Self-assessment名师教学设计

必修四

Unit 3. Tomorrow’s world

单元整体内容

三维目标

三维目标1 （一）知识目标

1．单词

reality presentation amaze passive sightseeing social confident disappointed disabled convenience secure injure urban neighbourhood fee disadvantage power-free liquid accuse fade constant monitor function importance escape terror impression 2．短语

be set in give out put forward

last but not least be accused of set up belong to be responsible for

be worth doing/n. add to in reality bring history alive at a speed of take the risk of…end in failure

draw a conclusion on display concentrate on fall off voice one’s opinions keep/get in touch with be trapped in invest in

3．句型

①Not only will he or she feel every step of climbing Mount Qomolangma, but the user will also experience the cold, smells, sights and sounds of the surrounding environment. ②he or she will enjoy a feeling of happiness and a sense of achievement will be experienced upon reaching the top of the mountain. ③The movements of the headset indicate the direction in which the user wants to go. ④An argument has been put forward that some users will be disappointed by RealCine because VR is not real. ⑤I recommend the government use the technology in the future planning of this city. 4．交际用语

asking for information ①usual time for doing a particular activity When/What/time do you usually …?

②how often of much it is done How often do you…?

How many times a week/a month/…do you…?

③reasons for doing it For what reason(s)do you…?

④problems found when doing it What problem(s) have you got when you..? ⑤suggestions for improve things What do you think can be done to solve the problem(s)? 5．语法

①The passive voice ; ②Modal verbs and the passive voice; ③Verbs often used in the passive voice.. (二)能力目标

1．Enable the students to learn some information about how RealCine works and how it can be used in many other ways. 2. Listen for facts and opinions and to an interview about computer use.

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3. Discuss your views on technology and interview a classmate about his or her computer use. 4. Write a proposal for a computer room and a short science fiction story. (三) 情感目标

To teach students what to do with virtual reality.. 三维目标2 Knowledge aims: （1）Get students to learn the useful new words and expressions in this unit: reality presentation amaze passive sightseeing happiness social winning confident disappointed disabled convenience secure injure urban planning neighbourhood operator fee disadvantage electric power-free liquid accuse fade constant monitor function chief importance hire exit escape terror zip worn impression master (2)

To think about how to understand feelings when reading (3) To summarize and remember the main idea of the passages （4）To speak out the detailed information of the passages Ability aims: （1）Develop students’ reading ability and let them learn different reading skills. （2）Improve the students’ writing ability.

Emotional aims: To gain some insight into the problems that can exist in virtual reality. 整体感知

整体感知1

Step 1 Lead-in Show students pictures about past, present and future life to introduce to subject. And ask students to think carefully and answer the following question: What makes our life change so fast?

Answer The rapid development of science and technology. Tell the students that with the rapid development of science and technology, some of our wildest dreams have come true today, and even more will be realized in the future. Step 2

Describe the pictures

Ask students to form pairs and look at the four pictures on page 41 carefully and describe each picture to their partners. Ask several students to describe what they have seen in the pictures. Possible answers (1)

A robot is doing households. People’s lives will become more convenient in the future.

(2)

It is a space station and people can fly to the Moon, the Jupiter, and the Mars by spaceship. (3)

An old man is celebrating his 200th birthday. It’s amazing that he can live that long.

(4)

The aliens and the people are talking about peace issues in the Galaxy or trade affairs between other planets and the Earth. Step 3

Discussion

1.

Divide students into groups of four. Ask them to discuss the three questions on page 41. Get students to exchange their opinions in their own groups. Invite several groups to report their responses back to the whole class. Sample answers 1). Yes, with the development of science and technology, human beings could travel wherever they want in the

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future. The Moon and other planets could eventually become tourist destinations. Travelling to the Moon or to another planet might be as easy as travelling to another city. You might just have to book a ticket, get packed and think about what present you would like to bring back to your friends on the Earth. 2). In my point of view, robots could do almost everything in the future. With the development of science and technology, they may be designed almost the same as humans. They could help people do boring and dangerous work. For example, it would be possible for robots to be lowered to the ocean floor and left to explore the ocean; robots could play an important role in exploration missions to other planets; they could also be the companions of humans and assist humans physically and psychologically, that is , they could perform more useful functions than just as entertainment. 3).New technology seems like magic, it can do a lot of amazing things that we could never imagine before. I’d like to see that a virtual world could be created with the help of technology so that people could live in both a real world and a virtual one. We could not only play games, travel or experience excitement in the virtual world, but also we could do whatever we cannot do in reality. 2.

Ask students to think over the question, give them some time to discuss and practice.

What will our life be like in the future? (an open question)

3.

Ask students whether they can imagine if they can enter a film and feel what the characters feel and tell them that next they will be introduced to an amazing product that will make their dreams come true.

Step 4

Homework

1.

Think of more things that can come true in the future and share them with your classmates. 2.

Preview the reading passage and get ready for the next lesson.

整体感知2

Step 1

Lead-in

Show several extras from the film Harry Potter to students and ask them the following questions: (1)

Do you know what film it is? (2)

Do you like it？

(3)

Do you feel it exciting if you are actually in the film? Why?

Answers (Students’ answer)

Tell students that there is a product that can realize their dreams, the name of which is RealCine, and that they will learn about RealCine in this lesson. Step 2

Fast reading Ask students to skim and scan the presentation and try to find answers to the three questions in Part A. Answers 1.

A virtual reality cinema called RealCine. 2.

All five of our senses. 3.

Engineers can enter the design of a neighborhood into a computer, and then use VR to “walk” around the neighborhood, see how it looks and make changes before construction is carried out. Step 3

Detailed questions Ask students to read the proposal carefully and complete Part C1. Answers 1.

The technology behind RealCine is virtual reality (VR).

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2.

They wear special VR headsets and gloves. 3.

He attended a World Cup final as the captain of the Brazilian football team and scored the winning goal. He was asked to sign his name for his fans. 4.

Because VR is not real. 5.

They could be trained using RealCine without the risk of being sent into a burning building. 6.

They can use it in making films, treating people with social problems, training and education, and also urban planning. Step 4

Structure and main idea 1.

Ask students where they can find the following information. Answers Information Paragraph(s) 1.

How RealCine works Para 3, 4 2.

Why it is better than films Para 2, 5, 6 3.

How it can be used in other ways Para 7 Step 5

Summary Ask students to finish Part E as a summary of the presentation.

Answers (1)presentation (4)urban

(7)studio

(2)users

(8)Otherwise

(3)disappointed (6)put forward (5)confident

Step 6

Debate Tell students that different people hold different opinions towards RealCine.）

Opinion 1: Those who support virtual reality believe that, with this technology, people can do almost everything, even things that cannot be realized in normal life. We don’t need to travel any more or spend so much time with friends any more. Virtual reality can provide any necessary features that we need in our life. Opinion 2: Others insist that real life and interpersonal communication should never be replaced by imaginary scenes. People should take off the headsets and experience the real life themselves. Ask students which one they support and why. Divide students into two groups and have a debate. The group with the most supporting proofs or evidences wins. Step 7

Homework 1.

Review the passage and try to retell the main idea of the passage. 2.

Read Part A first and then do Part B in the writing section of this unit on page 113 of your Workbook.

整体感知3

The passive voice Step 1

Lead-in

1.

Review passive voice with several pictures.

(1)

The man _________(call) “ Good husband”.

(2)

The pet dog __________(treat) by veterinary. (3)

A frog __________ ( catch) by a big bird just now.

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Answers (1) is called

(2) is being treated

(3) was caught 2.

Ask students what the basic form of the passive voice is. （PPT page 7）

Answer be + done

Step 2

The passive voice

1.

Help students review the tenses of the passive voice:

(1)

Simple present tense: am/is/are + done

(2)

Present continuous tense: am/is /are being + done (3)

Present perfect tense: have/has + done (4)

Simple future tense: shall/will + done (5)

Simple past tense: was/were + done

(6)

Past continuous tense: was/were being + done (7)

Past perfect tense: had been + done (8)

Past future tense: would be + done 2.

Ask students how we can change a sentence into the passive voice. Remind students that we should pay attention to the following:

(1)

Find out the object of the sentence and use it as the subject of the sentence with the passive voice. (2)

Decide the tense of the sentence and use the related form of its passive. (3)

If necessary, use “by” to join the former subject, which should be put into its object form.

3.

Ask students when we use the passive voice. Ask them to read Point 3 on page 48 to find the answer. And give them the following sentences as examples:

(1)

不知道或没必要指出动作的执行者。

Many houses will be built here. (2)

强调动作的承受者。

The song “The East is Red” was written by a poor peasant.

(3)

动作的执行者有较长的修饰语。

The plan was supported by those who wished to have more chances to speak English. (4)

出于礼貌，不愿意说出动作的执行者。

You are requested to attend the meeting. 4.

Ask students to read Point 3 and 4 on page 48 carefully and complete the following practice. Change the following sentences into the passive voice:

(1)

All of us like her. (2)

We are discussing the question. (3)

We have put off the meeting. (4)

I will develop my picture next week. Answers (1)

She is liked by all of us. (2)

The question is being discussed. (3)

The meeting has been put off. (4)

My picture will be developed next week.

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Fill in the blanks with the right form of the words given:

(1)

I ___________(give) a new book by my father on my birthday. (2)

English ___________(find) very useful. (3)

The work ______________(finish) tomorrow. (4)

The flowers ______________(water) by them now. (5)

The railway ________________ (build) this time last year. (6)

The new way _______ already _________ (build). (7)

The new railway ___________ (build) by the end of last year. (8)

He told me the sports meeting ____________(hold) the next month. (9)

Rice ___________(grow) in the south of the States. Answers (1) was given

(2) is found

(3) will be finished

(4) are being watered

(5) was being built

(6) has been built

(7) had been built

(8) would be held

(9) is grown 5.

Ask students to read the four pieces of information about the top four exhibits on page and underline the sentences that can be changed into passive voice. Ask students to complete the report. Remind them of the different tenses of passive voice.

Answers (1) are being

(2) Electric Wear

(3) been developed

(4) teenagers

(5) was invented

(6) are used

(7) been completed

(8) will be produced

(9) will be

(10) was announced

(11) was shown

(12) are cleaned Step 3

Modal verbs and the passive voice

1.

Ask students how to form the passive voice with modal verbs. Ask them to read the example sentences in Part 2 and show them the pattern:

Modal verb + be + done（PPT page 16）

2.

Ask students to do the following practice to understand the pattern better.

Change the following sentences into the passive voice: (1)

The viewer can touch the objects in the film. (2)

The viewer may feel a real sense of achievement and happiness. (3)

RealCine might not impress some viewers. (4)

Teachers could use RealCine in the classroom too. (5)

Film-makers should use RealCine for all films. (6)

Scientists ought to develop RealCine further. (7)

The viewer must wear special gloves. Answers (1)

The objects in the film can be touched. (2)

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

Some viewers might not be impressed by RealCine. (4)

RealCine could be used in the classroom too. (5)

RealCine should be used for all films. (6)

RealCine ought to be developed further. (7)

Special gloves must be worn.

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3.

Ask students to read the first report in the exercise. Then ask them to complete the second report by referring to the information in the first one. Answers (1) can be reduced

(2) must be taken

(3) should be made

(4) must be worn

(5) may become

(6) ought to be reduced

(7) might be cured Step 4

Verbs often used in the passive voice Ask students to read the instructions of the exercise on page 51 and the timeline. Then they should complete the article with suitable verbs in their proper forms. Answers (2) bored with

(3) interested in

(4) was written by

(5) was set up

(6) were employed

(7) was surprised at

(8) was accused of

(9) was questioned by

(10) was closed down

(11) was purchased Step 5

Summary Make a short summary about what have been learned in class. Step 6

Homework （PPT page 20）

1.

Review what you have learned in this lesson. 2.

Finish C1, C2 in Workbook on page 108.

整体感知4

Project

Step 1

Lead-in

1.

Tell students that in this lesson they are going to write a short science fiction story. And ask them to read the guidelines on page 58 and answer the following question: Do you know what science fiction is? (1)

Do you know any science fiction stories? Can you share with us? Answers (1)

Science fiction is a type of writing based on fantasy and imagination. Science fiction writers often write about what will happen in ‘tomorrow’s world’.

(2)

(Students’ answer)

2.

Tell students that they will be introduced to two science fiction stories.

Step 2

Reading

1.

Show students pictures or video extracts from the three science fiction stories while playing the recording. 2.

Ask students to read the three summaries again and answer the following questions to check their understanding.

Journey to the Centre of the Earth (1)

Where do the German professor and his nephew travel to? (2)

What do they see during their journey? (3)

How do they come back to the world above? The Time Machine (1)

What has the scientist invented?

(2)

What does he find when he travels to year AD 802,701?

(3)

What is the world thirty million years into the future like? Answers Journey to the Centre of the Earth

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(1)

They travel to the centre of the Earth. (2)

During the journey, they see a big underground ocean, a beautiful forest, ancient animals that have already disappeared in the world above. (3)

A volcano in southern Italy brings them back to the Earth’s surface.

The Time Machine (1)

He has invented a machine that can take him into the future. (2)

He finds two kinds of creatures—the Eloi and the Morlocks. The Eloi are gentle and lazy people who are served by the Morlocks. The Morlocks are a group of people who work very hard and come out in the evening to eat the Eloi. (3)

The sun no longer shines in that world, so it is cold and scary. Step 3

Discussion 1.

Tell students that they are going to write their own science fiction stories. And ask them to read the three summaries again and answer the following question: What elements make up a story? Answer Time, place/setting, characters, plot/storyline 2.

Ask students to read the three summaries again and find out the basic elements of each story. Divide students into three groups and each group only has to read one of the summaries. （PPT page 9，显示练习要求）

Answer Journey to the Centre of the Earth Time Place Characters Plot

The Time Machine Time Place Characters Plot AD 802, 701

millions of years later

thirty million years into the future on the earth the Time Traveller The Time Traveller invented a time machine that can take him into the future. On his trip, he sees a lot of surprising and even frightening people and things.

19th century

the centre of the Earth A German professor and his nephew They travel to the centre of the earth through a dead volcano and experienced a lot of unusual things there. 3.

Ask students to have a discussion and think of their own science fiction stories and try to draw an outline of their stories using what they have learned.

4.

Step 5

Presentation Ask several groups to present their story outlines. Step 6

Summary（

Make a summary about what have been learned in this lesson. Step 8

Homework

Complete your science fiction stories in a week and be ready for a presentation of your story to your classmates.

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思维导图

思维导图1 reality presentation amaze passive sightseeing social confident disappointed disabled convenience secure injure urban neighbourhood fee disadvantage power-free liquid accuse fade constant monitor function importance escape terror impression be set in

give out

put forward

last but not least

be accused of

set up

belong to

be responsible for

be worth doing/n.

add to

in reality

bring history alive

at a speed of

take the risk of… end in failure

draw a conclusion

on display

concentrate on

fall off

voice one’s opinions

keep/get in touch with be trapped in

①Not only will he or she feel every step of climbing Mount Qomolangma, but the user will also experience the cold, smells, sights and sounds of the surrounding environment. ②he or she will enjoy a feeling of happiness and a sense of achievement will be experienced upon reaching the top of the mountain. 重点句子

③The movements of the headset indicate the direction in which the user wants to go. ④An argument has been put forward that some users will be disappointed by RealCine because VR is not real. ⑤I recommend the government use the technology in the future planning of this city. 重点语法

①The passive voice ; ②Modal verbs and the passive voice; ③Verbs often used in the passive voice.. 重点单词

重点短语

思维导图2

交际用语

①The passive voice ; ②Modal verbs and the passive voice; ③Verbs often used in the passive voice.. asking for information ①usual time for doing a particular activity When/What/time do you usually …?

②how often of much it is done How often do you…?

How many times a week/a month/…do you…?

③reasons for doing it For what reason(s)do you…?

④problems found when doing it What problem(s) have you got when you..? ⑤suggestions for improve things

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

思维导图3——语法表格

被动语态

1. 不知道或没有必要指明动作的发出者

2. 出于表达的习惯

3. 强调动作的承受或被执行

4. 动作的执行者有较长的修饰语

原主动语态的宾语变成被动语态的主语，谓语部分主动变被动，原主动语态的主语变成介词by后的宾语

被动

1.

2.

3.

4.

5.

6.

7.

Novels are written (by him) every day. Novels were written (by him) when he was young. A novel is being written (by him) now.

A novel was being written (by him) when I came in.

Many novels will be written when he grows up. Many novels have been written by him since then. Many novels had been written by him before he went to university. 8.

More novels would be written by him as he promised. 1. Many buildings are built in our town. 2. Yaoming was born in China. 3. He was taken to hospital immediately. 4. He was brought up by a man who was kind and has great expectation

（主语）He teaches English(宾语) in this school. →English(主语) is taught by him （宾语）in this school. 何时使用被动语态

主动语态变成被动语态的方法

A动词的被动结构及用法

动

词

的

八

种

时

态

主

动

变

被

动

主动

1.

2.

3.

4.

5.

He writes novels every day. He wrote novels when he was young. He is writing a novel now. He was writing a novel when I came in. He will write many novels when he grows up. 6.

He has written many novels since then. 7.

He had written many novels before he went to university. 8.

He promised that he would write more novels. B 情态动词的被动结构

一般式must /can/ could/may/might/ ought to/ used to/ need do 例句

完成式

must /can/ could/may/might/ We must take measures to protect our environment. ought to/ used to/ need have done →Measures must be taken to protect our environment. 一般式must /can/ could/may/might/ You ought to water the flowers twice a day. ought to/ used to/ need be done → The flowers ought to be watered twice a day

完成式must /can/ could/may/might/ ought to/ used to/ need have been done 例句

1.

The flowers are to be watered twice a day. 2.

The thief is sure to be caught. 3.

The book is due to be published next month. 4.

The meeting is going to be held this

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情态动词的主动结构

情态动词的被动结构

C. 不定式的被动语态

形式

be going to be to be sure to be certain to

+ be +过去分词

be due to

be about to

D.系表结构与被动结构的区别

weekend. 被动语态表示动作的被执行或承受；而系表结构表示主语的特点，性质或状态

过去分词由too，very，so，

much等修饰

过去分词为表示心理，感情，处所等

过去分词为表示

“必然性，趋势性，意向决心等

remain ,feel , like, stand, grow, become等+过去分词

E. 被动语态的注意点

不定式符号to在被动语态中不可省略

表示状态的动词不能用于被动语态，往往意为“容纳，拥有，适合，缺少”如lack, fit, mean, hold, cost, contain, become, look like, consist of etc.

She was seen to pass by the window. The book costs 10 yuan. The whole group consists of ten members. She looks like her mother. The area once lacked water. e.g. She was so shocked that she couldn’t say a word.

e.g. He is lost in thoughts.

The school is located in the center of the city. e.g. The boy is determined to get the book. e.g. The door remained closed all day. 及物动词做不及物用+副词（e.g. easily, badly, The pen writes well. well , smoothly）,多用主动表被动,主语往往是The book sells badly. The cloth wears long. 人

某些形容词+不定式结构中，不定式与句子主语有动宾关系时，用不定式的主动形式

The picture is pleasant to look at. The sentence is easy to understand. 连系动词不用于被动语态（feel, appear, ring, He soon fell asleep. The table feels smooth. smell, sound, become , come, etc.）

burn, devote, dress, hurt, hide, love, seat, I hurt myself in a car accident. = I was hurt in a car accident. station, wear, tire + oneself + 介词=be + 过去He seated himself in the bench. = He was seated in the bench. 分词+介词

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