高中英语人教新课标必修五 Unit 3 Life in the future第三课时Grammar教案
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| 名称 | 高中英语人教新课标必修五 Unit 3 Life in the future第三课时Grammar教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2015-12-14 19:45:12 | ||
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Unit 3 Life in the future
Ⅰ. 单元教学目标
技能目标Skill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the future
Ⅱ. 目标语言
词汇 1． 四会词汇Expec ( http: / / www.21cnjy.com )t, aspect, cons ( http: / / www.21cnjy.com )tant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2. 认读词汇jet lag, flashback, e ( http: / / www.21cnjy.com )xpertise, hover, pessimistic, enormous, imitate, 3. 词组take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4. 重点词汇constant, remind, lack, sight, assist, require, settlement, previous, swift
语法 The past participle as the attribute…and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.
重点句子 1. This is similar ( http: / / www.21cnjy.com )to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for ( http: / / www.21cnjy.com ) their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it t ( http: / / www.21cnjy.com )o me and immediately hurried me through to a small room nearby for a rest. P184. He was swept up into the centre of them. 5. I found later that ( http: / / www.21cnjy.com )their leaves provided the house with much-needed oxygen. P188. Everyone w ( http: / / www.21cnjy.com )ill get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以“Life i ( http: / / www.21cnjy.com )n the future”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，并在此基础上，对人类的种种活动进行反思，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相结合，学习怎样写report。
1.1 Warming Up 部分利 ( http: / / www.21cnjy.com )用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。
1.2 Pre-reading 部分 ( http: / / www.21cnjy.com )让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。为下面的阅读做了铺垫。
1.3 Reading 部分通过 ( http: / / www.21cnjy.com )一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。阅读时要把重点放在“未来世界”生活与当今生活的不同点上。
1.4 Comprehending 部 ( http: / / www.21cnjy.com )分设计了三个教学活动来加深学生对Reading部分的理解。第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。学生要在文中找出支持自己观点的论据，尽可能说服别人。第三个活动让学生想象一下Li Qiang将会去参加哪些活动。这样既鼓励学生展开丰富的想象，又为Using Language部分的语篇学习做了铺垫。
1.5 Learning abou ( http: / / www.21cnjy.com )t Language部分突出了本单元的一些重点词汇及语法。首先通过完成语篇来考查学生运用本单元词汇的能力，并且通过练习，让学生区分两种动词短语，一种是以动词为中心的词组，另一种是以介词为中心的词组。语法部分要求学生主动找出阅读语篇中的重点结构——过去分词作定语和状语，然后加以应用。
1.6 Using Language ( http: / / www.21cnjy.com ) 部分涵盖了听，说，读，写四项语言基本技能。要求学生通过阅读I HAVE SEEN AMAZING THINGS 一文，对Li Qiang旅行的第三站有个总体的印象，并能找出部分细节知识。
1.7 SUMMING UP 部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。
1.8 LEARNING TIP 部分告诉学生在讨论时记笔记的好处和方法。
2. 教材重组
2.1 可将Warming Up, Pre-reading, Reading 和 Comprehending 整合在一起上一节精读课。
2.2 Using Lan ( http: / / www.21cnjy.com )guage 中的reading 和 listening 是 Li Qiang’s travel to the future的延续，可将这两部分及Workbook 中的LISTENING整合起来上一节听力课。
2.3可将Learning abou ( http: / / www.21cnjy.com )t Language 和 Workbook 中的 USING WORDS AND EXPRESSIONS 及USING STRUCTURES整合起来上一节语法课。
2.4 将 Workbook 中的 R ( http: / / www.21cnjy.com )EADING TASK 和 LISTENING TASK 结合起来上一节泛读课，进一步拓展学生的思维和想象力。
2.5 将 Using ( http: / / www.21cnjy.com )Language中的speaking 和 Workbook中的TALKING 整合在一起上一节口语课，鼓励学生对现在进行反思，对未来进行大胆猜测(make predictions)。
2.6 将Workbook 中的 ( http: / / www.21cnjy.com )SPEAKING TASK 和 WRITING TASK 整合起来上一节写作课，同时对整个单元进行一个小结。
3. 课型设计与课时分配
1st Period Reading
2nd Period Listening
3rd Period Grammar
4th Period Extensive Reading
5th Period Speaking
6th Period Writing
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 us ( http: / / www.21cnjy.com )e 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 ho ( http: / / www.21cnjy.com )w 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 ( http: / / www.21cnjy.com )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 t ( http: / / www.21cnjy.com )he 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 t ( http: / / www.21cnjy.com )he usage of the past participle in different situations.
Task 1 Make clear to ( http: / / www.21cnjy.com ) 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 worrie ( http: / / www.21cnjy.com )d 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。 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )love story, completely lost to the romantic life.（作伴随状语）
= Mary was rea ( http: / / www.21cnjy.com )ding 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 c ( http: / / www.21cnjy.com )lear 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 c ( http: / / www.21cnjy.com )ollect a hovering carriage that / which was driven by computer.
2. Tomorrow you will b ( http: / / www.21cnjy.com )e ready for some visits organized by the company.
= Tomorrow you will be ( http: / / www.21cnjy.com ) 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 ( http: / / www.21cnjy.com )/ 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 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )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, amaze ( http: / / www.21cnjy.com )d, 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, wi ( http: / / www.21cnjy.com )sh, 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, ( http: / / www.21cnjy.com )please review what we’ve learnt this class and do more exercises. Then preview the READING TASK in Workbook.
Ⅰ. 单元教学目标
技能目标Skill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the future
Ⅱ. 目标语言
词汇 1． 四会词汇Expec ( http: / / www.21cnjy.com )t, aspect, cons ( http: / / www.21cnjy.com )tant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2. 认读词汇jet lag, flashback, e ( http: / / www.21cnjy.com )xpertise, hover, pessimistic, enormous, imitate, 3. 词组take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4. 重点词汇constant, remind, lack, sight, assist, require, settlement, previous, swift
语法 The past participle as the attribute…and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.
重点句子 1. This is similar ( http: / / www.21cnjy.com )to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for ( http: / / www.21cnjy.com ) their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it t ( http: / / www.21cnjy.com )o me and immediately hurried me through to a small room nearby for a rest. P184. He was swept up into the centre of them. 5. I found later that ( http: / / www.21cnjy.com )their leaves provided the house with much-needed oxygen. P188. Everyone w ( http: / / www.21cnjy.com )ill get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以“Life i ( http: / / www.21cnjy.com )n the future”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，并在此基础上，对人类的种种活动进行反思，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相结合，学习怎样写report。
1.1 Warming Up 部分利 ( http: / / www.21cnjy.com )用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。
1.2 Pre-reading 部分 ( http: / / www.21cnjy.com )让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。为下面的阅读做了铺垫。
1.3 Reading 部分通过 ( http: / / www.21cnjy.com )一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。阅读时要把重点放在“未来世界”生活与当今生活的不同点上。
1.4 Comprehending 部 ( http: / / www.21cnjy.com )分设计了三个教学活动来加深学生对Reading部分的理解。第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。学生要在文中找出支持自己观点的论据，尽可能说服别人。第三个活动让学生想象一下Li Qiang将会去参加哪些活动。这样既鼓励学生展开丰富的想象，又为Using Language部分的语篇学习做了铺垫。
1.5 Learning abou ( http: / / www.21cnjy.com )t Language部分突出了本单元的一些重点词汇及语法。首先通过完成语篇来考查学生运用本单元词汇的能力，并且通过练习，让学生区分两种动词短语，一种是以动词为中心的词组，另一种是以介词为中心的词组。语法部分要求学生主动找出阅读语篇中的重点结构——过去分词作定语和状语，然后加以应用。
1.6 Using Language ( http: / / www.21cnjy.com ) 部分涵盖了听，说，读，写四项语言基本技能。要求学生通过阅读I HAVE SEEN AMAZING THINGS 一文，对Li Qiang旅行的第三站有个总体的印象，并能找出部分细节知识。
1.7 SUMMING UP 部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。
1.8 LEARNING TIP 部分告诉学生在讨论时记笔记的好处和方法。
2. 教材重组
2.1 可将Warming Up, Pre-reading, Reading 和 Comprehending 整合在一起上一节精读课。
2.2 Using Lan ( http: / / www.21cnjy.com )guage 中的reading 和 listening 是 Li Qiang’s travel to the future的延续，可将这两部分及Workbook 中的LISTENING整合起来上一节听力课。
2.3可将Learning abou ( http: / / www.21cnjy.com )t Language 和 Workbook 中的 USING WORDS AND EXPRESSIONS 及USING STRUCTURES整合起来上一节语法课。
2.4 将 Workbook 中的 R ( http: / / www.21cnjy.com )EADING TASK 和 LISTENING TASK 结合起来上一节泛读课，进一步拓展学生的思维和想象力。
2.5 将 Using ( http: / / www.21cnjy.com )Language中的speaking 和 Workbook中的TALKING 整合在一起上一节口语课，鼓励学生对现在进行反思，对未来进行大胆猜测(make predictions)。
2.6 将Workbook 中的 ( http: / / www.21cnjy.com )SPEAKING TASK 和 WRITING TASK 整合起来上一节写作课，同时对整个单元进行一个小结。
3. 课型设计与课时分配
1st Period Reading
2nd Period Listening
3rd Period Grammar
4th Period Extensive Reading
5th Period Speaking
6th Period Writing
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 us ( http: / / www.21cnjy.com )e 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 ho ( http: / / www.21cnjy.com )w 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 ( http: / / www.21cnjy.com )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 t ( http: / / www.21cnjy.com )he 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 t ( http: / / www.21cnjy.com )he usage of the past participle in different situations.
Task 1 Make clear to ( http: / / www.21cnjy.com ) 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 worrie ( http: / / www.21cnjy.com )d 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。 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )love story, completely lost to the romantic life.（作伴随状语）
= Mary was rea ( http: / / www.21cnjy.com )ding 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 c ( http: / / www.21cnjy.com )lear 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 c ( http: / / www.21cnjy.com )ollect a hovering carriage that / which was driven by computer.
2. Tomorrow you will b ( http: / / www.21cnjy.com )e ready for some visits organized by the company.
= Tomorrow you will be ( http: / / www.21cnjy.com ) 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 ( http: / / www.21cnjy.com )/ 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 ( http: / / www.21cnjy.com )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 ( http: / / www.21cnjy.com )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, amaze ( http: / / www.21cnjy.com )d, 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, wi ( http: / / www.21cnjy.com )sh, 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, ( http: / / www.21cnjy.com )please review what we’ve learnt this class and do more exercises. Then preview the READING TASK in Workbook.