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【原创】Module 4 Unit 3 Tomorrow’s world (教案全)  

2012-06-15 11:07:47|  分类: 课件教案 |  标签: |举报 |字号 订阅

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      Welcome to the unit

Analysis of the teaching material:

This is the 1st period of Unit One. The main purpose of this lesson is to make Ss be familiar with the topic of this unit.

Teaching aims:

1.      To make Ss know and discuss what people could do in the future and imagine what tomorrow’s world would be like.

2.      To practice Ss’ oral English.

Teaching important and difficult points:

How to develop students’ speaking ability by participating fully in the discussion.

Describe a future world

Teaching approaches:

1.                       Visual-scene teaching method, tasked-based method as well as the approaches of discussion

2.                       Emphasis will be put on Ss’ ability of speaking, expressing and brainstorming.

3.                       Introduce a rich variety of activities and approaches will be introduced to meet different needs of the Ss.

4.                       Make full use of the advantages of multimedia.

Interaction Patterns:  Teachers -class, individuals, pairs

Teaching Aids: multimedia and a blackboard

Procedures for teaching:

Step 1 Greeting and Brainstorming

1. Show the posters to the Ss and ask them to discuss:

Have you ever read any science fiction stories?  Do you like them?

1). What do you like most about science fiction stories, the characters, plot or the language used?

2). Why are so many people interested in science fiction stories? 

Because they allow people to use their imagination and think about what life will be like in the future.

Ok, let’s make up the story together.

2. Show some pictures of the ET film and watch the video.

1). Ask students to make up the story.

2). Answer some questions.

What do you like most about science fiction stories, the characters, plot or the language used?

 Why are so many people interested in science fiction stories? 

3. Show some pictures of Kid 3000 and ask them to think about what life will be like in 3000 with the help of the pictures.

Step 2 Welcome to the unit.

1.      Description: Ask students to form pairs to describe the pictures

2.      Discussion: Ask students to discuss the pictures and do the exercises

Picture 1

1) What is the robot doing?

2) Do you think robots can do everything for humans? Why or why not?

3) Do you think you will have a robot at home in the future?

Picture 2

   1) Where are the passengers going?

2) Do you believe that one day travelling to the Moon or planets, like Mars or

Jupiter, would be just like travelling to another city? Why or why not?

   3) If you had a chance, would you like to fly to the Moon or Mars?

Picture 3

1) What are the people doing? And how old is the man?

2) Do you think people can live that long in the future? Why or why not?

Picture 4

1)      Can you tell where these people are working?

2)      Can you tell who these people are and what they are doing there?

3)      What problems are the aliens and the people probably talking about?

4)      What is the relationship between them?

Step3 Consolidation (Group work)

Ask the students to discuss the questions.

1) What developments in science and technology would you like to see happen in the future?

2) Do you think the Moon could be a tourist destination in the future?

3) Do you think robots will replace human beings in the future? What things do

you think robots can’t do?

Step 4 Homework

1. Find more information about robots and science fiction.

2. Preview Reading

Unit 3 Tomorrow’s world

Reading

Analysis of the teaching material:

This is the 2nd period of Unit One. The main purpose of this lesson is to make Ss. to learn some information about how RealCine works, why it is better than ordinary cinema, and how it can be used in many other ways.

Teaching aims:

1. To learn some information about how RealCine works, why it is better than ordinary cinema, and how it can be used in many other ways.

2. To teach students the basic characteristics of a business proposal.

3. To enable students to master the reading strategy and become more competent in reading a business proposal.

Teaching important and difficult points:

1. Make the students understand the reading material better.

2. Master the vocabulary of virtual reality.

3. Improve the students’ reading ability.

4. Know the structure and language for a proposal.

Teaching approaches:

1.      Discussion before reading to make the students interested in what they will learn.

2.      Fast reading to get a general idea of the text.

3.      Reading in detail to get the detailed information of the text.

4.  Pair discussion and group discussion to get students to participate in the classroom activities.

Interaction Patterns:  Teachers -class, individuals, pairs

Teaching aids:

The multimedia, a record and a blackboard.

Teaching procedures:

Step 1 Lead-in

Show the video of Avatar and ask students:

Do you like this film? Can you imagine how you feel when you are actually in the film?

Show some pictures of 3D films and tell them virtual reality could change the way we watch films.

3D film

---It is a film people watch with a special pair of spectacles, which gives a three-dimensional effect with images in the dimensions of width, height and depth.

4D film

---It is a 3D film with an added environmental effect, such as water or wind in the cinema.

Virtual reality could change the way we watch films.

Step 2 Skimming

Students are expected to skim the text and find out the answers to the questions in part A. 1.What is the name of the product?

2. How many of the user’s senses does this product connect with?

3. What are the advantages of using RealCine for urban palnning?

Step 3 Scanning

Students are asked to scan the text and answer the questions.

1) What technology is behind this product?

2) What do users wear so they feel that they are really in a new world?

3) What did the teenager experience in RealCine?

   4) Why do some people think that users will be disappointed by RealCine?

   5) How could firefighters be trained with this new technology?

   6) What might people use RealCine for?

Step 4 Detailed-reading

Ask students to find more information about RealCine by asking the question:

How can RealCine excite the viewers’ four senses?

They are asked to fill in the chart according to the proposal

Sense

Things needed

Effects in RealCine

Sight

 

 

Hearing

 

 

Smell

 

 

Touch

 

 

Step 5 Consolidation

Ask students to divide the passage into several parts and get the main idea of each part.

Step 6 Reading strategy

Ask students to read the strategy and fill in the blank.

1. A business presentation is a plan or a suggestion that__________________.

2. As a presentation is to be given to those making decisions, it has to be ________________.

3. A good presentation usually includes ________________________.

4. In order to make the presentation objective,______________ is frequently used.

Step 7 Consolidation

Part E on Page 45

Answers:

 1) presentation    2) users         3) disappointed         4) urban            

5) confident      6) put forward   7) studio    

 Word Power

1. Analysis of the teaching material:

This is the 4th period of Unit One. The main purpose of this period is to learn to form abstract nouns from verbs and adjectives by adding suffixes and know some words related to computers and to apply them practically.

2. Teaching aims:

1) To learn how to form abstract nouns from verbs and adjectives by adding suffixes.

2) To know some words related to computers and the Internet, and to apply them practically.

Teaching important and difficult points:

1) How to make students master the rules of forming abstract nouns from verbs and adjectives.

2) Make students expand related vocabulary and apply them pratically.

Teaching approaches:

1) Explanation method to make students master the rules of forming abstract nouns from verbs and adjectives.

2) Description method to make students to master some words related to computers.

3) Exercise method to consolidate what have learnt in class.

Teaching Aids: multimedia and a blackboard

Teaching procedures:

Step 1Brainstorming

1)      Show them two groups of words and ask them to tell the difference between the two groups of words.

2)      Ask them to think about more abstract nouns. Give them more abstract nouns and ask them to think about how to form abstract nouns from verbs and adjectives.

Step 2 Forming abstract nouns from verbs and adjectives

1.We can form abstract nouns from some verbs and adjectives by adding suffixes.

1). adjectives → abstract nouns

Nouns

Adjectives

Suffix

loyalty

 Loyal

-ty

illness

 Ill

-ness

reality

 Real

-ity

Exercise

2). verbs → abstract nouns

Nouns

Verbs

Suffix

training

train

  + ing

failure

 fail

+ ure

 performance

perform

 + ance

dependence

 depend

+ ence

movement

move

 + ment

 discussion

discuss

+ ion

information

 inform

+ ation

Exercise

Tips:

Sometimes we need to change the final letters of a word before adding suffix:

produce→production            silent→silence

decide→decision               pretty→prettiness

please→pleasure

2. Read about the history of the world’s most successful online businesses. Use the plural forms to fill in the blanks.

Answers:

1) development        2) failure       3) connections                

4) improvements       5) achievement       

Step3 Words related to computers and the Internet

1 Revise names of some parts of the computer.

(screen, monitor, speaker, keyboard, mouse, CD-Rom, printer)

2 Teach Ss to learn more words related to computers, especially the most up-to-date hardware: (hard drive, floppy disk, floppy disk drive, U-Disk, ROM, RAM, CPU)

3 Teach Ss to understand the functions of different parts of a computer.

Part

function

flash disk

a flat piece of plastic for storing information

keyboard

a set of keys for typing

printer

a machine that puts the words and pictures onto paper

screen

a part where you can see the words and pictures

monitor

a screen that shows information from a computer

Step 4 more words related to computers

scanner   扫描器              sound card声卡

Hyperlink  超链接        network card

cursor  光标                click点击

Ask them to complete the poster on page 47.

Answers:

1) keyboard       2) mouse      3) data      4) CPU       

5) e-mails         6) surf       7) download  8) software  

Step 5 Homework

1. Revise what we have learnt in this part.

2. Try to find more information about computer science.

3. Preview Grammar and usage

Grammar and usage

Analysis of the teaching material:

This is the 5th period of Unit One. The main purpose of this lesson is to expect students to learn the basic verb forms of the passive voice and some special passive patterns.

Teaching aims:

1. Enable students to learn the basic verb forms of the passive voice.

2. Enable students to learn how to use modal verbs in the passive voice.

3. Make students learn some verbs that are often used in Passive Voice.

4. Help the students to learn how to use the passive voice in a reporting article.

Teaching important and difficult points:

1. The use of the passive voice.

2. How to teach the students to use passive voice in different tenses.

Teaching approaches:

Explaining and practicing

Teaching Aids:

Multimedia and a blackboard

 Teaching procedures:

ⅠThe passive voice

In this step the students will learn the interchange between the passive voice and the active voice, the basic verb form of the passive voice, and some special passive patterns.

Step 1 Lead-in

Show some pictures to help students to something about the passive voice and also introduce the verb, the subject and the object in the sentences

Step 2 Practice

1. Change the following sentences into the passive voice:

1) The cat plays the ball.

2) You are writing a letter.

3) Sharon will bring some books.

4) My mum bought a bag for me.

5) Jane was doing her homework.

6) We had painted some pictures before you came.

7) I am going to water the flowers.

8) He told me that they would hold the meeting the next day.

2. Make a list of the passive voice in the different tenses by showing two pictures.

3. Fill in the blanks to consolidate what they have learnt.

1). I ___________ (give) a new book by my father on my birthday.  was given

 2). English ___________ (find) very useful.  is found

 3). The picture ______________ (finish) tomorrow.  will be finished

4). The bike ______________ (repair) by them now.   is being repaired

 5). The building_________________ (build) this time last year.  was being built

 6). How ______ the flags already _______________(make)?   have been made

 7). The new railway ___________ (build) by the end of last year.  had been built

8). What_________________ (discuss) now?   is being discussed

 9). Rice ___________ (grow) in the south of the States.   is grown

 10). Jane said her friends_______________ (invite) to her birthday party the next week.     would be invited

Step 3 Model verbs and the passive voice

1. Introduce the model verbs in the passive voice by showing two sentences. And tell them the structure:

modal verb +be done

2. Fill in the blanks.

1). Some viewers might not _____________ (impress) by the RealCine.  be impressed

2). Special gloves must_________ (wear).  be worn

3). A real sense of achievement and happiness may________ (feel).  be felt

3. Do the exercise on Page50.

ⅡExercise and summary

In this period seven points have been showed. Make the summary by doing exercise first.

Point 1

He often tells us interesting stories

We are often told interesting stories.

Interesting stories are often told to us.

When verbs like give, lend, offer, send, tell and show can be followed by two objects, in the passive voice we often use the person as the subject, and sometimes the thing is used .

Point2

I hear the girl sing English songs.

The girl is heard to sing English songs.

the active voice  →  make/see/hear sb do sth

the passive voice→  sb be made/seen/heard to do sth

Point3

This sweater_______ (wash) well.  washes

Your article_______ (read) well.   reads

The pen________ (write) smoothly.  writes

These verbs used in the active voice give a passive meaning.

Point4

Translate the sentences using get done.

 1.我的自行车昨晚被偷了。

My bike got stolen last night.

2.这些蛋已经被打碎了。

The eggs have got broke.

3.工资已经付给了工人们。

The workers have got paid.

Get can also be used in the passive voice instead of be.

Point5

Translate the sentences.

 1.据说他很快恢复了。

It is said that he will recover soon.

2.据报道下个月又一本书要出版。

It is reported that another book will be published next month.

It+ passive verb+ that-clause

Subject+ passive verb+ to-infinitive

Another book is reported to be published next month.

Point6

We usually use by to introduce the doer of the action, but we do not mention the doer when it is not necessary or not important, or when it is difficult to say who the doer is.

Point out the passive sentences without mentioning the doer in

NOT just watching a film.

Point7

Some transitive verbs cannot be used in the passive voice, as they indicate states not actions, such as have, like, belong…

Ⅲ Consolidation

Read the four pieces of information on Page49. Then complete the report on the event.

ⅣHomework

1. Review what we learned today.

 2. Finish exercises on page 92.

 3. Preview Task.

Task

Analysis of the teaching material:

This is the 6th period of Unit One. The main purpose of this lesson is to make students practice their language skills of listening, reading, speaking, and writing.

Teaching aims:

1.      Help students to learn how to distinguishing between facts and opinions, asking for information, write formally.

2.      Learn to complete a note, to find more about the computer room.

3. Learn to write a proposal for a computer room.

Teaching important and difficult points:

1.      Improve students’ listening, reading, speaking, and writing ability

2.      How to complete a note sheet.

3.      How to interview someone.

4.      Learn to write a formal proposal.

Teaching approaches:

Description, explanation and practice

Teaching Aids:

 Multimedia, a record and a blackboard

 Teaching procedures:

Skills building 1:

1. Show some pictures to help students to understand the definition of facts and opinions.

A fact is a piece of information that is proved to be true.

Facts can tell us numbers, names, places and events.

An opinion is a feeling or belief that is not certain or proved.

People may start the sentences with:

In my opinion,…

I (don’t) believe / think (that) …

It seems (that) / looks like …

2. Read some sentences to tell whether they are facts or opinions.

1).China has a total land area of over 9.6 million km2.            Fact 

2).On 15th October 2003, China sent its first astronaut into space.   Fact

3).I believe our painting is worth quite a lot of money.          Opinion

4).Suzhou is over 80 km away from Shanghai.                  Fact

5).It seems that people prefer living in urban areas.            Opinion

6).I think that you should find a secure job.                  Opinion

7).Mr. Wang came home to find his computer broken.          Fact

3. Have students listen to the tape and fine Part B.

Step 1 completing a note sheet

Read a letter concerning problems with the school computer room. And try to complete a note sheet.

Name of student:                          class:

Date of visit to computer room:

Computer number:

Problems with computer:

Other problems:

Suggestion:

 Skills building 2: asking for information

1. Lead-in

We have known much about the computer room from the letter. Do you want to know more information about it? And how?

3.      Let them know what information they should know and what questions they should ask questions, when they interview someone?

Information:

1) Usual time for doing a particular activity

2) How often or much it is done

3) Reasons for doing it

4) Problems found when doing it.

5) Suggestion for improving things

Questions

When/what time do you usually …?

How often do you …?
How many times a week/a month/… do you…?
For what reason(s) do you …?

What problem(s) have you got when you…?

What do you think can be done to solve the problem(s)?

4. Complete the questions according to the answers.

?         _______ do you usually go to your local cinema to watch a film?   When
I usually go on Saturday evenings. 

?         ___________ do you go there to watch a film?     How often
I go there twice a month.

?         ______ do you think so many people would like RealCine?   Why
Lots of people would like RealCine because they can experience something that they might never experience in real life.

?         _________ problem(s) do you think RealCine could have?  What

Tickets for this kind of experience might be too expensive.

?         ______ do you think can be done to solve this problem?   What
I think better and newer computer technology can be used to reduce the cost of making virtual reality programs.

Step 2: finding out about the computer room

1. Part A Listen to an interview and complete the interview form

Interview form

?         Usual time of use

?         How often it is used

?         Reasons for use

?         Problems found

?         Suggestions for improving the computer room

2. Part B Interview someone using the questions and vocabulary on Page55 (pair work)

Skills building 3: formal writing

1. A business proposal, a report or a letter to a stranger: the style is formal and businesslike.

2. Read the general rules:

Always be polite.

Be very serious.

Use formal greetings and endings.

Use titles and surnames.

Use Dear Sir/Madam if you don’t know the person’s name

Do not be personal

Do not tell jokes or try to be funny.

Do not use contractions.

Do not use slang

3. Read some sentences to tell whether they are formal or Casual.

1) .I’m sure you’ll agree it’d be really cool to buy some more computers.     Casual

2). Dear Sir/Madam                                               Formal

3). When the book fell off the bookshelf and hit him on the head, I laughed until I

cried!                                                       Casual 

4). Thank you for your time.                                        Formal

5).I’m sure the teacher won’t mind you using the computer.               Formal

6). I would like to suggest that we buy some new equipment for the computer room. Formal

7) So nice to hear from you again, Geoffrey.                         Casual

8) I don’t like the young man. He’s really rude and not very helpful.      Casual

Step 3: writing a proposal for a new computer room

Part A You have interviewed many students and gathered more information about the school computer room. Read your notes and then complete the summary of the survey. For example,

1. Look at some of your notes first.

no Internet access    connect

Monitors, keyboards and mouses are too old    Replace

Only one printer       Buy more

2. Complete the survey

Part B Write a proposal

*Write a proposal to your headmaster explaining why you would prefer the school to improve the computer room.

1. What may you want to mention?

*The government’s desire for more IT to be taught and used in education.

*The increased use of IT in the lessons of all the subjects

*The importance of computer skills in both studies and work

*Parents’ opinions

2. Useful phrases

*A survey on students’ opinions was carried out.

*Students believe/feel/find/think that …

*It was suggested that…

*As more and more subjects require the use of computer …

*In order to prepare ourselves for the future…

*I am sure that most parents would (not) …

3. Show them a sample and explain the useful phrases, the content they should mention, and how to be formal to them.

Dear Sir,

Recently, a survey regarding the school computer room was carried out. The students find the design of the computer room impractical, and are not interested in studying there for this reason. We believed that the computer room needs improving.

There are not enough computers in our computer room. The computers that we use at the moment are old and slow, and they often crash, which wastes a lot of time. The computers there are not connected to the Internet, so we can not get the information that we need for our homework. There is only one printer in the room, which often breaks down. As more and more subjects involve information technology, the computer room plays a very important role in our studies. We must use computers to do our homework and get information from the Internet. Many factories and companies cannot function without computers, so those who have computer skills find it easier to find a job. In order to prepare ourselves for the future, we need a well-equipped computer room. I am sure that most parents would agree with our proposal that the computer room should be improved.

It is the government’s policy that we should be taught more information technology, and more subjects are developing rapidly with the help of information technology.

Computer skills are becoming more and more important to our further studies. We will not keep up with the development of society if we are not good at using computers. We therefore really need to have a new computer room and hope that you will seriously consider our request.

Best wishes

(name)

 Homework

1. Go through the contents in the Task part.

2. Preview the Project part.

 

Unit 3 Project

Analysis of the teaching material:

This is the 7th period of Unit One. The main purpose of this lesson is to make students learn what a science fiction story is like and how to write a science fiction story.

Teaching aims:

To learn what a science fiction story is like and how to write a science fiction story.

Teaching important and difficult points:

How to make students understand the science stories better.

How to write a science fiction story.

Teaching approaches:

Asking-and-answering activity.

Individual, pair or group work to make every student work in class.

Teaching Aids:

Multimedia and a blackboard

Teaching procedures:

Step 1 lead-in

l        Have you ever read any science fiction stories? Do you like them?

l        Do you know about some science fiction writers? Who are they?

l        Have you ever heard of Jules Verne or H. G. Wells?

Show them the pictures of Jules Verne and H.G. Wells, tell them about these two persons briefly.

Step 2 reading

l        Journey to the Centre of the Earth

Read the first story written by Jules Verne. Then answer the following questions.

1.      With whom did Professor Lindenbrock make the journey?

2.      What was the destination of the journey?

3.      How did they go there?

4.      What did they see during their journey?

5.      Which do you think was the most thrilling experience during their journey, why?

l        Time machine

1.      Lead to the second science fiction story.

?         Have you ever read about or seen a film about a time machine?

?         What do you think a time machine can be used to do?

?         Many people are interested in such a machine. Can you think of the reason(s)?

2.      Show them a video about time machine.

3.      Ask them to read the story and think about the following questions.

l        What did the writer decide to see using the time machine the writer had made?

l        Which year did the writer go to? What did the writer find there?

l        The writer described a picture about the future. What is his idea about the future of the world? What is your opinion about the future?

4. Ask them to discuss.

  If you had a time machine, what would you like to see, the future or the past? Why? What would you expect to see there?

Step 3  writing a science fiction story (Group Work)

Ask them to discuss the questions on page 59.

l        What interesting science fiction stories have you read?

l        Which one do you like best? Why?

l        What would be a good setting for a story?

l        Who will be your main characters?

l        What do the main characters do?

l        How many paragraphs will your story have?

l        Who will write each paragraph?

l        Who will read the story to your classmates?

Step 4 Homework

1.Finish the WB exercises (B1, B2and D1, D2)

2.Finish writing a science fiction story.

 

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