Unit 8 Period 1
教学内容
Getting ready (p.113),Reading(pp.114-115),Vocabulary (p.116),Strategy(p.117),Comprehension D1 (p.117)
教学目标
语言知识
认读赫尔理解单词Internet,post,present,wide,shape,cafe,recently,forever,certainly,satisfy,mix,electronic,relax,while,technology和短语at the front,on the Internet,in the shape of,mix ... with ...;认识单词hydrogen,recommend。
语言技能
根据上下文语境猜测词义。
学习策略
学习和掌握“寻找具体事例”的阅读策略。
情感态度
唤起对人类未来生活的美好憧憬。
教学重点
了解主阅读篇章的主旨大意,学习核心单词和短语。
教学难点
学习和掌握“寻找具体实例”的阅读策略。
教学过程
Step 1 阅读 Getting ready 板块的图文,了解单元话题。
学生观察教材第113页的卡通图,阅读 H i和 Lo的对话,回答下列问题。
What are Hi and Lo talking about? (They are talking about their plans for the future.)
What did Lo do today? (He bought two bottles of oil.)
Why did he buy more oil? (He thinks he will probably need another one in the future.)
What does Lo mean by “in the future”? (He just means “in the near future”, maybe tomorrow.)
Step 2 开展“头脑风暴”,了解主阅读篇章的背景。
学生完成What do you know about ...?部分的练习A1,并集体校对答案。学生认读和理解单词present;认识单词hydrogen。
学生观察练习A2中的三幅图片,然后针对每幅图片思考并回答下列问题。
What is it?
When can we probably see it?
What is it used for?
What is it especially for?
Would you like to have one? Why or why not?
学生两人一组,讨论练习A2中的三个问题。
学生展开想象,对未来生活进行预测,并完成下列句子。
In 2050, hotels in our city will be under the water/on the Moon.
Computers of the future will be smaller than they are now/be able to think for themselves.
Kitchens in the future will be controlled by computers/be linked to the supermarkets’ computers.
In 2050, people will go on holiday by helicopter/to the Moon.
Cars of the future will run on hydrogen/not pollute the air.
Step 3 预测主阅读篇章的大致内容。
学生观察教材第115页主阅读篇章的标题、小标题并观察插图,然后完成 Before you read 部分的练习。学生认读和理解单词wide,forever和短语 at the front。
学生再次阅读主阅读篇章的引言、标题、小标题并观察每一幅图片,然后判断下列句子的正误。
The website is from the year 2050. (T)
People can watch fish swim outside their room window at the Hotel Whale. (T)
Forever Green House are green inside. (F)
The CJ3 can fly. (F)
学生认读和理解单词post,Internet 和短语 on the Internet。
Step 4 学习和掌握“寻找具体实例”的阅读策略。
学生学习第117页“寻找具体实例”的策略。
学生完成 Comprehension 部分的练习 D1。学生认读和理解单词 shape,cafe,
recently,certainly,satisfy,mix,electronic,relax,while,technology 和短语 in the
shape of,mix ... with ...;认识单词recommend。
学生交流练习D1的答案,并从主阅读篇章中找出相应的具体实例来佐证自己的判
断。
Step 5 完成 Vocabulary 部分的练习,巩固核心单词和短语。
回家作业
模仿录音的语音、语调,朗读课文。
抄写单词和短语:Internet,post,present,hydrogen,wide,shape,cafe,recently,
forever,certainly,recommend,satisfy,mix,electronic,relax,while,technology;
at the front,on the Internet,in the shape of,mix ... with ...。
通过图书馆或互联网搜集有关未来生活的资料。
完成《练习册》第114页Vocabulary和第121页Reading A的练习。
Unit 8 Period 2
教学内容
Reading(pp.115),Comprehension D2,D3(p.117)
教学目标
语言知识
巩固主阅读篇章中的核心单词和短语的运用。
语言技能
了解网站帖子的文本特征。
通过进一步阅读,理解主阅读篇章中三件高科技产品的特征和用户
评论。
情感态度
能从科学的角度出发,畅想美好的未来生活。
教学重点
了解网站帖子的文本特征。
教学难点
理解主阅读篇章中介绍的三件高科技产品的特征和用户评论。
教学过程
Step 1 回顾主阅读篇章的内容,检测词汇的掌握情况。
全体学生朗读主阅读篇章,朗读时应注意语音、语调。
学生根据首字母提示,用所学的新单词完成下列句子。
I am looking for a place to live in. Can you recommend a good hotel?
After her parents’ death, her life changed forever.
You have to forget the past and start living in the present.
We should use the most modern technology to make such products.
The river is about 20 metres wide.
I have seen her many times recently but we haven’t talked much with each other.
Without proper treatment, she will certainly die.
Mr White likes to relax on the sofa with a newspaper.
Nothing can satisfy him. He is always complaining.
Step 2 完成Comprehension部分的练习D2。
学生先浏览Comprehension部分的练习D2的三个问题,再阅读篇章,找到相关信息后再作答。
Step 3 深入理解主阅读篇章的内容。
学生阅读The Hotel Whale 部分,然后回答下列问题,并从段落中找出相应的具
体实例。
What is special about the Hotel Whale? (It is built under the water and it is in the shape of a whale.)
What does the hotel have? (It has 50 bedrooms, a cafe and a shopping centre.)
学生阅读 Forever Green House 部分,并将 Forever Green House 的特征和具体
例子进行配对。如:
Characteristics
Examples
green
(a, c)
a There is glass outside and heat is held under the glass.
b The medicine cupboard in the bathroom is connected to your doctor’s computer.
c Heat is used as energy for each house.
d Your smart fridge is connected to the supermarket’s computer.
smart
(b, d)
学生阅读 The CJ3 部分,并填写下表。
Characteristics
Supporting details
a hydrogen car
The hydrogen in the car is mixed with oxygen from the air to make electricity for the car.
with an electronic map
computer-driven
You tell the computer where to go. Then you sit back and relax as the car takes you there.
学生先不阅读主阅读篇章中的用户评论。教师将以下文本内容印发给学生或制作
成PPT呈现,并告诉学生这是三名用户分别对三件产品的评论,但他们的评论不完整。要求学生从框中选择相应的句子,将这些评论补充完整。
I’m helping protect the environment
we were using more energy
my children watched the fish outside their bedroom window
I was polluting the city
Mrs Peng: “When we were staying at the hotel recently, my children watched the fish outside their bedroom window. They were never bored!”
Mr Yu: “When we were living in our old house, we were using more energy. I would certainly recommend Forever Green Houses to my friends. They will satisfy everyone.”
Mr Hu: “While I was driving my old car, I was polluting the city. Now, with the new technology in my CJ3, I’m helping protect the environment.”
学生根据产品介绍和用户评论,回答以下问题。
Why can Mrs Peng’s children watch fish swim outside their bedroom window? (Because the hotel is under the water.)
Why did Mr White say “They will satisfy everyone”? (Because Forever Green House are green and smart.)
How does the CJ3 help protect the environment? (It uses hydrogen and oxygen to make electricity and it doesn’t cause pollution.)
Step 4 学生根据上一步骤表格中的内容和主阅读篇章中的插图复述每件产品的特点。
Step 5 完成Comprehension 部分的练习D3.
学生在小组内进行讨论,对2050年的生活展开合理的想象,并注意在提出观点后提供具体实例来支撑自己的观点。
回家作业
根据主阅读篇章的插图和课堂上总结的表格,复述三件产品的特点。
完成《练习册》第122至123页Reading B,C的练习。
Unit 8 Period 3
教学内容
Listening(p.118),Talk time(p.122),Speak up(p.122)
教学目标
语言知识
认读和理解单词apology,excuse,software,prepare和短语prepare for
认识单词virus。
能正确地表达歉意和回应道歉。
语言技能
训练理解故事因果关系的听力技能,并巩固获取关键信息的听力技
能。
能就“去月球旅行的计划”这一话题表达简答的观点和意见,并参
与讨论。
教学重点
训练理解故事因果关系的听力技能,巩固获取关键信息的听力技能。
教学难点
正确地表达歉意和回应道歉。
教学过程
Step 1 回顾主阅读篇章的内容,检查回家作业的落实情况。
教师邀请部分学生根据主阅读篇章的插图和课堂上总结的表格,复述三件产品的特点。
Step 2 完成Listening板块的练习。
学生观察练习A中的三幅插图,并猜测这些图片所反映的故事内容。
学生仔细阅读练习A中的五句句子,并在自己认为重要的单词或短语下划线,以帮助自己在听的过程中准确地抓住关键信息。学生认读和理解单词software;认识单词virus。
教师播放录音,学生完成练习A。
教师再次播放录音,学生完成练习B。
教师和学生集体校对答案。
学生根据听的内容判断下列句子的正误,并改正错误的句子。
the Earth
The two astronauts were on a trip to Mars. (F)
the control centre
When they found they were going the wrong way, they contacted the Space Computer Club. (F)
Contact the control centre and called the Whizz-kid for help
The people at the Space Computer Club helped write some virus-cleaning software.(F)
the Space Computer Club
The Whizz-Kid received an email from the two astronauts. (F)
the astronauts in the spaceship
After the Whizz-Kid made the software, he sent it to the Space Computer Club. (F)
Step 3 学习Talk time 部分的内容,学习表达歉意和回应道歉的方法。
学生观察下面的图片并讨论相应的问题。
Why does the boy on the right look unhappy?
What is the boy on the left probably doing now?
学生认读和理解单词apology,excuse。
学生阅读Talk time部分的指令语。然后,教师邀请两个学生朗读这段对话。然后
学生回答下列问题。
How many times does Arthur apologize to Tony? (Twice.)
Which apology is stronger? (The second one.)
How many excuses does Arthur give? (Two.)
Which excuse does Tony accept? (The first one.)
Which excuse does Tony reject? (The second one.)
What suggestion does Tony make to Arthur? (To do something to improve his memory.)
Step 4 学习 Speak up 部分的内容。
教师提供下面的问题要求学生以小组为单位进行思考和讨论,然后请各组汇报讨
论的结果。
What preparations will you make before you go to the Moon?
What will you bring with you to the Moon? Why?
What vehicle will you take to the moon?
When will you go to the Moon? How long will you stay on the Moon?
What will probably happen when you land on the Moon?
What will you do on the Moon?
What will you leave there?
What will you bring back from the Moon?
教师邀请各小组派代表介绍他们的月球旅行计划。然后,全班评选出最佳旅行计
划。学生认读和理解单词 prepare 和短语 prepare for。
回家作业
抄写单词和短语:apology,excuse,software,virus,prepare;prepare for。
记录Speak up部分的讨论结果,并将其整理成一篇发言稿。
完成《练习册》第118至119页Listening和第120页Speaking的练习。
Unit 8 Period 4
教学内容
Writing(pp.123-124)
教学目标
语言知识
认读和理解单词past和短语in the present,in a second。
语言技能
运用比较和对比的方式撰写过去和现在的生活。
学习策略
通过集体讨论,畅想未来不断消失或不断进步的现代事物。
能运用“蛛网图”,初步构思写作内容。
教学重点
写一篇短文比较人们过去和现在生活的不同之处。
教学难点
掌握比较和对比的写作方式。
教学过程
Step 1 检查回家作业的落实情况。
学生口头汇报自己“月球旅行计划”。
Step 2 开展“头脑风暴”,引入写作主题。
学生思考下面两个问题。
What things that people usually used in the past are now used less frequently/not used any more?
What recent inventions have made our lives much easier?
学生认读和理解单词past。
教师将学生的回答一“蛛网图”的形式罗列在黑板上。
Step 3 阅读材料,为写作人物作准备。
学生阅读练习A和B中的内容,了解写作任务的要求。学生认读和理解短语 in a second,in the present。
学生两人一组,选择练习 A 中的一个话题或其他相关话题,根据练习 B 的表格,
其中一个写左栏的内容,另一个写右栏的内容。教师也可知道学生用“文氏图”进
行对比。如:
Step 4 根据提示和范文,完成写作任务。
学生阅读练习C的范文。
学生根据练习B的表格完成练习C的写作任务。然后同桌之间交换文章,相互检查文
章中的错误,并提出改进的意见。
回家作业
抄写单词和短语past;in the present,in a second。
完成作文的修改。
完成《练习册》第124页Writing的练习。
Unit 8 Period 5
教学内容
Grammar(pp.119-121)
教学目标
语言知识
掌握过去进行时的相关知识。
语言技能
学会在语境中正确运用过去进行时。
学习策略
主动探究,善于发现语言的规律并能运用规律举一反三。
教学重点
掌握过去进行时的用法。
教学难点
在语境中正确使用过去进行时。
教学过程
Step 1 学习Grammar板块中关于过去进行时的相关知识。
学生阅读教材第119页上的引言和例句,然后完成 Work out the rule 部分的内容。
教师帮助学生总结:过去进行时用来表示在过去某个特定时间正在进行(发生)
的事情。特定时间往往是指在一段时间,在这段时间内,某个动作或行为一直进
行。过去进行时的基本形式为:was/were + 现在分词。
学生完成练习A。
教师邀请不同的学生回答下列问题。
What were you doing last Sunday?
What were you doing at midnight yesterday?
What were you doing at 7:30 this morning?
What were you doing on the morning of 1 January?
Where were you living ten years ago?
教师与学生一起阅读教材第120页的引言、例句和Things to remember 部分的内容。
学生完成练习B。对于程度相对薄弱的学生,教师可要求他们两人一组完成该练
习。
学生两人一组,完成练习C。
Step 2 巩固过去进行时的用法。
学生完成下列用动词的适当形式填空的练习。
I was having (have) my breakfast at half past six yesterday morning.
Mary was going (go) over her lessons from six to seven last night.
— What were you doing (do) at that time?
— We were watching (watch) TV.
Was your father at home yesterday evening? Yes, he was. He was listening (listen) to the radio.
They were not making (not make) a model ship when I saw them.
— Were they having (have) a meeting at four yesterday afternoon?
— No, they weren’t. They were cleaning (clean) the classroom.
When the bell rang, Jenny was waiting (wait) in her seat.
She was making (make) a dress the whole afternoon.
教师要求你学生用When/While/As ..., ... was/were doing ...的句型开始一个故事。要
求学生继续这个故事,且故事中的每句话都要用到When/While/As ..., ... was/were doing ...或者... was/were doing ...when/while/as ...的句型。应鼓励学生充分发挥想象力,编写这个故事。如:
When Tom came home, his mother was cooking dinner. Later, Tom was doing his
homework when the dinner was ready. When his mother called him, Tom was thinking about a very difficult Maths problem. He was working on it when his mother suddenly stopped him. ...
回家作业
完成下列中译英的练习。
昨天上午八点她在看书。
她回来时你在做什么?
她回来时我在做饭。
当老师进入教室时,孩子们正在聊天。
昨天晚上八点半你们在做什么。
完成《练习册》第115至117页Grammar的练习。
Unit 8 Period 6
教学内容
More practice(p.125), Culture corner(p.126), Project(pp.127-128)
教学目标
语言知识
认识单词miss和短语go on。
语言技能
能从补充阅读篇章中获取所需信息,理解篇章大意。
学习策略
积极与他人合作,共同完成课题任务。
情感态度
通过小组分工合作完成课题,培养团队合作学习的精神。
教学重点
了解More practice和Culture corner板块中篇章的大意和细节。
教学难点
能读懂产品的评论,并正确看待事物的两面性。
教学过程
Step 1 学习More practice 板块的内容。
在阅读补充阅读篇章前,教师展示主阅读篇章中三件高科技产品的图片。学生分
小组讨论下列问题。
What possible problems might these three things have?
What is the most dangerous thing for an underwater hotel?
Will the computers always work properly in a Forever Green House?
What problems might a CJ3 car have?
学生阅读补充阅读篇章,然后完成练习A。
学生根据篇章内容完成下表,简要说明每项产品出现的问题。
Name
Product
Problem
Lily
The Hotel Whale
Water came in through the window
Mike
Forever Green House
Food came to our house without stopping.
Benny
The CJ3
The hydrogen in the CJ3 didn’t mix with the oxygen, so the car didn’t work.
学生再次阅读篇章,并选择其中的一个故事,为其增补结尾,使故事完整。
Step 2 学习Culture corner 板块的内容。
教师出示上海世博会展馆的照片,让学生猜测其出处,从而引入板块的主题,即:Shanghai Expo: Dream inspires future cities。
学生阅读Culture corner 板块的短文,然后回答下列问题。
When was the Shanghai Expo held? (In 2010.)
What does “ZED” mean? (It means “zero energy development”.)
What is the idea of this building? (To show that we can have more environmentally friendly buildings and houses.)
What did Shanghai display? (Its eco-home.)
What was this house built of? (It was built completely of recycled and reused materials.)
Where does the house get its power? (From its solar power system.)
学生相互交流更多关于上海世博会的相关内容,并围绕How might cities develop in
the future? 的话题。
Step 3 完成 Project 板块中“未来之城”的设计。
学生阅读教材第127页的引言和广告的内容。教师告诉学生他们将要设计一个“未
来之城”。学生需要搜集各类信息,调查不同的地区,从而才能够在本课题结束时提供图文并茂的素材。
教师将学生分成八组,给学生一定的时间,要求各组学生从所给的八个选项中选
择一个作为调查的项目。
学生分组开展“头脑风暴”,采取点对点的比较方式,对比这一项目现在与未来
的不同。
各组分配好组员的任务。教师应建议每组设一个组长和秘书,再由组长安排其他
组员任务,秘书则作好各项记录。
各组员绘制各自的想法,并为每幅图片配上介绍和说明。组长汇总各组员的思路,
全组合作整理出小组的课题。
Step 4 完成Self-assessment 板块关于单元学习情况的自我评价。
回家作业
完善本组“未来之城”的设计。
选择性完成《练习册》第125至128页Integration的练习。