高中英語-book5 unit3 life in the future教學設計學情分析教材分析課后反思

Unit3LifeintheFutureTeachingGoals:Predictingthegoodandbadchangesinthefuture.imaginethealiencreatures.Functions：做出預測（Makingpredictions）Doyousupposethat…?Supposethat…Iwonderif…Doyouimaginethat…?Iimaginethat…2.猜測未來（Makingconjecturesaboutfuture）Isitlikely/unlikelythat…Possibly…Itispossiblethat…Mostlikely…I’msure…Probably…Supposethat…Perhaps…Maybe…Grammar:1.過去分詞作定語（Thepastparticipleastheattribute）Ifollowedhimtocollectahoveringcarriagedrivenbycomputer.Tomorrowyouwillbereadyforsomevisitsorganizedbycomputer.2.過去分詞作狀語（Thepastparticipleastheadverbial）Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.Confusedbythenewsurroundings,Iwashitbythelackoffreshair.本單元以lifeinthefuture為中心話題，旨在通過本單元的學習，讓學生大膽發(fā)揮想象，對人類今后的生活環(huán)境，生活方式進行猜測，提倡環(huán)保生活意識，同時讓學生學會過去分詞作定語和作狀語的不同用法，最后讓學生將本單元所討論的話題和推測手法結合，學習怎么樣寫report本單元所涉及的要點有：學習并了解未來生活的各個方面用與現(xiàn)在生活的不同之處，學習外星人的生活方式。2）學習表示預測，建議的的句型。（3）學習過去分詞作定語和狀語的結構。（4）學習寫好“report”,以訓練學生的邏輯思維及寫作能力.Period1TeachingAims:1.Learnsomenewwordsandexpressions.2.Helpthestudentstotalkaboutlifeinthepast,atpresentandinthefuture.3.Enablethestudentstodescribethelifeinthepast,atpresentandinthefuture.DifficultandImportantPoints:Comparelifeinthepast,atpresentandinthefutureWhatislifeinthefuturelike?Whatchangeswilltakeplace?TeachingMethods:1.Firstandcarefulreading,2.Askingandansweringquestionactivity3.Individual,Pairwork&groupworkTeachingProcedures:Step1warmingupTalkabouthowmanychangestherehavebeeninthelastonethousandyears.AndwhatchangeswemightexpecttofindinthenextonethousandyearsStep2:pre-reading1.Canyoutellwhatproblemspeoplearefacingtoday?2.whatproblemsdoyouthinkpeopleinthefuturewillhaveovercome?WhichoneswillstillbethereorevenworseinAD3005?Key:1Theproblemofpopulationwillbesolved,havebeguntoControlthebirthrate.2Theproblemswillbestillthere,andwillevenworse.3Idon’tthinkso.Nowscientistsaretryingtheirbesttodevelopnewresourcesthathumanbeingscanmakeuseof,suchassolarenergy.Inmyopinion……step3：fastreadingReadthetextforthefirsttimeandtellwhatthetextisabout?It’sane-mailwrittenbyamanWhohastakenupatriptothefuture.2.Lookatthefollowingsentence,thereareinwrongorder,tellmethecorrectorderforthesesentenceA.Weweretransportedintothefuturebyacomfortabletimecapsule.B.IarrivedatWangPing’shomeandeverythinginhishousemademesurprised.C.IwonatraveltotheyearAD3005D.Ihavemyfirsttrytomasterahoveringcarriage.Step4carefulreading1.whydidIhavethechancetotraveltotheyearAD3005?2.Whatisa“timelag”?3.HowdidIfeelwhenIwasinthecapsule?4whoguidesmytrip?5.whydidmyguidegivemesometables?6.whotransportedustothefuture?Key1.ItookuptheprizeIwontheyearbefore.2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod.3.Theseatsinthecapsuleareverycomfortable.4.MyfriendWangPingismyguidetothefuture.5.Thetabletscouldhelpmefeellessnervousanduncertain6.WangPing’sparents’companytransportedustothefuture.1HowdidIfeelassoonasIwastransportedtothefuture?Afterthewriterwastransportedtothefuture,hewashitbythelackoffreshair.2.howdidWangPingsolvethisproblem?WangPinggaveamasktothewriterandhurriedhimthroughtoasmallroomnearbytohavearest.3.whatdoyouthinkhascausedthiskindofproblem?Nowwearecausingmoreandmorepollutiontothenature,thiswillcauseseriousproblemstolifeinthenature.Thismaybethecauseofthelackoffreshairinthefuture.1WhatdidWangPang’shouselooklike?Hishouseisalargebright,cleanroom.IthadagreenWall,abrownfloorandsoftlighting.2Whatwasthegreenwallmadeof?What’sthepurposeofbuildingthiskindofgreenwall?Thegreenwallwasmadeoftrees.Theleavesofthetreeswillprovidemuch-neededoxygentothehouse.3HowcanyouproduceaTVsetinWangPang’shouse?YoucanjustflashaswitchonthecomputerscreenandaTVsetwillrisefromthefloor.GoodchangesBadchangesTimetravelCantraveltoDifferenttimesasyouwishAfter-effectsoftraveltransport.canmoveswiftlyDisorganized,difficulttofindwayhousessavelivingspaceShortofspaceTownsBusy,looklikemarketsEasytogetlostAirqualityOwnfamilyoxygensupplyPoorqualityinpublicplacesSampleanswersEx.2Ithinkthewriterhasanoptimisticviewofthefuture.HewasveryexcitedwhenhetraveledtotheyearAD3005andcouldn’tbelieveifwastrue.Fromthis,wecanseeheiseagertogotothefuture.Thoughhewashitbythelackoffreshair,The2ndperiodTeachingaims:Learnexpressions&phrasesLearn.languagepointsDifficultandImportantPoints:1）Languagepoints2）Theusageof“takeupandsweep”TeachingMethods:Presentation&PracticeTeachingProcedures:StepIRevisionHaveadictationStepII.Checktheanswerschecktheanswersofyesterday’shomework(P42.UsingWordsandExpressions)Stepthreelanguagepoint1.Istillcan’tbelievethatIamtakingupmyprizethatwaswonlastyearTakeup開始做，占用，選修a.Whendoesthemanagertakeuphisjob?b.hehastakeupartincollegec.Hedecidedtotakepphotographyashiscareer.開放思維：Takeoff脫下，起飛Takeover接管Taketo喜歡上，對…產(chǎn)生好感a.Helenalwayshelpshermothereventhoughgoingtoschool____mostofherdayA.TakesupB.makesupC.savesupD.putsup2.IhavetoconstantlyrubmyeyestoremindmyselfthatIhavetraveledtotheyearAD3005我得不斷擦拭自己的眼睛來提醒自己，我已到了公元3005年Remind:tomakesomeoneremembersomethingthattheymustdoRemindsbaboutsth提醒某人某事RemindsbtodosthRemindsbthat/where/how3.Asaresult,Isufferedfrom‘timelag”Asaresult:becauseofsomethingthathashappened結果，由于…的結果e.gHeworkedhard,andasaresult,hegotpromotedquickly.Sufferfrom:toexperience患有…為…所苦。hesufferfromheadache.發(fā)散思維：sufferingn.痛苦，勞苦sufferancen.容忍，忍耐4.Thisissimilartothe“Jetlag”yougetwhenflying.Bitinsteaditmeansyoukeepgettingflashbacksfromyourprevioustimeperiod.這種病有些像乘噴氣式飛機高速飛行時所引起的時差反應那樣，所不同是是，它意味著你的腦海里不停地從以前的時間斷地直往回閃去Similar/Besimilarto:與…相似Acatissimilartoatigerinmanyrespects.similarityn.類似，相似similarly:adv相似地，同樣地b.Keepdoingsomething:繼續(xù)做某事Itkeptrainingforaweekc.Flashback:閃回，倒敘Theeventinhishappyfamilylifeareshowninflashback.5.hewassweptupintothecenterofthemandmylinkwithhimwasbrokenasIwascarrieduptotopofahighbuildingnearby.Sweepup:本意是打掃，清掃，經(jīng)常引申為“橫掃，掠過”等意思Theleavesweresweptupintotheairbythewind6.WangPing’smotherappeared,flashedaswitchonacomputerscreen,andatableandchairsrosefromunderthefloorasifbymagic.王平的媽媽出現(xiàn)了，電腦熒屏上的開頭閃了一下，于是一個桌子和幾把椅子就像變魔術般的從地板下面升了起來Switch:n開關whereisthelightswitch?vi.轉換，改變：hegottiredofteachingandswitchedtowritingstories開放思維：switchoff把…關掉，不聽，不理睬switchon:接通，把開關打開Switchout:關上Asifbymagic=likemagicHejumpedsohighasifbymagic發(fā)散思維：magical:adj魔力的，不可思議的Magicallyadv迷人地，不可思議地magiciann:魔術師7.Youmayfinditdifficultasthisisyourfirsttimetraveltrip當你第一次做這樣的時間旅行時，可能會感到有些困難Finditdifficult:結構為“find+賓語+賓補”賓補可以是形容詞，不定式，動名詞，從句IfoundhimtobemuchyoungerthanIexpectedDoyoufindhimverybright?IfindithardtotalkwithhimIfinditveryeasytolearnEnglishwell.SentencepatternsWorriedaboutthejourney,IwasunsettledforthefirstfewdaysWellknownfortheirexpertise,hisparents’companynamed“futuretours”transportedmesafelyintothefutureinatimecapsule.Confusedbythenewsurroundings,IwashitbythelackoffreshairArrivinghome,heshowedmeintoalargebright,cleanroom.Exhausted,IslidintobedandfellfastasleepHomeworkDoex1inpage19inthebookDoex2inyourexercisebookThe3rdperiodTeachingAims:Teachgrammar(ThePastParticipleastheadverbialandattribute)Improvethestudents’listeningskills.DifficultandImportantPoints:1)Learnthegrammar(ThePastParticipleasthePredicative&Attribute)2)HavetheSssumupthefunctionofthepastparticipleusinginductivemethod.TeachingMethods:InductiveMethodGroupworkTeachingProcedures:StepIDictationStepII.GrammarGrammar

pastparticipleusedasadverbialandattributeCompletethefollowingsentenceswiththewordsgiven,usingtheirproperforms.1,Ilikereadingthenovels______(write)byhim2.Thegirl________(write)aletterismycousin3.ThereissomethingwrongwithmybikeandIhavetogetit__________(repair).4.Hespokeloudlyinordertomakehimself____(hear)SentencepatternsWorriedaboutthejourney,IwasunsettledforthefirstfewdaysAsIwasworriedaboutthejourney,IwasunsettledforthefirstfewdaysWellknownfortheirexpertise,hisparents’companynamed“futuretours”transportedmesafelyintothefutureinatimecapsule.Hisparents’companywaswellknownfortheirexpertise…Confusedbythenewsurroundings,IwashitbythelackoffreshairWhenIwasconfusedbythenewsurrounding,Iwas…Arrivinghome,heshowedmeintoalargebright,cleanroom.Whenheisarrivinghome,heshowedmeinto…Exhausted,IslidintobedandfellfastasleepAsIwasexhausted,Islidintobedandfellfastasleep.過去分詞作狀語，意義上相當于狀語從句，表示時間，條件，原因，伴隨狀況等Wheneverpraised,heblushedUnited,westand,divided,wefallWritteninahurry,thebookisfulloferrorsAlthoughborninGermany,JohnlivesandworksinU.S.APAGE20,EX21.Frightenedbytheloudnoise,Iwenttoseewhatwashappening.2.Hitbythelackoffreshair,hegotabadheadache,3.Tiredafterthelongjourney,Istillenjoyedmeetingthealiensonthespacestation4.Frightenedbythenoiseoutside,thelittlegirldarednotsleepinherbedroom.5.Builtin1910,themuseumisalmost100yearsold.6.Givensomeadvicebythefamousscientist,thestudentwasnotworriedabouthisscientificexperimentanymore.Pickouttwomoresentencesfromthereadingwithppusedastheattribute.1.Hisparent’scompanynamed“futuretours”transportedmesafelyintothefutureinatimecapsule.2.Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany3.Hebecameinspiredwhenhethoughtabouthelpingordinarypeopleexposedtocholera.Ex41.SoonwelostsightofthatfamousastronomercalledLiQiang2.IamgoingtobuyapaintingcopiedfromVincentvanGogh3.Ilikethatoldprivatehousebuiltofwoodandmud4.Theroomconnectedtotherestfothehousebyalongpassageiscompletelyempty5.Thequeenwassittinginaroyalcarriagedrawnbyfourhorses.6.Thevehiclementionedinthebookisunknowntome7.Thecastlebuiltin1432isunderrepairPageEx11.Well-knownforhisbooksaboutSouth,JMCoetzeewontheBookerPrize2.Aprincessonceownedamagicalchairmadeofgoldandsilver3.Onhisbirthdayhereceivedamysteriouspresentwrappedingoldsilver4.Interruptedbythebell,hewasunabletofinishhisspeech5.Awakenedbyanoiseatmidnight,shesawathiefinherroom6.Supposedtobelocked,thisdoorisnowwideopenandtheroomisempty.Ex2.CalledEndangeredpointedKnownFallenSupportedTerrifiedThe4thPeriodTeachingAims:Improvethestudentsreadingskills.LearnsomethingaboutIhaveseemamazingthingsDifficultandImportantPoints:1)ReadingComprehension2)writeareportTeachingMethods:ComparativemethodTeachingProcedures:Step1extensivereadingNameofcreatureMu-muDimpodsSizeTallandthinSmallappearanceBlackandwhiteface,apointedhead,shell-coveredlegLikealittlecatcolorBlackandwhitefaceBlueorpurplepersonalityVeryfriendlyInterestingandlivelyNumbersofarmsSixToomanytotellNumbersoflegsOnelonglegcoveredbyshellTomanytotellHowitmovesSlowlyandfromsidetosideSkiparoundfastvoiceWhispershoutFoodMixtureofcarrotjuiceandcocoaLemonadewithherbsStep2groupworkCreateanewalienandfillintheblanksthendrawitoutNameofcreatureModdockSizeSmallchildwhengrownAppearanceVerylargenoseandhairybodyColorgreyPersonalitySlowandshybutfriendlyonceapproachedNumberofarmsSixNumberoflegssixHowitmovesRollsoverandoverlikeaballVoiceUsessignlanguagefoodoilWithyourpartner,drawapictureofyouralien.Thenwriteadescriptionbasedonyourdrawingandthenotesinthechart.Step3extensivereading2RisingtoachallengeParagraph1Silveradventure:Advantages:Paragraph2:Problemexistedinthepast:__________________________________________________________________________________________________________________Nowsolvedby____________________________________________________________________________________________________________________________WhatcanSaturationCityprovide?Paragraph3:_________________Paragraph4:_________________Paragraph5:_________________TeachingproceduresStep1Revision1Checkthehomeworkexercises.2AsktheSsafewrandomquestionstorevisefuturetimeandintroducethetopicoftheunit.Forexample:Whatlessonsdoyouhavethisafternoon/tomorrow?Areyougoingtodoanythingspecialthisevening?Whatdoyouthinktheweatherwillbeliketomorrow?WhatareyougoingtodoonSaturdayevening?AreyouplanningtodoanythingonSunday?Step2PresentationS.Askquestionsaboutthepicture(inPPT.),andgetSstotellyouwhattheythinkishappening.Teachthenewwordsmajority,goods,industry.Readtheintroductionaloud.Step3ReadingSayNowreadthedialoguesilentlyandfindoutthisinformation:Whatisbeingplannedatthiscompany?AllowtheSsafewmomentstocarryoutthetask.Checktheanswer.(Anewfactorymaybebuilt.)SeeiftheSscanguessthemeaningofoutofwork.Step4DialoguePlaythetapeofthedialoguefortheSstolistenandfollow.GothroughthedialoguebrieflyandmakesuretheSsunderstandit.Askquestionslikethese:Whatarepeopleatthecompanytalkingabout?Whoisgoingtomakethedecision?Whydoesthecompanyneedtobuildanewfactory?Whatisthedifficulty?Whydosomepeoplewantthenewfactorytobebuilt?Whyaresomepeopleagainstthenewfactory?Explainthatmayhaveplansexpressesuncertaintyaboutthefuture.Playthetapeagain.ThistimetheSslistenandrepeat.ThenlettheSspracticethedialogueinpairs.Youmaywishtoaskonepairtoactthesceneinfrontoftheclass.Notes:aPeoplehavebeentalkingofitalotrecently.:NotethePresentPerfectContinuousTensetoexpressanactivitywhichstartedinthepastandisstillcontinuing.bIsimplydon‘tknow.=Ihonestlydon’tknow.cRightnow=AtthismomentdTheproblemis…it.=Findinglandforbuildingthenewfactoryisaproblem(i.e.difficult).eThemajorityofpeople=Mostpeoplefanumberofpeople=quitealotofpeoplegoutofwork=donothavejobshButsomepeople…builton.=Somepeopledonotwantthemtobuildafactoryongoodfarmland.Notethestructurenotwantsomethingtobedone.iIcanseetheproblem.=Iunderstandtheproblem.jislikelytohappen=willprobablyhappenkIt‘squitelikely:Quiteemphasizeslikelyandincreasesthepossibility.Step5PracticeDemonstratehowtomakesentencesfromthetable,andthengetafewSstomakeexamplesentences.ThenlettheSsdothisexerciseinpairs.AttheendgetSstowritedown5sentencesfromthistableintheirexercisebooks.Step6WorkbookAfterEx.1isdoneorally,gettheSstowritetheanswersintheirexercisebooks.BothExx.2and3shouldbedoneinpairsfirst.Thenchecktheanswerswiththeclass.GetSstotranslatethesentencesintoChineseandaskthemtothinkiftheywillbeabletoputthembackintoEnglish.Payattentiontothesentencestructures.WhendoingEx.4,warntheSsnottodowordforwordtranslation.Specialattentionshouldbepaidtothesentencepatternsandwordorder.Step7ConsolidationWithagoodclassyoucangivetheSsthefollowingphrasesandgetthemtomakeupadialogue.WritethesephrasesontheBb.Ibelieveyou’reright.Whataretheproblemsthen?Whatdoyouthinkislikelytohappen?WritethemupontheBbanddemonstratewithagoodShowitispossibletomakeupadialogue.A:Ithinkthecompanywillbuymoreland.B:Ibelieveyou‘reright.A:Butitisn’tlikelythatthemanagerwillmakeadecisionsoon.B:Whataretheproblemsthen?Withanordinaryclass,justpracticethedialogueinPart1again.HomeworkFinishofftheWorkbookexercises.學情分析高中二年級的學生經(jīng)過前高一一年五個單元的英語學中,已經(jīng)積累了一定的詞匯基礎,并掌握了一些簡單的學習策略和技巧,具有初步的英語聽說讀寫能力。但是，學生個性和英語水平差異大，因此教學設計要有梯度，由淺入深，注意層次性。這個班大部分學生英語基礎一般，有些學生對英語學習具有恐懼感。根據(jù)這些特點，教師可以采用與新課標要求相一致的新的教學方式，即活動式的教學法，這樣就便于調動全班學生的積極性，讓全員參與到活動中，在師生互動、生生互動的輕松教學模式中實現(xiàn)教學任務和目標，并建立起學生們學習英語的興趣和信心。效果分析在講完這節(jié)課內容之后，我有這樣幾點反思：一成功之處。1、”六步三環(huán)”的設計思路明晰。本節(jié)設計由潛入深，通過圖片引出問題:圖片中的孩子現(xiàn)在的外貌與過去有哪些不同點?然后我?guī)ьI著學生一步一個腳印，漸漸進入每個任務去解決問題，讓學生非常自然的領會本課的知識點。簡筆畫及教學課件的運用起到了直觀便捷的作用,省時且加大了課堂密度，擴大了容量。課件生動直觀，加深了學生學習英語的興趣，認為英語不再是課本上枯燥的沒有生命力的文字，而是一種鮮活的動態(tài)語言。設置的任務給了學生一定的情境,讓他們在真實的情境中去體驗和感悟,并由此來獲取并運用語言,這種教學重視學習主題的直接經(jīng)驗，具有獨特的教學效果。課結束后,我引導學生對本節(jié)內容進行總結,這樣在他們大腦中就會對所學的知識有一個總體的把握,并且可以對課前提出的問題進行檢測:是否已經(jīng)解決了問題?最后布置學生寫一寫自己或他人的今昔變化,引導學生進行課后的探究。2、重視教學過程的評價，及時獎勵學生。

我認為只有促使學生從一個成功走向另一個成功，學生才能體會到學習的樂趣和成功的喜悅，也只有這樣，學生學習英語的興趣才能長久保持。因此我在教學中采用獎勵,培養(yǎng)他們的成就感，給學生伸一個大拇指、一個小飾物、一個笑臉,一句獎勵的話語使學生情緒高漲,始終以飽滿的熱情參與課堂的學習。二、不足之處。任務設計單一化。備課時應考慮更全面,注意學生的已有知識和興趣點,設計更為實用的任務鏈。以上是我對自己一節(jié)課的反思。

要講好課需要不斷的完善和及時的反思。新課程改革對教師的能力提出了更高的要求。我們不僅是學生記憶的激活者,也是示范者,更是課堂教學的組織者、指揮者。因此我要更加努力探究教學理論，在實踐教學中不斷反思完善自己教學水平,爭取有更大的提高。新課程Module5Unit3Lifeinthefuture的教學設計【設計理念】本教學設計在新課程教學理念的指導下，力求在培養(yǎng)學生的語言知識、知識技能、情感態(tài)度、學習策略和文化意識等素養(yǎng)的基礎上發(fā)展學生綜合運用語言的能力，使學生通過觀察、體驗、探究等主動學習的方法優(yōu)化英語學習方法，充分發(fā)揮自己的學習潛能，形成有效的學習策略。1.開展學生活動，發(fā)揮主體作用新課程強調要充分發(fā)揮學生在教學過程中的主體作用。本課設計遵循以學生為主體，教師為主導這一教學原則，創(chuàng)設角色扮演情景、激烈討論提出建議，讓學生最大限度地參與教學過程，尊重學生的主體地位，充分發(fā)揮學生在學習過程中的主動性、積極性、創(chuàng)造性，使課堂充滿活力。2.實施情景教學，統(tǒng)合三維目標本課設計從教學需要出發(fā)，創(chuàng)設情景，進行情景設問、討論，激起學生的情感體驗，激活學生思維，幫助學生迅速、正確地理解和接受知識，并在學習過程中培養(yǎng)其積極進取的科學的人生觀及價值觀，較好地落實了三維目標。而三維目標是相輔相成、相互滲透的，所以在情景教學的過程中，知識的落實、能力的培養(yǎng)、情感態(tài)度價值觀的滲透交融在一起，實現(xiàn)了三維目標的和諧與統(tǒng)一。轉變學習方式，增強教學效果新課程要求提倡自主、合作、探究的學習方式，發(fā)揮學生的主體性、能動性和獨立性，本課設計通過自學課本，小組討論，綜合分析，角色扮演等活動，為學生自主學習、合作學習、探究學習提供了空間，使學生體驗了自主之樂，合作之趣，探究之悅，促進了學生知識的構建與運用，能力的培養(yǎng)和提高，情感體驗和態(tài)度、價值觀的形成，增強了教學效果。運用問題教學，啟發(fā)學生思維本課設計按照誘思探究理論要求，遵循學生的認知規(guī)律，引導學生去發(fā)現(xiàn)問題、分析問題和解決問題，從而掌握知識，形成能力，培養(yǎng)品質。通過對文章分析的由淺入深，由易到難，循序漸進，引導學生結合歷史現(xiàn)狀和教材信息，發(fā)揮想象，活化語言，從而達到綜合運用英語進行交際的目的。有利于培養(yǎng)學生的思維能力，激發(fā)學生的創(chuàng)新精神。本教學設計貫穿了新的教學理念，體現(xiàn)了課程改革的鮮明特色，在教學內容的重新調整、教材的合理處理、教學思路的設計等方面作了嘗試性的突破與創(chuàng)新，具有較強的實踐性和操作性。【教材分析】本單元教學內容為人教版新課標Unit3Lifeinthefuture。本單元的中心話題是“未來生活”，教材內容為學生提供了想象的空間，旨在培養(yǎng)學生預測未來的能力，通過對現(xiàn)實生活與未來生活的對比，喚醒學生把握現(xiàn)在，珍惜現(xiàn)在，愛護環(huán)境，保護自然的意識。第一篇Reading文章主要講述主人公LiQiang在時空旅行前、時空旅行中及時空旅行后的所見所想。第二篇則主要記敘了LiQiang在太空站認識的兩個非常特別的太空生物，并將兩個生物的特征進行了對比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學生的想象力，培養(yǎng)學生對未來生活的預測。語法部分則延續(xù)了課文內容，通過作者對未來生活態(tài)度的討論引出過去分詞做狀語及定語的用法，并以短文填空的形式來鞏固文章生詞的用法。聽力部分則描繪了一個擁有高新科技的wonderland,表明了人類對美好生活的追求與幻想，并最終通過口語情景設置鍛煉學生綜合運用英語的能力與技巧，從而對未來生活進行更細致的預測?？紤]到各部分內容的內在聯(lián)系，筆者結合教學實際將同一話題不同內容與形式的材料進行了重組，對教材內容、編排順序等進行了調整、刪減和補充，將整個單元設計成四個課時，豐富了教學內容和語言活動形式。Unit2語法講練過去分詞作賓補用法歸納英語中過去分詞可作賓補，（此時的過去分詞一般是及物動詞）表被動意義或完成意義，有時兩者兼而有之。做賓補的過去分詞與賓語有邏輯上的動賓關系，即賓語是過去分詞動作的對象。如：Shefoundthedoorbrokeninwhenshecameback.(賓補與賓語有被動的關系，表一種狀態(tài)。)一．過去分詞用在表狀態(tài)的動詞keep,leave等的后面。eg:Theykeptthedoorlockedforalongtime.Keepyourmouthshutandyoureyesopen.(諺語：少說多看）Don'tleavesuchanimportantthingundone.Don'tleavethewindowsbrokenlikethisallthetime.二．過分詞用在get,have,make的后面。1.注意“have+賓語+過去分詞”的兩種情況：A）表"讓某人做某事/讓某事（被人）做"eg:Ihavehadmybikerepaired.Thevillagershadmanytreesplantedjustthen.B)表"遭遇到某種不幸，受到打擊/受....影響，蒙受.....損失"eg:Ihadmywalletstolenonabuslastmonth.Theoldmanhadhislegbrokenintheaccident.Hehadhislegbrokeninthematchyesterday.(MET1986)2."make+賓語+過去分詞",在這種結構中，過去分詞的動詞必須是表示結果含義的。如：TheymanagedtomakethemselvesunderstoodinverysimpleEnglish.Iraisedmyvoicetomakemyselfheard.三、過去分詞用在感觀動詞watch,notice,see,hear,listento,feel,find等后面。如Whenwegottoschool,wesawthedoorlocked.Wecanhearthewindowsbeatenbytheheavyraindrops.Hefelthimselfcheated.Themanagersdiscussedtheplanthattheywouldliketoseecarriedoutthenextyear.(NMET2000)四、過去分詞用在want,wish,like,expect等表示“希望，愿望”這一類動詞后面做賓補。如Thebosswouldn'tliketheproblemdiscussedatthemoment.Iwouldlikemyhousepaintedwhite.Iwantthesuitmadetohisownmeasure.Iwishtheproblemsettled.五、過去分詞用在“with+賓語＋賓補”這一結構中，過去分詞與賓語之間是動賓關系。如：Thethiefwasbroughtinwithhishandstiedbehindhisback.Withmanybrightly-coloredflowersplantedaroundthebuilding,hishouselookslikeabeautifulgarden.Witheverythingwellarranged,helefttheoffice.六、過去分詞、現(xiàn)在分詞、和不定式作賓補的區(qū)別?，F(xiàn)在分詞作賓補：賓語和補語之間是主謂關系。其動作與謂語動作同時進行。過去分詞作賓補：賓語和補語之間是動賓關系。其動作先于謂語動作。不定式作賓補：表一個完成的動作、或表一個很短時間內看到、聽到或感覺到的具體動作。eg:Hedidn'tnoticemewaiting.IheardthesongsunginEnglish.Isawhimopeningthewindow.Isawthewindowopened.Isawhimopenthewindow.IheardhersingthesonginEnglish.專項訓練1：

第二節(jié)

語法填空(共10小題；每小題1.5分，滿分15分)Oncetherelivedarichman

31

wantedtodosomethingforthepeopleofhistown.

32

firsthewantedtofindoutwhethertheydeservedhishelp.

Inthecentreofthemainroadintothetown,heplaced

33

verylargestone.Thenhe

34

(hide)behindatreeandwaited.Soonanoldmancamealongwithhiscow.

“Whoputthisstoneinthecentreoftheroad?”saidtheoldman,buthedidnottrytoremovethestone.Instead,withsomedifficultyhepassedaroundthestoneandcontinuedonhisway.

35

mancamealonganddidthesamething;thenanothercame,andanother.Allofthemcomplainedaboutthestonebutnottriedtoremove

36

.Lateintheafternoonayoungmancamealong.Hesawthestone,

37

(say)tohimself:“Thenight

38

(be)verydark.Someneighborswillcomealonglaterinthedarkandwillfallagainstthestone.”

Thenhebegantomovethestone.Hepushedandpulledwithallhis

39

(strong)tomoveit.Howgreatwashissurpriseatlast!

40

thestone,hefoundabagofmoney.

第二節(jié)

語法填空31.who

32.

But

33.a

34.hid

35.Another36.it37.saying38.willbe39.strength

40.Under

二第二節(jié)：語法填空（共10小題，每小題1.5分，滿分15分）TheInternetisanamazinginformationresource.Students,teachers,andresearchersuseitas

__31_

investigativetool.Journalistsuseittofindinformationforstories.Doctorsuseittolearnmoreaboutunfamiliardiseasesandthe

32_

(late)medicaldevelopment.Ordinarypeopleuseitforshopping,banking,bill-paying,andcommunicatingwithfamilyandfriends.Peopleallovertheworlduseittoconnectwithindividualsfrom

_33

countriesandcultures.However,__34____therearemanypositivedevelopments

__35__

(associate)withtheInternet,therearealsocertainfearsandconcerns.

__36___

concernrelatestoalackofcontrolover__37__

appearsontheInternet.Withtelevisionandradiothereareeditorstochecktheaccuracyorappropriatenessofthecontentofprograms,andwithtelevisionthereare

38(restrict)onwhatkindsofprogramscan

__39__

(broadcast)andatwhattimesoftheday.WiththeInternet,parentscannotcheckapublishedguidetodeterminewhatissuitable__40____theirchildrentosee.

第二節(jié)

語法填空（共10小題，每小題1.5分，滿分15分）31.an

32.latest

33.other/different

34.while

35.associated

36.One

37.what

38.restrictions

39.bebroadcast(ed)

40.for

三第二節(jié)：語法填空(共10小題；每小題1.5分，滿分15分)Cryingmarriage?

31

(surprise),isn’tit?Factually,thecustomofcryingmarriageexistedalongtimeagoinmanyareasofSouthwestChina’sSichuanProvince,and

32

(remain)infashion

33

theendoftheQingDynasty.Thoughnotsopopularasbefore,thecustomisstillobservedbypeopleinmanyplaces,especiallyTujiapeople,whoviewitasa

34

(necessary)tomarriageprocedure.Itisverymuch

35

sameindifferentplacesoftheprovince.Accordingtoelderlypeople,everybridehadtocryatthewedding.

36

,thebride’sneighborswouldlookdownupon

37

asapoorlycultivatedgirlandshewouldbecomethelaughingstockofthevillage.

Infact,therewerecases

38

whichthebridewasbeatenbyhermotherfornotcryingattheweddingceremony.Inaword,cryingatweddingisa

39

bycustomtosetoffthehappinessoftheweddingthroughfalselysorrowfulwords.However,inthe

40

(arrange)marriagesoftheolddaysofChina,therewereindeedquitealotofbrideswhocriedovertheirunsatisfactorymarriageandeventheirmiserablelife.語法填空：31.

Surprising

32.remained

33.

until/till

34.

necessity

35.

the

36.

Otherwise

37.

her

38.

in

39.

way/means

40.arranged

四第二節(jié)：語法填空（共10小題，每小題1.5分，滿分15分）Inmyfreetime,IreallylikesurfingtheInternet.WhenIgethomefromwork,Iturnonmycomputer,wait__31____itbootsupcompletely,andthenIgoonline.Iusual