人教版高一上英语精品教案Unit 9 Technology(人教版高一英语上册教案教学设计)
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I. Teaching aims and demands学习目标和要求：
1.topic话题:
1>Talk about science and technology
2>Describe things and how they work
3>Talk about the advantages and disadvantages of modern technology
4>Talk about new inventions
2.function功能:
Agreement and disagreement 同意和不同意:
Absolutely. I disagree. / Well, yes, but …
That’s exactly what I was thinking. I’m afraid I don’t agree.
That’s a good point. You can’t be serious.
That’s just how I see it. Well, it depends. That’s worth thinking about.
I would have to disagree with that. Well, I’m not so sure about that.
3.vocabulary词汇:
toothpick, agreement, disagreement, disagree, absolutely, depend, press, teenager, throughout, add, latest, calendar, remind, appointment, behaviour, obey, dare, emergency, whatever, dial, according, unexpected, particular, negative, clone, interview, department, electricity, planet, wonder, defeat, force, peaceful, succeed, skip
stay in touch with, call for, in case (of…), according to, take over, break down
4.grammar语法:
The Present Continuous Passive Voice (3) 被动语态:
1>用英语描述事物正受到某种影响或某种处理—使用现在进行时被动语态(is/are being + 过去分词)。例如：
New functions are being added to the phones.
Michael is being interviewed for the job.
Modern cellphones are being used as camera and radios.
2>用英语描述人物正受到某种影响或某种处理—使用现在进行时被动语态(is/are being + 过去分词)。例如：
The new student is being introduced to the class.
Look! The children are being led into the garden.
5.language usage语言运用
运用所学语言，围绕新科技、新技术和新发明这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Life on the go” 并联系生活中的实际，书写一篇目短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction This activity provides a good opportu¬nity to talk about creativity and to practise problem¬-solving skills.
Instruction When the students have solved the prob¬lems, ask them how they did it and compare different solutions. Ask the students what creativity is and if it is possible to learn how to be creative.
Answers:
Useful Things Various answers are possible. Encourage the students to think of as many uses as possible. It is not important if the new use is useful in the conven¬tional sense, the emphasis here is on having students explain why / how it will be useful.
Talk box Various combinations are possible. Examples: 1st row left to right: stop, side, soot, stem. 2nd row left to right: coat, code, cram. 3rd row left to right: aide, atom. 4th row left to right: pram, poor. Students can also go right to left and diagonally - the more ways the better. Again, the emphasis is on having students explain their choices and solutions. The activity is not about getting the "right" answer.
True or False Answers: T-F-T. Ask the students how they came up with the answer and encourage them to think of more true or false questions.
Extension Ask the students to come up with more creativity tests.
3. LISTENING
Introduction The students will hear descriptions of everyday objects and are asked to try to guess what is being described. The exercise will be more useful and interesting if you encourage the students to move be¬yond the obvious uses of the objects described.
Instruction Tell the students to listen to the tape and try to guess what is being described. Before they listen to the tape, you can ask them to describe an everyday object (or you can bring two or three objects and describe them). When the students have listened to the tape and guessed what's being described, they can work in pairs or groups to discuss how the objects can be used. Encourage the students to think of new uses for the ob¬jects in addition to the "normal" uses.
Extension Ask the students to think about other ob¬jects that either fit the description or can be used for the same things.
LISTENING TEXT:
1 These are very simple. Two sticks, about 20 centimetres long. They are usually made of wood. You hold the two sticks in one hand. You put one stick between two of your fingers, and you hold the other one with your thumb. These things can be dif¬ficult to use at first, but you will soon learn how to pick up even small pieces of food.
2 This thing is very popular and useful. Almost everyone has one these days. You can see people using this thing on the bus, when they are walking, or at home. It is usually small, about the same size as your hand, and it comes in many colours. There are several buttons on it, some for numbers, others for other things. It can be put in your pocket or in a small bag. With it, you can talk to people far away.
3 This is a large box with a big door. If you open the door, a light comes on and you can see what's inside. You'd better not leave the door open for too long, because it is not good for the things inside. You might catch a cold, too, if you stand in front of the open door. There are several shelves inside, some in the box itself, some in the door. You usually find this large box. in the kitchen.
Answers to Exercise 1:
Object described Possible uses
I Chopsticks Eating, opening a bottle. Students can think of more creative uses.
2 Cellphone Making phone calls, sending pictures, sending e-mails. Students think of more.
3 Refrigerator Keeping food fresh, keeping drinks cool. Students think of more.
Answers to Exercise 2:
Various answers are possible.
4. SPEAKING
Introduction This group discussion is an opportunity for the students to practise their ability to express, sup¬port, and challenge an opinion. Jane wants to buy a cellphone, but before she buys one she wants to know what her parents and her friend think. The students will role-play the discussion.
Instruction Divide the students into groups and ex¬plain that they are going to prepare a role play and have a discussion. Each group member will play one of the roles and must prepare a role card. If necessary, you can use one of the role cards as an example. Explain the "rules" of the discussion to the students and remind them of the basic classroom rules.
1 Decide who will play which role. The student who plays Jane will be the group leader.
2 Give the group enough time to prepare the role cards.
3 Check that all group members are ready. Before the students begin the discussion, remind them that Jane should open the discussion and that they should take turns introducing themselves and stating their opin¬ion as outlined in 4 and 5.
4 Jane opens the meeting by welcoming everybody. She also explains why they are meeting and asks ev¬eryone to help her make her decision.
5 Each group member introduces himself / herself and states his or her opinion and reasons.
6 When all the group members have introduced them¬selves and stated their opinions and reasons, the stu¬dents can continue the discussion as they see fit. They can ask questions, give more examples and reasons, explain their opinions, and debate and challenge other views.
7 Remind the students that each group member must try to make the others agree with him or her.
Possible answers:
Jane
1 I can use a cellpho_e to call my parents if I am late.
2 I can use a cellphone to call for help.
3 I can use a cellphone to stay in touch with my friends. Jane's best friend
1 we don't really need cellphones.
2 we are not allowed to use cellphones in school.
3 it is better to use the money for something more important.
Jane's mother
1 cellphones are too expensive.
2 Jane should not spend too much time on the phone.
3 Jane is too young to have a cellphone. Jane's father
1 if Jane has a cellphone, I can always find out where she is.
2 a cellphone will help Jane feel safe.
3 Jane can use a cellphone send messages to her friends.
Sample discussion:
JANE: Thank you for taking the time to talk with me. Mum, Dad, you know I have told you before that I want to buy a cellphone. I would like to tell you why I want to buy one, and I would like your advice.
DAD: OK, why don't you start and then we will all tell you what we think.
JANE: Thanks, Dad. I think a cellphone is very use¬ful, because I can use it to let you know where I am and when I will be back home. For ex¬ample, if I have to stay late at school, you might get worried and wonder where I am. If I have a cellphone, I can call you and tell you that I will be late. .
MUM: Well, that's true, but I don't think you should buy a cellphone. In my opinion, a cellphone is too expensive. Besides, if you have a cellphone I think you will spend too much time talking on the phone. You'd better use your time to study instead.
CINDY: I agree with Mrs Collins. Some of the other students in our class have cellphones and they talk on the phone all the time. I don't see how they ever have time for anything else. And it is expensive. One of my classmates said that she spent 110 yuan in one month!
DAD: Jane, I think you are right. I often worry about where you are and I never know when I will be home from work. I remember last year, when you were at the supermarket and I had promised to pick you up. I was late and couldn't find you when I got there. If you have a cellphone I can just call you.
JANE: Thank you for telling me what you think. I will take some time to think about what you have said. Now let's have some fun. How about playing some cards!
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The questions are designed to get the students to think about the cellphone as an example of inventions that have changed our way of life.
Instruction Encourage answers and comments that help students think about the way technology affects our life and thinking. The second question will help: students are likely to mention what we do today and compare to what people did in the past. Big inventions would include cars, computers, electricity, etc. The third question will help the students reflect on why some in¬ventions are more popular than others.
Extension Ask the students to think about what "big" inventions have in common. Encourage students to think more about question 3. What are the consequences of "popular" science - will it lead science in the wrong direction?
3. READING
LIFE ON THE GO
Introduction The reading discusses the increasing popularity of cellphones in Chinese society. Cellphones are everywhere and have positive and negative effects on our life. Encourage the students to take a critical view of the cellphone culture, or life on the go, and think about how trends and life-styles are related to sci¬ence and technology. Note that Wang Mei (the girl in the text) says that cellphones are useful and repeats the reasons we encounter in ads and the media - but in the last paragraph we also learn that she (like most people) actually uses the cellphone for other, perhaps less grand purposes. .
Note Life on the go refers to a fast-paced lifestyle where people are always on the go-rushing from one place to another, doing many things at once, and using portable phones, computers, etc.
Instruction
1 Ask the students to read the rust paragraph quickly to get the main idea of the text.
2 Ask the students to do the following (without read¬ing the text).
A Try to guess what the next paragraph will talk about.
Ask the students what they think and why they think so. Compare different answers.
B Try to guess what the whole text will talk about. Ask the students what they think and why they think so. Compare different answers.
3 Ask the students to use the answers from 2A and 2B to write a simple outline of the text. The students can work in pairs or groups to write the outline.
4 Let the students read the whole text. Ask them to compare their outline with the text and note any dif¬ferences.
4. POST-READING
Answers to Exercise 1:
1 The title refers to the high pace of modem life and to the fact that portable devices, like cellphones and laptops, are becoming popular.
2 The text lists a couple of reasons: cellphones can dis¬tract students in class, cellphones may make students spend more time talking on the phone than doing homework.
3 The text lists two reasons: safety and the cool factor, i.e. the desire to be like others. Students may add other reasons.
4 Students are of course free to agree or disagree. Make sure that the students give reasons for their opinion.
Questions 2 and 3 can be answered by skimming or scan¬ning. For question 1, students may use the pre-reading discussion and their own thinking. The text does include the phrase life on the go, so additional help is available. Question 4 is perhaps best answered after a pair or group discussion.
2 Sample Outline
1 Wang Mei is an example of Chinese teenagers who have cellphones.
2 Cellphones can be used for many things.
For example: talking to people, sending mes5ages and pictures, .playing games, listening to music, keep¬ing appointments
3 Cellphones also cause problems.
1 In school, cellphones may disturb lessons.
2 At home, students may spend too much time and money on phone calls.
4 There are several reasons why teenagers like cellphones.
1 Cellphones help us stay in touch with friends and family.
2 Cellphones make us feel safer.
3 Cellphones are fun and cool.
5 Wang Mei explains why she likes her cellphone and what she uses it for.
3 Various answers are possible.
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
（Omitted.）
3. LANGUAGE STUDY
Word study
Answers to the exercise:
1G 2C 3B 4A 5F 6I 7E 8D 9H
4. GRAMMAR
The Present Continuous Passive Voice:
To form the present continuous passive voice, use is / are being done, which gives the idea that an action is in progress at the moment.
e.g.: Money is being collected for the broadband project.
A report is being written about the negative effects of 'Cellphones in school.
Answers to Exercise 1:
1 Money for the broadband project is being collected.
2 A report about the negative effects of cellphones in school is being written.
3 A computer center for the students is being built.
4 The test-tube baby is being taken good care of by its parents.
5 Human cloning is being studied by some scientists.
6 The laws to protect the rights of women and children are being revised.
Answers to Exercise 2:
1 How much money a month is being spent on their cellphones?
2 What is being produced by this company?
3 Who is being interviewed for the job?
4 What is being sent to his friend's phone?
5 Whom are some programmes being developed for?
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Instruction Writing this letter can be difficult as the students will have to struggle with the abstract concepts. Most of them will find it difficult to capture the essence of the abstract terms, but in the process of doing so they will discover useful techniques for conveying their ideas, e.g. giving examples. Acceptable essays should include a rough definition of the two terms (love and friendship), with ex¬amples, within the framework of a letter to Q12. Advanced essays should use the definitions / examples to show Q12 that love and friendship are necessary, i.e. advanced es¬says should use the expository parts to support a persua¬sive thesis. These are important criteria for assessment. Let the students read the story about Q12 and then write the letter. The students can work individually or in pairs or groups.
Sample writing:
April 3 2374
Dear Q 12,
My name is Xiao Hong and 1 am a middle school student in Dalian. I would like to tell you about two things that 1 think are very important. Please read what 1 have to say, because 1 think it may be helpful to you. 1 want to tell you about love and friendship.
Love is difficult to explain, but 1 will try. Love is a feeling between two people. It is a very happy and warm feeling. When two people love each other, they almost become one person. For example, if a father loves his child, he will feel sad when the child is sad and happy when the childis happy. There are many different kinds of love: you can love your parents or children, you can love your husband or your wife, or you can love some¬one outside your family.
Friendship is also a kind of love. When two people are friends, they try to understand and help each other. A good friend will be there for you even when you are having a difficult time. Friends do things together and share thoughts, feelings and ideas.
Love and friendship are necessary if we want a happy world. If there is love, people will not do bad things to each other; if we have friends, we won't have to feel lonely or afraid. When people feel lonely and afraid, they often get angry with others and do mean things. If we learn to love and be friends, we can live happily together and solve the problems and difficulties we must face in life.
Your friend,
Xiao Hong
The words "chelyabinsk" and "Irkutsk" may be new to us, but the sentence tells us that they are examples of large Russian cities.
CHECKPOINT
Answers to Checkpoint 9:
A computer centre is being built for the students.
The phones are also being used as cameras and radios. The phones are being used everywhere.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Instruction Tell the students that they will hear about the International Space Station. Ask the students what they know about it and then let them listen to the tape I and complete the informati0n chart.
LISTENING TEXT:
The International Space Station
As you are listening to this, the International Space Station is moving around the Earth. The International Space Station is an international project to build a small city in space. Sixteen countries are working together to build a space station where scientists can conduct ex¬periments and learn more about space and the earth. The sixteen international partners are the United States, Rus¬sia, Canada, Japan, Brazil, and the European Space Agency. The United States and Russia are leading the effort but every country is making an important contri¬bution to the ISS.
The International Space Station is made up of several parts and will be about the size of two soccer fields when completed. The different parts will be added one by one. Some parts are laboratories, some are for power sources, and others are for people to live in. The parts will be put together in space. When the new parts have been put together, space station astronauts will perform space walks to connect the parts to the station. The space walks are very dangerous and astronauts must be very careful ¬one small mistake could be deadly! A total of 46 flights
will be necessary to connect the more than 100 parts. If all goes well, the station will be completed in a few years.
Note: The Europen space Agency involves 11 countries: France, Germany, Italy, Switzerland, Spain, the Nether¬lands, Belgium, Denmark, Norway, Sweden and the UK.
Answers to the exercises:
1
What is the task of the ISS? It is an international project to build the Internationals Space Station, a small city in space.
How many countries are building the station? 16
How big will the ISS be when finished? About the size of two soccer fields.
How many parts are needed? What will they be used for? More than 100.
Some parts are laboratories, some are for power sources and others are for people to live in.
How is the ISS being built? First, the different parts will be put together in space. Then, the people who work at the space station will take space walks to connect the parts to the station.
How many flights are needed to connect the parts? 46.
When will the project be finished? In a few years.
2 Various answers are possible.
3. TALKING
Instruction Help the students prepare the lists of ad¬vantages and disadvantages. You can use one of the ex¬amples and let the whole class think of advantages and disadvantages and then write them on the blackboard. If necessary, you can also model one or two "turns" in the debate.
Technology Advantages Disadvantages
Cellphones ●Cellphones help us keep in touch withour friends and family.
●Cellphones help us send e-mails.
● Cellphones help us send photographs and messages.
. ● Cellphones help us… ●Using a cellphone is expensive.
●Overusing it may disturb our work.
●Spending too much time making phone calls. . Cellphones ...
Robots
●Robots can work in dirty and dangerous places.
●Robots can do boring things that humans do not want to do.
● Robots can work without sleep and food. ●Robots can't think or make decisions.
● People may become unemployed if robots are used instead of humans.
●Robots need electricity.
Computers
●Computers help us work faster.
●Computers can help us study and learn.
●Computers can help us solve difficult problems. ●Computers are expensive.
●Computers can't think or make decisions.
●Computers are sometimes difficult to use.
Sample Dialogue:
A: I think that cellphones have many advantages. They help us keep in touch with our friends and family and we can use them to get important information, like news and weather reports.
B: Well, maybe, but there are many disadvantages, too. Cellphones are expensive to buy and use, and people may use them where they shouldn't, like in the classroom. Many people call their friends just for fun and may end spending too much time on the phone.
A: That may be true for some people, but that's not really because of the phones. You could say the same about TV or computers. People shouldn't do too much of anything. Think about all the other advantages. For example, if I'm meeting my Mum at the bus station and she is late, she can call me and let me know so I won't have to worry or get lost. And if I do get lost, or if I'm in danger, I can call for help.
B: ...
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to the exercises:
1 1 toothpick 2 Teenagers 3 calendar 4 appointment 5 behaviour 6 emergency
7 interview 8 planet
2 1 answer (n) 2 changes (n) 3 defeat (v) 4 touch (n) 5 hand (n) 6 handed (v)
7 change (v) 8 phone (n) 9 forces (v) 10 phoned (v) 11 force (n) 12 answer (v)
13 defeat (n) 14 touch (v)
3 1 C 2C 3B 4A. 5A
4 1 You may do whatever you want to do.
2 I'll teach whoever wants to learn.
3 We can start whenever you're ready.
4 Life won't be easy whichever road you take.
5 He makes friends wherever he goes.
6 It rained throughout the night.
7 In case of rain, they usually go travelling with an umbrella.
Grammar
Answers to the exercises:
1 done, completed, built, have, collecting, planned, collected, spent, made, being improved, planted, painted
2 National day is coming and People's Park is being prepared for it. Look! By the lake, one boat is being repaired and the other one is being. painted. Beside the boats, the trees are being planted and the flowers are being watered. Not far away, the building is be¬ing painted and its roof is being repaired...
3. INTEGRATING SKILLS
Reading
FUTURE TRAVEL: TELEPORATION
Introduction The text states that the concept of trans¬portation has remained the same despite advances in sci¬ence and technology. However, recent discoveries sug¬gest that we may be able to change the way we view transportation. The text defines and explains teleportation and reports advances. in science that have made teleportation seem possible. The discovery is an example of how something once believed to be science fiction (or impossible) is becoming science (or reality). It is important to note that while the discovery described in the text is significant, the teleportation of human be¬ings does not seem possible.
Extension Encourage the students to think about what a concept is and how it changes - or, in other words, how the way we think about the world interacts with what we know about it. Use the Adventure Travel read¬ing in the student's book as an example of another con¬ceptual change.
Answers to the exercises:
1 1 Teleportation is a combination of sending infor¬mation through telephones or the Internet and transportation.
2 With normal transportation, a person or thing is moved from point A to point B. With teleportation, a person or thing is taken apart at point A and put together again at point B.,
3 Teleporting a human being would be very diffi¬cult since there are so many parts in a human body.
4 Various answers are possible. The text does make it clear that it. is very unlikely that human teleportation will become possible.
2 The students are asked to match each new word with the correct strategy. Ask them to scan the text for the word and then decide which strategy they could use to guess the meaning of the word.
Teleportation
Strategy: Some words are made up of two parts. We can use the meaning of each part to guess the meaning of the word.
The text emphasizes the mix of telephone and transpor¬tation and the students can use this to conclude that tele ¬has been added to -portation to make up teleportation, meaning a combination of regular transportation and telecommunication.
Photons
Strategy: Some words are explained in the sentence. The explanation is often between commas (,), dashes (-), or brackets ( ).
The explanation is given in brackets in the text (par¬ticles that carry light).
Apart
Strategy: We can use words we already know to guess the meaning of words that mean the same or that have the opposite meaning.
The students are already familiar with the phrase put together and can use this knowledge to conclude that apart means the opposite of together.
3 1 People used to think it was impossible to use ma¬chines to talk to each other, but it has become possible with the invention of the telephone. In the future, we may even be able to use machines to send our thoughts to other people.
2 People used to think it was impossible to make a copy of a living thing, but it has become possible with the invention of cloning. In the future, we may even be able to clone human beings.
3 People used to think that it was impossible to make a machine that could do math, but it has become possible with the invention of the aba¬cus and the computer. In the future, we may even be able to use machines that can think.
4. WRITING
Instruction Ask the students to think of inventions that have changed the way we live, e.g. the steam en¬gine, electricity, the telephone, the computer, the Internet etc. What will the next big invention be and how will it change our life? The students are free to come up with their own ideas. Remind the students that they should give the new invention a name, explain (roughly) how it works or what it is, how it will be used (or what it will be used for) and how it will change our life.
Sample writing:
The Thinkuter
I think that the next big thing, the next important invention, will be a computer that can actually think. I don't mean that this computer will be like a human being - it will not be able to come up with its own ideas ¬
but it will be able to help us think. The computers we use today can only do very simple things, like adding and subtracting, or storing and recalling information. The new machine will be able to do things that we do when we think. Since it is a computer that can think, I will call it a thinkuter.
If we have thinkuters, we can do things that used to be impossible. For example, today, with normal com¬puters, only a few very smart people can solve impor¬tant problems. And even these experts can only solve the problems in the same way. With a thinkuter, we would be able to think in new ways and change the way we understand life, science, and nature. A thinkuter would give us more thinking power and we would be able to do more with our ideas. Everybody has lots of good ideas, even children do, but it is difficult to turn one's ideas into reality. If people had thinkuters, they could use their ideas better - no idea would be wasted.
With thinkuters, we would also need to spend less time in school. We could learn more and faster. School is good for us and we need it, but if we could learn more and faster, we would have more time to do other things that are also important.
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.

Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK

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