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高中三年级英语必修五《Unit 3 Life in the future》教材

   日期:2021-01-27     来源:www.zhixueshuo.com    作者:智学网    浏览:421    评论:0    
核心提示:你正以凌厉的节奏迈进这段特别的岁月中。这是一段青涩而又平淡的日子,每一个人都隐身于高考考试,而平淡之中的张力却只有真的的

你正以凌厉的节奏迈进这段特别的岁月中。这是一段青涩而又平淡的日子,每一个人都隐身于高考考试,而平淡之中的张力却只有真的的勇士才可以破译。 以下是智学网高中频道为每一位高中三年级的莘莘学子筹备的《高中三年级英语必修五《Unit 3 Life in the future》教材》帮你榜上有名!

教材  本教学设计在新课程教学理念的教导下,力求在培养学生的语言常识、常识技术、情感态度、学习方案和文化意识等素养的基础上进步学生综合运用语言的能力,使学生通过观察、体验、探究等主动学习的办法关键词优化英语学习技巧,充分发挥我们的学习潜能,形成有效的学习方案。

  1. 拓展学生活动,发挥主体用途

  新课程强调要充分发挥学生在教学过程中的主体用途。本课设计遵循以学生为主体,教师为主导这一教学原则,创设角色扮演情景、激烈讨论提出建议,让学生限度地参与教学过程,尊重学生的主体地位,充分发挥学生在学习过程中的主动性、积极性、创造性,使课堂充满活力。

  2. 推行情景教学,统合三维目的

  本课设计从教学需要出发,创设情景,进行情景设问、讨论,激起学生的情感体验,激活学生思维,帮学生飞速、正确地理解和同意常识,并在学习过程中培养其积极进取的科学的生活观及价值观,较好地落实了三维目的。而三维目的是相辅相成、相互渗透的,所以在情景教学的过程中,常识的落实、能力的培养、情感态度价值观的渗透交融在一块,达成了三维目的的和谐与统一。

  3. 转变学习技巧,增强教学成效

  新课程需要倡导自主、合作、探究的学习技巧,发挥学生的主体性、能动性和独立性,本课设计通过自学课本,小组讨论,综合剖析,角色扮演等活动, 为学生自主学习、合作学习、探究学习提供了空间,使学生体验了自主之乐,合作之趣,探究之悦,促进了学生常识的构建与运用,能力的培养和提升,情感体验和态度、价值观的形成,增强了教学成效。

  4. 运用问题教学,启发学生思维

  本课设计根据诱思探究理论需要,遵循学生的认知规律,引导学生去发现问题、剖析问题和解决问题,从而学会常识,形成能力,培养品质。通过对文章剖析的由浅入深,由易到难,按部就班,引导学生结合历史近况和教程信息,发挥想象,活化语言,从而达到综合运用英语进行交际的目的。有益于培养学生的思维能力,激起学生的革新精神。

  本教学设计贯穿了新的教学理念,体现了课程改革的鲜明特点,在教学内容的重新调整、教程的合理处置、教学思路的设计等方面作了尝试性的突破与革新,具备较强的实践性和操作性。

  

  本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“将来生活”,教程内容为学生提供了想象的空间,旨在培养学生预测将来的能力,通过对现实生活与将来生活的对比,唤醒学生把握目前,珍惜目前,爱惜环境,保护自然的意识。

  1、篇Reading文章主要讲述主人公Li Qiang在时空旅游前、时空旅游中准时空旅游后的所见所想。2、篇则主要记叙了Li Qiang在太空站认识的两个很特别的太空生物,并将两个生物的特点进行了对比。两篇阅读文章都是科幻型阅读,旨在唤起学生的想象力,培养学生对将来生活的预测。语法部分则延续了课文内容,通过作者对将来生活态度的讨论引出过去分词做状语及定语的使用方法,并以短文填空的形式来巩固文章生词的使用方法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想,并最后通过口语情景设置训练学生综合运用英语的能力与方法,从而对将来生活进行更细致的预测。

  分析到各部分内容的内在联系,笔者结合教学实质将同一话题不一样内容与形式的材料进行了重组,对教程内容、编排顺序等进行了调整、删减和补充,将整个单元设计成四个课时,丰富了教学内容和语言活动形式。

  

  1. 认知基础:高中一年级学生基本上可以用英语明确地表达个人看法,准确地描绘

  生活现象或表达个人情感,可以用基本的词语、句型对将来生活作出描绘与预测。

  2. 心理特点:高中学生思想活跃,求知欲旺盛,学习习惯明确,自我意识

  进步飞速并趋向成熟,独立自主性强,有肯定的道德修养及正确的价值观与审美观。

  3. 学习力:学生对过去分词的使用方法有基本的认知,其自主阅读与表达能力有肯定的基础,拥有好的团体协作能力,并能进行有效成功的交流合作讨论。

  

  常识与能力

  学习与将来生活有关的词语;能对本单元的生词猜测词义并可以用英语释义基本单词;学习有关预测和猜测的表达方法与过去分词作定语、状语的使用方法;能听懂关于对将来生活、环境的想象、猜测和考虑的会话,想象将来生活可能存在的问题;可以用英语容易地谈论将来生活,猜测将来的科技发展势头;能阅读关于将来生活、将来世界与外太空和外星人的英语文章;可以较好地发挥想象来描写将来生活和外星生物。

  过程与办法

  通过互联网或图书馆等渠道查找搜集有关科学家对将来生活预测的资料,培养学生借助学习资源的方案;并且笔者结合教学实质对教程内容、编排顺序等进行了调整、删减和补充,将整个单元设计成四个课时。1、课时为Warming-up and Reading, 2、课时为Learning about language, 3、课时为Using language, 4、课时为Listening and speaking。着重培养学生学习运用词语学习中的猜词方案,激起学生想象力,预测将来生活。

  情感态度与价值观

  通过学习课文,使学生回顾历史,认识目前,展望将来,激起学生的想象力;提升环境保护,资源保护意识。通过讨论使学生知道中国和其他国家现在存在的社会问题与科技进步方向,预测世界将来生活、环境未来发展趋势。

  

  重点:

  1.学会有关描绘将来生活的词语与有关预测和猜测的表达方法。

  2.通过对文章的学习,依据现在的近况预测将来的生活,提升环境保护、资源保护意识。

  难题:

  1.学会过去分词作定语和状语的使用方法。

  2.运用所学的词语及句型写出具备肯定想象力的短文。

  

  1.采取多种教学方法,讲述法与讨论法相结合,启发式教学法与创设课堂思维情景相结合,同意式学习与探究式学习相结合。

  2.以活动构建教学理论为教导,挖掘课程资源,借助图片、表格、多媒体等多种形式,师生互动,分组探究。

  3.适时对学生的学习过程进行调控与激起,达成教学预设与动态生成的统一。

  

  1.教师整理课堂有关文字、图表、影音资料,制成多媒体课件。

  2.课前组织学生搜集、阅读有关世界环境问题、当今科技进步及对将来生活预测的文章,积累肯定的常识储备。

  3.课前按教室座位状况将学生分成若干小组,每组6人,并选出组长一人,以小组为单位拓展合作学习。

  

  Period 1: Warming-up 然后概括交通工具的进步历史,预测将来的交通方法,引出跨时空旅游,从而进入阅读文章的处置与学习。

  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?

  

  猜测是培养学生阅读能力的办法之一,因此笔者第一提出问题引发学生考虑,对将来生活的每个方面进行预测。第二通过迅速阅读的方法,知道文章梗概,把握文章线索,找出文中对将来生活变化的描写,培养学生迅速阅读的方法与能力,并对将来生活变化的好坏进行小组讨论,培养集体协作精神。

  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?

  

  通过几个特殊疑问词,提出以下问题,处置文章1、段。因本篇课文是一篇叙事故事,而记叙文时一般都包括事件发生的人物、时间、地址、事件、缘由等重要要点,因此让学生通过阅读探寻上述要点,不只让学生的阅读具备目的性,而且减少了阅读的困难程度。

  2.During the journey

  1) In the capsule:

  Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- 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?

  

  按事件发生的先后顺序及地址转换顺序,处置文章细则,培养学生抓住文章线索来处置课文的能力。然后依据地址转移,自然地将“太空仓内”转向“太空仓外”,根据作者在太空仓外所处的三个不一样地址Hovering carriage, a large market, a large building来处置文章3、段。

  3.After the journey

  

  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 questions about the problems in future life are recommended.

  

  第一通过对文章故事情节的正常排序回顾文章梗概;第二通过Warming-up中过去、目前的房屋、城镇及居住环境的比较来预测将来方的进步与变化;最后设置情景,进行角色扮演,模拟电话采访Li Qiang回顾整篇课文,引出本节课的作业与任务。全方位地训练学生的概括概括能力与团体协作的讨论能力。

  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

  

  通过角色扮演与情景设置中引出将来日常将会存在的问题,以此导出目前日常存在的问题,由此自然地引出阅读课的任务----创造设计,以此激起学生的创造创造能力,唤醒学生保护自然、爱惜环境的意识,学习中渗透道德教育,两全其美。

  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.

  

  通过设置讨论作者对将来生活持乐观还是悲观态度来复习并提高Reading内容,巩固学生对Reading全文线索的认知与学会,并通过讨论找出含有过去分词使用方法的句子来支持各自的看法。完成语法训练后,学生对过去分词作状语和定语的使用方法有了肯定的认知,然后教师将过去分词作状语和作定语的使用方法系统总结如下:

  过去分词作状语可以表示时间、条件、缘由、让步、方法或随着,有时在其前还可以带上连词,以示明确。

  1. 作时间状语。 once discovered, the enemies were completely wiped out.

  2. 作缘由状语 Moved by his words, I accepted his present.

  3. 作条件状语 United we stand, divided we fail.

  4. 作让步状语 Although tired, they continued to work.

  5. 作方法或随着状语 The teacher stood there, surrounded by many students.

  注意:

  1) 作状语的过去分词一般与句子的主语存在着被动关系,她所表示的动作一般和谓语动词是同一时间范畴,也可表示先于谓语动词发生的动作。有时为了强调先发生的动作,也可用having been done.

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

  2). 过去分词的逻辑主语要跟主句的主语一致,不然不可以用过去分词作状语,应用状语从句。

  Checked carefully, some spelling mistakes can be avoided.

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

  过去分词作定语或状语时,该分词及修饰成分相当一句定语或状语从句,变为定语从句或状语从句中,该从句应该拥有两个特点:1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。

  Step2 Consolidation

  非谓语动词训练

  B 1. ___ and happy, Tony stood up and accepted the prize.

  A. Surprising B. Surprised C. Being surprised D. To be surprising

  A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world.

  A. performed B. performing C. to be performed D. being performed

  C 3._________ and I’ll get the work finished.

  A. Have one more hour B. One more hour

  C. Give one more hour D. If I have one more hour

  B. 4. The repairs cosplayt a lot, but its money well _____.

  A. to spend B. spent C. being spent D. spending

  C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.

  A. To face B. Having faced C. Faced D. Facing

  B 6.When her father, the girl burst into crying.

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

  D 7. The man kept silent in the room unless .

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

  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

  D 9.The Olympic Games, in 776B.C., did not include women players until 1912.

  A. first playing B. to be first played

  C. to be first playing D. first played

  B 10. from his clothes, he is not so poor.

  A. Judged B. Judging C. To judge D. Having judged

  A 11.European football is played in 80 countries, it the most popular sport in the world.

  A. making B. makes C. made D. to make

  B 12.The secretary worked late into the night, a long speech for the president.

  A. to prepare B. preparing C. prepared D. was preparing

  C 13. a reply, he decided to write again.

  A. Not receiving B. Receiving not

  C. Not having received D. Having not received

  B 14.The houses are for the old people and the construction work will start soon.

  A. built B. to be built C. to build D. being built

  C 15.If ill, I’ll stay home a good rest.

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

  C. falling; taking D. falling; take

  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, and then ask them to complete this adverti百度竞价推广ent choosing these words in their proper forms.

  

  Many people need to be________of the job opportunities 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.

  通过小组讨论让学生展开想象的翅膀,憧憬将来生活的美好,随后通过跟现在生活的比较,教育学生要珍惜目前,展望将来。然后让学生依据我们的实质状况,讨论是不是想为空间站工作。

  Step4 Assignment

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

  

  让学生设计我们的空间站求职信,一方面训练学生的写作能力,一方面又与实质生活相联系,两全其美。

  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 因为分析到这个任务的困难程度,笔者将任务改为对将来人类的预测,并提供问题提示,减少困难程度,将话题从漫无边际的想象转至平时生活,程度地调动学生想象的积极性。

  Step5 Assignment

  Draw a picture of the future humans, then write a description based on your drawing.

  让学生参考文章结构与内容,用文字表述将来人类在生理、心理、生活、工作等方面的特征与变化,并将我们的设计做成Powerpoint文件,在4、课时中上台展示。

  Period 4. Listening and speaking

  Teaching Aims:

  1. Train the students’ listening ability.

  2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.

  Teaching Methods:

  1. Listen to catch the main ideas

  2. Individual work and group work

  3. Cooperative study

  Step1 Display the design of the future humans

  The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.

  

  抽取几位学生上台通过Powerpoint文件展示并解说自己在上节课对将来人类的设计与幻想,教师进行适合的点评,检验学生的设计成就,并进行概括:想象力是人类与生俱来的本能,也是人类进步的动力,人假如没想象力,世界势必一片空白,生活将会无限的单调乏味,由于有想象才有事实,有想象才能成功。为了拓展大家的生活范围,提升大家的生活品质,使将来的生活美梦成真,让大家借助大家聪明的头脑和灵巧的双手去想象、去创造、去创造吧!

  Step2 Lead-in

  The teacher displays a picture of the solar system to the students, and asks the following questions:

  Q1: Which planet would be the best residence for humans?

  Q2: What will life on Mars be like?

  

  因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld,在那个世界不少高新科技被应用于平时生活与工作中,故笔者从一张有关太阳系的图片导入,引出听力材料中的planet, oxygen, gravity, space creatures等生词,然后向学生提出问题,太阳系中什么星球比较适合人类存活,让学生对火星生活作出预测,从而引出听力材料。

  Step3 Listening for main ideas

  □living on another planet □new discoveries in space □space creatures

  □why a space station spins □how to get water on Mars □comets

  □houses in a town on Mars □Martian creatures □atmosphere and gravity

  Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars

  

  需要学生在听录音的同时提取听力材料的主要内容,并在书中的训练一上打勾。培养学生听取要紧信息的能力。

  Step4 Listening for details

  1. How can “Wonderworld” make sure there is enough oxygen?

  2. How can “Wonderworld” make sure there is enough water?

  3. What is the advantage of living in “Wonderworld”?

  4. Do you think people will be healthy living in “Wonderworld”? Why?

  Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.

  2.collect water from under the planet’s surface – cleaned and recycled – bacteria are

  used to clean the dirty water.

  3.People may become rich and famous.

  4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.

  

  需要学生再听一遍录音,完成文中的细则问题。培养学生听取细则内容的能力。

  Step5 Prediction & Speaking

  Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:

  Suppose that… Do you imagine that…?

  I wonder if … Is it possible that…?

  Is it likely/ unlikely that…? Do you suppose that…?

  

  需要学生依据本单元的学习,运用学会的词语与句型,预测1000年后家乡发生的变化,学生运用课本中提供的句型编造对话,先两两讨论,然后跟其他小组成员讨论编对话,培养口语及集体协作能力。新课标1、网

  Step6 Assignment

  Practise asking your classmates what will their hometowns be like in 1000 years’ time.

  

  需要学生在课后跟我们的同学用英语交谈,讨论预测1000年将来家乡发生的变化,将英语学习融入平时生活,激起学生讲英语的*,在实践中训练学生的英语能力。

  教材  Step 1 Revision

  1 Check the homework exercises.

  2 Ask the Ss a few random questions to revise future time and introduce the TOPic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?

  Step 2 Presentation

  SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.

  Step 3 Reading

  Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. See if the Ss can guess the meaning of out of work.

  Step 4 Dialogue

  Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

  Notes:

  a People have been talking of it a lot recently.:

  Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.

  b I simply don‘t know. =I honestly don’t know.

  c Right now =At this moment

  d The problem is … it. =Finding land for building the new factory is a problem .

  e The majority of people =Most people

  f a number of people =quite a lot of people

  g out of work =do not have jobs

  h But some people … built on. =Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.

  i I can see the problem. =I understand the problem.

  j is likely to happen =will probably happen

  k It‘s quite likely: Quite emphasizes likely and increases the possibility.

  Step 5 Practice

  SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.

  Step 6 Workbook

  Wb Lesson 65, Exx. 1 - 4.

  After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.

  Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.

  When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.

  Step 7 Consolidation

  With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.

  I believe you’re right.

  What are the problems then?

  What do you think is likely to happen?

  Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.

  A: I think the company will buy more land.

  B: I believe you‘re right.

  A: But it isn’t likely that the manager will make a decision soon.

  B: What are the problems then?

  With an ordinary class, just practise the dialogue in Part 1 again.

  Homework

  Finish off the Workbook exercises.

  Do Ex. 1 and part of Ex. 4 as written work.

 
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