浙江省臺州市第一中學 陳一軍 鮑榮 黃泓萍 徐香云

【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，實現了三維目標的和諧與統一。

3. 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。

4. 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Module 5 Unit 3 Life in the future。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，通過對現實生活與未來生活的對比，喚醒學生把握現在，珍惜現在，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Li Qiang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Li Qiang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。

考慮到各部分內容的內在聯系，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。

【學情分析】

1. 認知基礎：高一學生基本上能用英語清晰地表達個人觀點，準確地描繪

生活現象或表達個人情感，能用基本的詞匯、句型對未來生活作出描繪與預測。

2. 心理特征：高中學生思想活躍，求知欲旺盛，學習態(tài)度明確，自我意識

發(fā)展迅速并趨向成熟，獨立自主性強，有一定的道德修養(yǎng)及正確的價值觀與審美觀。

3. 學習能力：學生對過去分詞的用法有基本的了解，其自主閱讀與表達能力有一定的基礎，具備良好的團體協作能力，并能進行有效成功的交流合作討論。

【教學目標】

（1）知識與能力

學習與未來生活有關的詞匯；能對本單元的生詞猜測詞義并能用英語釋義基本單詞；學習有關預測和猜測的表達方式以及過去分詞作定語、狀語的用法；能聽懂關于對未來生活、環(huán)境的想象、猜測和思考的會話，想象未來生活可能存在的問題；能用英語簡單地談論未來生活，猜測未來的科技發(fā)展趨勢；能閱讀關于未來生活、未來世界以及外太空和外星人的英語文章；能夠較好地發(fā)揮想象來描寫未來生活和外星生物。

（2）過程與方法

通過網絡或圖書館等途徑查找搜集有關科學家對未來生活預測的資料，培養(yǎng)學生利用學習資源的策略；并且筆者結合教學實際對教材內容、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。第一課時為Warming-up and Reading, 第二課時為Learning about language, 第三課時為Using language, 第四課時為Listening and speaking。著重培養(yǎng)學生學習運用詞匯學習中的猜詞策略，激發(fā)學生想象力，預測未來生活。

（3）情感態(tài)度與價值觀

通過學習課文，使學生回顧歷史，認識現在，展望未來，激發(fā)學生的想象力；提高環(huán)境保護，資源保護意識。通過討論使學生了解中國和其他國家目前存在的社會問題以及科技發(fā)展方向，預測世界未來生活、環(huán)境的發(fā)展趨勢。

【重點難點】

重點：

1．掌握有關描繪未來生活的詞匯以及有關預測和猜測的表達方式。

2．通過對文章的學習，根據目前的現狀預測未來的生活，提高環(huán)境保護、資源保護意識。

難點：

1．掌握過去分詞作定語和狀語的用法。

2．運用所學的詞匯及句型寫出具有一定想象力的短文。

【教學策略與手段】

1．采取多種教學方式，講述法與討論法相結合，啟發(fā)式教學法與創(chuàng)設課堂思維情景相結合，接受式學習與探究式學習相結合。

2．以活動構建教學理論為指導，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動，分組探究。

3．適時對學生的學習過程進行調控與激發(fā)，實現教學預設與動態(tài)生成的統一。

【教學準備】

1．教師整理課堂相關文字、圖表、影音資料，制成多媒體課件。

2．課前組織學生搜集、閱讀有關世界環(huán)境問題、當今科學技術發(fā)展及對未來生活預測的文章，積累一定的知識儲備。

3．課前按教室座位情況將學生分成若干小組，每組6人，并選出組長一人，以小組為單位開展合作學習。

【教學過程】

Period 1: Warming-up & Reading

Teaching Aims:

1. Learn some new words and expressions.

2. Improve the students’ reading skills.

3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

Teaching Methods:

1. Inductive method

2. Pair work & group work

3. Competition

4. Illustration

5. Deductive Method

Step 1 Greetings and Lead-in

1．The teacher can start with daily greetings and try to lead in some words in this unit.

Q1: Where do you come from? Do you live in the downtown or in the countryside?

Do you live in a comfortable surrounding?

Is it a suitable location for people to live in?

What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

2．Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)

Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?

carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

3．Now let’s take a look at the screen to learn about the development of all the means of transportation.

sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

4．Q3: What will the future means of transportation be like? (Time travel)

Well, today we are going to learn a text about time travel.

【設計說明】

由日常問候開啟話題，通過提問學生家鄉(xiāng)情況導入城鎮(zhèn)生活，引出不同的建筑材料及交通工具中的生詞；然后總結交通工具的發(fā)展歷史，預測未來的交通方式，引出跨時空旅行，從而進入閱讀文章的處理與學習。（由于考慮到Warming-up中的Transport與Houses, Villages,Towns, 以及Location of settlement的聯系不大，可單獨提出，因此將Transport的發(fā)展變化應用于課文的導入中，這樣比較科學自然。）

Step 2 Skimming

1．The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

Q1：What will the future life be like?

2．The students are given several minutes to read through the text and try to find out the changes mentioned in the text.

Q2: Which changes are mentioned in the text?

time travel – transport – air quality – religion – clothing – eating – houses – towns

3．The teacher can ask the students to carry out a discussion about the changes.

Q3: Which changes are good and which are bad?

【設計說明】

猜測是培養(yǎng)學生閱讀能力的方法之一，因此筆者首先提出問題引發(fā)學生思考，對未來生活的各個方面進行預測。其次通過快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對未來生活變化的描寫，培養(yǎng)學生快速閱讀的技巧與能力，并對未來生活變化的好壞進行小組討論，培養(yǎng)集體協作精神。（由于Comprehending中關于未來生活變化好壞的討論難度不大，考慮到整個設計的連貫性，將其提至快速閱讀中，設置成小討論，將學生說與讀的能力更好地結合。）

Step 3 Reading for details

1．Before the journey

Q1: How many people are mentioned in the text? Who are they?

Q2: When did the writer write this letter? And to which year did he travel?

Q3: Why did Li Qiang travel to the year AD 3005?

Q4: What did Li Qiang suffer from?

Q5: How did Li Qiang feel? What makes him feel better?

Q6: Where did they arrive?

【設計說明】

通過幾個特殊疑問詞，提出以下問題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時一般都包括事件發(fā)生的人物、時間、地點、事件、原因等關鍵要素，因此讓學生通過閱讀尋找上述要素，不僅讓學生的閱讀具有目的性，而且降低了閱讀的難度。

2．During the journey

1) In the capsule:

Climb through the round opening -- comfortable seats -- calming drink -- lay relaxd -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

2) Out of the capsule

Confused by the new surrounding, I was hit by the lack of fresh air

Q1: How did Li Qiang overcome the lack of fresh air?

1. Hovering carriage: .

Q2: How did the hovering carriage float?

Q3: How can a person move swiftly?

2. “A large market”

Q4: What were people doing there?

Q5: What happened to Li Qiang?

3. A large building

Q6: What is a “time lag” flashback?

【設計說明】

按事件發(fā)生的先后順序及地點轉換順序，處理文章細節(jié)，培養(yǎng)學生抓住文章線索來處理課文的能力。然后根據地點轉移，自然地將“太空倉內”轉向“太空倉外”，按照作者在太空倉外所處的三個不同地點Hovering carriage, a large market, a large building來處理文章第三段。

3．After the journey

(Arriving home, he showed me into a large bright, clean room.

Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

Q1: How did the author feel after visiting the special house?

Exhausted, I slid into bed and fell fast asleep.

【設計說明】

通過精讀課文，了解文章細致內容，按照“時空旅行前，時空旅行中及時空旅行后”的時間線索來處理文章細節(jié)。“時空旅行中”又可按照“在太空倉內與在太空倉外”分析文章信息。在此過程中鍛煉學生精讀的閱讀技巧，處理文章生詞，并適當地引入幾個過去分詞做狀語及定語的句子，為語法部分的講解作個鋪墊。

Step 4 Consolidation

1．Put the statements into correct order. ( C --- A --- D --- B )

A. We are transported into the future by a comfortable time capsule.

B. I arrived at Wang Ping’s home and everything in his house made me surprised.

C. I won a travel to the year AD 3005.

D. I have my first try to master a hovering carriage.

2．Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future

AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea

3．A telephone interview with Li Qiang

Ask the students to discuss in group of six and raise as many questions to Li Qiang as possible. Some questiones about the problems in future life are recommended.

【設計說明】

首先通過對文章故事情節(jié)的正常排序回顧文章梗概；其次通過Warming-up中過去、現在的房子、城鎮(zhèn)及居住環(huán)境的比較來預測未來方的發(fā)展與變化；最后設置情景，進行角色扮演，模擬電話采訪Li Qiang回顧整篇課文，引出本節(jié)課的作業(yè)與任務。全面地鍛煉學生的總結概括能力以及團體協作的討論能力。

Step5 Assignment

1．Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.

Q1: What problems are we facing now?

Q2: What have caused those problems?

2．Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life

3．Assignment: Object-designing

Design an object which can help you change the world for a better future

【設計說明】

通過角色扮演以及情景設置中引出未來生活中將會存在的問題，以此導出現在生活中存在的問題，由此自然地引出閱讀課的任務----發(fā)明設計，以此激發(fā)學生的發(fā)明創(chuàng)造能力，喚醒學生保護自然、愛護環(huán)境的意識，學習中滲透道德教育，一舉兩得。

Period 2: Learning about language

Teaching aims:

1. Learn past participle used as adverbial.

2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.

Teaching methods:

1. Teach grammar in real situations.

2. Learn grammar through practice.

Step 1 Revision and Preparation

1．Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?

2．Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.

1 .Confused by the new surroundings, I was hit by the lack of fresh air.

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

3. Exhausted, I slid into bed and fell fast asleep.

And then ask the students to finish the exercises in their textbook.

Ex.1. Combine these two sentences using the past participate as the adverbial.

1. I was frightened by the loud noise. I went to see what was happening.

Frightened by the loud noise, I went to see what was happening.

2. He was hit by the lack of fresh air. He got a bad headache.

Hit by the lack of fresh air, he got a bad headache.

3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.

Tired after the long journey, I still enjoyed meeting the aliens on the space station.

4. The museum was built in 1910. The museum is almost 100 years old.

Built in 1910, the museum is almost 100 years old.

5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.

Frightened by the noise outside, the little girl dared not sleep in her bedroom.

6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.

Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.

3．Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.

1. His parents company named “Future Tours” transported me safely into the future.

2. A table and chairs rose from under the floor as if by magic.

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

And then ask the students to finish the exercises in their textbook.

Ex.2. Combine these two sentences using the past participate as the attribute.

1. Soon we lost sight of that famous astronomer. He is called Li Qiang.

Soon we lost sight of that famous astronomer called Li Qiang.

2. I am going to buy a painting. It is copied from Vincent van Gogh.

I am going to buy a painting copied from Vincent van Gogh.

3. The castle is under repair. It was built in 1432

The castle built in 1432 is under repair.

4. I like that old private house. It is built of wood and mud.

I like that old private house built of wood and mud.

5. The vehicle is mentioned in the book. The vehicle is unknown to me.

The vehicle mentioned in the book is unknown to me.

6. The room is completely empty. The room is connected to the rest of the house by a long passage.

The room connected to the rest of the house by a long passage is completely empty.

7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.

The queen was sitting in a royal carriage drawn by four horses.

【設計說明】

通過設置討論作者對未來生活持樂觀還是悲觀態(tài)度來復習并提升Reading內容，鞏固學生對Reading全文線索的了解與掌握，并通過討論找出含有過去分詞用法的句子來支持各自的觀點。（由于Reading中Comprehending部分中關于作者對未來生活所持有的態(tài)度的討論跟語法部分聯系緊密，故將其從Reading中剪切，轉至語法中作為回顧閱讀課，導入新課）完成語法練習后，學生對過去分詞作狀語和定語的用法有了一定的了解，然后教師將過去分詞作狀語和作定語的用法系統歸納如下：

過去分詞作狀語可以表示時間、條件、原因、讓步、方式或伴隨，有時在其前還可以帶上連詞，以示明確。

1． 作時間狀語。 Once discovered, the enemies were completely wiped out.

2． 作原因狀語 Moved by his words, I accepted his present.

3． 作條件狀語 United we stand, divided we fail.

4． 作讓步狀語 Although tired, they continued to work.

5． 作方式或伴隨狀語 The teacher stood there, surrounded by many students.

注意：

1) 作狀語的過去分詞通常與句子的主語存在著被動關系，她所表示的動作通常和謂語動詞屬于同一時間范疇，也可表示先于謂語動詞發(fā)生的動作。有時為了強調先發(fā)生的動作，也可用having been done.

e.g. Having been told many times, he can’t still remember it.

2). 過去分詞的邏輯主語要跟主句的主語一致,否則不能用過去分詞作狀語,應用狀語從句。

（誤）Checked carefully, some spelling mistakes can be avoided.

（正）If the composition is checked carefully, some spelling mistakes can be avoided.

過去分詞作定語或狀語時，該分詞及修飾成分相當一句定語或狀語從句，變?yōu)槎ㄕZ從句或狀語從句中，該從句應該具備兩個特征：1）從句的主語和主句中的先行詞一致；2）謂語動詞為被動語態(tài)形式。

Step2 Consolidation

（設計說明）通過鏈接高考真題，讓學生走進高考，鞏固所學的知識。

A 1. , she couldn’t say even a word.

A.Excited B.Being excited C.Exciting D.Being excite

B 2.With trees, flowers and grass everywhere, my native town has taken on a new look.

A.planting B.planted C.to plant D.to be planted

B 3.The professor came into the lab, by his assistant.

A.following B.followed C.being followed D.to follow

A. 4. Most of the people ________ to the party were famous scientist.

A. invited B. to invite C. being invited D. inviting.

D 5. The computer center, ________ last year, is very popular among the students in this school.

A. open B. opening C. having opened D. opened

D. 8. ________, the old man is living a happy life.

A. taking good care B. taken good care

C. having taken good care D. taken good care of

B 9. we will make her ______ to all that she is a good teacher.

A. knowing B. known C. to know D. having known

A 10.All the people, the wounded , were brought to safety.

A. A. included B.including C.include D.to include

D 11. , the boy couldn’t enter his house.

A.Since the key has lost B.The key was lost

C.Lost the key D.Having lost the key

C 12.If ill, I’ll stay home a good rest.

A.to fall, taking B.fall; to taking

C.falling; taking D.falling; take

B 13.When her father, the girl burst into crying.

A.asking of B.asked about C.being asked D.asked

D 14.The man kept silent in the room unless .

A. spoken B.speaking C.to speak D.spoken to

C 15.Many things impossible in the past are very common today.

A.considering B.to consider

C.considered D.being considered

Step 3 Discussion: Life at present V.S. Life in the future

1. Ask the students to carry out a discussion to compare the present life and life in the future.

Do you want to work for space? What worker should be needed for the space？

2. Ask the students whether they would like to work for space if possible, then ask them to complete this advertisement choosing these words in their proper forms.

( constant remind unsettle previous bend press swiftly link)

Many people need to be________of the job opportnities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ experience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【設計說明】

通過小組討論讓學生展開想象的翅膀，憧憬未來生活的美好，隨后通過跟目前生活的比較，教育學生要珍惜現在，展望未來。然后讓學生根據自己的實際情況，討論是否愿意為空間站工作。

Step4 Assignment

Ask the students to write an application letter for working in space.

【設計說明】

讓學生設計自己的空間站求職信，一方面鍛煉學生的寫作能力，一方面又與實際生活相聯系，一舉兩得。

Period 3: Using language

Teaching Aims:

1. Learn some new words and expressions.

2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.

3. Train the students’ reading skills and predict the future humans.

Teaching Methods:

1. Prediction

2. Pair work & group work

3. Comparison

Step 1 Lead-in

1．The teacher shows a video clip from Star War to the students.

2．The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.

Q1: Where do those creatures live? galaxy, planet

Q2: How are they different from us humans?

Q3: What do they eat and drink?

Q4: Which language do they speak?

【設計說明】

該部分閱讀是上一課閱讀材料的延續(xù)，主要談及Li Qiang在太空中遇見的兩類令人驚訝的生物。因內容與《星球大戰(zhàn)》中形態(tài)怪異的太空生物有所類似，故筆者采取影片《星球大戰(zhàn)》片段導入，通過對太空生物的生理形態(tài)及生活的預測討論引出課文內容。

Step2 Prediction and understanding of the title

The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatrues will Li Qiang come across in AD 3005.

【設計說明】

引出課文內容后，首先讓學生就題目發(fā)表討論，預測作者在跨時空旅行中將會遭遇哪些形態(tài)各異的生物。

Step3 Reading for details

1．Ask the students to descripe the space station.

Q1: What does the space station look like?

Q2: How about the inside of the space station?

Q3: What can you see inside the station?

2．Ask the students to read through the following two passages and finish the following questions:

Q1: What two alien creatures are mentioned in the text?

Q2: What are the features of these two amazing creatures?

3．Compare the similarities and differences between these two alien creatures in various aspects.

Name of creature Mu-mu Dimpods

Size Tall & thin small

Appearance Face/head/leg Like a cat

Colour Black & white Blue or purple

Personality Friendly Interesting + lovely

Number of arms Six Many

Number of legs One leg / shell Many

How it moves Slowly Skip around fast

Voice Whisper Shout

Food Carrot + cocoa Lemonade + herbs

【設計說明】

由于文章結構清晰，內容簡單