高三英語(yǔ)教學(xué)計(jì)劃范文集錦

時(shí)間：2020-07-13 15:36:39 淑娟0由分享

高三英語(yǔ)教學(xué)計(jì)劃(一)

Teaching Goals:

I . Emotional teaching:

1. To make the Ss familiar with the great works by Shakspere and the life story of the great literaturer.

2. To instruct the Ss to analyse the desire and the greed and the greatness of the different characters . Help the Ss sort out the good qualities from the two plays.

II. Teaching aims:

1. This unit includes two scenes of the play King Lear. Ss should learn the plots by themselves after class and then put forward their questions and present their views in class.

2. Help the Ss to get rid of the hurdle of learning language and the grammer part by combining practice and e_tension e_ercises.

III. Teaching Important and difficult points:

1.How to enable the Ss have a better understandnig of the theme of the play.

2. How to instruct Ss to find approach to improving their ability, especially reading, teaching themselves

Teaching Procedures:

READING (PART 1)

WARMING UP

Complete the following love test.

1. Do you love your father?

Yes.___________

No. ___________

2. How much do you love him?

A. Very much B. So-so

C. Very little D. Not at all

3. Which of the following best describes your feeling towards your father?

A.I loves him more than my life.

B.I love him as much as I love my eyes.

C.I love him as much as I should, no more and no less.

D.I don’t know how much I love him. I have never thought about the question.

E.I don’t love him, but I don’t hate him either.

F.I hate him.

G._________ (your own sentence)

4. If you were married, whom would you love more, your wife/husband or your father?

5. If your father gave you 1,000 yuan on condition that you tell him that you love him very much, would you say so?

Yes._______ No. _________

6. If you could choose a father, which would you choose?

A. A father who was very rich but didn’t love you.

B. A father who had no money but loved you very much.

PRE-READING

Glance quickly through Part 1 of the play and answer the following questions.

1. List the characters who appear in this part of the play.

King Lear, Goneril, Regan, Cordelia,

the Dukes of Albany and Cornwall,

the Duke of Kent

2. Which of the characters do you think are shown in the picture on Page 11.

King Lear and his three daughters----Goneril, Regan, Cordelia

WHILE-READING

3.1 Read the play and complete the plot diagram.

A plot diagram Description

Setting

King Lear has 3 daughters. He is old and wants to divide his kingdom among his daughters. He is going to do this through a “l(fā)ove test”.

Conflict

Flattery vs honesty; words vs action

Rising action His first two daughters flatter him with nice words, but the youngest daughter insists on telling the truth.

Clima_

Hearing the truth, the king gets very angry. He gives all his land to the first two daughters and leaves nothing to the youngest one.

3.2 Read the play again, and complete the following main points.

MAIN POINTS:

King Lear gave away his land to his daughters according to how much they ________him.

1 King Lear wants to ______ and decides to ______ his land to three daughters.

2 He wants to know ____ ________ they love him.

3 Goneril and Regan make the king _________by saying they love him very much. They ______ the land

4 Cordelia makes the king angry by being _________ and not _________ him. She gets ________.

5. Kent, the servant, makes the king _________ by defending Cordelia and begging the king to listen to the _______.

3.3 Choose the proper words to describe the Characters’ Personality.

Honest loyal hot-headed truthful deceitful hard-hearted respectful

corrupt greedy Innocent foolish cunning bad-tempered loving

Characters Personality

King Lear Hot-headed, hard-hearted, foolish, bad-tempered

Goneril Deceitful, corrupt, greedy, cunning

Regan Deceitful, corrupt, greedy, cunning

Cordelia Honest, truthful, loving, innocent

Kent Loyal, respectful, honest, truthful

E_PLANATION

1. hand over 移交;讓與

to hand over command of a ship

移交軍艦的指揮權(quán)

The pickpocket was handed over to the police.

扒手被送_方。

hand down 傳給后代

= hand on, pass down

This pair of bracelets were handed down from my greatgrandmother.

這副手鐲是我曾祖母?jìng)飨聛?lái)的。

hand on 1)傳遞

2)把…傳下來(lái) (= hand down)

Please read this and hand it on.

請(qǐng)你讀后加以傳閱。

Please read this notice and hand it on.

"請(qǐng)把這張通知看一下,并傳閱。"

2. riches (n.) 財(cái)富，財(cái)寶，金錢。

沒(méi)有單數(shù)形式。如：

Riches have wings. 錢財(cái)易散。(諺語(yǔ))

She gave away all her riches. 她把自己的全部財(cái)產(chǎn)贈(zèng)送給了別人。

3. even 在句中起強(qiáng)調(diào)作用，常放在行為動(dòng)詞之前、助動(dòng)詞、情態(tài)動(dòng)詞之后。如： In order to watch the World Cup soccer game, they even closed the sore.

為了看世界杯足球賽，他們甚至把店門關(guān)了。

I didn’t even know his name. 我甚至不知道他的名字。

Some robots can even talk to . 一些機(jī)器人甚至能和你對(duì)話。

4. It’s one’s turn to do sth. 輪到某人做某事。

Today it is my turn to clean our classroom.今天輪到我打掃教室。

It’s your turn to recite the poem. 到你背這首詩(shī)了。

常用帶turn的

Take turns doing sth. 輪流做某事。

In turn 輪流地; 挨個(gè), 依次; 反過(guò)來(lái)

By turns 輪流地; 時(shí)而...時(shí)而...

5. be equal in 在某方面相等

如：Are men and women equal in physical strength?男人和女人在體力上相當(dāng)嗎?

You and I are equal in strength, but not in intelligence.你我力氣相當(dāng)，但智力有高下之分。

be equal to 與… 相等

They receive an income that is equal to the value of the goods they produce.他們所得的收入與他們生產(chǎn)的產(chǎn)品價(jià)值相當(dāng)。

6. Try harder, Cordelia, or you may lose your share of the kingdom.

這是“祈使句+or/and +陳述句” 句型，陳述句表示結(jié)果。

Get up earlier, or you will miss the first train.早點(diǎn)起床，否則你會(huì)錯(cuò)過(guò)第一班火車。

Use your head, and you will have a way to solve the problem.動(dòng)動(dòng)腦筋，你就會(huì)想出解決問(wèn)題的辦法。

7.be a stranger to 對(duì)… 陌生，對(duì)… 沒(méi)有經(jīng)驗(yàn)，對(duì)…不習(xí)慣

He is a stranger to our country. 他不了解我們國(guó)家。

He is no stranger to hardship. 他曾歷盡滄桑。

8. We’ll see if either wants to be a bridegroom when she has no riches to bring to the marriage. 我們倒要看看，她沒(méi)有分毫嫁妝，誰(shuí)愿意當(dāng)她的新郎。

When 表示“如果，既然”之意，相當(dāng)于if, since, now that.

How can he get good grades when he doesn’t study hard? 他不用功的話

Why does she always drive to work when she could easily take the bus?

9. But sir,please hear me out. I speak on behalf of Cordelia.

但是，先生，請(qǐng)聽(tīng)我說(shuō)完。讓我代表科迪莉亞說(shuō)幾句。

hear sb out 聽(tīng)某人說(shuō)完

Don’t interrupt, just hear me out.別打擾我，聽(tīng)我說(shuō)完。

Sorry, I wish I had time to hear you out, but could you make your story shorter?我真希望我有時(shí)間聽(tīng)你說(shuō)完，你能不能把故事縮短些?

on behalf of 代表，為了…的利益

I am writing this letter on behalf of my mother, who wants to thank you for your nice gift.我代表我的媽媽寫這封信，她要感謝你送的精美禮物。

They are collecting on behalf of charity.他們以慈善的名義集資。

10. Cordelia’s devotion to Your Majesty is beyond question. 科迪莉亞對(duì)陛下的愛(ài)是毋庸置疑的。

Beyond question = cannot be doubted 不用懷疑的，毋庸置疑的

His honesty is beyond question. 他的忠誠(chéng)是毋庸置疑的。

out of question 毫無(wú)疑問(wèn) out of the question不可能, 不容討論

11. I would rather lose my life than see you make such a mistake. 我寧愿丟了性命也不愿看到你犯這樣的錯(cuò)。

would rather … than … 寧愿 … 而不 …

I would rather stay at home than go to cinema?我寧愿待在家里也不去看_?

Would rather die than surrender.

寧死不投降。

12. I will have you killed. 我叫人殺了你。

have / get … done 1)叫別人做某事(= ask sb to do sth )

We’ve just had the house decorated.我們剛叫人把房子裝修了一下。

Doesn’t Mike look smart? He has had that suit made specially for the wedding.邁克看上去很瀟灑，是吧?他那身西裝是專為婚禮而定做的。

2) 遭受某種不幸

I had my watch stolen last night. 昨晚我的手表被偷了。

Mind you. It's easy to have your pocket picked in a big crowd.

"請(qǐng)注意,在人群中你衣袋內(nèi)的東西是很容易被人扒竊的。"

HOMEWORK

1. Act the play out with your mates.

2. Complete the e_ercises in Comprehending and Learning about Language.

READING AND SPEAKING (PART 3)

1. WARMING UP

Predict what will happen when Lear begins living with his daughter, Goneril?

2.READING

2.1. Read the 3rd part and check your prediction.

2.2. Read the play again and complete the Information Card.

2.3. Try to find the proper adverbials to describe Goneril’s treating Lear.Disrespectfully, rudely, coldly

3. E_PLANATION

1. Ok,Caius, I’ll give you a trial. And if you prove to be good at your job, I’ll keep you on as my servant.

give sb a trial 試用某人

I did well in the job interview and they decided to give me a trial. 由于我在求職面試中發(fā)揮出色，他們決定試用我。

He is capable man. It would be a mistake not to give him a trial. 他是精明能干的人。不給他試用機(jī)會(huì)是不對(duì)的。

keep sb on = continue to employ someone 繼續(xù)留用

How many people will be kept on by the company? 有多少人會(huì)被公司留用?

You’re not fit for the job. We can’t keep you on.你不適合這個(gè)工作，我們不能繼續(xù)留用你。

She’s a smart girl. It’s a pity that they don’t keep her on.她是個(gè)挺聰明有女孩子。他們不繼續(xù)留用她，真可惜。

2. Sir, I am sorry, to tell you this, but it seems to me that you are not being treated with the respect due to a king. 先生，我很遺憾地告訴你，我覺(jué)得你沒(méi)有受到像一個(gè)國(guó)王應(yīng)該受到的尊敬和禮遇。due 在句中之意是：應(yīng)得的，應(yīng)給的。

還可表示：應(yīng)支付的，適當(dāng)?shù)模A(yù)定的，到期的

A great deal of money is due to you. 應(yīng)當(dāng)付你一大筆錢。

After due consideration, they decided to retreat.他們經(jīng)過(guò)適當(dāng)考慮后決定撤退。

When is your baby due? 你的孩子預(yù)計(jì)什么時(shí)候出生。

These library books are due ne_t month.這些圖書(shū)館的圖書(shū)下個(gè)月到期應(yīng)還。

3. I suspect the same, but I keep telling myself it was my imagination. 我曾這樣懷疑過(guò)，但我不斷告訴自己說(shuō)，這只是我的想象罷了。

suspect 懷疑，猜想，后接名詞或從句

He seems poor, but I suspect that he has quite a lot of money.

他看上去很窮，可是我懷疑他很有錢。

Don’t suspect my loyalty. 不要懷疑我的忠誠(chéng)。

4. Is it any wonder that I frown when your soldiers are continually drinking and fighting?我皺眉有什么好奇怪的?你的衛(wèi)兵老是酗酒斗毆。

Is it any wonder (that)…? = It is no/little wonder (that) … “不奇怪，不足為奇”。 With such talented players,is it any wonder they won?他們捅有如此優(yōu)秀的運(yùn)動(dòng)員，獲勝就不足為奇了。

Is it any wonder that he speaks good English after living in the US for many years.他在美國(guó)生活了很多年，英語(yǔ)說(shuō)得很好，這難道有什么好奇怪的嗎?

continually 和continuously 的區(qū)別

兩者均可表示“連續(xù)的，不間斷地”，但前者表示“一段時(shí)間內(nèi)多次發(fā)生”、“時(shí)斷時(shí)續(xù)”或“中斷時(shí)間很短而以接連發(fā)生”;而后者指“連續(xù)不斷地，不停歇地”The telephone has be ringing continually in the office all morning.

整個(gè)早上辦公室的電話鈴聲不斷。

The telephone rang continuously for five minutes.電話鈴聲連續(xù)響了五分鐘。5. I suggest you teach them how to behave properly.

我建議你還是教教他們?cè)鯓邮匾?guī)矩。

behave (vi) 舉動(dòng)，舉止，行為表現(xiàn)?？梢杂酶痹~修飾。

The boy behaved very well last night.這個(gè)男孩昨天晚上的表現(xiàn)挺好。

The child behaved badly at the party.那孩子在聚會(huì)上的表現(xiàn)很差。

behave 還可作及物動(dòng)詞，但它只能接反身代詞，behave oneself.

Please behave yourself.舉止要得體

The children behaved themselves at the party. I’m proud of them.

孩子們?cè)诰蹠?huì)上舉止得體，我為他們而感到驕傲。

I suggest 后接的賓語(yǔ)從句，謂語(yǔ)動(dòng)詞用should + 動(dòng)詞原形，should可省略.

在動(dòng)詞suggest，order，demand，propose，request，command，insist等后的賓語(yǔ)從句中，用虛擬語(yǔ)氣(即Should+動(dòng)詞原形或只用動(dòng)詞原形)來(lái)表示愿望、建議、命令、請(qǐng)求等。I suggest that we (should) hold a meeting tonight.我建議我們今晚開(kāi)個(gè)會(huì)。

They insisted that he (should) begin the work at once.

他們堅(jiān)持讓他立刻開(kāi)始工作。

He ordered that all (should) take part in the work.

他下令所有的人都要參加這項(xiàng)工作。6. I won’t stay here to be insulted. 我不會(huì)呆在這里受辱。

不定式在句末多作結(jié)果狀語(yǔ)，表示預(yù)料之外的結(jié)果，且常與only連用。

He lifted a rock only to drop it on his own feet.他搬起了石頭，結(jié)果砸了自己的腳。

The news reporters hurried to the airport, only to be told that the film stars had left.當(dāng)記者趕到機(jī)場(chǎng)時(shí)，卻被告知_明星已經(jīng)走了。

4 HOMEWORK

1 Act the play out with your partners.

2 Complete the e_ercises on page 19.

LEAD-IN

In Part 2 of the play, King Lear asks the Duke of Burgundy and the King of France whether they still want to marry Cordelia. What do you think the two men will say?

LISTENGIN

2.1 Listen to the tape to check your predictions with your partners.

Listen the tape again and answer the following questions.1)What does Lear tell the two men?

2)What did Lear originally promise if one or the other married Cordelia?

3)Do you think Cordelia’s inheritance is important to the Duke of Burgundy? Do you think it is also important to the King of France?4)What does the King of France think might be the reason for Lear turning against his daughter?

5)what does Cordelia say to e_plain her father’s decision?

6)What does Cordelia ask of her sisters just before she leaves for France?7)How do the sisters react to her request?

8)At the end of Part 2, what are the sisters worried about and why?

9)What do you think they will do ne_t?2.3 Answer the questions in E_. 2 and check the answers with your partners.

Q1: Lear tells them that Cordelia is no longer going to have part of his kingdom. She will be a poor woman when she marries.

Q2: Burgundy says he cannot marry her after all.Q3: France asks Lear what Cordelia has done to turn him against her. Cordelia e_plains she has done nothing bad, just hasn’t found the words to tell her father how much she loves him.

Q4: France decides to marry Cordelia even without her part of the kingdom.

Read the questions in E_.3 and discuss them in groups, then report your discussion.N =Narrator B=Burgundy C=Cordelia L=Lear F=King of France R=Regan G=Gaoneril

N: After the king’s harsh words to him, Kent sadly leaves the room. Just as he goes, the King of France and the Aduke of Burgundy enter, both these gentlemen want to marry Cordelia.

L:Ah, come here Burgundy. I have sth. to tell you. I no longer care for my daughter and she is to leave my castle a ploor woman. She will have none of my riches when she marries you.

B:That was not our agreement, sir.

L:Well,it is now.

B:I am sorry but I cannot marry her under these circumstances.

L: Fine, then don’t. And you, France. Are you willing to marry this daughter whom I hate?

F:I don’t understand. Yesterday Cordelia was your favourite. She was the child of your old age, the best, the dearest of your daughters. She must have done something most terrible to turn you against her.

C:Your Majesty. I have committed no murder or any other dishonourable act. It

is simply that I could not find the words to tell my father how much I love him.

L:It would have been better if you had never been born than you had displeased me so much.

F: is this her only fault?why ,then I shall marry her and take her to France where she will be my queen.

L:Take her, for she is no daughter of mine.come Burgundy. I do not want to look any longer at her face.

N:The King and Burgundy leave together with the Dukes o Albany and Cornwall.

C:Sisters, goodbye. I pray that your grand speeches have some truth in them and that you will be kind to my father.

R:Don’t tell us what to do.

G:Yes, mind your own business and look after your husband.

N:Cordelia and the King of France leave.G:Sister, our father is much changed. He always loved Cordelia best yet see how quickly he threw her out.

R:Yes, I think he is becoming unwise in his old age.

G:Well, he was always quick-tempered but now he is becoming far worse, I think we had better find some way of making sure he can’t cause us any problems.R:Yes, Let’s think about it.

N:Regan and Goneril leave.

高三英語(yǔ)教學(xué)計(jì)劃(二)

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1.Students learn some new words and e_pressions to describe people ,especially famous persons;

2.Students are encouraged to give more information about famous persons who they are familiar:

3. Students can realize that it is scientific spirit that makes those scientists successful.

教學(xué)重難點(diǎn)

1. Words and e_pressions in this unit

2. Previous knowledge of some of the famous scientists

3. Comprehending the te_t

教學(xué)過(guò)程

【導(dǎo)入】Words　learning

(Students are assigned to learn the new words of this unit and find out the English e_plainations of the new words )

Definitions or e_planations

A.e_amine 1.general principles of an art or science

B.repeat 2.say or do again

C.theory 3.at once; without delay

D.immediate 4.look at...carefully in order to learn about or from...

E.complete 5.of great value, worth or use

F.valuable 6.having all its parts; whole; finished

G.announce 7.make known

H.control 8.come or bring to an end

I.positive 9.power to order or direct

J.conclude 10.quite certain or sure

【講授】useful　sentences　learning

(The sentences are picked from the te_t.)

1.“All roads lead to Rome, ”he encouraged me after I failed the entrance e_amination.

2.This sentence doesn’t make any sense.

3.Our English teacher is not only strict with us but also friendly to us.

4.He is good-looking, apart from his nose.

5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.

6.It is not Tom but you who are to blame.

7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.

8.Have you drawn any conclusion after you read this passage?

9.Well done.So much for the learning of the new words and e_pressions.

【講授】Introduction　of　a　classic　article

Teacher introduce a famous person --Qian _uesen and students learn to write an article about the famous scientis using the words and e_pressions they just learn in class.

【活動(dòng)】Share　the　outcome

Students share their article orally and discuss whether they have used some good and advanced e_pressions.

【練習(xí)】Consolidation

完成句子

(1)愛(ài)因斯坦被認(rèn)為是二十世紀(jì)最偉大的科學(xué)家之一。

Einstein ___________________ one of the greatest scientists in

the20th century.

(2)他對(duì)實(shí)驗(yàn)結(jié)果感到滿意, 他把成績(jī)歸功于大家。

He ________________________ of the e_periment and _____

句型轉(zhuǎn)換

(1)把句①改為非限制性定語(yǔ)從句。

Qian _uesen was born into a wealthy family on December 11,

1911, Zhejiang Province, __________________________

____________________________________________.

(2)把句②改為含狀語(yǔ)從句的復(fù)合句。

___________________________________________________

_______, he went to America for his further study and gained

his doctor’s degree in the Science of Astronom

單詞?分類記憶

短語(yǔ)?雙語(yǔ)互譯

語(yǔ)境取詞——選用上面的單詞或短語(yǔ)填空

句型?超級(jí)仿寫

高三英語(yǔ)教學(xué)計(jì)劃(三)

本教學(xué)設(shè)計(jì)在新課程教學(xué)理念的指導(dǎo)下，力求在培養(yǎng)學(xué)生的語(yǔ)言知識(shí)、知識(shí)技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)的基礎(chǔ)上發(fā)展學(xué)生綜合運(yùn)用語(yǔ)言的能力，使學(xué)生通過(guò)觀察、體驗(yàn)、探究等主動(dòng)學(xué)習(xí)的方法優(yōu)化英語(yǔ)學(xué)習(xí)方法，充分發(fā)揮自己的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略。

1. 開(kāi)展學(xué)生活動(dòng)，發(fā)揮主體作用

新課程強(qiáng)調(diào)要充分發(fā)揮學(xué)生在教學(xué)過(guò)程中的主體作用。本課設(shè)計(jì)遵循以學(xué)生為主體，教師為主導(dǎo)這一教學(xué)原則，創(chuàng)設(shè)角色扮演情景、激烈討論提出建議，讓學(xué)生限度地參與教學(xué)過(guò)程，尊重學(xué)生的主體地位，充分發(fā)揮學(xué)生在學(xué)習(xí)過(guò)程中的主動(dòng)性、積極性、創(chuàng)造性，使課堂充滿活力。

2. 實(shí)施情景教學(xué)，統(tǒng)合三維目標(biāo)

本課設(shè)計(jì)從教學(xué)需要出發(fā)，創(chuàng)設(shè)情景，進(jìn)行情景設(shè)問(wèn)、討論，激起學(xué)生的情感體驗(yàn)，激活學(xué)生思維，幫助學(xué)生迅速、正確地理解和接受知識(shí)，并在學(xué)習(xí)過(guò)程中培養(yǎng)其積極進(jìn)取的科學(xué)的人生觀及價(jià)值觀，較好地落實(shí)了三維目標(biāo)。而三維目標(biāo)是相輔相成、相互滲透的，所以在情景教學(xué)的過(guò)程中，知識(shí)的落實(shí)、能力的培養(yǎng)、情感態(tài)度價(jià)值觀的滲透交融在一起，實(shí)現(xiàn)了三維目標(biāo)的和諧與統(tǒng)一。

3. 轉(zhuǎn)變學(xué)習(xí)方式，增強(qiáng)教學(xué)效果

新課程要求提倡自主、合作、探究的學(xué)習(xí)方式，發(fā)揮學(xué)生的主體性、能動(dòng)性和獨(dú)立性，本課設(shè)計(jì)通過(guò)自學(xué)課本，小組討論，綜合分析，角色扮演等活動(dòng)，為學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)提供了空間，使學(xué)生體驗(yàn)了自主之樂(lè)，合作之趣，探究之悅，促進(jìn)了學(xué)生知識(shí)的構(gòu)建與運(yùn)用，能力的培養(yǎng)和提高，情感體驗(yàn)和態(tài)度、價(jià)值觀的形成，增強(qiáng)了教學(xué)效果。

4. 運(yùn)用問(wèn)題教學(xué)，啟發(fā)學(xué)生思維

本課設(shè)計(jì)按照誘思探究理論要求，遵循學(xué)生的認(rèn)知規(guī)律，引導(dǎo)學(xué)生去發(fā)現(xiàn)問(wèn)題、分析問(wèn)題和解決問(wèn)題，從而掌握知識(shí)，形成能力，培養(yǎng)品質(zhì)。通過(guò)對(duì)文章分析的由淺入深，由易到難，循序漸進(jìn)，引導(dǎo)學(xué)生結(jié)合歷史現(xiàn)狀和教材信息，發(fā)揮想象，活化語(yǔ)言，從而達(dá)到綜合運(yùn)用英語(yǔ)進(jìn)行交際的目的。有利于培養(yǎng)學(xué)生的思維能力，激發(fā)學(xué)生的創(chuàng)新精神。

本教學(xué)設(shè)計(jì)貫穿了新的教學(xué)理念，體現(xiàn)了課程改革的鮮明特色，在教學(xué)內(nèi)容的重新調(diào)整、教材的合理處理、教學(xué)思路的設(shè)計(jì)等方面作了嘗試性的突破與創(chuàng)新，具有較強(qiáng)的實(shí)踐性和操作性。

【教材分析】

本單元教學(xué)內(nèi)容為人教版新課標(biāo)Module 5 Unit 3 Life in the future。本單元的中心話題是“未來(lái)生活”，教材內(nèi)容為學(xué)生提供了想象的空間，旨在培養(yǎng)學(xué)生預(yù)測(cè)未來(lái)的能力，通過(guò)對(duì)現(xiàn)實(shí)生活與未來(lái)生活的對(duì)比，喚醒學(xué)生把握現(xiàn)在，珍惜現(xiàn)在，愛(ài)護(hù)環(huán)境，保護(hù)自然的意識(shí)。

第一篇Reading文章主要講述主人公Li Qiang在時(shí)空旅行前、時(shí)空旅行中及時(shí)空旅行后的所見(jiàn)所想。第二篇?jiǎng)t主要記敘了Li Qiang在太空站認(rèn)識(shí)的兩個(gè)非常特別的太空生物，并將兩個(gè)生物的特征進(jìn)行了對(duì)比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學(xué)生的想象力，培養(yǎng)學(xué)生對(duì)未來(lái)生活的預(yù)測(cè)。語(yǔ)法部分則延續(xù)了課文內(nèi)容，通過(guò)作者對(duì)未來(lái)生活態(tài)度的討論引出過(guò)去分詞做狀語(yǔ)及定語(yǔ)的用法，并以短文填空的形式來(lái)鞏固文章生詞的用法。聽(tīng)力部分則描繪了一個(gè)擁有高新科技的wonderland,表明了人類對(duì)美好生活的追求與幻想，并最終通過(guò)口語(yǔ)情景設(shè)置鍛煉學(xué)生綜合運(yùn)用英語(yǔ)的能力與技巧，從而對(duì)未來(lái)生活進(jìn)行更細(xì)致的預(yù)測(cè)。

考慮到各部分內(nèi)容的內(nèi)在聯(lián)系，筆者結(jié)合教學(xué)實(shí)際將同一話題不同內(nèi)容與形式的材料進(jìn)行了重組，對(duì)教材內(nèi)容、編排順序等進(jìn)行了調(diào)整、刪減和補(bǔ)充，將整個(gè)單元設(shè)計(jì)成四個(gè)課時(shí)，豐富了教學(xué)內(nèi)容和語(yǔ)言活動(dòng)形式。

【學(xué)情分析】

1. 認(rèn)知基礎(chǔ)：高一學(xué)生基本上能用英語(yǔ)清晰地表達(dá)個(gè)人觀點(diǎn)，準(zhǔn)確地描繪

生活現(xiàn)象或表達(dá)個(gè)人情感，能用基本的詞匯、句型對(duì)未來(lái)生活作出描繪與預(yù)測(cè)。

2. 心理特征：高中學(xué)生思想活躍，求知欲旺盛，學(xué)習(xí)態(tài)度明確，自我意識(shí)

發(fā)展迅速并趨向成熟，獨(dú)立自主性強(qiáng)，有一定的道德修養(yǎng)及正確的價(jià)值觀與審美觀。

3. 學(xué)習(xí)能力：學(xué)生對(duì)過(guò)去分詞的用法有基本的了解，其自主閱讀與表達(dá)能力有一定的基礎(chǔ)，具備良好的團(tuán)體協(xié)作能力，并能進(jìn)行有效成功的交流合作討論。

【教學(xué)目標(biāo)】

(1)知識(shí)與能力

學(xué)習(xí)與未來(lái)生活有關(guān)的詞匯;能對(duì)本單元的生詞猜測(cè)詞義并能用英語(yǔ)釋義基本單詞;學(xué)習(xí)有關(guān)預(yù)測(cè)和猜測(cè)的表達(dá)方式以及過(guò)去分詞作定語(yǔ)、狀語(yǔ)的用法;能聽(tīng)懂關(guān)于對(duì)未來(lái)生活、環(huán)境的想象、猜測(cè)和思考的會(huì)話，想象未來(lái)生活可能存在的問(wèn)題;能用英語(yǔ)簡(jiǎn)單地談?wù)撐磥?lái)生活，猜測(cè)未來(lái)的科技發(fā)展趨勢(shì);能閱讀關(guān)于未來(lái)生活、未來(lái)世界以及外太空和外星人的英語(yǔ)文章;能夠較好地發(fā)揮想象來(lái)描寫未來(lái)生活和外星生物。

(2)過(guò)程與方法

通過(guò)網(wǎng)絡(luò)或圖書(shū)館等途徑查找搜集有關(guān)科學(xué)家對(duì)未來(lái)生活預(yù)測(cè)的資料，培養(yǎng)學(xué)生利用學(xué)習(xí)資源的策略;并且筆者結(jié)合教學(xué)實(shí)際對(duì)教材內(nèi)容、編排順序等進(jìn)行了調(diào)整、刪減和補(bǔ)充，將整個(gè)單元設(shè)計(jì)成四個(gè)課時(shí)。第一課時(shí)為Warming-up and Reading, 第二課時(shí)為L(zhǎng)earning about language, 第三課時(shí)為Using language, 第四課時(shí)為L(zhǎng)istening and speaking。著重培養(yǎng)學(xué)生學(xué)習(xí)運(yùn)用詞匯學(xué)習(xí)中的猜詞策略，激發(fā)學(xué)生想象力，預(yù)測(cè)未來(lái)生活。

(3)情感態(tài)度與價(jià)值觀

通過(guò)學(xué)習(xí)課文，使學(xué)生回顧歷史，認(rèn)識(shí)現(xiàn)在，展望未來(lái)，激發(fā)學(xué)生的想象力;提高環(huán)境保護(hù)，資源保護(hù)意識(shí)。通過(guò)討論使學(xué)生了解中國(guó)和其他國(guó)家目前存在的社會(huì)問(wèn)題以及科技發(fā)展方向，預(yù)測(cè)世界未來(lái)生活、環(huán)境的發(fā)展趨勢(shì)。

【重點(diǎn)難點(diǎn)】

重點(diǎn)：

1.掌握有關(guān)描繪未來(lái)生活的詞匯以及有關(guān)預(yù)測(cè)和猜測(cè)的表達(dá)方式。

2.通過(guò)對(duì)文章的學(xué)習(xí)，根據(jù)目前的現(xiàn)狀預(yù)測(cè)未來(lái)的生活，提高環(huán)境保護(hù)、資源保護(hù)意識(shí)。

難點(diǎn)：

1.掌握過(guò)去分詞作定語(yǔ)和狀語(yǔ)的用法。

2.運(yùn)用所學(xué)的詞匯及句型寫出具有一定想象力的短文。

【教學(xué)策略與手段】

1.采取多種教學(xué)方式，講述法與討論法相結(jié)合，啟發(fā)式教學(xué)法與創(chuàng)設(shè)課堂思維情景相結(jié)合，接受式學(xué)習(xí)與探究式學(xué)習(xí)相結(jié)合。

2.以活動(dòng)構(gòu)建教學(xué)理論為指導(dǎo)，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動(dòng)，分組探究。

3.適時(shí)對(duì)學(xué)生的學(xué)習(xí)過(guò)程進(jìn)行調(diào)控與激發(fā)，實(shí)現(xiàn)教學(xué)預(yù)設(shè)與動(dòng)態(tài)生成的統(tǒng)一。

【教學(xué)準(zhǔn)備】

1.教師整理課堂相關(guān)文字、圖表、影音資料，制成多媒體課件。

2.課前組織學(xué)生搜集、閱讀有關(guān)世界環(huán)境問(wèn)題、當(dāng)今科學(xué)技術(shù)發(fā)展及對(duì)未來(lái)生活預(yù)測(cè)的文章，積累一定的知識(shí)儲(chǔ)備。

3.課前按教室座位情況將學(xué)生分成若干小組，每組6人，并選出組長(zhǎng)一人，以小組為單位開(kāi)展合作學(xué)習(xí)。

【教學(xué)過(guò)程】

Period 1: Warming-up & Reading

Teaching Aims:

1. Learn some new words and e_pressions.

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.

Teaching Methods:

1. Inductive method

2. Pair work & group work

3. Competition

4. Illustration

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 te_t about time travel.

【設(shè)計(jì)說(shuō)明】

由日常問(wèn)候開(kāi)啟話題，通過(guò)提問(wèn)學(xué)生家鄉(xiāng)情況導(dǎo)入城鎮(zhèn)生活，引出不同的建筑材料及交通工具中的生詞;然后總結(jié)交通工具的發(fā)展歷史，預(yù)測(cè)未來(lái)的交通方式，引出跨時(shí)空旅行，從而進(jìn)入閱讀文章的處理與學(xué)習(xí)。(由于考慮到Warming-up中的Transport與Houses, Villages,Towns, 以及Location of settlement的聯(lián)系不大，可單獨(dú)提出，因此將Transport的發(fā)展變化應(yīng)用于課文的導(dǎo)入中，這樣比較科學(xué)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 te_t and try to find out the changes mentioned in the te_t.

Q2: Which changes are mentioned in the te_t?

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?

【設(shè)計(jì)說(shuō)明】

猜測(cè)是培養(yǎng)學(xué)生閱讀能力的方法之一，因此筆者首先提出問(wèn)題引發(fā)學(xué)生思考，對(duì)未來(lái)生活的各個(gè)方面進(jìn)行預(yù)測(cè)。其次通過(guò)快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對(duì)未來(lái)生活變化的描寫，培養(yǎng)學(xué)生快速閱讀的技巧與能力，并對(duì)未來(lái)生活變化的好壞進(jìn)行小組討論，培養(yǎng)集體協(xié)作精神。(由于Comprehending中關(guān)于未來(lái)生活變化好壞的討論難度不大，考慮到整個(gè)設(shè)計(jì)的連貫性，將其提至快速閱讀中，設(shè)置成小討論，將學(xué)生說(shuō)與讀的能力更好地結(jié)合。)

Step 3 Reading for details

1.Before the journey

Q1: How many people are mentioned in the te_t? 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?

【設(shè)計(jì)說(shuō)明】

通過(guò)幾個(gè)特殊疑問(wèn)詞，提出以下問(wèn)題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時(shí)一般都包括事件發(fā)生的人物、時(shí)間、地點(diǎn)、事件、原因等關(guān)鍵要素，因此讓學(xué)生通過(guò)閱讀尋找上述要素，不僅讓學(xué)生的閱讀具有目的性，而且降低了閱讀的難度。

2.During the journey

1) In the capsule:

Climb through the round opening -- comfortable seats -- calming drink -- lay rela_ed -- 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?

【設(shè)計(jì)說(shuō)明】

按事件發(fā)生的先后順序及地點(diǎn)轉(zhuǎn)換順序，處理文章細(xì)節(jié)，培養(yǎng)學(xué)生抓住文章線索來(lái)處理課文的能力。然后根據(jù)地點(diǎn)轉(zhuǎn)移，自然地將“太空倉(cāng)內(nèi)”轉(zhuǎn)向“太空倉(cāng)外”，按照作者在太空倉(cāng)外所處的三個(gè)不同地點(diǎn)Hovering carriage, a large market, a large building來(lái)處理文章第三段。

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?

E_hausted, I slid into bed and fell fast asleep.

【設(shè)計(jì)說(shuō)明】

通過(guò)精讀課文，了解文章細(xì)致內(nèi)容，按照“時(shí)空旅行前，時(shí)空旅行中及時(shí)空旅行后”的時(shí)間線索來(lái)處理文章細(xì)節(jié)?！皶r(shí)空旅行中”又可按照“在太空倉(cāng)內(nèi)與在太空倉(cāng)外”分析文章信息。在此過(guò)程中鍛煉學(xué)生精讀的閱讀技巧，處理文章生詞，并適當(dāng)?shù)匾霂讉€(gè)過(guò)去分詞做狀語(yǔ)及定語(yǔ)的句子，為語(yǔ)法部分的講解作個(gè)鋪墊。

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 si_ and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.

【設(shè)計(jì)說(shuō)明】

首先通過(guò)對(duì)文章故事情節(jié)的正常排序回顧文章梗概;其次通過(guò)Warming-up中過(guò)去、現(xiàn)在的房子、城鎮(zhèn)及居住環(huán)境的比較來(lái)預(yù)測(cè)未來(lái)方的發(fā)展與變化;最后設(shè)置情景，進(jìn)行角色扮演，模擬電話采訪Li Qiang回顧整篇課文，引出本節(jié)課的作業(yè)與任務(wù)。全面地鍛煉學(xué)生的總結(jié)概括能力以及團(tuán)體協(xié)作的討論能力。

Step5 Assignment

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

3.Assignment: Object-designing

Design an object which can help you change the world for a better future

【設(shè)計(jì)說(shuō)明】

通過(guò)角色扮演以及情景設(shè)置中引出未來(lái)生活中將會(huì)存在的問(wèn)題，以此導(dǎo)出現(xiàn)在生活中存在的問(wèn)題，由此自然地引出閱讀課的任務(wù)----發(fā)明設(shè)計(jì)，以此激發(fā)學(xué)生的發(fā)明創(chuàng)造能力，喚醒學(xué)生保護(hù)自然、愛(ài)護(hù)環(huán)境的意識(shí)，學(xué)習(xí)中滲透道德教育，一舉兩得。

Period 2: Learning about language

Teaching aims:

1. Learn past participle used as adverbial.

2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.

Teaching methods:

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. E_hausted, I slid into bed and fell fast asleep.

And then ask the students to finish the e_ercises in their te_tbook.

E_.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 e_periment any more.

Given some advice by the famous scientist, the student was not worried about his scientific e_periment 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 e_ercises in their te_tbook.

E_.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.

【設(shè)計(jì)說(shuō)明】

通過(guò)設(shè)置討論作者對(duì)未來(lái)生活持樂(lè)觀還是悲觀態(tài)度來(lái)復(fù)習(xí)并提升Reading內(nèi)容，鞏固學(xué)生對(duì)Reading全文線索的了解與掌握，并通過(guò)討論找出含有過(guò)去分詞用法的句子來(lái)支持各自的觀點(diǎn)。(由于Reading中Comprehending部分中關(guān)于作者對(duì)未來(lái)生活所持有的態(tài)度的討論跟語(yǔ)法部分聯(lián)系緊密，故將其從Reading中剪切，轉(zhuǎn)至語(yǔ)法中作為回顧閱讀課，導(dǎo)入新課)完成語(yǔ)法練習(xí)后，學(xué)生對(duì)過(guò)去分詞作狀語(yǔ)和定語(yǔ)的用法有了一定的了解，然后教師將過(guò)去分詞作狀語(yǔ)和作定語(yǔ)的用法系統(tǒng)歸納如下：

過(guò)去分詞作狀語(yǔ)可以表示時(shí)間、條件、原因、讓步、方式或伴隨，有時(shí)在其前還可以帶上連詞，以示明確。

1. 作時(shí)間狀語(yǔ)。 Once discovered, the enemies were completely wiped out.

2. 作原因狀語(yǔ) Moved by his words, I accepted his present.

3. 作條件狀語(yǔ) United we stand, divided we fail.

4. 作讓步狀語(yǔ) Although tired, they continued to work.

5. 作方式或伴隨狀語(yǔ) The teacher stood there, surrounded by many students.

注意：

1) 作狀語(yǔ)的過(guò)去分詞通常與句子的主語(yǔ)存在著被動(dòng)關(guān)系，她所表示的動(dòng)作通常和謂語(yǔ)動(dòng)詞屬于同一時(shí)間范疇，也可表示先于謂語(yǔ)動(dòng)詞發(fā)生的動(dòng)作。有時(shí)為了強(qiáng)調(diào)先發(fā)生的動(dòng)作，也可用having been done.

e.g. Having been told many times, he can’t still remember it.

2). 過(guò)去分詞的邏輯主語(yǔ)要跟主句的主語(yǔ)一致,否則不能用過(guò)去分詞作狀語(yǔ),應(yīng)用狀語(yǔ)從句。

(誤)Checked carefully, some spelling mistakes can be avoided.

(正)If the composition is checked carefully, some spelling mistakes can be avoided.

過(guò)去分詞作定語(yǔ)或狀語(yǔ)時(shí)，該分詞及修飾成分相當(dāng)一句定語(yǔ)或狀語(yǔ)從句，變?yōu)槎ㄕZ(yǔ)從句或狀語(yǔ)從句中，該從句應(yīng)該具備兩個(gè)特征：1)從句的主語(yǔ)和主句中的先行詞一致;2)謂語(yǔ)動(dòng)詞為被動(dòng)語(yǔ)態(tài)形式。

Step2 Consolidation

非謂語(yǔ)動(dòng)詞練習(xí)

B 1. ___ and happy, Tony stood up and accepted the prize. (2006全國(guó))

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廣東)

A. performed B. performing C. to be performed D. being performed

C 3._________ and I’ll get the work finished. (2007 重慶)

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江蘇)

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江蘇)

A. built B. to be built C. to build D. being built

C 15.If ill, I’ll stay home a good rest. (2006遼寧)

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 ______ e_perience 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. 【設(shè)計(jì)說(shuō)明】

通過(guò)小組討論讓學(xué)生展開(kāi)想象的翅膀，憧憬未來(lái)生活的美好，隨后通過(guò)跟目前生活的比較，教育學(xué)生要珍惜現(xiàn)在，展望未來(lái)。然后讓學(xué)生根據(jù)自己的實(shí)際情況，討論是否愿意為空間站工作。

Step4 Assignment

Ask the students to write an application letter for working in space.

【設(shè)計(jì)說(shuō)明】

讓學(xué)生設(shè)計(jì)自己的空間站求職信，一方面鍛煉學(xué)生的寫作能力，一方面又與實(shí)際生活相聯(lián)系，一舉兩得。

Period 3: Using language

Teaching Aims:

1. Learn some new words and e_pressions.

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.

Teaching Methods:

1. Prediction

2. Pair work & group work

3. Comparison

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? Gala_y, planet

Q2: How are they different from us humans?

Q3: What do they eat and drink?

Q4: Which language do they speak?

【設(shè)計(jì)說(shuō)明】

該部分閱讀是上一課閱讀材料的延續(xù)，主要談及Li Qiang在太空中遇見(jiàn)的兩類令人驚訝的生物。因內(nèi)容與《星球大戰(zhàn)》中形態(tài)怪異的太空生物有所類似，故筆者采取_《星球大戰(zhàn)》片段導(dǎo)入，通過(guò)對(duì)太空生物的生理形態(tài)及生活的預(yù)測(cè)討論引出課文內(nèi)容。

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.

【設(shè)計(jì)說(shuō)明】

引出課文內(nèi)容后，首先讓學(xué)生就題目發(fā)表討論，預(yù)測(cè)作者在跨時(shí)空旅行中將會(huì)遭遇哪些形態(tài)各異的生物。

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 te_t?

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 Si_ Many

Number of legs One leg / shell Many

How it moves Slowly Skip around fast

Voice Whisper Shout

Food Carrot + cocoa Lemonade + herbs

【設(shè)計(jì)說(shuō)明】

由于文章結(jié)構(gòu)清晰，內(nèi)容簡(jiǎn)單，主要介紹了Li Qiang在太空中遇見(jiàn)的兩類生物以及它們之間的比較。故筆者直接處理課文細(xì)節(jié)，讓學(xué)生通過(guò)閱讀找出文中對(duì)兩類生物的描述，比較它們的特征。

Step4 Discussion

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?

【設(shè)計(jì)說(shuō)明】

文章原先安排的任務(wù)是猜測(cè)并繪出外星人的模樣，并用文字描述將外星人的外形特征;由于考慮到這個(gè)任務(wù)的難度，筆者將任務(wù)改為對(duì)未來(lái)人類的預(yù)測(cè)，并提供問(wèn)題提示，降低難度，將話題從漫無(wú)邊際的想象轉(zhuǎn)至日常生活，程度地調(diào)動(dòng)學(xué)生想象的積極性。

Step5 Assignment

Draw a picture of the future humans, then write a description based on your drawing. 【設(shè)計(jì)說(shuō)明】

讓學(xué)生參考文章結(jié)構(gòu)與內(nèi)容，用文字表述未來(lái)人類在生理、心理、生活、工作等方面的特點(diǎn)與變化，并將自己的設(shè)計(jì)做成Powerpoint文件，在第四課時(shí)中上臺(tái)展示。

Period 4. Listening and speaking

Teaching Aims:

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.

Teaching Methods:

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.

【設(shè)計(jì)說(shuō)明】

抽取幾位學(xué)生上臺(tái)通過(guò)Powerpoint文件展示并講解自己在上節(jié)課對(duì)未來(lái)人類的設(shè)計(jì)與幻想，教師進(jìn)行適當(dāng)?shù)狞c(diǎn)評(píng)，檢驗(yàn)學(xué)生的設(shè)計(jì)成果，并進(jìn)行總結(jié)：想象力是人類與生俱來(lái)的本能，也是人類進(jìn)步的動(dòng)力，人如果沒(méi)有想象力，世界必然一片空白，人生將會(huì)無(wú)限的單調(diào)乏味，因?yàn)橛邢胂蟛庞惺聦?shí)，有想象才能成功。為了拓展我們的生活領(lǐng)域，提高我們的生活品質(zhì)，使未來(lái)的生活美夢(mèng)成真，讓我們利用我們聰明的頭腦和靈巧的雙手去想象、去創(chuàng)造、去發(fā)明吧!

Step2 Lead-in

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?

【設(shè)計(jì)說(shuō)明】

因聽(tīng)力材料描繪了想象中一個(gè)在火星上充滿奇跡的wonderworld，在那個(gè)世界很多高新科技被應(yīng)用于日常生活與工作中，故筆者從一張有關(guān)太陽(yáng)系的圖片導(dǎo)入，引出聽(tīng)力材料中的planet, o_ygen, gravity, space creatures等生詞，然后向?qū)W生提出問(wèn)題，太陽(yáng)系中哪個(gè)星球比較適合人類生存，讓學(xué)生對(duì)火星生活作出預(yù)測(cè)，從而引出聽(tīng)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

【設(shè)計(jì)說(shuō)明】

要求學(xué)生在聽(tīng)錄音的同時(shí)提取聽(tīng)力材料的主要內(nèi)容，并在書(shū)中的練習(xí)一上打勾。培養(yǎng)學(xué)生聽(tīng)取重要信息的能力。

Step4 Listening for details

1. How can “Wonderworld” make sure there is enough o_ygen?

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.

【設(shè)計(jì)說(shuō)明】

要求學(xué)生再聽(tīng)一遍錄音，完成文中的細(xì)節(jié)問(wèn)題。培養(yǎng)學(xué)生聽(tīng)取細(xì)節(jié)內(nèi)容的能力。

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…?

【設(shè)計(jì)說(shuō)明】

要求學(xué)生根據(jù)本單元的學(xué)習(xí)，運(yùn)用掌握的詞匯與句型，預(yù)測(cè)1000年后家鄉(xiāng)發(fā)生的變化，學(xué)生運(yùn)用課本中提供的句型編造對(duì)話，先兩兩討論，然后跟其他小組成員討論編對(duì)話，培養(yǎng)口語(yǔ)及集體協(xié)作能力。新課標(biāo)第一網(wǎng)

Step6 Assignment

Practise asking your classmates what will their hometowns be like in 1000 years’ time.

【設(shè)計(jì)說(shuō)明】

要求學(xué)生在課后跟自己的同學(xué)用英語(yǔ)交談，討論預(yù)測(cè)1000年以后家鄉(xiāng)發(fā)生的變化，將英語(yǔ)學(xué)習(xí)融入日常生活，激發(fā)學(xué)生講英語(yǔ)的_，在實(shí)踐中鍛煉學(xué)生的英語(yǔ)能力。

教案【二】　　Step 1 Revision

1 Check the homework e_ercises.

2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For e_ample: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?

Step 2 Presentation

SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.

Step 3 Reading

Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.

Step 4 Dialogue

Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? E_plain that may have plans e_presses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

Notes:

a People have been talking of it a lot recently.:

Note the Present Perfect Continuous Tense to e_press an activity which started in the past and is still continuing.

b I simply don‘t know. =I honestly don’t know.

c Right now =At this moment

d The problem is … it. =Finding land for building the new factory is a problem ( i.e. difficult).

e The majority of people =Most people

f a number of people =quite a lot of people

g out of work =do not have jobs

h But some people … built on. =Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.

i I can see the problem. =I understand the problem.

j is likely to happen =will probably happen

k It‘s quite likely: Quite emphasizes likely and increases the possibility.

Step 5 Practice

SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make e_ample sentences. Then let the Ss do this e_ercise in pairs. At the end get Ss to write down 5 sentences from this table in their e_ercise books.

Step 6 Workbook

Wb Lesson 65, E__. 1 - 4.

After E_. 1 is done orally, get the Ss to write the answers in their e_ercise books.

Both E__. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.

When doing E_. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.

Step 7 Consolidation

With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.

I believe you’re right.

What are the problems then?

What do you think is likely to happen?

Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.

A: I think the company will buy more land.

B: I believe you‘re right.

A: But it isn’t likely that the manager will make a decision soon.

B: What are the problems then?

With an ordinary class, just practise the dialogue in Part 1 again.

Homework

Finish off the Workbook e_ercises.

Do E_. 1 and part of E_. 4 as written work.

高三英語(yǔ)教學(xué)計(jì)劃(四)

高一上學(xué)期是高中教育的起始階段，是一個(gè)全新的起點(diǎn)，因此這一階段的教育顯得尤為重要。而我，作為一名新的教師，同樣和學(xué)生站在了新的起跑線上。為了讓自己能順利進(jìn)行新課標(biāo)的教學(xué)任務(wù)，也能使學(xué)生_完成新課標(biāo)的各項(xiàng)學(xué)習(xí)要求，盡快適應(yīng)新的環(huán)境，以便他們?cè)诟鞣矫婺軌蚪】蛋l(fā)展。而我也必須嚴(yán)格要求自己，力爭(zhēng)把英語(yǔ)教學(xué)搞的有聲有色，特制定英語(yǔ)教學(xué)計(jì)劃如下：

一.教材分析

教材是“課標(biāo)”的具體表現(xiàn)，是學(xué)生學(xué)習(xí)的“藍(lán)本”。現(xiàn)在使用的人教版每一個(gè)單元都圍繞一個(gè)主要話題開(kāi)展聽(tīng)說(shuō)讀寫活動(dòng)，共九個(gè)部分，即熱身，閱讀，理解，語(yǔ)言學(xué)習(xí)，語(yǔ)言運(yùn)用，小結(jié)，學(xué)習(xí)建議和趣味閱讀。語(yǔ)言知識(shí)和技能的呈現(xiàn)與訓(xùn)練，以及語(yǔ)法和句型等重點(diǎn)循序漸進(jìn)，循環(huán)反復(fù)，符合學(xué)生的認(rèn)知規(guī)律，有利于學(xué)生構(gòu)建知識(shí)系統(tǒng)。新教材打破了傳統(tǒng)的體系，用新的理念、新的方式、新的體系呈現(xiàn)出來(lái)。

我們應(yīng)當(dāng)以積極的態(tài)度去學(xué)習(xí)新教材，研究新教材，理解新教材各個(gè)欄目的編寫意圖，限度地發(fā)揮各個(gè)欄目的作用。一方面我們要努力去理解新教材、適應(yīng)新教材、用好新教材，一方面我們又要努力站在新教材之上使用新教材，要根據(jù)教學(xué)目標(biāo)和學(xué)生實(shí)際對(duì)其進(jìn)行大膽的取舍和重組，力爭(zhēng)做到教材為我所用。

二.教學(xué)目標(biāo)

1、使學(xué)生明確學(xué)習(xí)英語(yǔ)的目的性,發(fā)展自主學(xué)習(xí)的能力和合作精神;

2、做好初高中的教學(xué)銜接工作，讓學(xué)生了解和適應(yīng)高中的英語(yǔ)學(xué)習(xí);

3、在培養(yǎng)學(xué)生的語(yǔ)言知識(shí)、語(yǔ)言技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)的基礎(chǔ)上發(fā)展學(xué)生綜合運(yùn)用語(yǔ)言的能力，培養(yǎng)學(xué)生在獲取信息，處理信息，分析問(wèn)題解決問(wèn)題的能力，以及運(yùn)用英語(yǔ)進(jìn)行思維和表達(dá)的能力。

4、優(yōu)化學(xué)生的英語(yǔ)學(xué)習(xí)方法，使他們能通過(guò)觀察、體驗(yàn)、探究等主動(dòng)學(xué)習(xí)的方法，充分發(fā)揮自己的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略，提高自主學(xué)習(xí)的能力。

三.學(xué)生現(xiàn)狀分析

我所帶的班級(jí)是高一年級(jí)5班和6班。總體來(lái)說(shuō)，學(xué)生生源構(gòu)成復(fù)雜，大部分學(xué)生來(lái)自農(nóng)村，城區(qū)學(xué)生較少，普遍英語(yǔ)底子差，基礎(chǔ)薄，英語(yǔ)水平參差不齊，做題方法不得當(dāng)，而且大部分學(xué)生對(duì)英語(yǔ)有一種畏懼感或者是厭學(xué)。分開(kāi)來(lái)講，高一5班的同學(xué)在基礎(chǔ)和興趣上都比高一6班的同學(xué)略高一籌。針對(duì)這些情況，我打算在高一起始階段的英語(yǔ)教學(xué)中，本著低起點(diǎn)，爬坡走，抓習(xí)慣的原則，長(zhǎng)期不懈地抓好學(xué)生學(xué)習(xí)英語(yǔ)的的興趣和習(xí)慣的養(yǎng)成。狠抓基礎(chǔ)，改進(jìn)學(xué)法，激發(fā)興趣，提高學(xué)生們學(xué)習(xí)英語(yǔ)的能力”。

高三英語(yǔ)教學(xué)計(jì)劃(五)