Unit3LifeintheFuture教学设计

Unit3LifeintheFuture教学设计TeachingGoals:1.Predictingthegoodandbadchangesinthefuture.2.Imaginethealiencreatures.Functions：1.做出预测（Makingpredictions）Doyousupposethat…?Supposethat…Iwonderif…Doyouimaginethat…?Iimaginethat…2.猜测未来（Makingconjecturesaboutfuture）Isitlikely/unlikelythat…Possibly…Itispossiblethat…Mostlikely…I’msure…Probably…Supposethat…Perhaps…Maybe…Grammar:1.过去分词作定语（Thepastparticipleastheattribute）Ifollowedhimtocollectahoveringcarriagedrivenbycomputer.Tomorrowyouwillbereadyforsomevisitsorganizedbycomputer.2.过去分词作状语（Thepastparticipleastheadverbial）Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.Confusedbythenewsurroundings,Iwashitbythelackoffreshair.本单元以lifeinthefuture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。2）学习表示预测，建议的句型。（3）学习过去分词作定语和状语的结构。（4）学习写好“report”,以训练学生的逻辑思维及写作能力.Periods1&2TeachingAims:1.Learnsomenewwordsandexpressions.2.Helpthestudentstotalkaboutlifeinthepast,atpresentandinthefuture.3.Enablethestudentstodescribethelifeinthepast,atpresentandinthefuture.DifficultandImportantPoints:Comparelifeinthepast,atpresentandinthefutureWhatislifeinthefuturelike?Whatchangeswilltakeplace?TeachingMethods:1.Firstandcarefulreading,2.Askingandansweringquestionactivity3.Individual,Pairwork&groupworkTeachingProcedures:Step1warmingupTalkabouthowmanychangestherehavebeeninthelastonethousandyears.AndwhatchangeswemightexpecttofindinthenextonethousandyearsStep2:pre-reading1.Canyoutellwhatproblemspeoplearefacingtoday?2.whatproblemsdoyouthinkpeopleinthefuturewillhaveovercome?WhichoneswillstillbethereorevenworseinAD3008?Keys:1Theproblemofpopulationwillbesolved,havebeguntoControlthebirthrate.2Theproblemswillbestillthere,andwillevenworse.3Idon’tthinkso.Nowscientistsaretryingtheirbesttodevelopnewresourcesthathumanbeingscanmakeuseof,suchassolarenergy.Inmyopinion……Step3FastreadingReadthetextforthefirsttimeandtellwhatthetextisabout?It’sane-mailwrittenbyamanwhohastakenupatriptothefuture.2.Lookatthefollowingsentence,thereareinwrongorder,tellmethecorrectorderforthesesentenceA.Weweretransportedintothefuturebyacomfortabletimecapsule.B.IarrivedatWangPing’shomeandeverythinginhishousemademesurprised.C.IwonatraveltotheyearAD3008D.Ihavemyfirsttrytomasterahoveringcarriage.Step4Carefulreading1.WhydidIhavethechancetotraveltotheyearAD3008?2.Whatisa“timelag”?3.HowdidIfeelwhenIwasinthecapsule?4.Whoguidesmytrip?5.Whydidmyguidegivemesometables?6.Whotransportedustothefuture?Keys:1.ItookuptheprizeIwontheyearbefore.2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod.3.Theseatsinthecapsuleareverycomfortable.4.MyfriendWangPingismyguidetothefuture.5.Thetabletscouldhelpmefeellessnervousanduncertain6.WangPing’sparents’companytransportedustothefuture.1HowdidIfeelassoonasIwastransportedtothefuture?Afterthewriterwastransportedtothefuture,hewashitbythelackoffreshair.2.howdidWangPingsolvethisproblem?WangPinggaveamasktothewriterandhurriedhimthroughtoasmallroomnearbytohavearest.3.whatdoyouthinkhascausedthiskindofproblem?Nowwearecausingmoreandmorepollutiontothenature,thiswillcauseseriousproblemstolifeinthenature.Thismaybethecauseofthelackoffreshairinthefuture.1WhatdidWangPang’shouselooklike?Hishouseisalargebright,cleanroom.IthadagreenWall,abrownfloorandsoftlighting.2Whatwasthegreenwallmadeof?What’sthepurposeofbuildingthiskindofgreenwall?Thegreenwallwasmadeoftrees.Theleavesofthetreeswillprovidemuch-neededoxygentothehouse.3HowcanyouproduceaTVsetinWangPang’shouse?YoucanjustflashaswitchonthecomputerscreenandaTVsetwillrisefromthefloor.GoodchangesBadchangesTimetravelCantraveltoDifferenttimesasyouwishAfter-effectsoftravelTransport.canmoveswiftlyDisorganized,difficulttofindwayHousessavelivingspaceShortofspaceTownsBusy,looklikemarketsEasytogetlostAirqualityOwnfamilyoxygensupplyPoorqualityinpublicplacesSampleanswerstoEx.2Ithinkthewriterhasanoptimisticviewofthefuture.HewasveryexcitedwhenhetraveledtotheyearAD3008andcouldn’tbelieveifwastrue.Fromthis,wecanseeheiseagertogotothefuture.Thoughhewashitbythelackoffreshair,The3ndperiodTeachingaims:Learnexpressions&phrasesLearn.languagepointsDifficultandImportantPoints:1）Languagepoints2）Theusageof“takeupandsweep”TeachingMethods:Presentation&PracticeTeachingProcedures:StepIRevisionHaveadictationStepII.Checktheanswerschecktheanswersofyesterday’shomeworkStepthreelanguagepoint1.FIRSTIMPRESSIONS第一印象impression印记；印象；感想；后接ofsb./ofsth./onsb./that从句；知识拓展：impressv.给……留下深刻的印象；使铭记；使感动；常用结构有：impresssth.on/uponsib./impresssb.withsth.给……留下深刻的印象；使铭记；做一做:1）________________________________wasfavourable.他给我的第一印象不错。Hisfirstimpressiononme/Myfirstimpressionofhim2)HistriptoIndiamade____________________________________.他的印度之行对他的触动很大。astrongimpressiononhim3)He____________________________hissincerity.他的真诚打动了她。impressedher2．IstillcannotbelievethatIamtakingupmyprizethatwaswonlastyear.我仍然无法相信我是在接受去年获得的这个奖励。takeup有这几个含义：1）tostarttodosth.开始做（某项工作）；开始从事（工作）；IhavetakenupteachingsinceIgraduatedfromuniversity.我大学毕业后就从事教学工作。2）toacc