高二上人教版Unit4Agardenofpoems。

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Unit4Agardenofpoems
Teachingaimsanddemands:
1.TalkaboutEnglishpoetry.
2.Talkaboutliteratureandpoetry.
3.Learnthefollowingwordsandexpressions:
poempoetintentionrecitemadpatterndialoguesortfantasylonelinesssadnessgloryabsencedistrictatmosphereintroductiontranslatetaleshadeextraordinaryidiomdustcrowapartessayrecommendcontribute
put…togetherplaywithcallupstandoutlightup
comeintobeingsendforcontributeto..
4.Practiseexpressingintention
5.词汇拓展
poem(n.)→poetry(n.)→poet(n.)
absence(n.)→absent(adj.)
translate(vt.)→translation(n.)
contribute(vt.)→contribution(n.)
6.句型结构
Poetryalsocallsupallthecolours,feelings,experiencesandcuriousimagesofadreamworld.
Hissonnets,however,belongtothebestEnglishpoetry.
Beforetheendofthecentury,therewasanotherfamouswriter,JohnMilton.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
GreatlylovedinChinaaretheEnglishRomanticpoets.
Theycanhelpustounderstandeachotherbetter,orasMuDanwrote:…
Quietly,weembraceinaworldlitupbywords.
IfIseeyounexttonever,howcanIsayforever?
7.LearnaboutthePastParticiple(3):usedasAdverbial
8.Writeareview
教学难点
(1)如何循序渐进地引导学生去了解英语诗歌，懂得去欣赏发现诗歌中的美，在一定程度上学会去分析英语诗歌的韵律，意境及情境，最终明白“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话包含的道理。
(2)分词用法的总结与难点解析。
(3)帮助学生形成一定的审美观，学会用自己的角度去思考和发现西方文化的美感和人文色彩。
课时安排
Period1.WarmingupListening
Period2.Speaking
Period3.Reading
Period4.LanguagestudyGrammar
Period5.Integratingskills
Period1Warminguplistening
TeachingAims:
1.Talkaboutrhymes,songs,limericksandpoemstoraisethestudents’interestinpoetry.
2.Improveingthestudents’listeningability.
3.Introducesomepoemstothestudents.
Teachingdifficultpoints:
1.Toteachthestudentshowtograspthedetailedinformationtofinishthelisteningtask.
2.Howtomakeeverystudentsactiveinthislesson.
TeachingAids:acomputer;aprojector
TeachingProcedures:
(Playthesong“Thecolorofthewind”)
StepIGreetingsandLeadin.
Justnowwe’veenjoyedasong.Doyoulikeit?
Thiskindofsongsbelongtopoetry.Andsodorhymesandlimericks.Rhymesandlimerickscanbeveryinteresting.Solet’senjoythemnow.
Doyoulikepoetry?Whyorwhynot?
Whatkindofpoems,songsorrhymeshaveyouread?
Canyoureciteany?
StepIIWarmingup.
1)Listenandreadtherhyme
Good,better,best!
Neverhaveitrest!
Tillgoodisbetter!
Andbetter,best!
2)Listenandreadthelimerick.
Peoplelaughandpeoplecry.
Somegiveup,somealwaystry.
Somesayhiwhilesomesaybye.
OthersmayforgetyoubutneverI.
Ok.Nowpleaseopenyourbooksandturntopage25.Let’senjoytwomorelimericks.
3)Readthelimericksandask“Whatisthepatternofeachpoem?
StepIII.Pre-listening
T:Itseemspoemsarereallyinteresting.I’dliketoknowmoreaboutpoetry.
ButwherecanIfindacertainpoem?Arepoemsputtogetherincollectionsofpoetry?
Maybethesequestionscanhelpus.
Whowrotethem?
Whataretheyabout?
Whenweretheywritten?
StepIV.Whilelistening
Incollectionsofpoetry,poemsareputtogetherbecausetheybelongtothesamegroup.
Theycanbesortedbydifferentwriters,ortheycanbesortedbyacertaintopicoracertainperiodoftime.
1.Listentothetapeandlistthenameofthebooksonpoemsbydifferentwriters.
(Suggestedanswers:AGardenofPoems”
“1001SongsorPoemsinEnglish”
2.Listentothetapeandlistthetheinformationofpoemsbyacertaintopic
Suggestedanswers:Thetopiccanbehumanfeelings(humourlove…)
“PoetryaboutNature”(flowers,trees,plantstheoldcountryside)
“TheEarthisPaintedGreen”
3.Poemsbyacertainperiodtime
Suggestedanswers:“EnglishPoemoftheEarly17thCentury”
“PoetryBetweentheWorldWars”
4.OK,Sincewelearnedsomeaboutpoems.Nowlet’slistentotheareaderandawomanworkinginthelibrary.Firstlistentothetapeandtickthewordsthatareusedbythewoman.
Suggestedanswer:poem,collection,theWorldWars,Thecountrysideandnature
5.Listentothetapeagainandanswerthefollowingquestions.
1)Whatisthedialogueabout?
2)WhatkindofbookisAGardenofPoems?
3)Whichperiodismeantwhenwesay“betweentheWorldWars”?
4)Howshouldyoureadabooksuchas1001SongsandPoemsinEnglish?
5)Whichtopicforpoetrydoesthestudentlike?
StepV.Post-listening
1.T:OK.Whattopicforpoetrydoyoulike?
T:SometimesEnglishpoemscanbereadinareallyinterestingway.NowI’dlikeyoutoenjoyoneofthem.
Arhyme
Pickanapple
Pickapear
Pickabananaoverthere.
Let’sworkandlet’splay,
Pickingappleseveryday.
2.Listenandimitate.
StepVI.Listeningontheworkbook.
Good.I’mreallyinterestedinpoemsandIwanttoknowwhyourancestorsinventpoetry.Doyouknowthereason.Ifyoudon’tknow,let’slookatthefollowingquestions.
1)Beforetheinventionofwriting,wasthereanyotherwaybuttorememberimportantthings?
2)Wererhymeandrhythmveryhelpfulwhentheyaretryingtorememberthings?
3)Whydidourancestorsinventpoetry?
4)Whatisthelistening

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!
课后记：
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(十四行诗).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadn

sp;thisshortpassage,what’syourpointofviewaboutthedestiny(命运)ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4Ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscussionwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!
Step5Homework
Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot
课后记：
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望庐山瀑布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.
------modernJAb88.coM

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.).七步诗.)
Task2
T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.
Q:Canyouuseyourownwordstoexplainit?
A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
Step6Enjoyment
T:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?
A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.
2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest.
T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.
(Aftertheendofthevideo,showthenextslide)
T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.
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.
哀希腊
拜伦
希腊群岛呵，美丽的希腊群岛！
火热的萨弗在这里唱过恋歌；
在这里，战争与和平的艺术并兴，
狄洛斯崛起，阿波罗跃出海面！
永恒的夏天还把海岛镀成金，
可是除了太阳，一切已经消沉。开奥的缪斯，蒂奥的缪斯，
那英雄的竖琴，恋人的琵琶，
原在你的岸上博得了声誉，
而今在这发源地反倒喑哑；
呵，那歌声已远远向西流传，
远超过你祖先的“海岛乐园”。起伏的山峦望着马拉松－
马拉松望着茫茫的海波；
我独自在那里冥想一刻钟，
梦想希腊仍旧自由而欢乐；
因为，当我在波斯墓上站立，
我不能想象自己是个奴隶。
DonMclean–Vincent
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.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
T:Canyouthinkofanotherwaytoexpresstheseideas?
Suggestedanswers:
1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.
T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?
Suggestedanswers:
1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shot
Step4Practice
Showthesentencesonthescreen.
1.Thecastle,burneddownin1943,wasneverbuilt.
2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.
Suggestedanswers;
1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷为平地的那座城堡，再也没有重建。
2.Inthesecondsentence,“leftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.
Suggestedanswers:
1.AT2.AD3.AD4.AT
Step5Consolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
5.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbial.Let’shavearevisionandmakeacomparison.
1.共同点:现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Lookingfromthetopofthehill,wecanseethewholetown..
错误:Beinganorphan,thevillagerstakegoodcareofthechild.
正确:Seenfromthehill,ourschoollooksmorebeautiful.
错误:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同点:现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和“进行”;过去分词的一般式常表“被动”和“完成”.
式语态及物动词make的主动语态及物动词make的被动语态
不及物动词rise
现在分词一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
过去分词maderisen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……”的概念,常用过去分词,而不用现在分词的被动式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.现在分词的完成被动式和过去分词两者都可表示“完成”和“被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Step7Practice
“分词”专项能力训练题
单项填空
1.What’sthelanguage_______inGermany?
A.speakingB.spokenC.bespokenD.tospeak
2.Hehadhisleg________inthematchyesterday?
A.tobreakB.brokenC.breakD.breaking
3.Itwassocoldthathekeptthefire_______allnight.
A.toburnB.burnC.burningD.burned
4.She’supstairs_________letters.
A.writesB.iswritingC.writeD.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.
课后记：
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.
<>

延伸阅读

高二上人教版Unit2Newsmedia

Unit2Newsmedia

Ｉ．单元教学目标

技能目标Goals

▲Talkaboutnewsandthemedia

▲Practiseexpressingopinions

▲LearnaboutthePastParticiple(1)：usedasAttributeandPredicative

▲Writeacomparisonparagraph

ＩＩ．目标语言

功

能

句

式

Practiseexpressingopinions

Whatdoyouthinkof...?

What’syouropinion?

Whydoyouchoose...?

Perhaps...ismoreimportant.

Iwouldratherchoose...

Idon’tthinkweshouldchoose...

Maybeitwouldbebettertochoose...

Ourreaderswanttoknowabout...

词汇

1.四会词汇

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

2.认读词汇

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

3.词组

goup,burndown,foronce,beaddictedto,evenif,

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

4．重点词汇

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

update

语法

过去分词作定语和表语

重

点

句

子

1．Theeditor’sjobistokeepthenewspaperbalancedandinterestingtothereaders.

2.Therudeandnoisygroupmadeitdifficultfortheworkertogetintothefactory.

Ⅲ.教材分析与教材重组

1.教材分析

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

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

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

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

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

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

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

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

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

2.教材重组

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

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

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

2.4将INTEGRATINGSKILLS设计为一节“综合实践课”。

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

3.课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1stperiodWarmingupListening

2ndperiodSpeaking

3rdperiodReading

4thperiodIntegratingSkills

5thperiodGrammar

Ⅳ.分课时教案

TheFirstPeriodListening

Teachinggoals教学目标

1.Targetlanguage目标语言

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

2.Abilitygoal能力目标

Listentoadialogueandfromthedialoguethestudentsshouldhaveanopinionthatpeoplewillhavedifferentreportsaboutthesameevent.

3.Learningabilitygoal学能目标

Listentoadialogueandbeabletoexpressone’sopinioninapositiveornegativeway.

Teachingimportantpoints教学重点

Talkaboutnewsandmedia

Teachingdifficultpoints教学难点

Howtoimprovestudents’listeningabilityandteachthem

toexpressopinions.

Teachingmethods教学方法

1.Listeningtothetape(individuals).

2.Discussionafterlisteningtothematerials.

Teachingaids教具准备

1.Arecorder

2.Aprojector

3.Acomputer

Teachingproceduresways教学过程与方式

StepILeadingin

T:Goodmorning,boysandgirls!Look,whatisinmyhand?

Ss:Anewspaper.

T:Whatcanwegetfromanewspaper?

Ss:Wecanlearnwhathashappenedorishappeninghomeandabroad.

T:Good.Doyoureadnewspaperseveryday?

S1:No,Isurfontheinternet.Inmyopinion,themostpopularandconvenientwayistosurfontheinternet.

S2:Iwouldliketolistentoradio.

S3:IwatchTVeveryday.

S4:Iprefertoreadmagazines.Therearephotosinmagazines.Theyarepleasingtotheeyes.Andphotoshelpustounderstandthearticles.

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

StepⅡWarmingup

Firsttheteacherwillshowstudentsdifferentnewsmedia.Thentalkaboutthemandcomparethesenewsmedia.

T:Boysandgirls,pleaselookatthequestionsonthePowerPoint.I’dlikeyoutodiscussthemwithyourpartnerfor3minutes.ThenIwillaskyoutospeakoutyour

opinions.

Afterstudentsexpresstheiropinions,showthepossibleanswersonthePowerPoint.

Possibleanswers:

1.IthinkTVisthemostreliablenewsmedia.Becausewecanseewhoisresponsibleforthenews.

2.Websiteskeeponupdatingthenews.Soonwebsitesyoucanalwayslearnthelatestnews,sometimesevenwithaudioandvideo.

FromTVyoucanseeboththebroadcasterandvideos.Fromradioyoucanonlyhearthevoicewithoutseeingthescenes.Youcanreadnewspapereverywhere.Itiseasytogetmagazinesandwecantakelongertimetoreadthem.

3.ItrustTV,leadingpapersandimportantradiostations.

4.No.

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

StepⅢPre-listening

AskstudentstolookatthetwopicturesonPage10.Talkaboutthetwopicturesfirst.Askstudentstousetheirimaginationanddescribethescenes.Trytothinkofasmanywordsaspossibletodescribepeople.

StepⅣListening

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

StepⅤDescribingpeople

Showthefollowingpassagestothestudents.Askthemtoreadthepassagesandspeakoutwhatimpressionthepeoplegivethem.Aretheydescribedinapositivewayoranegativeway?

T:Ok.Boysandgirls.Lookatthetwoshortpassages.Trytojudgewhethertheyaredescribedinapositivewayornot.

JohnTrussell

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

ChuckTetzlaff

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

Ss:Theyaredescribedinapositiveway.

T:Readthefollowingpassage.Trytojudgetheman’sattitudetowardslife.

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

Hecommented,“I’mnotsosureaboutthiselevator.”

“Oh?Whynot?”Iasked.

“Itwasslowgettingtous,anditsoundsfunny.”

“I’msurewe’llmakeit,”Iencouragedhim.

“Idon’tknow.Younevercantellaboutthesethings.”

Whenwearrivedatthefirstfloor,Isaid,“Well,wemadeit!”

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

Ss:Theman’sattitudeisnegative.

T:Yes,youarequiteright.Beingpositivemakeslifeenjoyable.

Readthefollowing.Itwillhelpyoutobecomepositive.

Changingnegativethoughts

Situation

Negative

thoughts

Otherexplanations

Gettingcritical

feedbackfor

anessay

Iamstupid.

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

Myfrienddoes

notwanttosee

metonight.

Theydon’t

careabout

meanymore.

Theysaidtheyhadtoworktonight-thisismostlikelytrue.Wesaweachotherattheweekendandhadagoodtime.Theysaidsomenicethingstomelatelyandseemedtocarethelasttimewemet.

T:Afterwelearnsomuchaboutnegativeandpositivedescription.I’msureyoucandescribepeopleinbothways.Today’shomeworkistodescribesomeonethatyou

arefamiliarwithinanegativewayandtheninapositiveway.

StepⅥHomework

1.FinishthelisteningexercisesonPage88.

2.Trytodescribesomeonethatyouarefamiliarwithinanegativewayfirstandtheninapositiveway

高二上人教版Unit1Makingadifference

Ｉ．单元教学目标

技能目标Goals

Talkaboutscienceandscientists

Practisedescribingpeopleanddebating

Learnmoreabouttheinfinitive

Writeadescriptiveparagraph

ＩＩ．目标语言

功

能

句

式

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

词汇

1.四会词汇

undertake,analysis,obvious,within,agriculture,

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

graduate,research,wheelchair,disable,theory,

seek,misunderstand,scientific,observe,match,

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

2.认读词汇

AlbertEinstein,genius,inspiration,perspiration,

AlfredNorthWhitehead,quote,radioactivity,biologist,

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

GalileoGalilei,FrancisBacon,geographer,Copernicus

3.词组

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

turnout,useup,besatisfiedwith,takealookat,whatif,

theotherwayaround

4．重点词汇

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

match,predict,patient

语法

不定式的用法

TheinfinitiveusedasSubject,Attribute,ObjectandAdverbial

重

点

句

子

1．Nordidheletthediseasestophimfromlivingthekindoflifehehad

alwaysdreamedof.

2.Itisnotnecessarytobeagreatscientisttomakeadifferenceinthe

world.

Ⅲ.教材分析与教材重组

1.教材分析

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

1.1WARMINGUP通过名人名言引导学生学会描述人。

1.2LISTENING是描述科学家的材料。

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

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

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

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

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

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

1.9TIPS介绍了学英语的科学方法。鼓励学生科学的对待学习。

2.教材重组

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

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

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

2.4将INTEGRATINGSKILLS设计为一节“综合实践课（一）”。

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

3.课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1stPeriodListeningSpeaking

2ndPeriodReading

3rdPeriodGrammar

4thPeriodIntegratingSkills(1)

5thPeriodIntegratingSkills(2)

Ⅳ.分课时教案

TheFirstPeriodListeningSpeaking

Teachinggoals教学目标

1.TargetLanguage目标语言

a.重点词汇和短语

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate

b.交际用语Learnthefollowingbyheart.

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

2.Abilitygoals能力目标

Enablestudentstotalkaboutscienceandscientists.

Helpthemlearntodescribepeopleandpractisedebating.

3.Learningabilitygoals学能目标

LetSslearnhowtodebatebytalkingaboutwhich

branchisthemostimportantandusefultosociety.

Teachingimportantpoints教学重点

Learnthepatternsusedtodescribepeopleanddebating

Teachingdifficultpoints教学难点

Howtodescribepeopleandhowtodebate.

Teachingmethods教学方法

1.Listeningtothetape(individuals).

2.GroupworkDebating(cooperativelearning).

Teachingaids教具准备

ataperecorder,aprojectorandacomputer

Teachingproceduresways过程与方式

StepIWarmingup

ShowthephotosofsomegreatpeopleonthePowerPoint.Askstudentswhethertheyknowwhotheyareandwhattheyarefamousfor.ThenshowthequotesonthePowerPoint.Askstudentstomatchthepictureswiththequotes.Thenhelpstudentstounderstandthequotes.

T:Welcomebcktoschool,boysandgirls!Gladtoseeyouagain.

Ss:Gladtoseeyou,Mr.…/Ms….

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

ShowthepictureofAlbertEinsteintotheclass.

S1:AlbertEinstein,agreatscientist.

T:Whatisheknownfor?

S2:TheoryofRelativity.

T:Hereisabriefintroductionofhim.Pleaselookatthescreen.

ShowthefollowingsentenceonthePowerPoint.

Einsteincontributedmorethananyotherscientisttothemodernvisionofphysicalreality.Hisspecialandgeneraltheoriesofrelativityarestillregardedasthemostsatisfactorymodelofthelarge-scaleuniversethatwehave.

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

Askthestudentstodiscusswiththeirgroupmembers.Twominuteslaterchecktheanswerswiththewholeclass.

SuggestedanswersareshownonthePowerPoint:

Nothinginthisworldistobefeared…onlyunderstood.(MariaCurie)

Geniusisonepercentinspirationandninetypercentperspiration.(ThomasAlvaEdison)

Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious.(AlfredNorthWhitehead)

Youcannotteachamananything；Youcanonlyhelphimfinditwithinhimself.(GalileoGalilei)

T:Ok.I’dlikeyoutoexplainthequotes.

S1:IamveryfamiliarwithEdison’sGeniusisonepercentinspirationandninetypercentperspiration.

T:Howdoyouunderstandit?

S1:Everyoneneedstoworkhardtosucceed.

T:Thanks.Pleaserememberifyouwanttobecomesuccessful,youneedtoworkhard.Hardworkleadstosuccess.

Introducetheotherquotesinthesameway.

Theexplanationofthequotes:

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

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

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

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

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

T:Doyouknowanyotherquotesaboutscienceandthinking?

S:Yes,Iknowsome.

Yousee,inlife,lotsofpeopleknowwhattodo,butfewpeopleactuallydowhattheyknow!

Knowingisnotenough,youmusttakeaction.—AnthonyRobbins

Actionisfoundationalkeytoallsuccess.—AnthonyRobbins

SuggestedanswerstoQ34.

3.SirIsaacNewton:

TheUniversalLawofGravitation

CharlesDarwin:

OntheOriginofSpecies

4.Hardwork,imagination,creativity,persistenceandcuriositymakescientists

successful.I’dliketolearnthestoriesofhowtheysucceeded.

StepIIListening

T:Aftertalkingaboutthescientists,wewilllistentothetape.

Pleasetrytojudgewhothefamousscientistsdescribed

onthetapeare.Andfinishtheexercises.

Afterlistening,checktheanswerswiththewholeclass.

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

T:WhatareyouinterestedinS1?

S1:I’minterestedinBiology.Iwanttobeabiologist.IwanttomakegooduseofGMtoproducemorefoodforpeople.

T:Goodidea.Thenwriteashortpassageaboutyourdreams.Youshouldfinishitwithin5minutes.

Fiveminuteslater,showseveralcopiesontheprojectorandcheckwiththewholeclass.

StepIIISpeaking

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

ShowthefivebranchesBiology,Maths,Chemistry,PhysicsandComputerscienceonthePowerPoint.

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

ShowtheusefulexpressionsonthePowerPoint.

That’scorrect.

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

StepⅣPractice

Threeminuteslater,thedebatebegins.Afterthedebate,theteacherwillsumup.

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

ThenaskstudentstodothetalkingonPage82.

T:Goodnewsforyou.Afamousscientistiscomingtovisitourschool.Wouldyouliketomeethim/her?

Ss:Yes.

T:Luckilyyouhavebeenchosentomeetandinterviewhimorher.

Ss:Whereisthescientist,whoisheorshe?

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

Threeminuteslater,thestudentsareaskedtoactouttheinterview.

T:Welldone.Manyofyouaresointerestedinscientists’stories.Afterclasspleasefindmoreinformationofyourfavouritescientists.

StepⅤHomework

FinishthelisteningexercisesonPage81.

Surfontheinternetorusethelibrarytofindmoreaboutscientists.

高二上人教版Unit3Artandarchitecture

Unit3Artandarchitecture

Ｉ．单元教学目标

技能目标Goals

▲Talkaboutartandarchitecture

▲Learntoexpresspreferences

▲LearnaboutthePastparticiple(2):usedasObjectComplement

▲Writeaboutadvantagesanddisadvantages

ＩＩ．目标语言

功

能

句

式

Learntoexpresspreferences

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

词汇

1.四会词汇

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

2.认读词汇

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

3.词组

actas,fillupwith,belongto,setaside

4．重点词汇

preference,design,furniture,impress,create

语法

ThePastParticipleusedasObjectComplement

重

点

句

子

1．preferdoingtodoing

2.动词+宾语+宾语补足语结构

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

Ⅲ.教材分析与教材重组

1.教材分析

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

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

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

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

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

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

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

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

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

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

2.教材重组

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

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

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

2.4将INTEGRATINGSKILLS设计为一节“综合实践课”。

3.课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1stperiodListeningSpeaking

2ndperiodReading

3rdperiodGrammar

4thperiodIntegratingSkills(I)

5thperiodIntegratingSkills(II)

IV.分课时教案

TheFirstPeriodListeningSpeaking

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

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

inahurry

b.交际用语Learnthefollowingbyheart.

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

2.Abilitygoals能力目标

Enablestudentstoexpresstheirpreferences.

3.Learningabilitygoals学能目标

Throughlisteningandspeakingactivities,studentswilllearnhowtoexpress

theirpreferences.

Teachingimportantpoints教学重点

Learningthepatternsusedtoexpressone’spreferences.

Teachingdifficultpoints教学难点

Makingupanotherdialogueandactitoutinclass.

Teachingmethods教学方法

1.Listentothetape(individuals).

2.Pairworkstopracticethedialogueandmakeupanotherdialogue(cooperativelearning).

Teachingaids教具准备

1.Arecorder

2.Aprojector

3.Acomputer

Teachingproceduresways教学过程与方式

StepIBrainstorm

Gooverthevocabularyoffurniture，andthiswillhelpstudentstodothelisteningcomprehensionexercises.

T:Goodmorning/afternoon,class!

Ss:Goodmorning/afternoon,Mr.…/Ms…!

T:First,I’dlikeyoutoplayagame.Iwilldivideyouintoseveralgroups.Each

groupwilltrytothinkasmanywordsaboutfurnitureasyoucanwithintwo

minutes.

Thegroupthatgetsthemostwordswillwin.

Twominuteslatershowthewordsaboutfurnitureontheprojector.

StepIILeadingin

T:Ifyouhaveanewhome,whatfurniturewouldyouliketobuy?

S1:Adoublebed,asofa,aTVset,atablemadeofglassandafridge.

S2:Ilikeclassicalfurniture.

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

StepIIIListening

Playthetapeforstudents.Whilelistening,thestudentsshouldgraspthekey

wordsandpaymoreattentiontothosesentencesusedtotalkaboutone’stastes

andpreferences.

Afterlisteningtothetape,dotheexercises,andchecktheanswerswiththewhole

class.Thensumuptheusefulexpressionsusedwhentalkingaboutone’stastes

andpreferences.

Theteachershowstheusefulexpresionsusedtotalkaboutone’stastesand

preferencesonthePowerPoint.

sionsusedtotalkaboutone’stastesand

preferencesonthePowerPoint.

StepIVSpeaking

TheteachershowspicturesoffouritemsonthePowerPoint.Studentsare

requestedtodescribetheirpreferences.

T:Nowlet’spracticetheseusefulexpressions.Therearefouritems.Talkabout

yourpreferenceswithyourpartner,usingtheusefulexpressions.Don’tforgettotell

uswhyyoupreferonethingtoanother.FirstStudentAplease,andIwillgiveyoua

sample.

Theteacherandonestudentwillgiveasample.

Theotherstudentslistencarefullywhiletheteacherandthestudentperformingthedialogue.

Afterseeingthesample,studentswilldopairworks.

T:OK,everyone!Nowyouaregoingtoworkinpairstotalkaboutyourown

preferences.PleaseremembertousetheusefulexpressionsonthePowerPoint.

Theusefulexpressions:

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

StepVPractice

Twominuteslater,somepairswillbeaskedtoactouttheirdialogues.

StepVIRoleplay

Dividethestudentsintoseveralgroups.Fivestudentswillmakeupagroup.Each

studentwillplayoneoftherolesonPage96.Practiseexpressingopinions.

Studentsaregiven5minutestoprepareandthensomegroupswillbeaskedto

performinfrontoftheclass.

StepVIIHomework

1.FinishthelisteningexercisesonPage95.

2.Trytofindoutthehistoryofartandarchitecture,namesofartistsandarchitects,famousbuildingsandworksofartintheworldontheInternetorfromthelibrary.

高二上人教版Unit 3 Life in the future

veralminutes.

T：Now,pleasereportyourwork.

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

G2:Herewecanfindsomespacebuildings,whicharemadeofadvancedbuildingmaterials.Therethescientistscancarryoutexperiments,watchotherplanetsandsoon.

S:Inthispicturewecanseeanastronautandaspaceship.Inthenearfuture,moreastronautsfromdifferentcountrieswillbeabletotraveltothespaceandcarryoutmoreexperimentssothatwecanhaveabetterunderstandingoftheuniverse.

S:Inthelastpicture,wecanseeseveraloldpeopletalkingaboutmedicine.Inthefuture,doctorswillhavefurtherresearchintodiseasesandthemedicinewillbemoreeffectiveinpreventingandcuringdiseases.

T:Wonderful.Inaword,lifeinthefutureisverymysteriousandfascinating.Yetwecandomoretomakeourfuturesaferandeasier.

2.Groupdiscussion

Task1:Predictlifeinthefuture

Thisstepisdesignedtoletthestudentschoosethemostinterestingtopicandmakeboldpredictions.

Help:

1.Thewholeclassisdividedintoeightgroups.

2.Thestudentcanchoosethegroupwhosetopicinterestshimorhermost.

3.Getthestudentsthinkofmorekeywordsorphrasesfirst.

4.Eachgrouptriestochoosetwoormorebestideastosharewiththeclass.

5.Onememberfromeachgroupisinvitedtoreporttheirwork.

After5minutes.

T:Nowit’stimetoreportyourwork.

G1:Inthefuturepeoplewillcommunicatemoreeasilyand

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

G2:Astowherepeopleworkinthefuture,theanswers

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

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

G4:Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcancerdevelops.

G5:Inthefuturepeoplewillspeakmuchfewerlanguages.BothEnglishandChinesehavebecomeworldlanguages.

G6:Inthefuturepeoplewillliveindifferentplaces.Asthepopulationisexploding,morepeoplewillprefertoliveinfarawayplaces,undertheseaorevenonthemoon.

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

G8:StudentsinthefuturewillbeabletoreceivefarbettereducationwiththehelpoftheInternetande-schools.Andtheirsubjectswillbericherandmorepersonal.

StepIIISpeaking

Thispartistoprovidethestudentswithrealisticsituationssothattheycanhavemorechancestopracticethefunctionalitems---makingpredictions

Task2:Having“doubles”ornot

Help:

1.Dividethestudentsintofourgroups.

2.Individualwork.Eachstudenthastooffermoreanswerstosupporthis/heropinion.

3.Groupwork.Eachmemberstateshisorheropinionandreasons.

4.Classwork.Groupleaderreportstheirwork.

After5minutes.

T:Nowyou’vediscussedthistopic.I’dlikethefourgroupleaderstoreportyourwork.

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

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

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

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

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

StepIVTalking(SeeWorkbookP117)

Thispartshouldbeafreetalkconcerningfuturelife.Thestudentsshouldbeencouragedtoexpresstheirownopinionsfreely.

Task3：Planningmyfuture

Help:

1.Dividethestudentsinto8-10groups.

2.Eachstudentchoosesonejobandasksasmanyquestionsaspossible.

3.Groupmembersrole-playthediscussionbyaskingandsettlingquestions.

4.Collectcreativeideasfromthegroupsandenjoythem.

Afterseveralminutes.

T:Nowlet’sinvitesomepairstoreporttheirowndiscussion.

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

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

SA:That’strue.Ishowgreatinterestinhowthesatelliteworks.Anythingelse?

SB:Beingascientist,youshouldnotonlybecuriousaboutnaturebutalsodetermined.Whiledoingexperimentsyoumaycomeacrossmanytroubles.Youshouldbedeterminedtoovercometheminordertoachieveyouraim.

SA:ThenwherecanIreceivemyeducationonsatellites,spaceetc.?

SB:Astothisquestion,youcangotothelibraryorsurftheInternetforhelp.IthinktherearequiteafewsuchuniversitiesbothinChinaandtheUSA.

SA:HowlongshouldIstudythis?

SB:Well,itdepends.Maybeaslongastenyears.

SA:Thanksforyouradvice.IthinkI’llworkhardatmylessonsandtrytoreadmoresciencebookstolaygoodfoundationsformyfuture.

SB:Goodlucktoyou.

Freediscussion

Thisstepistofurtherstimulatethestudents’curiosityaboutthefutureandambitiontostrugglefortheirownlifelongdestination.

T:Canyoupredictyourownfuture?Hereallofyouhavethechancetoexpressyouraimsordreams.

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

S:I’dliketobecomeanarchitect.I’lltrytodesignthemostbeautifulbuildingsintheworldsothateveryonewhotravelsinBeijingwantstopayitavisit.

S:Iwanttobeaphysician.I’lldevotemyselftostudyingthecauseofAIDSsothatthepeopleinAsiaandAfricaarefreefromthisdeadlydisease.

...

StepVLanguagepoints

1.double

①n.apersonwholooksexactlythesameassomeoneelse:

e.g.HeyTony,Imetsomeoneatapartylastweekwhowasyourdouble.

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

e.g.Gothroughthedoubledoorsandturnleft.

Theword“cool”hasadouble“o”inthemiddle.

2.copy

①n.somethingthathasbeenmadetobeexactlylikesomethingelse:

e.g.ThispaintingisonlyacopyoftheoriginalhangingintheLouvre.

Couldyoumakeacopyofthisfortomorrow’smeeting,please?

②v.toproducesomethingsothatitisthesameasanoriginalpieceofwork:

e.g.Patricia’sgoingtocopyhernovelontodiskandsendittome.

Hetendstocopyhisbrotherinthewayhedresses.

StepVIHomework

1.Consolidation

T:Todaywehavelearnedsomuchaboutmakingpredictions.Idohopeyoucanpractisemoreafterclass.

2.Topic

T:Hereisatopicastoday’shomework——Mydream.Pleaseshareyourdreamswiththeothersnexttime.

3.Previewthenewlesson

T:Besides,pleasepreviewthenewlessonafterclass.NowclassisoveUnit6Lifeinthefuture

I.单元教学目标

技能目标Goals

Talkaboutlifeinthefuture

LearnaboutNounClauses(2)

Practicemakingpredictions

Writeadefinitionparagraph

Ⅱ.目标语言

功

能

句

式

Makingpredictions

Itwouldbewonderfulif...

Itwouldbebadfor...if...

It’spossible/impossibletopredict...

Noonecanpredictwhat/when....

Justimagineif...

Wecanonlyguess...

词

汇

1.四会词汇

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

2.认读词汇

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

3.重点词组

catchaglimpseof,keepintouchwith,payattentionto,dealwith,instore

4.重点词汇

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

语法

NounClauses(2)名词性从句

1.Whatlifewillbelikeinthefutureisdifficulttopredict.

2.Theyarecarefulaboutwhattheyeatandexerciseregularly.

3.Theschoolsofthefutureswillprobablybedifferentfromwhattheyaretoday.

4.Wecannotbesurewhetherourdreamswillcometrue,butwecanatleastbehopefulthatoureffortstoimprovetheworldwillbesuccessful.

5.Ifwelearntoacceptchangeandappreciatewhatisnewanddifferent,wewillbewell-preparedforwhateverthefuturemayhaveinstore.

6.Thediscussiontopicfortodayiswhatschoolwillbelikeinthefuture.

重

点

句

子

1.Whatlifewillbelikeinthefutureisdifficulttopredict.

2.Onewaytocatchaglimpseofthefutureistoexaminesomeofthemajortrendsincontemporarysociety.

3.Agoodexampleofhowtransportationischangingisthenewmaglevtrain....

4.Toensuresafety,thetrainiscontrolledbyanadvancedcomputersystem.

5.TheInternetalsomakesiteasierforcompaniestokeepintouchwithcustomersandcompaniesinothercountries.

6.Peopleinthefuturewillbeabletoenjoyalongerandhealthierlifeandremainactiveeveninoldage.

III.教材分析与教材重组

1.教材分析

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

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

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

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

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

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

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

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

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

1.9Tips指导学生如何巩固自己的词汇量——建立单词收集卡片。

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

2.教材重组

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

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

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

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

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

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

3.课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）

1stperiod口语课

2ndperiod听力课

3rdperiod阅读课

4thperiod语法课

5thperiod泛读课

6thperiod写作课

Ⅳ.分课时教案

TheFirstPeriodSpeaking

Teachinggoals教学目标

1.Targetlanguage目标语言

①重点词汇和短语

prediction,inthefuture,double,exact,original,

confused

②交际用语

Makingpredictions

Itwouldbewonderfulif...

Itwouldbebadfor...if...

It’spossible/impossibletopredict...

Noonecanpredictwhat/when....

Justimagineif...

Wecanonlyguess...

2.Abilitygoals能力目标

①Enablethestudentstothinkupmorecreativeideasforthefuturelife.

②Encouragethestudentstoexpressthemselvesfreelybymakingpredictions.

3.Learningabilitygoals学能目标

①Helpthestudentstomakepredictionsbyusinggivenclues.

②Inspirethestudentstobemorecreativeinthinking.

Teachingimportantpoints教学重点

Getthestudentspredictwhatfuturelifewillbelikebyusingtheusefulexpressions.

Teachingdifficultpoints教学难点

Howtoencouragethestudentstotalkfreelyandactivelyonmakingpredictions.

Teachingmethods教学方法

1.Co-operativemethodforcreativeideas.

2.Task-basedapproachtodiscussthetopic——havingadoubleornot.

Teachingaids教具准备

1.Acomputer

2.Aprojector

Teachingprocedures&ways教学过程与方法

StepILead-in

1.Greetings.

2.Lead-in

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

StepIIWarmingup

Picturetalking

Thisstepismeanttotrainthestudentstowatchcarefullyandthinkactively.

T:Nowyouaredividedintofourgroups.Eachtriestothinkofmorethanonesentencetodescribethepicture.Thenthegroupleaderwillbeaskedtoreportyourwork.veralminutes.

T：Now,pleasereportyourwork.

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

G2:Herewecanfindsomespacebuildings,whicharemadeofadvancedbuildingmaterials.Therethescientistscancarryoutexperiments,watchotherplanetsandsoon.

S:Inthispicturewecanseeanastronautandaspaceship.Inthenearfuture,moreastronautsfromdifferentcountrieswillbeabletotraveltothespaceandcarryoutmoreexperimentssothatwecanhaveabetterunderstandingoftheuniverse.

S:Inthelastpicture,wecanseeseveraloldpeopletalkingaboutmedicine.Inthefuture,doctorswillhavefurtherresearchintodiseasesandthemedicinewillbemoreeffectiveinpreventingandcuringdiseases.

T:Wonderful.Inaword,lifeinthefutureisverymysteriousandfascinating.Yetwecandomoretomakeourfuturesaferandeasier.

2.Groupdiscussion

Task1:Predictlifeinthefuture

Thisstepisdesignedtoletthestudentschoosethemostinterestingtopicandmakeboldpredictions.

Help:

1.Thewholeclassisdividedintoeightgroups.

2.Thestudentcanchoosethegroupwhosetopicinterestshimorhermost.

3.Getthestudentsthinkofmorekeywordsorphrasesfirst.

4.Eachgrouptriestochoosetwoormorebestideastosharewiththeclass.

5.Onememberfromeachgroupisinvitedtoreporttheirwork.

After5minutes.

T:Nowit’stimetoreportyourwork.

G1:Inthefuturepeoplewillcommunicatemoreeasilyand

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

G2:Astowherepeopleworkinthefuture,theanswers

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

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

G4:Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcancerdevelops.

G5:Inthefuturepeoplewillspeakmuchfewerlanguages.BothEnglishandChinesehavebecomeworldlanguages.

G6:Inthefuturepeoplewillliveindifferentplaces.Asthepopulationisexploding,morepeoplewillprefertoliveinfarawayplaces,undertheseaorevenonthemoon.

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

G8:StudentsinthefuturewillbeabletoreceivefarbettereducationwiththehelpoftheInternetande-schools.Andtheirsubjectswillbericherandmorepersonal.

StepIIISpeaking

Thispartistoprovidethestudentswithrealisticsituationssothattheycanhavemorechancestopracticethefunctionalitems---makingpredictions

Task2:Having“doubles”ornot

Help:

1.Dividethestudentsintofourgroups.

2.Individualwork.Eachstudenthastooffermoreanswerstosupporthis/heropinion.

3.Groupwork.Eachmemberstateshisorheropinionandreasons.

4.Classwork.Groupleaderreportstheirwork.

After5minutes.

T:Nowyou’vediscussedthistopic.I’dlikethefourgroupleaderstoreportyourwork.

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

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

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

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

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

StepIVTalking(SeeWorkbookP117)

Thispartshouldbeafreetalkconcerningfuturelife.Thestudentsshouldbeencouragedtoexpresstheirownopinionsfreely.

Task3：Planningmyfuture

Help:

1.Dividethestudentsinto8-10groups.

2.Eachstudentchoosesonejobandasksasmanyquestionsaspossible.

3.Groupmembersrole-playthediscussionbyaskingandsettlingquestions.

4.Collectcreativeideasfromthegroupsandenjoythem.

Afterseveralminutes.

T:Nowlet’sinvitesomepairstoreporttheirowndiscussion.

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

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

SA:That’strue.Ishowgreatinterestinhowthesatelliteworks.Anythingelse?

SB:Beingascientist,youshouldnotonlybecuriousaboutnaturebutalsodetermined.Whiledoingexperimentsyoumaycomeacrossmanytroubles.Youshouldbedeterminedtoovercometheminordertoachieveyouraim.

SA:ThenwherecanIreceivemyeducationonsatellites,spaceetc.?

SB:Astothisquestion,youcangotothelibraryorsurftheInternetforhelp.IthinktherearequiteafewsuchuniversitiesbothinChinaandtheUSA.

SA:HowlongshouldIstudythis?

SB:Well,itdepends.Maybeaslongastenyears.

SA:Thanksforyouradvice.IthinkI’llworkhardatmylessonsandtrytoreadmoresciencebookstolaygoodfoundationsformyfuture.

SB:Goodlucktoyou.

Freediscussion

Thisstepistofurtherstimulatethestudents’curiosityaboutthefutureandambitiontostrugglefortheirownlifelongdestination.

T:Canyoupredictyourownfuture?Hereallofyouhavethechancetoexpressyouraimsordreams.

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

S:I’dliketobecomeanarchitect.I’lltrytodesignthemostbeautifulbuildingsintheworldsothateveryonewhotravelsinBeijingwantstopayitavisit.

S:Iwanttobeaphysician.I’lldevotemyselftostudyingthecauseofAIDSsothatthepeopleinAsiaandAfricaarefreefromthisdeadlydisease.

...

StepVLanguagepoints

1.double

①n.apersonwholooksexactlythesameassomeoneelse:

e.g.HeyTony,Imetsomeoneatapartylastweekwhowasyourdouble.

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

e.g.Gothroughthedoubledoorsandturnleft.

Theword“cool”hasadouble“o”inthemiddle.

2.copy

①n.somethingthathasbeenmadetobeexactlylikesomethingelse:

e.g.ThispaintingisonlyacopyoftheoriginalhangingintheLouvre.

Couldyoumakeacopyofthisfortomorrow’smeeting,please?

②v.toproducesomethingsothatitisthesameasanoriginalpieceofwork:

e.g.Patricia’sgoingtocopyhernovelontodiskandsendittome.

Hetendstocopyhisbrotherinthewayhedresses.

StepVIHomework

1.Consolidation

T:Todaywehavelearnedsomuchaboutmakingpredictions.Idohopeyoucanpractisemoreafterclass.

2.Topic

T:Hereisatopicastoday’shomework——Mydream.Pleaseshareyourdreamswiththeothersnexttime.

3.Previewthenewlesson

T:Besides,pleasepreviewthenewlessonafterclass.Nowclassisove