Unit 3 Life in the futurePart 1 Teaching Design第一部分 教学设计
Unit 3 Life in the future教案
Unit 3 Life in the future教案Unit 3 Life in the future教案核心单词1 ipressinn印痕；印记；印象；感想常用结构：have an ipressin f sth／ding sth 对(做)某事有印象ae an ipressin n sb 给某人留下印象ae n ipressin n 对……无影响／效果give sba favrable ipressin 给某人留下好印象an ipressin f ne’s ft 某人的脚印ur perfrane gave e a strng ipressin你的表演给我留下了很深的印象。
hat I said ade n ipressin n hi我的话对他不起作用。
联想拓展ipress v留下印象ipress sthn／upn ne’s ind 把……牢记在心上高手过招单项填空She spe ver nfidentl beause she anted t ae a great n her epler at the first tieA InflueneB pressureIpressin D Effet解析:选。
ae an ipressin n sb 给某人留下印象。
2 lav≈n 缺乏；缺少的东西注意：la作名词时，后常接f。
la作动词时，既可作及物动词，也可以作不及物动词，作不及物动词时，后常接fr或in。
la不用于被动语态。
常用结构：la sth 缺少某物la fr sth 缺少；需要fr/thrugh la f 因缺乏……n la f 不缺乏a/the la f ……的缺乏He didn’t g there beause he laed urage他没去那里，因为他缺乏勇气。
The plant died fr la f ater植物因缺水而死。
The laed fr nthing他们无所需求。
高二英语：Unit3 life in the future单元教案 新人教版
Unit3 Life in the Future单元教案Teaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Functions：1.做出预测（Making predictions）Do you suppose that…?Suppose that… I wonder if…Do you imagine that…? I imagine that…2. 猜测未来（Making conjectures about future）Is it likely/ unlikely that… Possibly …It is possible that … Most likely …I’m sure… Probably…Suppose that … Perhaps … Maybe …Grammar:1.过去分词作定语（The past participle as the attribute）I followed him to collect a hovering carriage driven by computer. Tomorrow you will be ready for some visits organized by computer.2.过去分词作状语（The past participle as the adverbial）Worried about the journey, I was unsettled for the first few days. Confused by the new surroundings, I was hit by the lack of fresh air.本单元以life in the future 为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，提倡环保生活意识，同时让学生学会过去分词作定语和作状语的不同用法，最后让学生将本单元所讨论的话题和推测手法结合，学习怎么样写report本单元所涉及的要点有：1.学习并了解未来生活的各个方面用与现在生活的不同之处，学习外星人的生活方式。
unit3-Life-in-the-future-说课稿
IV. Teaching Procedures
Step 1. Warming up and Lead-in Step 2. Pre-reading Step 3. While-reading
1.What is a “time lag”? 2.Who guides Li Qiang’s trip?
3.How did he feel when he was in the capsule ? How
to solve the problem?
green tablets
unbelievable, worried, unsettled,
2)Teaching aims: Ability aims
Develop students’ reading skills such as skimming and sanning and enable them to use different reading skills in different reading materials.
4) Teaching difficult points
How to help the students do the reading comprehension efficiently.
II. Analysis of the students
Students in Senior II are at the age of 17-18, who are curious about the world. Although they are at different levels of English fluency, they have a strong desire for knowledge. In addition, they already have enough vocabulary and the basis of reading .Therefore, they can communicate with each other and express themselves in plain English. During the teaching process, I will teach them the proper way to learn English and try my best to arouse their interest in English and their enthusiasm of the life.
最新高中英语-unit-3-Life-In-the-Future-全单元教案
高二上学期第三次教案设计人：Unit 3 Life In the FuturePeriod 1 & 2 Warming Up & Pre-reading, ReadingTeaching Goals:1.To illustrate Ss’ imagination of future life.2.To arouse Ss to pay more attention to the problems that probably appeared in thefuture life.3.To make Ss know the difference of life between the past, present and future. Teaching Procedures:Step 1 Leading-inPurpose: To talk about past and future changes of life.1. Group workLet Ss discuss the questions in groups of four.(1)How do you usually get to school?(2)Where do you live, in a city or in the countryside?(3)Where would you like to live in the future?(4)Do you live in a flat or a house?(5)Do you have a room of you won? Can you describe the room in the picture?(6)What kind of housing would you like to have in the future?(7)What would you like to have in your room?(8)What can we use to build houses? (brick, stone , steel , glass, ice, wood , plasticbamboo, …)2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life.Step 2. Warming Up1. Pair workIn pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next century.2. Individual workAccording to the result of the above Pair work, fill in the chart.Step 3. Pre-reading1. Pair workAsk Ss to discuss the following questions in pairs.(1)Make a list of the problems human beings are facing today.(2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist in AD 3008?Suggested Answers:①The first problem I would like to point out is the decline of morality.(道德沦丧)②The second problem is the racial bias problem. (种族歧视)③The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (资源匮乏)④Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (贫富悬殊)⑤The fifth problem is the pollution problem.(环境恶化)⑥Now I would like to talk about the sixth problem, the expensive arms race problem. (军备竞争)。
Unit 3 Life in the future教案复习过程
U n i t3L i f e i n t h e f u t u r e教案Unit 3 Life in the future一.Teaching aims:1. Inspire the students to imagine the future life.2. Inspire the students to say something about the future transportation and housing.3. To improve the students’ oral abi lity.二.Teaching Important & difficult point:1. Inspire the students to imagine the future life and use the proper expressions.2. Enable the students to understand the meaning of the text, and say something according to the text.3. To improve the s tudents’ oral ability.三.Teaching methods:reading; asking and answering activity; pair or group work.四.Teaching Aids:a computer, multmedia.五.Teaching procedures:Step1: Lead-inhave a free talk about the following questions:1.How do you usually get to school?2.What kind of vehicle will people use in thefuture?3. Where would you like to live in the future?4. What kind of housing would you like to have in the future?5.Talking about the future, what do you care about most?Step2:Pre-readingDiscuss the following questions in five groups and share some pictures with the Ss：1. Imagine what changes will happen in the next centuryinhousing,transport,jobs,families,communication,environ ment and education.2. What changes do you expect to see in our life in one thousand years’ time?3. What problems do you think people in the future will have overcome in one thousand years?4. Which ones will still be there or even worse in AD 3008?Step3: Fast ReadingListen to the text carefully, and translate the passage Para. by Para. Then do some exercises:1. Read and find out in which paragraph you can find answers to the questions.1) Who transported Li Qiang into the future?2) What will home be like in the future?3) Why did Li Qiang’s head ache?2.Put the following sentences into the correct order.a.We were transported into the future by a comfortable time capsule.b. I arrived at Wang Ping’s home and everything in his house made me surprised.c. I won a travel to the year AD 3008.d. I have my first try to master a hovering carriage. Step4: careful readingAnswer some questions basing on each paragraph and do some blank form exercise：1.Go through the first two paragraphs quickly andanswer the following questions.1.）What is a “time lag”?2）How did Li Qiang feel when he was in the capsule ?3）Who guided Li Qiang’s trip?4）Why did Li Qiang’s guide give him some tablets? 5）Who transported them to the future?2. SummaryStep5: HomeworkDiscussionDoes the writer have an optimistic or a pessimistic view of the future? Give your reasons.。
Unit 3 Life in the future教案
Unit 3 Life in the future教案一、教学目标1、知识目标学生能够掌握与未来生活相关的词汇和短语，如“flying car”“space travel”“virtual reality”等。
学生能够理解并运用一般将来时和将来进行时来描述未来的情景。
2、能力目标通过阅读和听力训练，提高学生获取信息和理解文章的能力。
培养学生的口语表达能力，使他们能够流利地谈论未来生活。
3、情感目标激发学生对未来生活的想象和憧憬，培养创新思维。
引导学生关注科技发展对人类生活的影响，树立正确的科技观。
二、教学重难点1、教学重点重点词汇和短语的理解与运用。
一般将来时和将来进行时的正确使用。
2、教学难点如何引导学生展开丰富的想象，描述未来生活的情景。
培养学生对科技发展的辩证思维。
三、教学方法1、情景教学法通过创设未来生活的情景，让学生身临其境，感受未来的变化。
2、任务驱动法布置各种任务，如小组讨论、写作等，让学生在完成任务的过程中掌握知识和技能。
3、多媒体辅助教学法运用图片、视频等多媒体资源，直观地展示未来生活的场景，激发学生的学习兴趣。
四、教学过程1、导入（5 分钟）播放一段关于未来科技的视频，如飞行汽车、智能家居等，引起学生对未来生活的兴趣。
提问学生：“What do you think life will be like in the future?”让学生自由发言，分享他们对未来生活的想法。
2、词汇学习（10 分钟）展示与未来生活相关的图片，如太空站、机器人、3D 打印食物等，教授新词汇和短语，如“space station”“robot”“3Dprinted food”等。
让学生进行词汇练习，如单词拼写、造句等，巩固所学词汇。
3、语法讲解（15 分钟）讲解一般将来时和将来进行时的构成和用法，通过例句进行对比分析，让学生明白两者的区别。
给出一些句子，让学生判断使用一般将来时还是将来进行时，并说明原因。
高中英语 Unit 3 Life in the Future课时1精品教案 新人教版必修5
1 Unit 3 Life in the future1st period words and warming up1.教材分析（the analysis of teaching materials ）This Unit talks about life in the future. The purpose is letting the Ss know about present, look into the future and arouse Ss ’ imagination. Besides, let Ss learn some expression ways of prediction.2.学情分析（the analysis of the students ）The Ss have finished Module 4, which means they have had a relatively wider vocabulary basis. In this new module, the Ss would have more challenges to memorize more words and expressions in a new unit. Thus in the first lesson of a unit, vocabulary studies become increasingly important.3.教学目标(Teaching aims)*知识目标(Knowledge aims)a. Let the Ss know how to read and can recite the following new words:aspect, impression, take up, constant, jet lag, previous, uncertain, guide, tablet, and capsule, etc.b. Let the Ss know about present, look into the future and arouse Ss ’ imagination. Besides, let Ss learn some expression ways of prediction.*能力目标(Ability aims)a. Make the Ss to talk about life in the future.b. Enable Ss to write a short passage about life in the future.*情感目标(Emotion aims)a. Stimulate Ss ’ imagination of life in the future.b. Develop Ss ’ sense of cooperative learning.4.教学重点和难点（teaching important points and difficult points ）Teaching important points:﹡Help students know about present, look into the future and arouse Ss ’ imagination. Besides, let Ss learn some expression ways of prediction.﹡Pronounce the new words correctly and know relative usages.5.教学过程(Teaching procedures)Step 1: Warming up1. Greeting2. Learn new words.Pronounce the new words and underline the syllables for some difficult words.Read the new words after the tapeRead the new words by themselvesRead the new words together1. introduce some basic usages for the key words.Step 2: Presentation/practiceTask 1. TalkingTask 2. Do and TalkAsk some Ss to do a quiz on p17 in the textbook.Q1: How do you usually get to school?Q2: Where would you like to live in the future?6.知识结构（板书设计）7.问题研讨（课堂提问，练习和作业设计）1.课堂提问（questions）1) Q1:“ How do you usually get to school?”2) Q2:“ Where would you like to live in the future?”2.练习（practice）Read the new words3作业（homework）ABC类：Ask each student to preview reading one on p17& p18 and finish exer2 on p19.AB类：read the new words twice from aspect to pessimistic.C类：copy the above new words (three times for each one)2。
Unit 3 life in the future教案
Unit 3 life in the future执教者朱珊Teaching Aims:1. Predict good and bad changes in the future2. Improve students’ reading ability.Teaching Methods:1.Listening, fast and careful reading2.Asking and answering question activity.3.Pair work and group work.Teaching Aids: a computer, a projector.Teaching Procedures:Step1 Greetings and Free talkGreet the whole class as usual, begin the class with a film about the American army in the future , then another video about the life in future. Step2 PredictingAfter enjoying the video, show some pictures about the passage and ask the students to predict what the passage is about.Step3 skimmingSkim the passage and find out main idea of each paragraph, then conclude the general idea of the passage.(4) Conclude the main idea of each paragraph.Paragraph 1 How I came to take a time travel journey.Paragraph2 The journey.Paragraph3 My impressions of life one thousand years into the future.Paragraph 4 Staying in Wang Ping’s home.General ideaThe text is mainly about a boy who was given a ______to travel to the year _______ as a prize. He is now writing to __________ about his exciting and unforgettable _______.Step 4 Careful reading(1). Listen to the first two paragraphs and fill in the blanks .In the time capsuleThe seats were ___________ and we slept after _______________.The capsule began ________ gently sideways as we lay _______ and dreaming.。
教学设计：Unit 3 Life in the future
Unit 3 Life in the future Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以“Life in the future”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。
同时让学生学会过去分词作定语和作状语的不同用法。
最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写report。
1.1 Warming Up 部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。
通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。
1.2 Pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。
为下面的阅读做了铺垫。
1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。
阅读时要把重点放在“未来世界”生活与当今生活的不同点上。
1.4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。
第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。
接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。
第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。
学生要在文中找出支持自己观点的论据，尽可能说服别人。
第三个活动让学生想象一下Li Qiang将会去参加哪些活动。
这样既鼓励学生展开丰富的想象，又为Using Language 部分的语篇学习做了铺垫。
(完整word)Unit 3 Life in the future教案
Unit 3 Life in the future一.Teaching aims:1. Inspire the students to imagine the future life.2。
Inspire the students to say something about the future transportation and housing。
3。
To improve the students’ oral ability.二.Teaching Important ＆ difficult point:1。
Inspire the students to imagine the future life and use the proper expressions。
2。
Enable the students to understand the meaning of the text，and say something according to the text。
3. To improve the students’ oral ability.三.Teaching methods：reading; asking and answering activity； pair or group work。
四.Teaching Aids：a computer, multmedia.五。
Teaching procedures:Step1: Lead—inhave a free talk about the following questions:1.How do you usually get to school?2.What kind of vehicle will people use in the future？3. Where would you like to live in the future？4. What kind of housing would you like to have in the future？5。
英语：unit3 life in the future 教案(新人教版必修5).doc
2. How exciting it is to work in a space station which is divided into zones with ___________________ (extraordinary) different atmospheres and gravities!
8. I got lost when we reached what looked like a large market because of the people flying by__________.
9. With a sigh, she bent down, picked up the toys on the floor, and then ________all the rubbish.
4. A strike was called because labor and management could not agree upon a___________ (settle).
5. Believing that I met the_______________ (require) listed in the advertisement, I wrote a letter to apply for an interview.
2. The path becomes very___________ (mud) on rainy days and makes it difficult for people to go in or out.
高中英语 Unit3 Life in the Future说课稿 新人教版必修5-新人教版高二必修5
Unit3 Life in the FutureGood evening, everyone.I’m glad to be here sharing my lesson with you. The content of my lesson isSenior English for China Book5 Unit 3 Life in the Future. It’s about reading.I’ll be ready to begin this lesson from six parts: Analysis of th e teaching material,Analysis of the students, Teaching aims ,Teaching important and diffi cult points,Teaching methods and aids, Teaching procedures, and Blackboard design. First, let me talk aboutpart1 the Teaching material.Part 1 Analysis of the Teaching Material:This unit is about what human beings’life will be like in about one thousand years.By studying this unit,we’ll enable the students to know the chan ges in humans’lifeand think about the effect human beings ‘behavior have on theenvironment. This lesson playsan important part in the English teaching in thisunit. It’s about reading , mainly talking about how liqiang arrive at AD3008 and the first impression of it.From this lesson, it starts asking the Ss to grasp contents of each passage to improve students’ reading ability. Meanwhile, by reading this passage, students can know the difference from the future.If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.Part 2 Analysis of the StudentsAs Senior2 Ss, they are at different levels of English; some of t hem have lost interest in English and has poorEnglish. So during the lesson, I arrange a variety of activities to let all of them join in to attract their attention and let them be confident and taste the joy of success. On the other hand, students can be interested in talking the life in the future.Part 3 Teaching Goals一Teaching Goals1.Knowledge goalsTo master the important words and sentences patterns of this unit t hrough this period: previous, uncertain, guide, surroundings, press, be lt, flashed, take up, sweep up, lose sight of, etc.2.Ability goals①Enable the Ss to have the ability to know and talk about what humans’ life will belike in the year AD 3008;②Let the Ss learn the reading skills of skimming, scanning and getting the main idea of each part and each passage . at the same time appreciate the language.3.Moral goalsMotivate ss’ sense of protecting environmentPart4．Teaching Important points and Difficult points1. How to help the Ss to talk about the humans’life in the year AD3008;.2. How to improve the Ss’reading abilities in scanning3. How to grasp the main idea of each paragraph.Part 5. Teaching Methods and AidsTask-based method, , skimming, scanning, competition, discussion, etc. Multi-media aid , a tape recorder and some pictures.Part 6. Teaching proceduresStep1. Warming up & Lead-inStep2. Fast readingStep3. Careful- readingStep4. DiscussionStep5. SummaryStep6. HomeworkStep7. Blackboard DesignStep1. Warming up & Lead-inAt first I’ll leadin the passage by sharing a short video“The p roblems which our world is facing”to attract their interest. Meanwhi le, ask them to talk about what problems our human beings are facin g today. Then discuss which problems do you think people will have overcome in one thousand years and which problems do you think will still exist in AD3008 and why?( The prereading prepares Ss for the passage and relates the subject s of their own experience. They are encouraged to speak outtheir answers. Different answers areavailable)A free talk: Do you want to know what people’s life will be like in one thousand yearsImagine, there is a time machine, we can take it to travel to th e year AD3008. Doyou want to take the travel? Let’s do it.Step2. Fast- ReadingAsk students to read the text fast to get the main idea of the te xt.Then try to answer the following questions:①Who is going on the trip to the year AD3008?②What impression is it?③What is the form of this passage? What is the main idea of this passage?From the title” first impression’’ we can know it’s about how liqiang got to the future and his impression of it .( with the task, students are expected to grasp the theme of the passage. Maybe I can adopt competition for speaking)Step3. Careful- readingAsk the Ss to finish the following 4 Exercises by using competiti ons. I’ll dividethe Ss into 4 groups. If a student can answer the questions correct ly, then his/ hergroup can get one point. And the group which getsthe most points is the winner.Only through cooperation can the Ss taste the joy of success. If th e Ss know their answer is right, he’ll be confident and they’ll s urely become more enthusiastic inlearning English. The purpose is toimprove the Ss’reading comprehension.Task1.Answer the questions on page19①How did he feel when he left his own time?②What did he notice first when he arrived in AD 3008?③What else did he find that was different?Task 2.Try to find out what happened to liqiang before, during and after the journey. The task enable students have a knowledge of the text.Step 4. DiscussionDid you do anything bad for the environment in your daily life?What should you do to make our world more beautiful?Step 5. SummaryRead the test carefully then summarize the test. In this part, I design an exercise of filling in the blanks according to the passage. It is similar to a cloze. By doing it , students can understand the key words and phrases further to appreciate the beauty of the language.Step 6. HomeworkRead the test carefully after class, then retell it according to the summary. Step7. Blackboard designThen try to answer the following questions:①Who is going on the trip to the year AD3008?②What impression is it?③What is the form of this passage? What is the main idea of this passage?。
人教版高中英语教案Unit 3 Life in the future
Unit 3 Life in the futureImportant points:Let students discuss and predict the good and bad changes in the future.Get students to read the passage and know about what life in the future might be like.Have students learn different reading skills.Difficult points:Develop students` reading ability.Enable students to talk about the advantages and problems of life in the future.New words and expressions: aspect, uncertain, press, optimistic, representative, greedy, recycle, sideways, timetable, pessimistic, typist, citizen, swallow, instant, previous, tolerate, flash, material, fasten, take up, lose sight of, speed up, sweep up, be back on one’s feet, slide into, remind….of…, make predictionsMaking predictions:Do you suppose that….Suppose that….Do you imagine that….Is it likely / unlikely that….?It is possible that…I’m sure…Perhaps /Maybe / Possibly…..I wonder if….I imagine that…..Most likely….Probably……Introduction: This unit introduces the students to what life in the future might be like and help students to begin to examine their ideas about future. The approach is to encourage students to imagine the advantages and difficulties of life in 1000 years time. The possible things that Li Qing sees during his time travel trip include easy personal travel and a high level of personal comfort. The difficulties include a shortage of fresh air (because the problem of global warming has not yet been solved) and a solution to it (your own personal forest in the living room to provide a constant supply of oxygen).Step 1 Lead-inPresent some pictures, including some aliens, a horse, a carriage, a plane, a spaceship, the sun , the moon, the Mars, a thatched cottage, a skyscraper, etc. to increase students` interest.At the same time, ask them some questions:1. How did people travel 1000 years ago?2. How do you usually get to school?3. Where do you live, in a city or in the countryside?4. Do you live in a flat or a house?5. What kind of housing would you like to have in the future?6. What would you like to have in your room?Step 2 Warming up1. Encourage students to speculate about their ideas for life in one thousand years` time? Ask them the question: What changes do you expect to see in your life in one thousand years1 time?2. Let students choose two of the main aspects of life today to have a discussion in groups and then make notes in the tableStep 3 Pre-reading1. Show students some questions to help them understand the text.1). Make a list of the problems human beings are facing today?2). Which problems do you think people will have overcome in one thousand years`?2. Ask students to read the title First Impressions and look at the pictures to predict the content of the text.Step 4 Reading1. Skimming.Ask students to skim the passage and try to get its general idea:The passage is mainly about______(B)____________.A. How Li Qing was transported to the future.B. How Li Qing got to the future and his first impressions of it.C. What the life was like in the future.D. The introduction of the “Future Tours” company.2. ScanningGet students to scan the passage carefully to get the detailed information and then do the following.1). Why did Li Qing get the chance of having this time travel?A. Because he had passed the final examination with high marks.B. Because ha had won a prize.C. Because he had given money to the company named “Future Tours”.D. Because he had written a story about a trip to the year AD 3008.2). Why did Li Qing`s head ache? Because _______________.A. he got a bad cold when traveling.B. there was no air at all.C. he felt a bit homesick.D. there was little oxygen in the air.3). A table and chairs rose from ____ in the clean room.A. under the floorB. under the curtainC. under the wallD. under the computer screen4). Which of the following statements is false according to the text?A. Wang Ping suffered from a “time lag” flashback when he travelled to the year AD3008.B. The company of Wang Ping`s parents transported LI Qing safely into the future in a time capsule.C. Li Qing lost sight of Wang Ping because there were so many carriages around him.D. Wang Ping was Li Qing`s friend and guide.(Suggested answers: BDAA)3. Intensive readingAllow students to read the passage carefully this time, try to understand the whole text and then answer the following questions.1). Did Li Qing feel comfortable at the beginning of his first travel?(No. Because it was his first time travel, he worried about it, and he was nervous and unsettled; as a result, he suffered froma “time lag” flashback.)2). How did Li Qing get to the future?(In a time capsule.)3). Were they still on the earth after they were transported into the future?(Yes.)4) What did Wang Ping give Li Qing when he got a headache?(A mask.)5). Why did Li Qing lose sight of Wang Ping?(Because there are so many hovering carriages flying in all directions that Wang Ping was swept up into the center of them.)6). What were the walls made of? And what is the function of them?(The walls were made of trees. The leaves of the trees could provide the house with much-needed oxygen.)Step 5 Post-readingEncourage students to discuss the following questions about the writing style.1). Do you think Li Qing`s descriptions are faire? Why or why not?2). What language does he use that gives you that impression?3). Do you think he feels comfortable in the future? Why or why not?Step 6 Discussion1. Group discussion to finish exercise 2 in Comprehending.Step 7 HomeworkLearn the useful new words and expressions by heart.Read the reading passage again and then finish off all the exercises in Comprehending.The second period: Reading：First ImpressionsImportant and difficult points:如何调动学生的积极性, 让他们主动参与和学习.掌握阅读的技巧和方法, 提取文章的一些重要信息. 掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式.通过文章的学习, 提高阅读能力, 根据文章的主题能理清文章的重要细节.未来生活如何要发挥大量的想象力. 提高爱护环境, 保护自然意识.灵活运用所学词组和句型, 写出具有一定想象力的短文. 运用多种阅读技巧, 提高学生的实际阅读能力.Step 1 Lead-inTalk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years. In groups, choose two of them to have a discussion and then share the ideas in front of class.We know we can travel forward or backward in space. Can we travel forward or backward in time? (Can we travel in to the future or backward into the past?) do you think time travel is possible?Step 2 Skimming1. Ask students to talk about the pictures in the reading material in pairs and predict the main idea according to the title.1). What can you see in each picture?(a time capsule; hovering carriages; a future home.)2). If you have a time capsule, where would you like to go?3). What do you think the main idea of the passage is?(How Li Qiang got to the future and his first impressions of it.)2. Skimming to find out the main idea for each paragraph.Para. 1: How I came to take a time travel journey.Details: my prize; my excitementPara. 2: The journey.Details: how I felt; the spaceship; the journeyPara. 3: My impressions of life one thousand years into the future.Details: little oxygen; masks to provide oxygen; hovering carriage; how to drive them; a “time lag” momentPara. 4: Staying in Wang Ping’s home.Details: appearance o house; trees as walls; where furniture stored; ate meal; prepared for sleepStep 3 Scanning1. Put the following sentences in the right order of time.1). We were transported in to the future by a comfortable time capsule.2). I had a rest in a small room with a mask on.3). I took some green tables.4). I collected a hovering carriage.5). I won a travel to the year AD 3008.6). I have my first try to master a hovering carriage.(Suggested answers: 5) 3) 1) 2) 4) 6)Part 1:1. Why did I have the chance to travel to the year AD 3008?2. What is a “time lag”?3. How did I feel when I was in the capsule?4. Who guided my trip?5. Why did my guide give me some tablets?6. Who transported them to the future?Part 2:1. Before the journey:1). How many people are mentioned in the text? Who are they?2). When did the writer write this letter? And to which year did he travel?3). Why did Li Qing travel to the year AD 3008?4). What did Li Qing suffered from?5). How did Li Qing feel? What makes him feel better?2. During the journey:1). In the capsule: climb through a small opening—comfortable seats—calming drink--- lay relaxed—complete the journey—1000 years later2). Out of the capsule:At first my new surroundings were difficult to tolerate.Q1: How did Li Qing overcome the lack of fresh air?3). Hovering carriage:Q2: How did the hovering carriage float?Q3: How can a person move swiftly?4). “A large market”Q4: What were people doing there?Q5: What happened to Li Qing?5). A large building:Q6: What is a “time lag” flashback?3. After the journey(Arriving home, he showed me into a large bright, clean room.)Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…..Q1: How did the author feel after visiting the special house?(Exhausted, I slid into bed and fell asleep.)Step 4 Language pointsStep 5 PracticeQuestions:1. What is the writer`s attitude towards the future, Optimistic or Pessimistic?Pessimistic: (Worried about the journey, I was unsettled for the first few days.At first my new surroundings were difficult to tolerate.Exhausted, I slid into bed and felt asleep.)Optimistic: (He was very excited when he travelled to the year AD 3008 and could not believe it was true. From this, we can see he is eager to go to the future, though he was hit by the lack of fresh air.)Step 6 Consolidation and summaryTask 1: Listen to the tape and correct the pronunciation.Task 2: Retell the story by showing some key words or phrases.Task 3: Summary some useful and important language points and then retell the story by the key words.Step 7 HomeworkFinish the exercises and discuss the following two questions:Retell and rewrite the story in the exercise books and do some reading materials.The third period: Language pointsImportant points:Enable students to grasp the usages of such important words and expressions as: impression, guide, surrounding, lack, press, flash, switch, take up, be back one`s feet, catch / lose sight of, sweep up, etc.Get students to master the following patterns:Worried about the journey, I was unsettled for the first few days.…..a table and some chairs rose from under the floor as if by magic.Difficult points:Let students learn the usages of the word “surrounding” and the expression “take up”Enable students to learn and master the pattern “Worried about the journey, I was unsettled for the first few days.”Get students to learn and understand some difficult long sentences.Knowledge aims:Some important useful new words and expressions: aspect, impression, constant, jet, previous, uncertain, guide, tablet, capsule, stewardess, steward, opening, sideways, surrounding, tolerate, lack, adjustment, mask, carriage, press, fasten, belt, flash, switch, timetable, optimistic, take up, be back on one`s feet, safety belt, lose sight of, sweep up, slide into, speed up.Step 1: Revision1. Check the homework exercises.2. Ask some students to talk about Li Qiang`s first impressions on his first time travel.3. Match each word with its meaning:Impression constantly; frequentlyConstantly everything that is around sb. /sth.Previous an idea or opinion of what something is likeLack to push sth. closely and firmly against sth.Surroundings happening or existing before something or someone elseStep 2 Reading and findingGet students to read the text Warming up, Pre-reading, Reading and Comprehending to understand all the new words and useful expressions or collocations.Collocations: in on thousand year`s time, main aspects, human beings, take up, remiand sb. of sth. be worried about, as a result, suffer from, be similar to, keep doing, be nevous and uncertain about, be very understanding, be well-known for, through a small opening, a lack of, as though, put on, in no time, be back on one`s feet, lose sight of, sweep up, just at that moment, catch sight of, provide …with, much-needed oxygen, flash a switch, as if, by magic, be ready for, slide into bed, fall fast asleep, an optimistic or a pessimistic view, read through, make notes, be prepared to do, join in, persuade sb. to do sth. agree with, pay particular attention toLet students read them aloud and copy them down in the exercise book after class. Try to learn them by heart.Step 3 Discovering useful words and expressionsTurn to page 20. Go through the exercises with students and make sure they know what to do.Get students to read through all the passage to find out all the problems they meet.Step 4 Studying important language points1. impression: an idea or opinion of what something is likeMy first impression of him was favorable.I got the impression that they were unhappy about the situation.His trip to India made a strong impression on him.Impress: to have a favorable effect on; to make sb. feel admiration and respectThe sights of the city never fail to impress foreign guests.It impressed me that she remembered my names.Impress sth. on / upon sb. = impress sb. with sth.He impressed her with his sincerity. / He impressed his sincerity on her.2. 短语take up的用法及意义.1). When does the incoming manager take up his job? (begin to do sth.)2). The copying of these documents took up the whole morning. ()3). He took up art while at school.4). He is going to take up the story where he left off yesterday.5). This shirt needs taking up. (make …..short)6). I would like to take up your offer of a ride into town. (accept)7). The carpets had to be taken up when the house was rewired.8). Blotting-paper takes up ink.take after, take away, take back, take down, take for当作误认为take in 收留, 包括, 吸收take off, take on, take out拔掉, 去掉,带某人出去take over, take to喜欢, 沉溺于take one`s time慢慢来,从容不迫3. constantly: continuously; frequentlyFashion is constantly changing.The area was constantly hit by drought.His report was constantly interrupted by applause.This entrance is in constant use, do not block it.remind: to make someone aware of something they have forgotten or might have forgottenremind sb. about / ofremind sb. to do sth.remind sb. that / what….4. as a result:He worked hard, and as a result, he got promoted quickly.as a / the result ofThe flight was delayed as a result of the bad weather.5. surroundings: all the objects, conditions, etc. that are around sb. / sth; environment;Animals in zoos are not in their natural surroundings.Everyone likes to work in pleasant surroundings.(有些词用做名词时总是用复数形式: thanks, regards, congradulations)6. tolerate: allow without interfering; endure without protesting; be able to take or undergo without harmWe simply cannot tolerate cheating in exams.I cannot tolerate her rudeness.The body cannot tolerate such large amounts of radiation.7. lack: to be without; to have less than enough ofHe lacks confidence.There is no lack of vegetables.8. on one`s feet: recover from an illness or a set-backAfter his wife`s death it took two years to get back on his feet.Only our Party`s policies will put our country on its feet again.9. lose sight of: to be unable to see; to overlook or fail to consider; ignoreWe must not lose sight of / ignore the fact that…….catch / gain / get sight of 瞥见, 发现, 看出lose one`s sight 失明at first sight 乍看起来at (the) sight of 一看见….就…..be in sight 看的见, 在眼前out of sight 看不起10. sweep up: 快速抱起; 打扫; 横扫Sweep the leaves up, quickly.(学过的up短语: take up, sweep up, carry up, speed up, look up, make up….)Step 5 ConsolidationDo exercises 1-4 in Using words and expressions on page 56-57.Step 6 Closing down by a quizSome exercises:1). In our childhood, we were often ___ by Grandma to pa attention to our table manners.A. demandedB. remindedC. allowedD. hoped2). Though ___ money, his parents managed to send him to university.A. lackedB. lacking forC. lackingD. lacked in3). We did not buy anything because we _____ money.A. short ofB. were short ofC. lacking forD. were lacking for4). After he retired from office, Rogers ___ painting for a while, but soon lost interest.A. took upB. saved upC. kept upD. drew up5). As delegates to the People`s Congress Council, we will never____the trust people have placed in us.A. catch sight ofB. lose sight ofC. keep sight ofD. set out sight on6). Unless _____, the boy would not have admitted that it was he who broke the video.A. bendingB. remindedC. pressedD. questining7). Chinese handwriting is an important part of our culture, so young people are required to ____ handwriting.A. take awayB. take outC. take inD. take up8). What you said just now reminded me _____ that American professor.A. forB. ofC. aboutD. upon9). The chief must have hidden somewhere in the _____ area.A. followingB. surroundingC. surroundedD. surroundings10). My friend Martin was very sick with a strange fever; ____, she could neither eat nor sleep.A. as a resultB. after allC. anywayD. otherwise(Suggested answers: BCBAB CDBBA)Step 7 HomeworkLearn all the new words and expressions by heart.Finish off the homework exercises. Do exercise 3 on page 56 in the exercise books.Find out the sentences with the ast participle as the adverbial or attributive in the text and get prepared for grammar study.The forth period: Learning about language: GrammarImportant points:Get students to learn and master the new grammar item: The Past Participle (3) as the adverbial and attributive.Difficult points:Enable students to learn how to use the past participle as the adverbial and attributive correctly.Step 1 RevisionCheck the homework exercises.Let students dictate some new words and expressions. (aspect, carriage, impression, constant, previous, tablet, surrounding, lack, stewardess, uncertain, guide, adjustment, mask, fasten, belt, flash, switch, optimistic, take up, be back on one`s feet, lose sight of, catch sight of, sweep up, slide into.)Step 2 Discovering useful structuresAsk students to read through the text carefully and find out all the sentences that include the past participles in.1. Worried about the journey, I was unsettled for the few days. (adverbial)2. Well-known for their expertise, his parents` company, called “Future Tours”, transported me safely into the future in a time capsule.(adverbial, attributive)3. The capsule began swinging gently sideways as we lay relaxed and dreaming. (adverbial)4. Hit by a lack of fresh air, my head ached. (adverbial)5. Exhausted, I slid into bed and fell fast asleep. (adverbial)Step 3 Understanding and summarizing1. Ask students to work in groups to finish the following exercises on how the past participles are used.1). Combine these two sentences using the past participle as the adverbial.(1). I was frightened by the loud noise. I went to see what was happening.(2). He was hit by the lack of fresh air. He got a bad headache.(3). I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.(4). Sue was frightened by the noise outside. Sue dared not sleep in her bedroom.(5). The museum was built in 1910. The museum is almost 100 years old.(6). The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.(7). George was exhausted after a day`s work. He took some tablets to help him feel better.(8). Lucy was very astonished at the amount of work in the new timetable. She decided to leave her job immediately.2. Combine these two sentences using the past participle as attributive.(1). Soon we lose sight of that famous astronomer. He is called Li Qing.(2). I am going to buy a painting. It is copied from Vincent van Gogh.(3). I like that old private house. It is built of wood and mud.(4). The room is completely empty. The room is connected to the rest of the house by a long passage.(5). The queen was sitting in royal carriage. The carriage was drawn by four horses.(6). The vehicle is mentioned in the book. The vehicle is unknown to me.(7). The castle is under repair. It was built in 1432.过去分词作状语的用法过去分词做状语,修饰谓语动词, 大多说明动作发生的背景或情境, 其逻辑主语是句子中的主语, 可以表示时间, 原因, 让步, 行为方式或伴随情况等, 在意义上相当于状语从句, 有时过去分词前可以加上连词when, while, once, if, unless, though等.1. 表示时间Seen from the top of the hill, the city looks like a big gardenAsked many times, I told him the secret.When (it is) completed, the museum will be open to the public next year.2. 表示原因Exhausted, the children fell asleep at once.Caught in a heavy rain, he was wet to the skin.Written in a hurry, this article was not so good. (=Because it was written in a hurry, this article was not so good.)3. 表示条件Heated, water changed into steam.Given another chance, he will do better.Grown in rich soil, these seeds can grow fast. (=If they are grow in rich soil, these seeds can grow fast.)4. 表示让步Laughed at by many people, he continued his study.Badly wounded, he continued to fight.5. 表示行为方式The old man entered the meeting room, supported by a young fellow.She was in tears as if deeply moved by the moving film.6. 表示伴随情况Surrounded by a group of pupils, the old teacher walked into the classroom.The trainer appeared, followed by five little dogs.After his journey from abroad, Richard Jones returned home, (and he left) exhausted.过去分词作定语的用法1. 过去分词作定语, 如单用, 一般防在名词的前面: 如果是分词短语, 通常放在名词的后面, 相当于定语从句.Polluted air and water are harmful to people`s health.The suggestion made by the foreign expert was adopted by the manager.2. 有时, 过去分词也可以用作非限制性定语, 前面用逗号隔开, 相当于非限制性定语从句.The books, written by Lu Xun, are very popular in China.The meeting, attended by one thousand students, was a success.3.过去分词作状语时，如果其逻辑主语为主句的主语，此时应注意人称一致.Given another hour, I can work out this problem.Seen from the top of the hill, the city looks more beautiful to us.4. 用分词作状语时, 如果其逻辑主语与整个橘子的主语不一致时, 分词短语就要有自己的逻辑主语，这种带逻辑主语的过去分词结构为独立主格结构.The signal given, the bus started.All our savings gone, we started looking for jobs.He rushed into the room, his face covered with sweat.5. 过去分词作状语来源于状语从句, 可以将其变为状语从句.Deeply moved by the story, the children began to cry. (=As they were deeply moved, the children began to cry.)She walked out of the house, followed by her little daughter. (= she walked out of the house, and was followed by her daughter.)Beaten by the enemy, he refused to let out the secret. (= Although he was beaten by the enemy, he refused to let out the secret.)反过来，讲状语从句改成过去分词作状语的结构时，有事也保留连词，构成“连词+ 过去分词”结构作状语。
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Unit 3 Life in the future
Part 1 Teaching Design
第一部分教学设计
Period 3 A sample lesson plan for Using Language
(I HAVE SEEN AMAZING THINGS)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students w armed up by talking about what the future hold, read an article I have seen amazing things and underline the useful expressions, fill the chart and listen and answer. The period will be closed down by students questioning and answering.
Objectives
■To help students read the passage “I have seen amazing things on page 21
■To help students use the language by listening, speaking and writing as well
Procedures
1. Warming up by talking about what the future hold
Looking at the picture below and talk in groups about what you think the future hold for us.
2. Reading and underlining
Now read to the tape and underline all the expressions useful to you. After class you are to copy them into your note book.
3. Filling the chart
Next you are going to complete the worksheet on page 22 by writing identified details about the three items in the chart.
Then use your imaginations to think up and talk about the best possible future life for yourselves.
4. Listening and answering
I will play a tape about Wonderland to you and you are going to listen and answer the questions on page 23.
5. Closing down by questioning and answering
In pairs ask and answer questions about what life will be like in your country in 1000 years’ time. Use expressions like:。