新课程 Module 5 Unit 3 Life in the future的教学设计
本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
第一篇Reading文章主要讲述主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。
通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略；并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。
Period 1: Warming-up & Reading
1. Learn some new words and expressions.
2. Improve the students’ reading skills.
3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.
1. Inductive method
2. Pair work & group work
5. Deductive Method
Step 1 Greetings and Lead-in
1．The teacher can start with daily greetings and try to lead in some words in this unit.
Q1: Where do you come from? Do you live in the downtown or in the countryside?
Do you live in a comfortable surrounding?
Is it a suitable location for people to live in?
What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
2．Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)
Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
3．Now let’s take a look at the screen to learn about the development of all the means of transportation.
sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft
4．Q3: What will the future means of transportation be like? (Time travel)
Well, today we are going to learn a text about time travel.
由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词；然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。（由于考虑到Warming-up中的Transport与Houses, Villages,Towns, 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。）
Step 2 Skimming
1．The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.
Q1：What will the future life be like?
2．The students are given several minutes to read through the text and try to find out the changes mentioned in the text.
Q2: Which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns
3．The teacher can ask the students to carry out a discussion about the changes.
Q3: Which changes are good and which are bad?
Step 3 Reading for details
1．Before the journey
Q1: How many people are mentioned in the text? Who are they?
Q2: When did the writer write this letter? And to which year did he travel?
Q3: Why did Li Qiang travel to the year AD 3005?
Q4: What did Li Qiang suffer from?
Q5: How did Li Qiang feel? What makes him feel better?
Q6: Where did they arrive?
2．During the journey
1) In the capsule:
Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?
2) Out of the capsule
Confused by the new surrounding, I was hit by the lack of fresh air
Q1: How did Li Qiang overcome the lack of fresh air?
1. Hovering carriage: .
Q2: How did the hovering carriage float?
Q3: How can a person move swiftly?
2. “A large market”
Q4: What were people doing there?
Q5: What happened to Li Qiang?
3. A large building
Q6: What is a “time lag” flashback?
按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hovering carriage, a large market, a large building来处理文章第三段。
3．After the journey
(Arriving home, he showed me into a large bright, clean room.
Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
Q1: How did the author feel after visiting the special house?
Exhausted, I slid into bed and fell fast asleep.
Step 4 Consolidation
1．Put the statements into correct order. ( C --- A --- D --- B )
A. We are transported into the future by a comfortable time capsule.
B. I arrived at Wang Ping’s home and everything in his house made me surprised.
C. I won a travel to the year AD 3005.
D. I have my first try to master a hovering carriage.
2．Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future
AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea
3．A telephone interview with Li Qiang
Ask the students to discuss in group of six and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.
1．Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.
Q1: What problems are we facing now?
Q2: What have caused those problems?
2．Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life
Design an object which can help you change the world for a better future
Period 2: Learning about language
1. Learn past participle used as adverbial.
2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.
1. Teach grammar in real situations.
2. Learn grammar through practice.
Step 1 Revision and Preparation
1．Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?
2．Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.
1 .Confused by the new surroundings, I was hit by the lack of fresh air.
2. Worried about the journey, I was unsettled for the first few days.
3. Exhausted, I slid into bed and fell fast asleep.
And then ask the students to finish the exercises in their textbook.
Ex.1. Combine these two sentences using the past participate as the adverbial.
1. I was frightened by the loud noise. I went to see what was happening.
Frightened by the loud noise, I went to see what was happening.
2. He was hit by the lack of fresh air. He got a bad headache.
Hit by the lack of fresh air, he got a bad headache.
3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.
Tired after the long journey, I still enjoyed meeting the aliens on the space station.
4. The museum was built in 1910. The museum is almost 100 years old.
Built in 1910, the museum is almost 100 years old.
5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.
Frightened by the noise outside, the little girl dared not sleep in her bedroom.
6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.
Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.
3．Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.
1. His parents company named “Future Tours” transported me safely into the future.
2. A table and chairs rose from under the floor as if by magic.
3. Tomorrow you will be ready for some visits organized by the company.
And then ask the students to finish the exercises in their textbook.
Ex.2. Combine these two sentences using the past participate as the attribute.
1. Soon we lost sight of that famous astronomer. He is called Li Qiang.
Soon we lost sight of that famous astronomer called Li Qiang.
2. I am going to buy a painting. It is copied from Vincent van Gogh.
I am going to buy a painting copied from Vincent van Gogh.
3. The castle is under repair. It was built in 1432
The castle built in 1432 is under repair.
4. I like that old private house. It is built of wood and mud.
I like that old private house built of wood and mud.
5. The vehicle is mentioned in the book. The vehicle is unknown to me.
The vehicle mentioned in the book is unknown to me.
6. The room is completely empty. The room is connected to the rest of the house by a long passage.
The room connected to the rest of the house by a long passage is completely empty.
7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.
The queen was sitting in a royal carriage drawn by four horses.
1． 作时间状语。 Once discovered, the enemies were completely wiped out.
2． 作原因状语 Moved by his words, I accepted his present.
3． 作条件状语 United we stand, divided we fail.
4． 作让步状语 Although tired, they continued to work.
5． 作方式或伴随状语 The teacher stood there, surrounded by many students.
1) 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done.
e.g. Having been told many times, he can’t still remember it.
（误）Checked carefully, some spelling mistakes can be avoided.
（正）If the composition is checked carefully, some spelling mistakes can be avoided.
B 1. ___ and happy, Tony stood up and accepted the prize. (2006全国)
A. Surprising B. Surprised C. Being surprised D. To be surprising
A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (2006广东)
A. performed B. performing C. to be performed D. being performed
C 3._________ and I’ll get the work finished. (2007 重庆)
A. Have one more hour B. One more hour
C. Give one more hour D. If I have one more hour
B. 4. The repairs cost a lot, but its money well _____. (2006 湖北)
A. to spend B. spent C. being spent D. spending
C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(2006江苏)
A. To face B. Having faced C. Faced D. Facing
B 6.When her father, the girl burst into crying. (2005湖北)
A. asking of B. asked about C. being asked D. asked
D 7. The man kept silent in the room unless . (2006浙江)
A. spoken B. speaking C. to speak D. spoken to
D 8. ________, the old man is living a happy life. (2006天津)
A. taking good care B. taken good care
C. having taken good care D. taken good care of
D 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET2004)
A. first playing B. to be first played
C. to be first playing D. first played
B 10. from his clothes, he is not so poor. (2006上海)
A. Judged B. Judging C. To judge D. Having judged
A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET2003)
A. making B. makes C. made D. to make
B 12.The secretary worked late into the night, a long speech for the president. (MET2004)
A. to prepare B. preparing C. prepared D. was preparing
C 13. a reply, he decided to write again. (2005北京)
A. Not receiving B. Receiving not
C. Not having received D. Having not received
B 14.The houses are for the old people and the construction work will start soon. (2006江苏)
A. built B. to be built C. to build D. being built
C 15.If ill, I’ll stay home a good rest. (2006辽宁)
A. to fall, taking B. fall; to taking
C. falling; taking D. falling; take
Step 3 Discussion: Life at present V.S. Life in the future
1. Ask the students to carry out a discussion to compare the present life and life in the future.
Do you want to work for space? What worker should be needed for the space？
2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.
(constant remind unsettle previous bend press swiftly link)
Many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ experience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【设计说明】
Ask the students to write an application letter for working in space.
Period 3: Using language
1. Learn some new words and expressions.
2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.
3. Train the students’ reading skills and predict the future humans.
2. Pair work & group work
Step 1 Lead-in
1．The teacher shows a video clip from Star War to the students.
2．The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.
Q1: Where do those creatures live? Galaxy, planet
Q2: How are they different from us humans?
Q3: What do they eat and drink?
Q4: Which language do they speak?
Step2 Prediction and understanding of the title
The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.
Step3 Reading for details
1．Ask the students to describe the space station.
Q1: What does the space station look like?
Q2: How about the inside of the space station?
Q3: What can you see inside the station?
2．Ask the students to read through the following two passages and finish the following questions:
Q1: What two alien creatures are mentioned in the text?
Q2: What are the features of these two amazing creatures?
3．Compare the similarities and differences between these two alien creatures in various aspects.
Name of creature Mu-mu Dimpods
Size Tall & thin small
Appearance Face/head/leg Like a cat
Colour Black & white Blue or purple
Personality Friendly Interesting + lovely
Number of arms Six Many
Number of legs One leg / shell Many
How it moves Slowly Skip around fast
Voice Whisper Shout
Food Carrot + cocoa Lemonade + herbs
The teacher asks the students to predict about the future humans by referring to the following questions.
Q1: When do the future humans live?
Q2: Where do they live?
Q3: What do they eat?
Q4: Do their body parts have any other special functions?
Q5: What are the features of the future humans?
Q6: How do future humans work and live?
Draw a picture of the future humans, then write a description based on your drawing. 【设计说明】
Period 4. Listening and speaking
1. Train the students’ listening ability.
2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.
1. Listen to catch the main ideas
2. Individual work and group work
3. Cooperative study
Step1 Display the design of the future humans
The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.
The teacher displays a picture of the solar system to the students, and asks the following questions:
Q1: Which planet would be the best residence for humans?
Q2: What will life on Mars be like?
因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet, oxygen, gravity, space creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。
Step3 Listening for main ideas
□living on another planet □new discoveries in space □space creatures
□why a space station spins □how to get water on Mars □comets
□houses in a town on Mars □Martian creatures □atmosphere and gravity
Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars
Step4 Listening for details
1. How can “Wonderworld” make sure there is enough oxygen?
2. How can “Wonderworld” make sure there is enough water?
3. What is the advantage of living in “Wonderworld”?
4. Do you think people will be healthy living in “Wonderworld”? Why?
Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.
2．collect water from under the planet’s surface – cleaned and recycled – bacteria are
used to clean the dirty water.
3．People may become rich and famous.
4．People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.
Step5 Prediction & Speaking
Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:
Suppose that… Do you imagine that…?
I wonder if … Is it possible that…?
Is it likely/ unlikely that…? Do you suppose that…?
Practise asking your classmates what will their hometowns be like in 1000 years’ time.
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