牛津高中英语模块四Unit3 Tomorrow's world说课稿

Unit 3 Tomorrow’s worl d
教学设计
Welcome to the unit
Teaching objectives:
1.to discuss what people could do in the future.
2.to imagine what tomorrow’s world would be like.
3.to practise students’ spoken English.
Teaching focus and difficulties:
1.the vocabulary of future and technology.
2.describing a future world.
Teaching methods:
1.individual work, pair work and group work to get students to take an active part in
classroom activities.
2.discussion to help students to be cooperative.
Teaching aids;
The multimedia
Teaching procedures:
Step 1 Brainstorm
1. Show students the famous film poster ET and ask them to think about:
Would you think it would come true some day?
2. Ask students to think about what life would be like in 3000.
After watching some fantastic animations, ask them to discuss in pairs and give opinions to the whole class.
Step 2 Discussion (pair work)
Ask students to describe to their partners the four pictures in the textbook.
Some questions are given to check their understanding of the pictures.
Step 3 Discussion (group work)
Ask students to discuss the three questions in the textbook one by one.
They are divided in groups of four and choose a speaker to report to the whole class. Step 4 Further discussion
Show some pictures of human cloning and star wars and ask students:
would you like to see these things happen in the future?
Ask them to discuss:
How to protect the earth and human beings while developing science and technology? Step 5 Homework:
1.Ask students to find more information about robots.
2.Ask students to do reading on page 110.
Reading
(Reading comprehension)
The article in this section is a business proposal which introduces a new business idea. Ask students to skim and scan the proposal and try to find answers to the three questions in Part A. Remind students only to focus on the most important information needed to answer these questions. Meanwhile ask students to pay attention to the structure of the passage.
Pay attention to the structure of the article. Organize students into groups of four. Ask them to discuss this article and analyze the structure. Also, students need to conclude what the main idea of each part of the article is.
Main ideas
Para 1
____________________________________________________________ Para 2----7
____________________________________________________________
____________________________________________________________
____________________________________________________________
Para8
____________________________________________________________ Activities and discuss
1.After students have worked out the main ideas for the different parts, to further
strengthen the comprehension, ask students to answer the following question and fill in the chart according to the proposal.
2. Then check the answers as a class. If time allows, organize a class presentation. Ask students to discuss and use the information in the chart above to give a brief presentation about virtual reality and RealCine.
3. Present the following sentences to students. Ask them to read each one and think about the characteristics of the language used in this article.
I believe you will be amazed by the RealCine experience, and will agree that this is an extraordinary technology that must be developed further.
Viewers will be surprised at how real it feels.
RealCine works by making the viewers feel that they are actually in the film.
I am sure you will agree that RealCine provides a fantastic opportunity for the film-making industry.
Ask students:
As a decision maker, do you think you would finally be persuaded to invest or develop RealCine? Why or why not?
What do you think of the language used in these sentences?
Tell them that the purpose of a business proposal is to plan or suggest a new idea. The goal is to help the customers or the investors make their decisions. Therefore, clear and persuasive language is often used.
4. Ask students to read the Reading strategy. Tell students that a successful business proposal needs to be objective and that detailed information and convincing facts or examples together with the passive voice are frequently used to achieve this purpose. Therefore, when reading a business proposal, they can focus on these features.
5. Ask students to read the article again and underline the sentences using the passive voice in the passage. Give some explanations why the passive voice is used. This will help students get a better understanding of how to write a proposal.
6. Have students complete Part D. The meanings of the words in Part D should not be difficult for students to identify after they have read through the passage several times. Ask students to refer to the text as they complete Part D. This exercise can help students understand the text better.
7 Draw students' attention to Part E. Part E is a reply to the proposal, which serves as a summary of the article about RealCine. Have students complete it individually first and then check their answers with the whole class.
Post-reading activities
Use the following activities to help students deepen their understanding of RealCine and develop their speaking ability as well.
●Organize students into groups of four. Ask them to hold a group discussion.
Imagine what special effect they hope to have if they can see a popular film like 'Harry Potter and the Philosopher's Stone' in RealCine.
Do you think watching a Harry Potter film in RealCine is more exciting and interesting than in an ordinary cinema? Why or why not?
After the discussion, ask each group to make an advertisement poster for this imaginary virtual reality film. Then they may make an oral presentation of their advertisements in class. Every student can vote and choose the best one from all the advertisements. If possible, ask them to state their reasons for their choice.
●Organize students into groups of six. Ask them to write an introduction to
ReaICine. In the introduction, they may state their own opinions on RealCine.
●Organize students into two groups. Ask them to hold a debate activity.
Those who support virtual reality believe that, with this technology, people can do almost everything, even things that cannot be realized in normal life. We don't need to travel any more or spend so much time with friends any more. Virtual reality can provide any necessary features that we need in our life. Others insist that, real life and interpersonal communication should never be replaced by imaginary scenes. People should take off the headsets and experience the real life themselves. What do you think of these two opinions? State your reasons.
If time permits, ask students to do Parts A1 and A2 on page 96 in their Workbook, so they will be more familiar with the text and the words and expressions learnt in this part. Or they can do the two exercises after class as homework.
Part F aims at consolidating students' speaking ability. Ask students to read the instructions for Part F and discuss wit their partners the questions closely related to new technology. Encourage students to share their opinions and report their answers to the class.
Ask students first to read Part A and then to do Part B in the Writing section of this unit on page 103 in their Workbook. The passage in Part A is a sample. After reading it, they will know how to write an article about the future school in Part B. Summary
Realcine works by making the viewers feel that they are actually in the film. unlike ordinary cinema, RealCine excites all five of people’s senses: sight, hearing, smell, tough, and even taste. VR can provide teenagers with another way to experience the world and make them work harder to make their dreams come true. VR can also do something that could never be achieved in real world. RealCine will certainly provide a fantastic opportunity for the film-making industry.
Word Power
Teaching objectives:
1.To learn how to form abstract nouns from verbs and adjectives by adding suffixes.
2.To know some words related to computers and to apply them practically. Teaching procedures:
I Forming abstract nouns from verbs and adjectives
Step 1 Lead-in
Finish the sentences with the words in blanket.
1.Many wild animals _______________ have disappeared because people have
destroyed their living environment. We have to take some actions to prevent the ___________ of wild animals. (disappearance; disappear)
2.The new motorway between the two cities has finally __________. It’s good news
for people who have to travel a lot there.
The manager made a speech at the __________ ceremony of the supermarket.
(open; opening)
3.Thanks to his ___________, we are all saved, and all of us think he is such a
_______ person. (kind; kindness)
4.The man carried the boy to __________ as the train come over, and the boy was
_________ at last.
Step 2 Introduction
Make comparison between individual nouns and abstract nouns.
Tip: an abstract noun is a noun that refers to an idea, an action, a general quality or something that we can’t see or touch directly.
Step 3 Forming rules
Group 1:verbs→abstract nouns
More examples: verb+ing (feel→feeling)
Verb+ure (fail→failure)
Verb+ance(enter→enterance)
Verb+enc e(differ→difference)
Verb+ment(develop→development)
Verb+ion (connect→connection)
Verb+ation(present→presentation)
Group 2:adjectives→abstract nouns
More examples:adj.+ty (cruel→cruelty)
Adj.+ness(ill→ill ness)
Tips:Sometimes we need to change the final letters of a word before adding suffix: produce→production silent→silence
decide→decision pretty→prettiness
please→pleasure
Step 4 Additional information
Most abstract nouns are uncountable, only a few of them are countable:
hope→a hope; idea→a idea; situation→a situation
youth(青春)→a youth（青年人）;
power（电力）→a power（大国）；
beauty（美丽）→a beauty（美人，美的东西）
Step 5 Exercise(P46)
II Words related to computers
Step 1 revision
Have Ss look at the picture and revise names of some parts of the computer. (screen, monitor, speaker, keyboard, mouse, CD-Rom, printer)
Step 2 Words expand
Teach Ss to learn more words related to computers, especially the most up-to-date hardware: (hard drive, floppy disk, floppy disk drive, U-Disk, ROM, RAM, CPU) Step 3 practice
Finish the exercise to apply these words practically.
Step 4 more words related to computers
If we haven’t sound card, we can’t enjoy the beautiful music by computers.
2)If we want to surf online, we just need to connect the computer with cables by
network card.
3)Your photos are so beautiful, and I can use the scanner to copy them into my
computer.
4)Sometimes the information in the floppy disk is easily to be destroyed, so we can
use a CD-writer to store the information for a long time.
Step 5 Homework
1.Revise what we have learned in this period.
2.Preview Tasks
Grammar and usage
Teaching aims
1.Target language
1General introduction of the Passive voice.
2.Modal verbs and the passive voice
3.Verbs often used in Passive V oice
2. Ability goals
Enable the students to get a general understanding of the passive voice.
3.Learning ability goals
Help the students to learn how to use the passive voice in a reporting article. Teaching important points
The use of the passive voice
Teaching difficult points
How to teach the students to use passive voice in different tenses.
Teaching methods
Explaining and practicing
Teaching aids
A computer and a blackboard
Teaching procedures & ways
Step I Revision
Have a revision of the abstract nouns
Step II. Grammar
In this step the students will learn the interchange between the passive voice and the active voice, the basic verb form of the passive voice, and some special passive patterns
. Point out the verb, the subject and the object in the following sentences:
We keep food in the fridge.
The boy broke the glass.
We must close the windows and the door
Change these sentences into the passive voice:
We keep food in the fridge.
The boy broke the glass.
You must close the windows and the door.
How can we change a sentence into passive voice ?
1.Find out the subject of the sentence and use it as the subject of the sentence with
the passive voice.
2. Decide the tense of the sentence and use the related form of its passive.
3. If necessary, use “by” to join the former subject, which should be put into its object form.
When do we use the passive voice ?
1. 不知道或没必要指出动作的自行者。

2. 强调动作的承受者
3.动作的自行者有较长的修饰语。

5.出于礼貌，不愿意说出动作的执行者。

Change the following sentences into the passive voice:
Please read Point 3 on Page 48. Read it carefully
Fill in the blankets with the right form of the words given:
1.I ___________(give) a new book by my father on my birthday.
2.English ___________(find) very useful.
3.The work ______________(finish) tomorrow.
4. The flowers ______________(water) by them now.
5.The railway ________________(build) this time last year.
6. The new way _______ already _________(build).
7. The new railway ___________ (build) by the end of last year.
8. He told me the sports meeting _____________(hold) the next month.
9. Rice ___________(grow) in the south of the States.
Change the following sentences into passive voice and ask questions about the underlined parts:
voice.
Look at the following table and try to fill in it. Let’s just make the word make as an
1.All of us like her. --------------- She is liked by all of us.
2.We are discussing the question ---------- The question is being discussed
3.We have put off the meeting.------------- The meeting has been put off.
4.I will develop my pictures next week.------- My pictures will be developed next
week.
How can we change a sentence with active voice into passive voice?
Follow three steps:
1.Find out the object of the sentence and use it as the subject of the sentence with
the passive voice;
2.decide the tense of the sentence and use the related form of its passive;
3.if necessary, use by to join the former subject, which should be put into its object
form.
Some exercises:
I. Change the following sentences into the Future Passive V oice and ask questions about the underlined parts:
1.We will build many new sports venues for Beijing Olympics.
2.I will watch the final match on TV.
3.John will carry the Canadian flag at the opening of the Olympics.
4.We will make the flags by hand.
5.I will take care of your pet dog while you are away.
6.We will spend almost 100 million Yuan on this program.
II. Fill in the blanks with the right form of the words given.
1.I _______ ( give) a new book by my father on my last birthday.
2.English ______( find) very useful.
3.Your pen _______( write) quite smoothly.
4.Meat _________(cut) easily.
5.This shirt _______(feel) much softer than that one.
6.The problem requires ________( study) with great care.
7.The question is easy _______(answer).
8.Nobody was ________(blame) for the accident.
9.The work _______(finish) tomorrow.
10.The flowers ________(water) by them now.
Help the students learn some special passive patterns Let them read Point 4 carefully. Step III Practice
In this step, the students will practice using the passive voice in a report article.
Give the students several minutes to read the four exhibit and find the sentences with the active voice and change them into the passive voice. After that, let the students complete the following report on Page 49.
After students finish it, check the answers. Then let them read the sentences in the passive voice in the report.
Step IV.
被动语态的各种句型：1。

单宾语结构。

2。

双宾语结构。

3. 复合宾语结构。

在主动语态中，有些使役动词和感观动词后接不带to的不定式作宾语补足语。

但在被动语态中，要改为带to的不定式作主语补足语。

如：see/hear/make sb. do sth.
Sb. be seen/heard/made to do sth.4。

含情态动词的被动结构.
情态动词+ be+ 过去分词
5。

短语动词结构。

相当于及物动词的短语动词也可以有被动语态。

如：look after, give up, take care of, pay attention to, make use of, put off, wake up, put out 等。

Notice:
1.只有及物动词和及物动词短语才可以有被动语态。

不及物动词，不及物动词
短语或系动词没有被动语态。

如：happen, go on, take place, belong to, sound, feel等。

2. 有些动词常用主动形式表示被动的意思，如：act, cook, keep, look, open, write, read, sell, wash等。

3. 在一些固定句型中常用被动语态。

如：Let the students read Points 1 and 2 on Page 48 and get a general idea of the passive voice. After they have known the basic form of the passive voice and the interchange between the passive voice and the active voice, give them some explanations about different tenses of the passive voice. It is said that …It is reported that…It is hoped that …It is well known that …It is believed that …It must be admitted that …It must be pointed out that 被动语态与系表结构：
被动语态表示动作，句子主语是该动作的承受者，过去分词表示动作；而系表结
构表示状态，说明主语的特点或所处的状态。

Feedback:
Choose the best answers:
Task Writing a proposal
Teaching aims:
1.Help Ss distinguish between facts and opinions
2.Help Ss how to ask for information when interviewing someone
3.Help Ss how to write a business proposal, a report or a letter formally Teaching Procedures:
Step one: Lead in and presentation
1. Why should we be able to tell facts from opinions?
In order to make good judgements and draw conclusions
2. What is a fact?
A fact is a piece of information that is proved to be true.
When people talk about facts, they may mention: statistics names dates places
3. What is an opinion?
An opinion is a feeling or belief that is not founded on certainty or proof.
When people talk about opinions: they may start their sentences with:
In my opinion… I don’t believe/ think that….
It seems that/looks like…
Step two: Practice
Ask Ss to finish part A and B on page 52
Then check answers together
Step Three: Step 1: completing a note sheet
1.Read the letter written by Cao Ying
plete the following note sheet
Note sheet
Name of Student: ____________ Class:_________________
Date of visit to computer room: ________ Time: ________________ Computer number:_______________________
Problems with computer: ___________________________________________ Solution tried: ____________________________________________________ Other problems: _________________________________________________ Comments: ______________________________________________________
Step Four: Skills building 2: Asking for information
1. To find out information about the following points:
1) usual time of the interviewee doing a particular activity
2) frequency of the interviewee doing it
3) reasons for doing it
4) problems found when doing it
5) recommendations for improvement
2. To find out the information by asking the following questions
1) When/what time do you usually…?
2) How often do you..?
3) How many times a week/a month/… do you…?
4) Why do you…?
For what reasons do you…?
5) What problems have you got when you…?
6) What do you think can be done to solve the problems?
3. To finish the exercises on page 54
Step Five: Step2---finding out about the computer room
1. Listen and finish part A on page 54
2. To finish part B
Step Six: Skills building3: formal writing
General rules:
Do not be personal. Always be polite
Do not tell jokes or try to be funny. Use a serious tone.
Do not use contractions or unnecessary abbreviations. Use formal greetings and endings.
Do not use slang. Use titles and surnames.
Use dear Sir/Madam if
you don’t know the
person’s name.
Finish the exercises on page 56
Step Seven: Step3 ---- Writing a proposal for a new computer room
1. Read the information given on page 56
2. To finish the survey about the school computer room—Summary
3. To finish the writing
Homework: preview the new lesson
Project
Teaching aims:
1.Make sure Ss know about a science fiction story
2.Improve Ss’ writing ability.
3.Encourage students to do teamwork and learn to cooperate with each other.
4.Ask Ss to cooperate with others.
Teaching Important and difficult points:
1.To know the general idea of the summaries of three science fiction stories.
2.Make sure Ss know how to write a science fiction story.
Teaching methods:
1.Get students to know about some useful information about a sample project by
reading
2.Ask students to do teamwork to finish the project.
3.Let students search some useful information about the project and write down
important information.
4.Encourage students to make group discussion to know how to write a science
fiction story.
Teaching procedures:
Step one: Presentation
Ask Ss to read the guidelines on Page 58 and know what a science fiction story is. Step two: Reading
Let Ss read the first summary and find out the answers to the following
questions:
Who wrote the story Journey to the Centre of the Earth?
What is the novel about?
How could they enter the Earth?
Let S read the second summary and find out the answers to the following
questions?
Who wrote this novel? And what is it about?
What creatures did he discover? What are they?
Let S read the third summary and find out the answers to the following
questions?
Who wrote this novel? And what is it about?
How can they guide the lost spaceship safely aback to the Earth?
Step Three: Detailed reading
Step Four: Language Focus
1. dead deadly dying
The volcano is dead. (没有生命的)
The whole place seems dead, which makes me scared.
The old man has been dead for ten years. (已故的)
Please keep the bottle in a safe place, for there is a deadly poison in it.(致命的) He is our deadly enemy. (不共戴天的)
I am dying for a drink/ to read John’s new book. (渴望)
2. Com across
In the course of the experiments, they came across a series of problems.
3. nameless
He was a nameless 13th century poet. （不知名的）
He had received information from a nameless source in the government. （匿名的）
She has a nameless fear after hearing the bad news. (不可名状的)
4. In experienced 无经验的
Informal incorrect inconvenient inaccurate incomplete
Impossible impolite immoral irregular irresponsible irresistible illegal illogical
unhappy untrue uncomfortable
5. Rescue / save
The police rescued the hostages. ( 从危险、囚禁中搭救…)
It was too late to save the sick man, and he died. (救出，援救，侧重保全性命和避免损失)
Guide 引导，指导，指引
He guided the child across the street. （领着）
The party will guide the country through the difficulties ahead. (领导)
Step Five: Workbook
Ask Ss to finish part D1-D2 on page 103
Homework:
Go over what you have learnt in this unit。