浙江省臺(tái)州市第一中學(xué) 陳一軍 鮑榮 黃泓萍 徐香云

【設(shè)計(jì)理念】

本教學(xué)設(shè)計(jì)在新課程教學(xué)理念的指導(dǎo)下，力求在培養(yǎng)學(xué)生的語(yǔ)言知識(shí)、知識(shí)技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)的基礎(chǔ)上發(fā)展學(xué)生綜合運(yùn)用語(yǔ)言的能力，使學(xué)生通過(guò)觀察、體驗(yàn)、探究等主動(dòng)學(xué)習(xí)的方法優(yōu)化英語(yǔ)學(xué)習(xí)方法，充分發(fā)揮自己的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略。

1. 開(kāi)展學(xué)生活動(dòng)，發(fā)揮主體作用

新課程強(qiáng)調(diào)要充分發(fā)揮學(xué)生在教學(xué)過(guò)程中的主體作用。本課設(shè)計(jì)遵循以學(xué)生為主體，教師為主導(dǎo)這一教學(xué)原則，創(chuàng)設(shè)角色扮演情景、激烈討論提出建議，讓學(xué)生最大限度地參與教學(xué)過(guò)程，尊重學(xué)生的主體地位，充分發(fā)揮學(xué)生在學(xué)習(xí)過(guò)程中的主動(dòng)性、積極性、創(chuàng)造性，使課堂充滿活力。

2. 實(shí)施情景教學(xué)，統(tǒng)合三維目標(biāo)

本課設(shè)計(jì)從教學(xué)需要出發(fā)，創(chuàng)設(shè)情景，進(jìn)行情景設(shè)問(wèn)、討論，激起學(xué)生的情感體驗(yàn)，激活學(xué)生思維，幫助學(xué)生迅速、正確地理解和接受知識(shí)，并在學(xué)習(xí)過(guò)程中培養(yǎng)其積極進(jìn)取的科學(xué)的人生觀及價(jià)值觀，較好地落實(shí)了三維目標(biāo)。而三維目標(biāo)是相輔相成、相互滲透的，所以在情景教學(xué)的過(guò)程中，知識(shí)的落實(shí)、能力的培養(yǎng)、情感態(tài)度價(jià)值觀的滲透交融在一起，實(shí)現(xiàn)了三維目標(biāo)的和諧與統(tǒng)一。

3. 轉(zhuǎn)變學(xué)習(xí)方式，增強(qiáng)教學(xué)效果

新課程要求提倡自主、合作、探究的學(xué)習(xí)方式，發(fā)揮學(xué)生的主體性、能動(dòng)性和獨(dú)立性，本課設(shè)計(jì)通過(guò)自學(xué)課本，小組討論，綜合分析，角色扮演等活動(dòng)， 為學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)提供了空間，使學(xué)生體驗(yàn)了自主之樂(lè)，合作之趣，探究之悅，促進(jìn)了學(xué)生知識(shí)的構(gòu)建與運(yùn)用，能力的培養(yǎng)和提高，情感體驗(yàn)和態(tài)度、價(jià)值觀的形成，增強(qiáng)了教學(xué)效果。

4. 運(yùn)用問(wèn)題教學(xué)，啟發(fā)學(xué)生思維

本課設(shè)計(jì)按照誘思探究理論要求，遵循學(xué)生的認(rèn)知規(guī)律，引導(dǎo)學(xué)生去發(fā)現(xiàn)問(wèn)題、分析問(wèn)題和解決問(wèn)題，從而掌握知識(shí)，形成能力，培養(yǎng)品質(zhì)。通過(guò)對(duì)文章分析的由淺入深，由易到難，循序漸進(jìn)，引導(dǎo)學(xué)生結(jié)合歷史現(xiàn)狀和教材信息，發(fā)揮想象，活化語(yǔ)言，從而達(dá)到綜合運(yùn)用英語(yǔ)進(jìn)行交際的目的。有利于培養(yǎng)學(xué)生的思維能力，激發(fā)學(xué)生的創(chuàng)新精神。

本教學(xué)設(shè)計(jì)貫穿了新的教學(xué)理念，體現(xiàn)了課程改革的鮮明特色，在教學(xué)內(nèi)容的重新調(diào)整、教材的合理處理、教學(xué)思路的設(shè)計(jì)等方面作了嘗試性的突破與創(chuàng)新，具有較強(qiáng)的實(shí)踐性和操作性。

【教材分析】

本單元教學(xué)內(nèi)容為人教版新課標(biāo)Module 5 Unit 3 Life in the future。本單元的中心話題是“未來(lái)生活”，教材內(nèi)容為學(xué)生提供了想象的空間，旨在培養(yǎng)學(xué)生預(yù)測(cè)未來(lái)的能力，通過(guò)對(duì)現(xiàn)實(shí)生活與未來(lái)生活的對(duì)比，喚醒學(xué)生把握現(xiàn)在，珍惜現(xiàn)在，愛(ài)護(hù)環(huán)境，保護(hù)自然的意識(shí)。

第一篇Reading文章主要講述主人公Li Qiang在時(shí)空旅行前、時(shí)空旅行中及時(shí)空旅行后的所見(jiàn)所想。第二篇?jiǎng)t主要記敘了Li Qiang在太空站認(rèn)識(shí)的兩個(gè)非常特別的太空生物，并將兩個(gè)生物的特征進(jìn)行了對(duì)比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學(xué)生的想象力，培養(yǎng)學(xué)生對(duì)未來(lái)生活的預(yù)測(cè)。語(yǔ)法部分則延續(xù)了課文內(nèi)容，通過(guò)作者對(duì)未來(lái)生活態(tài)度的討論引出過(guò)去分詞做狀語(yǔ)及定語(yǔ)的用法，并以短文填空的形式來(lái)鞏固文章生詞的用法。聽(tīng)力部分則描繪了一個(gè)擁有高新科技的wonderland,表明了人類(lèi)對(duì)美好生活的追求與幻想，并最終通過(guò)口語(yǔ)情景設(shè)置鍛煉學(xué)生綜合運(yùn)用英語(yǔ)的能力與技巧，從而對(duì)未來(lái)生活進(jìn)行更細(xì)致的預(yù)測(cè)。

考慮到各部分內(nèi)容的內(nèi)在聯(lián)系，筆者結(jié)合教學(xué)實(shí)際將同一話題不同內(nèi)容與形式的材料進(jìn)行了重組，對(duì)教材內(nèi)容、編排順序等進(jìn)行了調(diào)整、刪減和補(bǔ)充，將整個(gè)單元設(shè)計(jì)成四個(gè)課時(shí)，豐富了教學(xué)內(nèi)容和語(yǔ)言活動(dòng)形式。

【學(xué)情分析】

1. 認(rèn)知基礎(chǔ)：高一學(xué)生基本上能用英語(yǔ)清晰地表達(dá)個(gè)人觀點(diǎn)，準(zhǔn)確地描繪

生活現(xiàn)象或表達(dá)個(gè)人情感，能用基本的詞匯、句型對(duì)未來(lái)生活作出描繪與預(yù)測(cè)。

2. 心理特征：高中學(xué)生思想活躍，求知欲旺盛，學(xué)習(xí)態(tài)度明確，自我意識(shí)

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

3. 學(xué)習(xí)能力：學(xué)生對(duì)過(guò)去分詞的用法有基本的了解，其自主閱讀與表達(dá)能力有一定的基礎(chǔ)，具備良好的團(tuán)體協(xié)作能力，并能進(jìn)行有效成功的交流合作討論。

【教學(xué)目標(biāo)】

（1）知識(shí)與能力

學(xué)習(xí)與未來(lái)生活有關(guān)的詞匯；能對(duì)本單元的生詞猜測(cè)詞義并能用英語(yǔ)釋義基本單詞；學(xué)習(xí)有關(guān)預(yù)測(cè)和猜測(cè)的表達(dá)方式以及過(guò)去分詞作定語(yǔ)、狀語(yǔ)的用法；能聽(tīng)懂關(guān)于對(duì)未來(lái)生活、環(huán)境的想象、猜測(cè)和思考的會(huì)話，想象未來(lái)生活可能存在的問(wèn)題；能用英語(yǔ)簡(jiǎn)單地談?wù)撐磥?lái)生活，猜測(cè)未來(lái)的科技發(fā)展趨勢(shì)；能閱讀關(guān)于未來(lái)生活、未來(lái)世界以及外太空和外星人的英語(yǔ)文章；能夠較好地發(fā)揮想象來(lái)描寫(xiě)未來(lái)生活和外星生物。

（2）過(guò)程與方法

通過(guò)網(wǎng)絡(luò)或圖書(shū)館等途徑查找搜集有關(guān)科學(xué)家對(duì)未來(lái)生活預(yù)測(cè)的資料，培養(yǎng)學(xué)生利用學(xué)習(xí)資源的策略；并且筆者結(jié)合教學(xué)實(shí)際對(duì)教材內(nèi)容、編排順序等進(jìn)行了調(diào)整、刪減和補(bǔ)充，將整個(gè)單元設(shè)計(jì)成四個(gè)課時(shí)。第一課時(shí)為Warming-up and Reading, 第二課時(shí)為L(zhǎng)earning about language, 第三課時(shí)為Using language, 第四課時(shí)為L(zhǎng)istening and speaking。著重培養(yǎng)學(xué)生學(xué)習(xí)運(yùn)用詞匯學(xué)習(xí)中的猜詞策略，激發(fā)學(xué)生想象力，預(yù)測(cè)未來(lái)生活。

（3）情感態(tài)度與價(jià)值觀

通過(guò)學(xué)習(xí)課文，使學(xué)生回顧歷史，認(rèn)識(shí)現(xiàn)在，展望未來(lái)，激發(fā)學(xué)生的想象力；提高環(huán)境保護(hù)，資源保護(hù)意識(shí)。通過(guò)討論使學(xué)生了解中國(guó)和其他國(guó)家目前存在的社會(huì)問(wèn)題以及科技發(fā)展方向，預(yù)測(cè)世界未來(lái)生活、環(huán)境的發(fā)展趨勢(shì)。

【重點(diǎn)難點(diǎn)】

重點(diǎn)：

1．掌握有關(guān)描繪未來(lái)生活的詞匯以及有關(guān)預(yù)測(cè)和猜測(cè)的表達(dá)方式。

2．通過(guò)對(duì)文章的學(xué)習(xí)，根據(jù)目前的現(xiàn)狀預(yù)測(cè)未來(lái)的生活，提高環(huán)境保護(hù)、資源保護(hù)意識(shí)。

難點(diǎn)：

1．掌握過(guò)去分詞作定語(yǔ)和狀語(yǔ)的用法。

2．運(yùn)用所學(xué)的詞匯及句型寫(xiě)出具有一定想象力的短文。

【教學(xué)策略與手段】

1．采取多種教學(xué)方式，講述法與討論法相結(jié)合，啟發(fā)式教學(xué)法與創(chuàng)設(shè)課堂思維情景相結(jié)合，接受式學(xué)習(xí)與探究式學(xué)習(xí)相結(jié)合。

2．以活動(dòng)構(gòu)建教學(xué)理論為指導(dǎo)，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動(dòng)，分組探究。

3．適時(shí)對(duì)學(xué)生的學(xué)習(xí)過(guò)程進(jìn)行調(diào)控與激發(fā)，實(shí)現(xiàn)教學(xué)預(yù)設(shè)與動(dòng)態(tài)生成的統(tǒng)一。

【教學(xué)準(zhǔn)備】

1．教師整理課堂相關(guān)文字、圖表、影音資料，制成多媒體課件。

2．課前組織學(xué)生搜集、閱讀有關(guān)世界環(huán)境問(wèn)題、當(dāng)今科學(xué)技術(shù)發(fā)展及對(duì)未來(lái)生活預(yù)測(cè)的文章，積累一定的知識(shí)儲(chǔ)備。

3．課前按教室座位情況將學(xué)生分成若干小組，每組6人，并選出組長(zhǎng)一人，以小組為單位開(kāi)展合作學(xué)習(xí)。

【教學(xué)過(guò)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(shè)計(jì)說(shuō)明】

由日常問(wèn)候開(kāi)啟話題，通過(guò)提問(wèn)學(xué)生家鄉(xiāng)情況導(dǎo)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(jié)交通工具的發(fā)展歷史，預(yù)測(cè)未來(lái)的交通方式，引出跨時(shí)空旅行，從而進(jìn)入閱讀文章的處理與學(xué)習(xí)。（由于考慮到Warming-up中的Transport與Houses, Villages,Towns, 以及Location of settlement的聯(lián)系不大，可單獨(dú)提出，因此將Transport的發(fā)展變化應(yīng)用于課文的導(dǎo)入中，這樣比較科學(xué)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(shè)計(jì)說(shuō)明】

猜測(cè)是培養(yǎng)學(xué)生閱讀能力的方法之一，因此筆者首先提出問(wèn)題引發(fā)學(xué)生思考，對(duì)未來(lái)生活的各個(gè)方面進(jìn)行預(yù)測(cè)。其次通過(guò)快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對(duì)未來(lái)生活變化的描寫(xiě)，培養(yǎng)學(xué)生快速閱讀的技巧與能力，并對(duì)未來(lái)生活變化的好壞進(jìn)行小組討論，培養(yǎng)集體協(xié)作精神。（由于Comprehending中關(guān)于未來(lái)生活變化好壞的討論難度不大，考慮到整個(gè)設(shè)計(jì)的連貫性，將其提至快速閱讀中，設(shè)置成小討論，將學(xué)生說(shuō)與讀的能力更好地結(jié)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(shè)計(jì)說(shuō)明】

通過(guò)幾個(gè)特殊疑問(wèn)詞，提出以下問(wèn)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(shí)一般都包括事件發(fā)生的人物、時(shí)間、地點(diǎn)、事件、原因等關(guān)鍵要素，因此讓學(xué)生通過(guò)閱讀尋找上述要素，不僅讓學(xué)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(shè)計(jì)說(shuō)明】

按事件發(fā)生的先后順序及地點(diǎn)轉(zhuǎn)換順序，處理文章細(xì)節(jié)，培養(yǎng)學(xué)生抓住文章線索來(lái)處理課文的能力。然后根據(jù)地點(diǎn)轉(zhuǎn)移，自然地將“太空倉(cāng)內(nèi)”轉(zhuǎn)向“太空倉(cāng)外”，按照作者在太空倉(cāng)外所處的三個(gè)不同地點(diǎn)Hovering carriage, a large market, a large building來(lái)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(shè)計(jì)說(shuō)明】

通過(guò)精讀課文，了解文章細(xì)致內(nèi)容，按照“時(shí)空旅行前，時(shí)空旅行中及時(shí)空旅行后”的時(shí)間線索來(lái)處理文章細(xì)節(jié)。“時(shí)空旅行中”又可按照“在太空倉(cāng)內(nèi)與在太空倉(cāng)外”分析文章信息。在此過(guò)程中鍛煉學(xué)生精讀的閱讀技巧，處理文章生詞，并適當(dāng)?shù)匾�入幾個(gè)過(guò)去分詞做狀語(yǔ)及定語(yǔ)的句子，為語(yǔ)法部分的講解作個(gè)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(shè)計(jì)說(shuō)明】

首先通過(guò)對(duì)文章故事情節(jié)的正常排序回顧文章梗概；其次通過(guò)Warming-up中過(guò)去、現(xiàn)在的房子、城鎮(zhèn)及居住環(huán)境的比較來(lái)預(yù)測(cè)未來(lái)方的發(fā)展與變化；最后設(shè)置情景，進(jìn)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(wù)。全面地鍛煉學(xué)生的總結(jié)概括能力以及團(tuán)體協(xié)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(shè)計(jì)說(shuō)明】

通過(guò)角色扮演以及情景設(shè)置中引出未來(lái)生活中將會(huì)存在的問(wèn)題，以此導(dǎo)出現(xiàn)在生活中存在的問(wèn)題，由此自然地引出閱讀課的任務(wù)----發(fā)明設(shè)計(jì)，以此激發(fā)學(xué)生的發(fā)明創(chuàng)造能力，喚醒學(xué)生保護(hù)自然、愛(ài)護(hù)環(huán)境的意識(shí)，學(xué)習(xí)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(shè)計(jì)說(shuō)明】

通過(guò)設(shè)置討論作者對(duì)未來(lái)生活持樂(lè)觀還是悲觀態(tài)度來(lái)復(fù)習(xí)并提升Reading內(nèi)容，鞏固學(xué)生對(duì)Reading全文線索的了解與掌握，并通過(guò)討論找出含有過(guò)去分詞用法的句子來(lái)支持各自的觀點(diǎn)。（由于Reading中Comprehending部分中關(guān)于作者對(duì)未來(lái)生活所持有的態(tài)度的討論跟語(yǔ)法部分聯(lián)系緊密，故將其從Reading中剪切，轉(zhuǎn)至語(yǔ)法中作為回顧閱讀課，導(dǎo)入新課）完成語(yǔ)法練習(xí)后，學(xué)生對(duì)過(guò)去分詞作狀語(yǔ)和定語(yǔ)的用法有了一定的了解，然后教師將過(guò)去分詞作狀語(yǔ)和作定語(yǔ)的用法系統(tǒng)歸納如下：

過(guò)去分詞作狀語(yǔ)可以表示時(shí)間、條件、原因、讓步、方式或伴隨，有時(shí)在其前還可以帶上連詞，以示明確。

1． 作時(shí)間狀語(yǔ)。 Once discovered, the enemies were completely wiped out.

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

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

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

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

注意：

1) 作狀語(yǔ)的過(guò)去分詞通常與句子的主語(yǔ)存在著被動(dòng)關(guān)系，她所表示的動(dòng)作通常和謂語(yǔ)動(dòng)詞屬于同一時(shí)間范疇，也可表示先于謂語(yǔ)動(dòng)詞發(fā)生的動(dòng)作。有時(shí)為了強(qiáng)調(diào)先發(fā)生的動(dòng)作，也可用having been done.

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

2). 過(guò)去分詞的邏輯主語(yǔ)要跟主句的主語(yǔ)一致,否則不能用過(guò)去分詞作狀語(yǔ),應(yīng)用狀語(yǔ)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(guò)去分詞作定語(yǔ)或狀語(yǔ)時(shí)，該分詞及修飾成分相當(dāng)一句定語(yǔ)或狀語(yǔ)從句，變?yōu)槎ㄕZ(yǔ)從句或狀語(yǔ)從句中，該從句應(yīng)該具備兩個(gè)特征：1）從句的主語(yǔ)和主句中的先行詞一致；2）謂語(yǔ)動(dòng)詞為被動(dòng)語(yǔ)態(tài)形式。

Step2 Consolidation

（設(shè)計(jì)說(shuō)明）通過(guò)鏈接高考真題，讓學(xué)生走進(jìn)高考，鞏固所學(xué)的知識(shí)。

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(shè)計(jì)說(shuō)明】

通過(guò)小組討論讓學(xué)生展開(kāi)想象的翅膀，憧憬未來(lái)生活的美好，隨后通過(guò)跟目前生活的比較，教育學(xué)生要珍惜現(xiàn)在，展望未來(lái)。然后讓學(xué)生根據(jù)自己的實(shí)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(shè)計(jì)說(shuō)明】

讓學(xué)生設(shè)計(jì)自己的空間站求職信，一方面鍛煉學(xué)生的寫(xiě)作能力，一方面又與實(shí)際生活相聯(lián)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(shè)計(jì)說(shuō)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(jiàn)的兩類(lèi)令人驚訝的生物。因內(nèi)容與《星球大戰(zhàn)》中形態(tài)怪異的太空生物有所類(lèi)似，故筆者采取影片《星球大戰(zhàn)》片段導(dǎo)入，通過(guò)對(duì)太空生物的生理形態(tài)及生活的預(yù)測(cè)討論引出課文內(nèi)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(shè)計(jì)說(shuō)明】

引出課文內(nèi)容后，首先讓學(xué)生就題目發(fā)表討論，預(yù)測(cè)作者在跨時(shí)空旅行中將會(huì)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(shè)計(jì)說(shuō)明】

由于文章結(jié)構(gòu)清晰，內(nèi)容簡(jiǎn)單