英语教学设计 Uni LifeinthefutureⅠ单元

Unit3Lifeinthefuture

I.单元教学目标

技能目标SkillGoals

ATalkaboutthingsinthepast,atpresentandinthefuture

▲Talkaboutchangesatpresent

APredictgoodandbadchangesinthefuture

II.目标语言

1.四会词汇

Expect,aspect,constant,constantly,remind,jet,previous,tablet,

capsule,opening,surrounding,lack,ache,mask,bend,press,swift,

swiftly,master,sight,flash,switch,optimistic,length,extraordinary,

extraordinarily

词2.认读词汇

汇jetlag,flashback,expertise,hover,pessimistic,enormous,imitate,

3.词组

takeup,remind...of...,losesightof...,catchsightof...,sweep

up,speedup,assistin

4.重点词汇

constant,remind,lack,sight,assist,require,settlement,previous,swift

Thepastparticipleastheattribute

••,andfollowinghimtocollectahoveringcarriagedrivenbycomputer.

语Thepastparticipleastheadverbial

法Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.

Hit.byalackof「reshair,myheadached.

Exhausted,Islidintobedandfellfastasleep.

1.Thisissimilartothe“jetlag“yougetwhenflying,butinsteadit

meansyoukeepgettingflashbacksfromyourprevioustimeperiod.P17

2.Well-knownfortheirexpertise,hisparents'companynamed“Future

Tours“transportedmesafelyintothefutureinatimecapsule.P18

重3.Hehandedittomeandimmediatelyhurriedmethroughtoasmallroom

点nearbyforarest.P18

句4.Hewassweptupintothecentreofthem.

子5.Ifoundlaterthattheirleavesprovidedthehousewithmuch-needed

oxygen.P18

8.Everyonewillgettwiceasmuchpersonalspaceasinflatsonland.P58

9.Onlywhentherobotcleanertouchesobjectscantheybemoved.P59

m.教材分析与教材重组

i.教材分析

本单元以“Lifeinthefuture"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reports

1.1WarmingUp部分利用一个关于“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。

1.2Pre-reading部分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。

1.3Reading部分通过一封发自未来的电子邮件，讲述了作者LiQiang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。

1.4Comprehending部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LiQiang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LiQiang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

UsingLanguage部分的语篇学习做了铺垫。

1.5LearningaboutLanguage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

篇中的重点结构一一过去分词作定语和状语，然后加以应用。

1.6UsingLanguage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IHAVESEENAMAZINGTHINGS一文，对LiQiang旅行的第三站有个总体的印象，并能

找出部分细节知识。

1.7SUMMINGUP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。

1.8LEARNINGTIP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WarmingUp,Pre-reading,Reading和Comprehending整合在一起上一节

精读课。

2.2UsingLanguage中的reading和listening是LiQiang'straveltothe

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LearningaboutLanguage和Workbook中的USINGWORDSANDEXPRESSIONS

及USINGSTRUCTURES整合起来上一节语法课。

2.4将Workbook中的READINGTASK和LISTENINGTASK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UsingLanguage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(makepredictions)。

2.6将Workbook中的SPEAKINGTASK和WRITINGTASK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

1stPeriodReading

2ndPeriodListening

3rdPeriodGrammar

4thPeriodExtensiveReading

5thPeriodSpeaking

6thPeriodWriting

IV.分课时教案

TheFirstPeriodReading

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

constantly,remind,vehicle,carriage,bathroom,temple,private,settlement,

impression,constant,jet,previous,tablet,capsule,opening,surrounding,lack,

ache,mask,bend,press,swift,swiftly,master,sight,flash,switch,optimistic,

length,takeup,lackof,losesightof,sweepup,catchsightof

b.重点句式

Thisissimilarto...,butitmeans...P17

Well-knownfor…，hisparents'company,called“FutureTour”,transportedme

safelyintothefutureinatimecapsule..P18

Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyfor

arest.P18

2.Abilitygoals能力目标

EnabletheSstotalkaboutthelifeinthepast,atpresentandinthefuture.

3.Learningabilitygoals学能目标

HelptheSslearnhowtodescribethelifeinthepast,atpresentandinthefuture.

Teachingimportant&difficultpoints教学重难点

Comparelifeinthepast,atpresentandinthefuture.

Whatislifeinthefuturelike?Whatchangeswilltakeplace?

Teachingmethods教学方法

Fastandcarefulreading;askingandansweringactivity;individual,pairorgroup

work.

Teachingaids教具准备

Acomputerandaprojector.

Teachingprocedures&ways教学过程与方式

StepIWarmingUp

Showsomepicturesoflifeinthepast,atpresentandinthefuturetotheSs,period

byperiod.FirstshowthepicturesoflifeinChinainAD1005.

T:Dothesepicturesdescribeourdailylife?

Ss:No,perhapstheydescribelifeofmanymanyyearsago.

T:Good.Thencanyoutellmewhatlifewaslikeonethousandyearsago?Forexample,

lifeinAD3008.

S:Letmetry.Peoplelivingatthattimedidn'thavecarsorplanes.Theyrode

horsesortookcarriages.

S:Theydidn,thaveelectricity.

S:Theydidn,tliveintallbuildings.

Showthepicturesoflifeatpresent.

T:Good!Whataboutourlifeatpresent?Whatisitlike?

S:Ourlifeatpresentisconvenient.Weliveinvariouskindsofbuildings,and

wehavelotsofentertainments.Wetravelbymanymoderntransportations,suchas

cars,buses,planesandetc.

Showthepicturesoflifeinthefuture.

T:Everydaywecancomeacrosspassagesaboutlifeinthefutureinmagazines,

newspapersandsoon.Pleaselookatthesepicturesandtryyourbesttodescribe

whatlifeinthefuturewillbelike.

S:Letmehaveatry.Ithinkinthefuturewecantravelthewholespaceinaspaceship

freely.Andperhapswecancommunicatewithaliens.

S:Atthattime,Ithinktheearthwillhavebeenpollutedsoheavilythatnoone

canliveonit.Weperhapswillhavetomovetootherplanetstolive.

ThensetascenefortheSs-Aspecialtourguide.

T:Nowimagineyouareworkinginatourcompanywhichhasjustpromotedanewkind

oftravel-timetravel.YourcompanycantransportpeopleinAD2008tothepast,

alsoitcantransportpeopleinthepasttoyourcities.Youarechosentobeaguide

for5peoplewhowanttogobacktotheChinainAD1005,andalso4peopleinthat

yearwanttovisittheChinainAD2008.Howwillyouorganizeyourtrip?Whatkind

ofthingswillyouintroducetothosepeople?

GivetheSs2minutestodiscuss.

T:OK.Time'sup.Volunteer?

S:IfIamthetourguidewhowilltakepeoplebacktothepast,Iwillintroduce

themthehouses,thewaypeoplelivedandtheirclothing.Becausethesearequite

differentfromourstoday,Ithinkpeoplewillbeveryinterestedinthem.

S:Ifthecompanygivesmethechancetotakepeoplelivinginthepasttoourcity

atpresent,Iwilltrymybesttoprovidethemanimpressivetrip.Iwillintroduce

somethingwhichisdifferentfromthingsinthepasttothem.Forexample,

transportation,TV,computerandbusiness.Becausethesehavechangedgreatlyas

timegoesby.

T:OK.Youhavedoneagoodjob.Nowopenyourbooksandturntopage17.Please

workinpairstodiscusstheitemsinthechart.Whenyoufinished,completethe

chart.

GivetheSstenminutes,andafterthat,checktheanswers.

StepIIPre-reading

GettheSstodiscusstheproblemsthathumanbeingsarefacingtoday(suchas

pollution,allkindsofshortages).Makeapredictionaboutthefuture:which

problemsmaybesolved,andwhichwillstillbethere.Thispartwillpreparethe

Ssforthetext.

T:Weallknowthatasoursocietydevelops,wehavegotmuchbenefit.Butatthe

sametime,wehavetofacelotsofproblems.Canyoufindoutwhatkindofproblems

humanbeingsarefacing?

S:Pollution.

S:Populationisbecominglargerandlarger.

S:Theshortageofresources.

T:Yes!Thencanyoupredictwhichproblemscanbesolvedinthefuture?Andwhich

oneswillstillbethere?

S:Ithinktheproblemofpopulationwillbesolvedinthefuture,becausenowmore

andmorecountrieshavebeguntocontrolthebirthrate.

S:Ithinktheproblemsofpollutionandshortageofresourceswillstillbethere,

andwillevengetworse.

S:Idon'tthinkso.Nowscientistsal1overtheworldaretryingtheirbestto

developnewresourcesthathumanbeingscanmakeuseof,suchassolarenergy.In

myopinion,theproblemscanbesolvedonebyone.

StepHIReading

T:Nowpleaseopenyourbooksandturntopage17.Let'sreadthepassageFirst

Impressions.Readitquicklyandthentellmewhatitisabout.

Severalminuteslater.

T:Well,haveyoufinishedreadingthepassage?

Ss:Yes.

T:OK.Whowouldliketotellmewhatthetextisabout?

S:It'sane-mailwrittenbyamanwhohastakenupatriptothefuture.

T:Good.Thenlookatthefollowingsentences.Theyareinwrongorder.Anyonecan

tellmethecorrectorderofthesesentences?

A.Weweretransportedintothefuturebyacomfortabletimecapsule.

B.IarrivedatWangPing'shomeandeverythinginhishousemademesurprised.

C.IwonatraveltotheyearAD3008.

D.Ihavemyfirsttrytomasterahoveringcarriage.

S:C-A-D-B.

T:Verygood!Let'sgothroughthefirsttwoparagraphstogetherandgetthegeneral

ideaofLiQiang'striptothefuture.Thenanswerthequestionsonthescreen.

Showthesecheckingquestionsonthescreen.

1.WhydidIhavethechancetotraveltotheyearAD3008?

2.Whatisa"timelag”?

3.HowdidIfeelwhenIwasinthecapsule?

4.Whoguidesmytrip?

5.Whydidmyguidegivemesometablets?

6.Whotransportedustothefuture?

Afewminuteslater,checktheanswers.

Sampleanswers:

1.Hetookuptheprizehewontheyearbefore.

2.“Timelag“meansapersongetsflashbacksfromhisprevioustimeperiod.

3.Theseatsinthecapsuleareverycomfortable.

4.MyfriendWangPingismyguidetothefuture.

5.Thetabletscouldhelpmefeellessnervousanduncertain.

6.WangPing'sparents'companytransportedustothefuture.

T:Wonderful.Doyouwanttoknowmoreabouthistrip?Nowpleasegothroughthe

thirdparagraphtogetsomedetailsontheenvironmentinthefuture.Whenyoufinish,

pleaseanswerthefollowingquestions.

Showthesethreequestionsonthescreen.

1.HowdidIfeelassoonasIwastransportedtothefuture?

2.HowdidWangPingsolvethisproblem?

3.Whatdoyouthinkhascausedthiskindofproblem?

GivetheSs1or2minutestothinkandtheycandiscusswiththeirpartners.Then

checktheanswers.

Sampleanswers:

1.Afterthewriterwastransportedtothefuture,hewashitbythelackoffresh

air.

2.WangPinggaveamasktothewriterandhurriedhimthroughtoasmallroomnearby

tohavearest.

3.Nowwearecausingmoreandmorepollutiontothenature,thiswillcauseserious

problemstolifeinthefuture.Thismaybethecauseofthelackoffreshairin

thefuture.

T:Whatwilltransportationinthefuturebelike?Arethereanydifferencesbetween

transportationinthefutureandthatatpresent?Nowpleasereadthefourthand

fifthparagraphsandfindoutsomethingaboutbothtransportationanddailylife

inthefuture.

AftertheSsreadtheparagraphs,askthemthefollowingquestions.

1.WhatdidWangPing,shouselooklike?

2.Whatwasthegreenwallmadeof?What'sthepurposeofbuildingthiskindof

greenwall?

3.HowcanyouproduceaTVsetinWangPing'shouse?

Sampleanswers:

1.Hishouseisalargebright,cleanroom.Ithadagreenwall,abrownfloorand

softlighting.

2.Thegreenwallwasmadeoftrees.Theleavesofthetreeswillprovidemuch-needed

oxygentothehouse.

3.YoucanjustflashaswitchonthecomputerscreenandaTVsetwillrisefrom

thefloor.

T:Sowecanseelifeinthefutureismuchmoreconvenientandmucheasierthan

ourpresentlife.

StepIVFollow-upActivity

GettheSstocomparelifeatpresentandinthefuture.Findoutthechangeson

severalitems.Trytodistinguishwhichchangesaregoodandwhicharenotgoodand

givereasons.

T:Nowlet'smakeapredictionaboutfutureandseewhatwillbechangedinthe

future.Iwillgiveyou3minutestodiscussinpairs,andafteryourdiscussion

pleasefinishthefollowingchart.

Sampleanswers:

ItemsLifeatpresentLifeinthefuture(Changes)goodor

bad?Reasons?

EnvironmentThedevelopmentof

AirpollutionandThesituationwilloursocietywill

waterpollution;getworseandworsecausehumanbeing

resourceshortagetodevelopmoreand

moreresources;and

thedevelopmentof

industrywillcause

worsepollutionto

ourenvironment

TransportAirplane,car,Spacecraft,timeMoreconvenient

train,boatandtravel,personal

helicopterflyingcarorbike

EducationPeoplereceivePeoplereceiveHavemorechances

educationinschooleducationonthetoreceive

Internet;candifferent

choosethesubjectsknowledge

andtheteachers

theylike

HousesFlatsinhighriseCozy,modernflats,

buildings;withfurnitureinwalls

kitchensandandfloor

bathrooms

ThenlettheSsdoExx,2&3onpage19.Afewminuteslater,checktheanswers.

SampleanswertoEx.3:

Ithinkthewriterhasanoptimisticviewofthefuture.Hewasveryexcited

whenhetraveledtotheyearAD3008andcouldn*tbelieveitwastrue.Fromthis,

wecanseeheiseagertogotothefuture.Thoughhewashitbythelackoffresh

air,theproblemwasimmediatelysolvedbyputtingonamask.Andhetellsusthe

transportinthefutureisconvenient.WhenhearrivedWangPing,shome,hefound

thereweremanytreesafterthewallmoved,andthesetreesprovidedthehousewith

much-neededoxygen.FinallyhedescribedtheautomaticequipmentinWangPing's

house.Alltheabovehasshownhisviewofthefuture.

StepVHomework

Reviewthekeysentencesinthetext.

TheSecondPeriodListening

Teachinggoals教学目标

1.Targetlanguage目标语言

重点词汇和短语

extraordinarily,atmosphere,gravity,assistin

2.Abilitygoals能力目标

EnabletheSstotellthedifferencesbetweentwokindsofaliencreatures.

EnabletheSstounderstandthefacilitiesin“Wonderworld”.

3.Learningabilitygoals学能目标

HelptheSslearnhowtopromoteanewinventionbyanalyzingdifferentsituations.

Teachingimportant&difficultpoints教学重难点

Listentothematerialaboutthenewinventionandfindoutitsspecialqualities.

Teachingmethods教学方法

Discussion;listening;cooperativelearning.

Teachingaids教具准备

Acomputer,aprojectorandarecorder.

Teachingprocedures&ways教学过程与方式

StepILead-in

LettheSsdiscussthefollowingtwoquestions:

1.Doyouthinktimetravelispossible?

2.Ifyouhavethechancetohaveatimetravel,whichplaceswouldyouliketovisit?

Andwhy?

T:Gladtoseeyou,everyone.LasttimewelearntsomethingaboutLiQiang,stravel

tothefuture.It'sfantastic,right?Inourdailylife,wealsoreadlotsofnovels

andwatchmanyfilmsabouttimetravel.Canyounamesomegreatmoviesabouttime

travel?

S:Matrix!

T:Yes.Good.Doyouthinktimetravelispossible?

S:Ithinkitispossible.Inthepast,peoplecannottraveltothemoon,butnow

theycan.Sowiththedevelopmentofscience,maybeoneday,wecantraveltothe

pastortothefuture.Thisisquitepossible!

T:Ifyouhavethechancetohaveatimetravel,wherewouldyouliketovisit?Why?

S:Iwanttovisitthespacestation.Inthefuture,maybewewillfindoutsome

othercreatureslivinginotherplanets.Iwouldliketocommunicatewiththemand

knowsomethingaboutthem.

StepIIListening

Task1LettheSslistentothematerialonpage23twice.Afterlisteningforthe

firsttime,letthemanswersomesimplequestionstochecktheirgeneral

understanding.

T:OK.WeknowthatLiQianghadachancetotraveltothefuture,todaywearegoing

tolearnwherehewouldvisit.Don,topenyourtextbooks.Justlisten.Iwillplay

therecordingforyoutwice.Forthefirsttime,listentothegeneralidea

Listenagainandchecktheanswers.

1.Howcan“Wonderworld”makesurethereisenoughoxygen?

2.Howcan“Wonderworld“makesurethereisenoughwater?

3.Whatistheadvantageoflivingin“Wonderworld”?

4.Doyouthinkpeoplewillbehealthylivingin“Wonderworld"?Why?

Task3DealwiththeLISTENINGonpage55.

T:Therewillbelotsofnewinventionsinthefuture.Herewe'vegotanewkind

ofquilt.Whyisitspecial?Let'slistentothetapeandtrytofinditout.

Meanwhileweshouldfindoutwherethesequiltsaresuitabletopromote.

PlaythetapefortheSstwice.LetthemdoExx.1—3onpage55andthencheckthe

answers.

StepIIIHomework

Afterclass,lettheSslistentothethreematerialsrepeatedly.

TheThirdPeriodGrammar

Teachinggoals教学目标

1.Targetlanguage目标语言

重点词汇和短语

swiftly,unsettle,speedup

2.Abilitygoals能力目标

EnabletheSstousethepastparticipleastheadverbialandthepastparticiples

astheattribute.

3.Learningabilitygoals学能目标

HelptheSslearnhowtousethepastparticipleastheadverbialandthepast

participlestheattribute.

Teachingimportant&difficultpoints教学重难点

Distinguishtheusageofthepastparticipleastheadverbialandthepastparticiple

astheattribute.

Teachingmethods教学方法

Practice.

Teachingaids教具准备

Acomputer,aprojectorandablackboard.

Teachingprocedures&ways教学过程与方式

StepIWordStudy

Thispartisaconsolidationofthewordslearntinthisunit.

AsktheSstodotheExx,1&2onpages20&21andexercisesinUSINGWORDSAND

EXPRESSIONSinWorkbookindependently.Thenchecktheanswers.

StepIIGrammar

TheSswilllearntheusageofthepastparticipleindifferentsituations.

Task1MakecleartotheSstheusageofthepastparticipleastheadverbial.

T:Nowpleaselookatthesentence:

Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.

=AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays.

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,asif,asthougho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：

Wheneverpraised,sheblushes.（作时间状语）

二Wheneversheispraised,sheblushes.

United,westand;divided,wefall.（作条件状语）

二Ifweareunited,westand;ifwearedivided,wefall.

Writteningreathaste,thisbookisfulloferrors.（作原因状语）

二Becausethisbookiswritteningreathaste,itisfulloferrors.

Marywasreadingalovestory,completelylosttotheromanticlife.（作伴随状语）

=Marywasreadingalovestory,andshewascompletelylosttotheromanticlife.

AlthoughborninGermany,JohnlivesandworksinU.S.A.（作让步状语）

=AlthoughJohnwasborninGermany,helivesandworksinU.S.A.

Task2MakecleartotheSstheusageofthepastparticipleastheattribute.

T:Nowpleaselookatthesetwosentences:

1.Ifollowedhimtocollectahoveringcarriagedrivenbycomputer.

=Ifollowedhimtocollectahoveringcarriagethat/whichwasdrivenbycomputer.

2.Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.

=Tomorrowyouwillbereadyforsomevisitsthat/whichwasorganizedbythecompany.

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：

Welikeskatinginthefrozenlakeinthewinter.

=Welikeskatinginthelakewhichhasbeenfrozeninthewinter.

Howmanyfinishedproductshaveyougotuptonow?

=Howmanyproductsthathavebeenfinishedhaveyougotuptonow?

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：

aretiredworker=aworkerwhohasretired

anescapedprisoner=aprisonerwhohasescaped

afaded/witheredflower=aflowerthathasfaded/withered

fallenleaves=leavesthathavefallen

therisensun二thesunthathasjustrisen

areturnedstudent=astudentwhohasreturned

vanishedtreasure=treasurethathasvanished

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：

Thingsseenarebetterthanthingsheard.

=Thingsthat/whichareseenarebetterthanthingsthat/whichareheard.

Thelobsterbroiledovercharcoalwasdelicious.

二Thelobsterthat/whichwasbroiledovercharcoalwasdelicious.

ThenlettheSsdoExx.1—4onpages20&21andexercisesinUSINGSTRUCTURES

inWorkbooktoconsolidatewhattheyhavelearnt.Andchecktheanswers.Iftime

permits,lettheSslearnthefollowingusageofthepastparticipleintheclass.

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g。，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：

Themanlookedquitedisappointed.

Heisgreatlydiscouragedbyherrefusal.

Hishairisnearlyallgone.

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：

Tomfoundhimselfinvolvedinanawkwardsituation.

IsawTomdressedlikeabeggarinthestreet.

Everybodythoughtthematchlostuntilthelastminute.

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：

Ihavemyclotheswashedeveryday.

Don,tgetyourschedulechanged;staywithusintheclass.

He'stryingtomakehimselfunderstood.

Pleasekeepusinformedofthelatestprice.

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：Wedon'tlikesuchtopics(tobe)discussedinclass.

Iwishthisproblem(tobe)solvedthisweek.

StepIVHomework

T:Afterclass,pleasereviewwhatwe'velearntthisclassanddomoreexercises.

ThenpreviewtheREADINGTASKinWorkbook.

TheFourthPeriodExtensiveReading

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

imitate,spin,shutt1e-submarine,destination,sensor,beessentialfor,contact

b.重点句式

Theseabottomisdeepandthismakesitdifficultto..P58

Onlytherobotcleanerwillbeabletomoveobjects.P58

2.Abilitygoals能力目标

EnabletheSstodiscussthepossibilitiesandthedifficultiesoflivingunderthe

sea.

3.Learningabilitygoals学能目标

HelptheSslearnhowtotalkaboutthepossibilitiesandthedifficultiesofliving

underthesea.

Teachingimportant&difficultpoints教学重难点

Talkaboutthepossibilitiesoflivingunderthesea.

Teachingmethods教学方法

Fastandcarefulreading;askingandansweringactivity;discussion.

Teachingaids教具准备

Acomputerandaprojector.

Teachingprocedures&ways教学过程与方式

StepIWarmingup

Leadinthetopicbydiscussingthepossibilitiesoflivingunderthesea.Encourage

theSstousetheirimaginations.

T:Haveyoueverwatchedthemovie“TheLittleMermaid"?Doyou1ikethesea?I

myselfliketheseaverymuch.IalwaysthinkthathowgreatitwillbeifIhave

thechancetoliveunderthesea!Doyouthinklivingundertheseaispossible?

Why?Nowpleaseworkinpairstodiscussthethreequestionsonthescreen.

Showthefollowingquestionsonthescreenandholdadiscussion.

1.Doyouthinklivingundertheseaispossible?

2.Whereareyougoingtoliveunderthesea?

3.Intheunderseacities,whatequipmentsdoyouthinkarenecessary?

Tenminuteslater,asksomeSstoanswerthequestions.

T:Haveyoufinished?Whowouldliketotellusyouropinion?Volunteer?

S:Ithinkit'spossible.Maybeinthefuturescientistswillinventsomekindof

equipmentthatmakesitpossibleforhumanbeingtoliveunderthesea.

T:Ifitispossible,whereareyougoingtoliveunderthesea?Thereisallwater

andfishesaroundyou.

S:Maybeinaspecialequipmentwhichwillprovideusmuch-neededoxygenandcan

floatinthewater.Inthatcasewe