SPEAKING整合在一起，通過談論科學和科學家，練習描述人和進行辯論，上一節(jié)“聽說課”。

2.2把PRE-READING,READING和POST-READING放在一起上一節(jié)閱讀課。

2.3將GRAMMAR與WORKBOOK中的語法練習題整合在一起上一節(jié)“語法課”。

2.4將INTEGRATINGSKILLS設計為一節(jié)“綜合實踐課（一）”。

2.5將WORKBOOK的INTEGRATINGSKILLS設計為一節(jié)“綜合實踐課（二）”。

3.課型設計與課時分配（經教材分析，本單元可以用5課時教完）

1stPeriodListeningSpeaking

2ndPeriodReading

3rdPeriodGrammar

4thPeriodIntegratingSkills(1)

5thPeriodIntegratingSkills(2)

Ⅳ.分課時教案

TheFirstPeriodListeningSpeaking

Teachinggoals教學目標

1.TargetLanguage目標語言

a.重點詞匯和短語

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate

b.交際用語Learnthefollowingbyheart.

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

2.Abilitygoals能力目標

Enablestudentstotalkaboutscienceandscientists.

Helpthemlearntodescribepeopleandpractisedebating.

3.Learningabilitygoals學能目標

LetSslearnhowtodebatebytalkingaboutwhich

branchisthemostimportantandusefultosociety.

Teachingimportantpoints教學重點

Learnthepatternsusedtodescribepeopleanddebating

Teachingdifficultpoints教學難點

Howtodescribepeopleandhowtodebate.

Teachingmethods教學方法

1.Listeningtothetape(individuals).

2.GroupworkDebating(cooperativelearning).

Teachingaids教具準備

ataperecorder,aprojectorandacomputer

Teachingproceduresways過程與方式

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．單元教學目標

技能目標Goals

▲Talkaboutartandarchitecture

▲Learntoexpresspreferences

▲LearnaboutthePastparticiple(2):usedasObjectComplement

▲Writeaboutadvantagesanddisadvantages

ＩＩ．目標語言

功

能

句

式

Learntoexpresspreferences

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

詞匯

1.四會詞匯

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.認讀詞匯

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

3.詞組

actas,fillupwith,belongto,setaside

4．重點詞匯

preference,design,furniture,impress,create

語法

ThePastParticipleusedasObjectComplement

重

點

句

子

1．preferdoingtodoing

2.動詞+賓語+賓語補足語結構

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

Ⅲ.教材分析與教材重組

1.教材分析

本單元以Architecture為話題，旨在通過單元教學讓學生了解建筑學，通過古今中外建筑的比較，培養(yǎng)審美能力。

1.1WARMINGUP通過現(xiàn)代建筑與古老建筑的比較，要求學生說出自己的喜好，并要求學生能正確運用美學與建筑學詞匯和句型。鼓勵學生設計自己理想的住房，培養(yǎng)學生的創(chuàng)新能力。談論世界著名的建筑師，討論其作品以及其建筑風格。談論世界著名藝術大師和藝術作品，豐富學生的視野，激發(fā)他們積極主動學習英語的興趣。

1.2LISTENING是關于Amy和Danny要為他們的新家購置家具，他們在商店與銷售人員談論他們愛好的對話錄音。通過聽對話錄音，要求學生掌握一些有關家居的詞匯，以及表達愛好的句型，為SPEAKING部分學生口語的輸出打下基礎。

1.3SPEAKING是一個任務型教學活動。通過幾件物品討論現(xiàn)代和傳統(tǒng)藝術，討論時要用到表達愛好的句型。這一部分設計是在“聽力”部分信息輸入的基礎上，訓練學生口語輸出的能力。

1.4PRE-READING是READING的熱身活動。要求采用小組合作討論式學習的方式完成。

1.5READING是關于現(xiàn)代建筑的說明文。從文中我們可以了解到古今中外一些著名建筑和一些建筑大師的建筑風格。文中指出只有那些接近自然，能與大自然融為一體的建筑才能給人以美感。

1.6POST-READING第一個題是訓練代詞，要求學生在閱讀中能正確判斷代詞所指代的內容；第二題在理解課文的基礎上，重點訓練學生分辨事實的能力；第三題是訓練學生的思維能力。第四題通過現(xiàn)代建筑與古代建筑的比較，培養(yǎng)學生的審美能力。第五題要求學生能夠把課本知識與社會生活知識聯(lián)系起來。

1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy是一個英語釋義練習，進一步豐富和鞏固學生的建筑詞匯。Grammar在引導學生體驗、探究、歸納過去分詞賓語補足語的基礎上，進行任務型鞏固訓練。

Part1是根據語境完成句子，這部分給出了過去分詞，比較簡單，目的是訓練學生正確運用過去分詞做賓語補足語。Part2則是用動詞的正確形式填空，旨在訓練學生正確運用過去分詞做賓語補足語。Part3要求學生正確運用過去分詞做賓語補足語句型布置自己的房間。本單元的語法訓練設計由易到難，三個層次設計得非常科學，完全符合學生的認知規(guī)律。

1.8INTEGRATINGSKILLS中的ReadingandWriting是一個整體訓練材料，而閱讀部分（reading）又是主課文的延伸，要求學生了解一些廢棄古建筑的再利用。寫作部分(writing)要求同學們在學習課文后，開動腦筋，思考怎樣賦予廢棄建筑第二次生命。此活動不僅有助于提高學生的英語寫作能力，而且能夠開闊學生的思維，增強他們的環(huán)保意識。

2.教材重組

2.1從話題內容和訓練目的上分析，LISTENING與SPEAKING相一致；將LISTENING,SPEAKING整合在一起，設計成一節(jié)“聽說課”。

2.2把WARMINGUP作為READING的導入內容。將PRE-READING，READING和POST-READING整合在一起上一節(jié)“閱讀課”。

2.3將GRAMMAR與WORKBOOK中的語法練習題整合在一起上一節(jié)“語法課”。

2.4將INTEGRATINGSKILLS設計為一節(jié)“綜合實踐課”。

3.課型設計與課時分配（經教材分析，本單元可以用5課時教完）

1stperiodListeningSpeaking

2ndperiodReading

3rdperiodGrammar

4thperiodIntegratingSkills(I)

5thperiodIntegratingSkills(II)

IV.分課時教案

TheFirstPeriodListeningSpeaking

Teachinggoals教學目標

1.Targetlanguage目標語言

a.重點詞匯和短語

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

inahurry

b.交際用語Learnthefollowingbyheart.

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

2.Abilitygoals能力目標

Enablestudentstoexpresstheirpreferences.

3.Learningabilitygoals學能目標

Throughlisteningandspeakingactivities,studentswilllearnhowtoexpress

theirpreferences.

Teachingimportantpoints教學重點

Learningthepatternsusedtoexpressone’spreferences.

Teachingdifficultpoints教學難點

Makingupanotherdialogueandactitoutinclass.

Teachingmethods教學方法

1.Listentothetape(individuals).

2.Pairworkstopracticethedialogueandmakeupanotherdialogue(cooperativelearning).

Teachingaids教具準備

1.Arecorder

2.Aprojector

3.Acomputer

Teachingproceduresways教學過程與方式

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Unit4Agardenofpoems

extabout?
Listentothetapeandfindouttheanswerstothequestions.
Tapedescription:
Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.
(Collecttheanswersfromthestudents.)
T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.
Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.
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
Forgetaboutthedayswhenit’sbeencloudy,
Butdon’tforgetyourhoursinthesun.
Forgetaboutthetimesyou’vebeendefeated,
Butdon’tforgetthevictoriesyou’vewon.
Forgetaboutthemisfortunesyou’veencountered,
Butdon’tforgetthetimesyourluckhasturned.
Forgetaboutthedayswhenyou’vebeenlonely,
Butdon’tforgetthefriendlysmilesyou’veseen.
Forgetabouttheplansthatdidn’tseemtoworkoutright.
Butdon’tforgettoalwayshaveadream.
Homework.
Reciteoneortwopoemsandgetreadyfortomorrow’slesson!
課后記：
Period2Speaking
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.
1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?
2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?
Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.
2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.
3.T:Whenyouarepractisingwithyourpartner,doremembertousetheusefulexpressionslistedinyourbook.
Step4Talking
T:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.
T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.
------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.
Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行詩).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadn

sp;thisshortpassage,what’syourpointofviewaboutthedestiny(命運)ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4Ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscussionwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!
Step5Homework
Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot
課后記：
Period3Reading
TeachingGoals:
1.Learnaboutpoetsandpoemsofdifferentcountries.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
3.Improvethestudent’sreadingability.
4.Tolearnabouttheadvantagesofreadingpoems.
Teachingprocedures:
Step1Warming-up
1.Checkthehomework.
2.AsksomeindividualstorecitesomepoemsinEnglish.
Step2Lead-in
T:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?
SBSC:LiBai,DuFu,BaiJuyi,WangWei……
T:Goodjob!Thanks.(ShowtheportraitsofLiBaiDuFuonthescreen)Chinesepoets,suchasLiBaiDuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.
(Showthepoem望廬山瀑布onthescreen)
T:Okay,let’sreaditaloudtogether.
GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepowermagicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?
(Callseveralofthemtorecite)
T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.
Step3Fast-reading
T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:
Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?
2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?
(Givethem2minutestofindtheanswers)
T:Well,let’sdealwiththe2questions.
1.①Poetryplayswithsounds,wordsandgrammar.
②Poetryisdifficulttowrite,butinterestingtoread.
③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.
2.①WilliamWordsworth,GeorgeGordonByronJohnKeats②JohnDonne
Step4Careful-reading
Task1.ThemainideaofeachparagraphPara.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.
------modern

oetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliterature
Step5Further-understanding
T:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;
Task1
Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?
A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).七步詩.)
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.
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
ReferenceforTeaching
ONTHESEA
JohnKeats
Itkeepseternalwhisperingsaround
Desolateshores,andwithitsmightyswell
GlutstwicetenthousandCaverns,tillthespell
OfHecateleavesthemtheiroldshadowysound.
Often’tisinsuchgentletemperfound,
Thatscarcelywilltheverysmallestshell
Bemov’dfordaysfromwhereitsometimefell,
WhenlastthewindsofHeavenwereunbound.
Ohye!whohaveyoureye-ballsvex’dandtir’d,
FeastthemuponthewidenessoftheSea;
Ohye!whohaveyoureye-ballsvex’dandtir’d,
FeastthemuponthewidenessoftheSea;
Ohye!whoseearsaredinn’dwithuproarrude,
Orfedtoomuchwithcloyingmelody-
SityenearsomeoldCavern’sMouth,andbrood
Untilyestart,asifthesea-nymphsquir’d!
ASOLDIER
RobertFrost
Heisthatfallenlancethatliesashurled,
Thatliesunliftednow,comedew,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.
哀希臘
拜倫
希臘群島呵，美麗的希臘群島！
火熱的薩弗在這里唱過戀歌；
在這里，戰(zhàn)爭與和平的藝術并興，
狄洛斯崛起，阿波羅躍出海面！
永恒的夏天還把海島鍍成金，
可是除了太陽，一切已經消沉。開奧的繆斯，蒂奧的繆斯，
那英雄的豎琴，戀人的琵琶，
原在你的岸上博得了聲譽，
而今在這發(fā)源地反倒喑??；
呵，那歌聲已遠遠向西流傳，
遠超過你祖先的“海島樂園”。起伏的山巒望著馬拉松－
馬拉松望著茫茫的海波；
我獨自在那里冥想一刻鐘，
夢想希臘仍舊自由而歡樂；
因為，當我在波斯墓上站立，
我不能想象自己是個奴隸。
DonMclean–Vincent
Teachingaims:
1.LearnandmasterthePastParticipleusedasadverbial.
3.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.
TeachingProcedures:
Step1Song
Askthestudentstolistenandlearntosingthesong
Anappleaday,
Keepsthedoctoraway.
Anappleaday,
Keepsthedoctoraway.
A-P-P-L-E,“apple”
Thenaskthestudentstolookatthewordsfromthesong---“day,away”.
T:Whatdothesetwowordshaveincommon?
S:Theyendwiththesamevowel---/ei/.
T:If

nbsp;twowordshavethesamesound,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.
1.一經出版，他的作品就因不押韻而著名。
2．即使翻譯得再好，一經翻譯，原作的一些精華就沒有了。
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年被夷為平地的那座城堡，再也沒有重建。
2.Inthesecondsentence,“l(fā)eftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一個荒涼的島上，為了生存下去，你會怎么辦呢？
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.
5.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbial.Let’shavearevisionandmakeacomparison.
1.共同點:現(xiàn)在分詞和過去分詞在句中不能單獨作謂語,但可作定語,表語,賓語補足語,狀語.
分詞作狀語時,其邏輯主語是句子的主語.如:
正確:Lookingfromthetopofthehill,wecanseethewholetown..
錯誤:Beinganorphan,thevillagerstakegoodcareofthechild.
正確:Seenfromthehill,ourschoollooksmorebeautiful.
錯誤:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同點:現(xiàn)在分詞有時態(tài)和語態(tài)的變化;而過去分詞只有一種形式,現(xiàn)在分詞常表”主動”和“進行”;過去分詞的一般式常表“被動”和“完成”.
式語態(tài)及物動詞make的主動語態(tài)及物動詞make的被動語態(tài)
不及物動詞rise
現(xiàn)在分詞一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
過去分詞maderisen
3.易混淆點:
a.分詞作伴隨狀語時,若表”正在被……”的概念,常用過去分詞,而不用現(xiàn)在分詞的被動式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.現(xiàn)在分詞的完成被動式和過去分詞兩者都可表示“完成”和“被動”,但前者更加強調分詞動作明顯先于謂語動作;而后者的時間性不強.
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Step7Practice
“分詞”專項能力訓練題
單項填空
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.nbs,;,;,;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.nottoknow
C.didn’tknowD.notbeingknown
11._________anythingabouttheaccident,hewenttoworkasusual.
A.NotknownB.Knownnot
C.KnowingnotD.NotKnowing
12.Thisnewssounds_________.
A.encouragingB.encouraged
C.encourageD.toencourage
13._________,thesubjectbelongstobiology.
A.StrictlyspokenB.Spokenstrictly
C.StrictlyspeakingD.Speakingstrictly
14.__________,theplayerstriedtheirbesttowinthegamefortheircountry.
A.GreatlyencouragedB.Havinggreatlyencouraged
C.Tobegreatlyencouraged.D.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.Havingwarned
C.TobewarnedD.Havingbeenwarned
20.ThevisitingMinisterexpressedhissatisfactionwiththetalks,________thathahadenjoyedhisstayhere.
A.havingaddedB.toaddC.adding.D.added
Suggestedanswers:
1---5BBCDA6---10BCBBA11---15DACAD16---20ADCDC
Homework
Finishthewordstudyandgrammarpartontheworkbook.
課后記：
Period5Integratingskills
Teachingaims:
1.Learntoreadpoemsaloudwithexpression.
2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.
3.Practicelisteningactively
4.TogetSsknowthegoodthatpoemsandsongsdotopeople.
5.Toappreciatesomesongsandpoemsandenjoythefeelingthatsongsandpoemsbringtoyou.
StepOneWarming-up
ReadtheLyricsandsingtothemusic.
Emilia-BigBigWorld
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*V1*
Icanseethefirstleafsfalling
It’sallyellowandnice
It’ssoverycoldoutside
LikethewayI’mfeelinginside
*Chorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*V2*
Outsideit’snoraining
Andtearsarefallingfrommyeyes
Whydidithavetohappen
Whydiditallhavetoend
*Chorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*V3*
Ihaveyourarmsaroundme
Warmlikefire
ButwhenIopenmyeyes......
Yourgone
*Chorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*RepeatChorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthing
Ifuleaveme
ButIdo
FeelIwill
Missumuch
missumuch
Afterenjoythesong,asktheSswhatthesongabout?Doyoulikeit?Why?
Askthemtocomparesingingsongstoreadingpoems.
StepTwoPre-reading
Afterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.
StepThreeWhile-reading
Invitestudentstolistunfamiliarwordsthattheynoticedinthepassage.

.g.avoid,recite,extraordinary
StepFourPost-reading
Assessstudentsunderstandingbyaskingtheirafewquestions:
1.Whendoesthewritersingsongs?
2.Whendidthewriterbegintotouchonpoetry?
3.WhendoesthewriterreadKeatsandwhenWordsworth?
StepFiveExerciseI
Brieflyintroduce"DustofSnow"byRobertFrost.
1.Listeningandreadingaloud
PlaytherecordingofRobertfrost’sDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.
2.Discussion
Discusshowmanycharactersareinvolvedinthepoem.
(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)
Possibleanswersinclude:
Two(acrowandaperson),
Four(acrow,aperson,atreeaheart)
3.Analysis
Guidethemtonoticetheline"Achangeofmood".
Askthemafewquestions
1.hismoodhaschanged,fromwhatmoodtowhatmood?
2.Whathappenstobringaboutthechange?
4.Appreciation
Brainstormabouthowstudentsfeelatthebeginningofthepoem.
Answersmayvary:
TheCrowmayletsomeofthemthinkofbadluck.
TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.
5.Practice
Getstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.
StepSixEnjoyyourselves
AsksomeSstosingthesong----Rightherewaiting
EnjoysomeotherEnglishsongsiftimepermits
Homework:
1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow
2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.
<>

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.單元教學目標

技能目標Goals

Talkaboutlifeinthefuture

LearnaboutNounClauses(2)

Practicemakingpredictions

Writeadefinitionparagraph

Ⅱ.目標語言

功

能

句

式

Makingpredictions

Itwouldbewonderfulif...

Itwouldbebadfor...if...

It’spossible/impossibletopredict...

Noonecanpredictwhat/when....

Justimagineif...

Wecanonlyguess...

詞

匯

1.四會詞匯

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.認讀詞匯

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

3.重點詞組

catchaglimpseof,keepintouchwith,payattentionto,dealwith,instore

4.重點詞匯

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

語法

NounClauses(2)名詞性從句

1.Whatlifewillbelikeinthefutureisdifficulttopredict.

2.Theyarecarefulaboutwhattheyeatandexerciseregularly.

3.Theschoolsofthefutureswillprobablybedifferentfromwhattheyaretoday.

4.Wecannotbesurewhetherourdreamswillcometrue,butwecanatleastbehopefulthatoureffortstoimprovetheworldwillbesuccessful.

5.Ifwelearntoacceptchangeandappreciatewhatisnewanddifferent,wewillbewell-preparedforwhateverthefuturemayhaveinstore.

6.Thediscussiontopicfortodayiswhatschoolwillbelikeinthefuture.

重

點

句

子

1.Whatlifewillbelikeinthefutureisdifficulttopredict.

2.Onewaytocatchaglimpseofthefutureistoexaminesomeofthemajortrendsincontemporarysociety.

3.Agoodexampleofhowtransportationischangingisthenewmaglevtrain....

4.Toensuresafety,thetrainiscontrolledbyanadvancedcomputersystem.

5.TheInternetalsomakesiteasierforcompaniestokeepintouchwithcustomersandcompaniesinothercountries.

6.Peopleinthefuturewillbeabletoenjoyalongerandhealthierlifeandremainactiveeveninoldage.

III.教材分析與教材重組

1.教材分析

本單元的主題是“Lifeinthefuture”，功能項目是“談論未來生活”和“做出預測判斷”，寫作要點是學寫描述性文章。通過本單元的學習，要讓學生了解科學技術進步在未來生活中的巨大推動作用。教師要借助聽力、討論、閱讀、寫作等一系列扎實有效的教學活動，進一步拓展學生想象力，提升其語言實踐能力，讓他們意識到只有用自己的智慧和勤勞的雙手才能改造社會，為人類造福。

1.1WARMINGUP提供了四幅圖片和八個相關話題，本部分可以作為下文“說”的鋪墊，學生分組討論，使其有話可說，無話不說。

1.2LISTENING有兩個任務，一是聽錄音，回答問題，側重于聽能培養(yǎng)，二是討論Mekanik的生活方式與現(xiàn)代生活方式的不同，并給Mekanika寫信回答她所關心的問題。

1.3SPEAKING要求把全班分成四個小組，每一組從不同角度出發(fā)陳述贊同或反對“有一相似人”的理由。這種開放式討論有助于引導學生運用所學知識合作學習，指導他們全面地、辨證地看待問題。

1.4PRE-READING是READING的熱身活動。要求學生采用快速瀏覽的方式確定不同段落的主題，潛移默化地培養(yǎng)學生skimming這一非常有效的閱讀技巧。

1.5READING采用“總-分-總”的寫作手法，大小標題形象地展示了本文的結構和內容。教師要引導學生充分利用“標題”這一有效的閱讀技巧把握文章主旨，了解作者的寫作意圖，并深入地培養(yǎng)他們猜測詞義、理解語句、歸納段落大意等能力。

1.6POST-READING從回答問題、分析比較和展開討論三個層面由低到高、由易到難，循環(huán)遞進，引導學生結合現(xiàn)實生活，發(fā)揮想象，暢談未來，從而達到綜合運用英語進行交際的目的。

1.7LANGUAGESTUDY“詞匯學習”部分旨在培養(yǎng)學生根據語境猜測生詞并正確運用所學詞匯的能力。其核心是把詞匯的學習和真實的語境巧妙結合起來，逐步拓展學生的詞匯量?！巴秸Z法”部分則設計了不同類型的連線題、判斷題和轉換題，旨在訓練學生準確理解名詞性從句并靈活運用的能力。

1.8INTEGRATINGSKILLS閱讀部分是一封書信，Mekanika給人類寫一封信，介紹3044年生活方式和具體感受。文章充滿大膽的想象和對美好生活的向往，借此來激發(fā)學生的想象力，使其憧憬未來生活，更要珍惜現(xiàn)代生活。相對起來，寫作任務更加富有挑戰(zhàn)性，不但要求學生大膽想象，還要求學生言之有理，言之有物。

1.9Tips指導學生如何鞏固自己的詞匯量——建立單詞收集卡片。

1.10Checkpoint部分簡要地總結本單元語法重點，并引導學生總結與本單元話題密切相關的詞匯。

2.教材重組

2.1從話題內容上分析，WARMINGUP與SPEAKING相一致；而從訓練目的上分析與TALKING比較一致。從教材份量來說，可將WARMINGUP，SPEAKING和Workbook中的TALKING整合在一起，設計成一節(jié)任務型“口語課”。

2.2將LISTENING和Workbook中的LISTENING整合在一起，設計成一節(jié)任務型“聽力課”。

2.3可將PRE-READING,READING和POST-READING三個教學活動整合在一起上一節(jié)任務型“閱讀課（一）”。

2.4可將LANGUAGESTUDY與Workbook中的PRACTISING語法練習題整合在一起上一節(jié)任務型“語法課”。

2.5可將INTEGRATINGSKILLS中Reading和Workbook中LINTEGRATINGSKILS的Reading整合起來上一節(jié)“閱讀課（二）（泛讀課）”。

2.6將INTEGRATINGSKILLS中的Writing和Workbook中INTEGRATINGSKILLS的Writing整合成一節(jié)“寫作課”。

3.課型設計與課時分配（經教材分析，根據學情，本單元可以用六課時教完）

1stperiod口語課

2ndperiod聽力課

3rdperiod閱讀課

4thperiod語法課

5thperiod泛讀課

6thperiod寫作課

Ⅳ.分課時教案

TheFirstPeriodSpeaking

Teachinggoals教學目標

1.Targetlanguage目標語言

①重點詞匯和短語

prediction,inthefuture,double,exact,original,

confused

②交際用語

Makingpredictions

Itwouldbewonderfulif...

Itwouldbebadfor...if...

It’spossible/impossibletopredict...

Noonecanpredictwhat/when....

Justimagineif...

Wecanonlyguess...

2.Abilitygoals能力目標

①Enablethestudentstothinkupmorecreativeideasforthefuturelife.

②Encouragethestudentstoexpressthemselvesfreelybymakingpredictions.

3.Learningabilitygoals學能目標

①Helpthestudentstomakepredictionsbyusinggivenclues.

②Inspirethestudentstobemorecreativeinthinking.

Teachingimportantpoints教學重點

Getthestudentspredictwhatfuturelifewillbelikebyusingtheusefulexpressions.

Teachingdifficultpoints教學難點

Howtoencouragethestudentstotalkfreelyandactivelyonmakingpredictions.

Teachingmethods教學方法

1.Co-operativemethodforcreativeideas.

2.Task-basedapproachtodiscussthetopic——havingadoubleornot.

Teachingaids教具準備

1.Acomputer

2.Aprojector

Teachingprocedures&ways教學過程與方法

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