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Unit 3 Life in the future  

2010-01-23 19:22:31|  分类: 默认分类 |  标签: |举报 |字号 订阅

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The Second Period Listening

Teaching goals 教学目标

1. Target language 目标语言

重点词汇和短语

extraordinarily, atmosphere, gravity, assist in

2. Ability goals 能力目标

Enable the Ss to tell the differences between two kinds of alien creatures.

Enable the Ss to understand the facilities in “Wonderworld”.

3. Learning ability goals 学能目标

Help the Ss learn how to promote a new invention by analyzing different situations.

Teaching important & difficult points 教学重难点

Listen to the material about the new invention and find out its special qualities.

Teaching methods 教学方法

Discussion; listening; cooperative learning.

Teaching aids 教具准备

A computer, a projector and a recorder.

Teaching procedures & ways  教学过程与方式

 

Step Ⅰ Lead-in

Let the Ss discuss the following two questions:

1. Do you think time travel is possible?

2. If you have the chance to have a time travel, which places would you like to visit? And why?

T: Glad to see you, everyone. Last time we learnt something about Li Qiang’s travel to the future. It’s fantastic, right? In our daily life, we also read lots of novels and watch many films about time travel. Can you name some great movies about time travel?

S: Matrix!

T: Yes. Good. Do you think time travel is possible?

S: I think it is possible. In the past, people cannot travel to the moon, but now they can. So with the development of science, maybe one day, we can travel to the past or to the future. This is quite possible!

T: If you have the chance to have a time travel, where would you like to visit? Why?

S: I want to visit the space station. In the future, maybe we will find out some other creatures living in other planets. I would like to communicate with them and know something about them.

 

Step Ⅱ  Listening

Task 1 Let the Ss listen to the material on page 23 twice. After listening for the first time, let them answer some simple questions to check their general understanding.

T: OK. We know that Li Qiang had a chance to travel to the future, today we are going to learn where he would visit. Don’t open your textbooks. Just listen. I will play the recording for you twice. For the first time, listen to the general idea

Listen again and check the answers.

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?

Task 3 Deal with the LISTENING on page 55.

T: There will be lots of new inventions in the future. Here we’ve got a new kind of quilt. Why is it special? Let’s listen to the tape and try to find it out. Meanwhile we should find out where these quilts are suitable to promote.

Play the tape for the Ss twice. Let them do Exx. 1-3 on page 55 and then check the answers.

 

Step Ⅲ Homework

After class, let the Ss listen to the three materials repeatedly.

 

The Third Period Grammar

Teaching goals 教学目标

1. Target language目标语言

重点词汇和短语

swiftly, unsettle, speed up

2. Ability goals 能力目标

Enable the Ss to use the past participle as the adverbial and the past participles as the attribute.

3. Learning ability goals 学能目标

Help the Ss learn how to use the past participle as the adverbial and the past participles the attribute.

Teaching important & difficult points 教学重难点

Distinguish the usage of the past participle as the adverbial and the past participle as the attribute.

Teaching methods 教学方法

Practice.

Teaching aids 教具准备

A computer, a projector and a blackboard.

Teaching procedures & ways 教学过程与方式

 

Step I  Word Study

This part is a consolidation of the words learnt in this unit.

Ask the Ss to do the Exx. 1 & 2 on pages 20 & 21 and exercises in USING WORDS AND EXPRESSIONS in Workbook independently. Then check the answers.

 

Step II Grammar

The Ss will learn the usage of the past participle in different situations.

Task 1 Make clear to the Ss the usage of the past participle as the adverbial.

T: Now please look at the sentence:

Worried about the journey, I was unsettled for the first few days.

= As I was worried about the journey, I was unsettled for the first few days.

过去分词作状语:

用作状语的过去分词通常来自及物动词。过去分词用作状语时,修饰主句的谓语动词,意义上相当于状语从句,表示时间、条件、原因、伴随状况等。过去分词作状语,前边往往可以加when, while, as if, as though。一般说来,这种结构的逻辑主语必须与主句的主语一致。例如:

Whenever praised, she blushes.(作时间状语)

= Whenever she is praised, she blushes.

United, we stand; divided, we fall.(作条件状语)

= If we are united, we stand; if we are divided, we fall.

Written in great haste, this book is full of errors.(作原因状语)

= Because this book is written in great haste, it is full of errors.

Mary was reading a love story, completely lost to the romantic life.(作伴随状语)

= Mary was reading a love story, and she was completely lost to the romantic life.

Although born in Germany, John lives and works in U.S.A.(作让步状语)

= Although John was born in Germany, he lives and works in U.S.A.

 

Task 2 Make clear to the Ss the usage of the past participle as the attribute.

T: Now please look at these two sentences:

1. I followed him to collect a hovering carriage driven by computer.

= I followed him to collect a hovering carriage that / which was driven by computer.

2. Tomorrow you will be ready for some visits organized by the company.

= Tomorrow you will be ready for some visits that / which was organized by the company.

过去分词作定语:

a. 用作前置定语的过去分词通常来自及物动词,带有被动意义和完成意义。例如:

We like skating in the frozen lake in the winter.

= We like skating in the lake which has been frozen in the winter.

How many finished products have you got up to now?

= How many products that have been finished have you got up to now?

来自不及物动词的过去分词很少能单独用作前置定语,能作这样用的仅限以下几个词,这时仅表示完成意义,不表示被动意义:

a retired worker = a worker who has retired

an escaped prisoner = a prisoner who has escaped

a faded / withered flower = a flower that has faded / withered

fallen leaves = leaves that have fallen

the risen sun = the sun that has just risen

a returned student = a student who has returned

vanished treasure = treasure that has vanished

b. 用作后置定语的过去分词通常也来自及物动词,表示被动意义和完成意义。这明相当于一个定语从句。例如:

Things seen are better than things heard.

= Things that / which are seen are better than things that / which are heard.

The lobster broiled over charcoal was delicious.

= The lobster that / which was broiled over charcoal was delicious.

Then let the Ss do Exx. 1-4 on pages 20 & 21 and exercises in USING STRUCTURES in Workbook to consolidate what they have learnt. And check the answers. If time permits, let the Ss learn the following usage of the past participle in the class.

过去分词作表语:

过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词;不及物动词的过去分词能作表语的只限于少数表示位置转移的动词,如go, come, assemble等,它们用在联系动词之后,表示完成意义,无被动意义。例如:

The man looked quite disappointed.

He is greatly discouraged by her refusal.

His hair is nearly all gone.

已经形容化了的过去分词大多可作表语,常见的有:

accomplished, amazed, amused, astonished, broken, closed, completed, complicated, confused, crowded, devoted, disappointed, discouraged, drunk, excited, frightened, hurt, interested, lost, satisfied, surprised, worried等。

过去分词作宾语补足语:

a. see, hear, feel, find, think等表示感觉和心理状态的动词可以带过去分词作宾语补足语。例如:

Tom found himself involved in an awkward situation.

I saw Tom dressed like a beggar in the street.

Everybody thought the match lost until the last minute.

b. make, get, have, keep等表示“致使”意义的动词可以带过去分词作宾语补足语。例如:

I have my clothes washed everyday.

Don’t get your schedule changed; stay with us in the class.

He’s trying to make himself understood.

Please keep us informed of the latest price.

c. like, want, wish, order等表示希望、要求、命令等意义的动词可以带过去分词作宾语补足语。例如:We don’t like such topics (to be) discussed in class.

I wish this problem (to be) solved this week.

 

Step Ⅳ Homework

T: After class, please review what we’ve learnt this class and do more exercises. Then preview the READING TASK in Workbook.

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