(完整版)Lifeinthefuture教學設計

1、Life in the future 教學設計Analysis of the teaching material 教材分析本單元教學內(nèi)容為人教版新課標Module 5 Unit 3 Life in the future。 本單元的中心話題是“未來生活”，教材內(nèi)容為學生提供了想象的空間，旨在培養(yǎng)學生預測未來的能力，通過對現(xiàn)實生活與未來生活的對比，喚醒學生把握現(xiàn)在，珍惜現(xiàn)在，愛護環(huán)境，保護自然的意識。Teaching goals 教學目標1. Target language 目標語言a. 重點詞匯和短語constantly, remind, vehicle, carriage, bathroom,

2、 temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache, b. 重點句式This is similar to ., but it means . P17 into the future in a time capsule. P18Well-known for ., his parentsccoalmllepda“nFyuture Tour” , transported me safely2. Ability goals

3、 能力目標Enable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goals 學能目標Help the Ss learn how to describe the life in the past, at present and in the future.Teaching important difficult points 教學重難點Compare life in the past, at present and in the future.What

4、is life in the future like? What changes will take place?Teaching methods 教學方法Fast and careful reading; asking and answering activity; individual, group work.Teaching aids 教具準備A computer and a projector.Teaching procedures ways 教學過程與方式Step 1 Greetings and Lead-in1 The teacher can start with daily gr

5、eetings 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?2 Q2: No matter where you live, I am wondering how do you usually go to school?3 Now lets take a look at the screen to learn about the development of all the means of tra

6、nsportation.4 Q3: What will the future means of transportation be like? （Time travel）【 設計說明 】由日常問候開啟話題，通過提問學生預測未來，引出跨時空旅行，從而進入閱讀文章的處理與學習。（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，可單獨提出，因此將Transport的發(fā)展變化應用于課文的導入中，這樣比較科學自然。）Step 2 Skimming1 The teacher will

7、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?Q2: Which changes are mentioned in the text?Q3: Which changes are good and which are bad?【 設計說明 】 預測是培養(yǎng)學生閱讀能力的方法之一，因此筆者首先提出問題引發(fā)學生思考，對未來生活的各個方面進行

8、預測。其次通過快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對未來生活變化的描寫，培養(yǎng)學生快速閱讀的技巧與能力，并對未來生活變化的好壞進行小組討論，培養(yǎng)集體協(xié)作精神。（由于Comprehending中關于未來生活變化好壞的討論難度不大，考慮到整個設計的連貫性， 將其提至快速閱讀中，設置成小討論，將學生說與讀的能力更好地結合。）Step 3 Reading for details1 Before the journeyQ1: How many people are mentioned in the text? Who are they?Q2: When did the writer wri

9、te 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?【 設計說明 】通過幾個特殊疑問詞，提出以下問題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時一般都包括事件發(fā)生的人物、時間、 地點、 事件、原因等關鍵要素，因此讓學生通過

10、閱讀尋找上述要素，不僅讓學生的閱讀具有目的性，而且降低了閱讀的難度。2 During the journeyClimb through the round opening - comfortable seats - calming drink - lay relaxed- we rose slowly from the ground - complete the journey - 1000 years later - ? Confused by the new surrounding, I was hit by the lack of fresh airQ1: How did Li Qian

11、g 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 buildingQ6: What is a tim“e lag ” flashback?【 設計說明 】 按事件發(fā)生的先后順序及地點轉(zhuǎn)換順序，處理文章細節(jié)

12、，培養(yǎng)學生抓住文章線索來處理課文的能力。然后根據(jù)地點轉(zhuǎn)移，自然地將“太空倉內(nèi)”轉(zhuǎn)向 “太空倉外”， 按照作者在太空倉外所處的三個不同地點Hovering carriage, alarge market, a large building 來處理文章第三段。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

13、, chairs, green wal lQ1: How did the author feel after visiting the special house?【 設計說明 】 通過精讀課文，了解文章細致內(nèi)容，按照“時空旅行前，時空旅行中及時空旅行后”的時間線索來處理文章細節(jié)。 “時空旅行中”又可按照“在太空倉內(nèi)與在太空倉外”分析文章信息。在此過程中鍛煉學生精讀的閱讀技巧，處理文章生詞，并適當?shù)匾霂讉€過去分詞做狀語及定語的句子，為語法部分的講解作個鋪墊。Step 4 Consolidation1 Put the statements into correct order. ( C - A

14、 - D - B )2 Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future3 A telephone interview with Li Qiang【 設計說明 】首先通過對文章故事情節(jié)的正常排序回顧文章梗概；其次通過Warming-up中過去、 現(xiàn)在的房子、城鎮(zhèn)及居住環(huán)境的比較來預測未來方的發(fā)展與變化；最后設置情景， 進行角色扮演，模擬電話采訪Li Qiang 回顧整篇課文，引出

15、本節(jié)課的作業(yè)與任務。全面地鍛煉學生的總結概括能力以及團體協(xié)作的討論能力。Step5 Assignment1 Show some pictures of various kinds of pollution to the students to arouse their awarenessof environmental protection and then ask the students what have caused those environmental problems in groups.Q1: What problems are we facing now?Q2: What h

16、ave 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 life3 Assignment: Object-designingDesign an object which can help you change the world for a better future【 設計說明 】通過角色扮演以及情景設置中引出未來生活中將會存在的問題，以此導出現(xiàn)在生活中存在的問題，由此自然地引出閱讀課的任務發(fā)明設計，以此激發(fā)