高中英語-Module 1 Life in the Future教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

TeachingPlanforLifeintheFuture

TeachingObjectives:

★KnowledgeObjectives：

1.Toenlargethestudents'vocabularyrelatedtothe

topic.

2.Tohelpstudentsdescribehowtorunacityofthefuture

withthekeywordsorsentencesproperly.

★AbilityObjectives:

1.Toimprovethestudents?readingskill:scanning.

2.Toencouragethestudentstostudybythemselves,

cooperateandcompetewithothersmoreefficiently.

★EmotionObjectives:

Toencouragestudentstofeelthatcareforthe

environmentandcareforpeoplewillbeimportantinthefuture.

★StrategyObjectives:

1.Toguidestudentshowtogetthedetailedinformation

fromthetext.

2.Toguidethestudentshowtoguessthemeaningofaword

inthecontext.

3.Toguidethestudentstothinkdeeplyonreading

material.

★CulturalObjectives:

Topromotestudent'spositiveattitudetofuturelife.

KeyPoints:

Tograspsomeusefulwordsandexpressions;

Tounderstandthestoryandthinkdeeply.

DifficultPoints:

Howtoencouragethestudentstoapplywhatthey'velearnt

toproduceaneffectiveoutput.

TeachingApproaches:

Task-basedteachingmodeinastudents-centeredatmosphere

Selfstudyandcooperativestudy

TeachingProcedures:

StepI.Warmingup

EnjoysomevideosaboutLifeintheFuture.

Aims:Toenrichstudents?backgroundknowledgeaboutfuture

life.

StepII.Leadingin

Supposingyouareastudentfrom

>2^UniversityofTexas,yourmajor（專業(yè)）

iscitymanagement.Nowyouarechosen

todoatimejourney(時(shí)空旅行)，anda

fewminuteslater,thejourneyis

completed

andyouhavearrived.Youarestillontheearthbutonethousand

yearsinthefuture.Whatwillyoufind?Whatwillthecityof

the

futurelooklike?

Aims:Toarousestudents'desiretoreadthestorybysupposing

theywilldoatimejourney.

StepIII.Readingandthinkingpartbypart.

Part1(paragraph1)

Whatwillthecityofthefuturelooklike?

Whyshouldwecarefortheenvironmentinthefuture?

Howcanwecarefortheenvironment?

1.Wewilluselotsof,suchasplastic,aluminium,

steel,glass,wood,paper.

2.Wewillwastefewer.

3.Wewillalsohavetorelymoreon,suchassolar

andwindpower.

Allcarswillbepoweredby,

or.

4.Togetridofgarbageproblems,thecitywillload

withandsendthemtowards.

Otherideas:

Aims:Thequestions"what","why","how"canhelp

studentsunderstandpart1deeplyandgradually.Alsothese

threequestionscanmakestudentsfeelthatcareforthe

environmentisveryimportant.Inaddition,practicereading

skillofscanning(i.e.findingouttheanswerstothequestions

accordingtothekeywords).Atlast,guidethestudentsto

guessthemeaningofawordinthecontext.

Part2(paragraph2-12)

Inthefuture,carefortheenvironmentwillbevery

important,butwillweonlycarefortheenvironment?Maybewe

willalsocarefor…

Inordertokeepourhealth,wherewon'twebeallowedtosmoke?

YourfriendTomisillbecauseofsmoking,whatwilldoctors

doforhimfromadistance?

AfterTomrecoversfromhisillness,hewantstodosomeforms

ofrecreation,suchascinemas,bowlingandothers.Willhehave

topayforhisrecreation?

Howwillwegoshopping?

Willspacetravelbecommon?Why?

Ifpeoplewithdisabilitiesalsowanttotravel,whatwillthey

do?

Crimesstillexist,buthowwillpolicearrestcriminals?

Policewillfindcriminalsveryeasilythroughtheirtelephone

numbersatbirth.Why?

Aims:Accordingtostudents'cognitivedevelopment(i.e.

thinkingdevelopment),theabovequestionsareset,whichcan

helpstudentsunderstandpart2gradually.Besides,practice

readingskillofscanning.Atlast,guidethestudentstoguess

themeaningofawordinthecontext.

StepIVThinkdeeply

cars

Sobesidescarefortheenvironment（愛護(hù)環(huán)境），carefor

willalsobeimportantinthefuture.

Aims:Tohelpstudentssensetheimportanceofcareforthe

environmentandcareforpeople.

StepVGroupwork

IfyoucomebacktoJvxianCountyfromTexas,howwillyou

runit?

?carefortheenvironment:?careforpeople:

（愛護(hù)環(huán)境）（以人為本）

recycledmaterialsnosmoking,shoppingonline,

naturalresourcestelephonesforlife,

alternativeenergyrecreation,

cars,telesurgery,

garbage,peoplewithdisabilities,

others***spacetravel

Aims:Throughthegroupwork,studentsareencouragedtoshare

theirideasandthewisdomof“howtorunJvxianCountyofthe

future”.Meanwhile,studentsareencouragedtocooperatewith

eachothertodeeptheirunderstandingofthewisdombehindthe

passage.

StepVIConclusion

It'snotjustastoryaboutthecityofthefuture.

It'salsoastoryabouthowtoprotectourenvironmentand

howtocareforpeople.

Fromnowon,let'sprotecttheenvironmentandcarefor

peopletogether—you,meandeveryone.

Aims:Theteacherwillappealtoeveryonetoprotectthe

environmentandcareforpeoplebothatpresentandinthe

future,andahappierfuturewillbecreated.

StepVIIAssignment

Writeyourideasdownandmakeitbetter!

學(xué)情分析

本堂課的授課對(duì)象為高一年級(jí)學(xué)生。從英語能力上講，這個(gè)階段

的學(xué)生總體具有初步的英語綜合運(yùn)用能力，能夠使用英語表達(dá)自己的

想法，同時(shí)個(gè)體差異大，同班級(jí)學(xué)生的學(xué)力往往參差不齊。從性格上

講，高中學(xué)生比較成熟，對(duì)課堂質(zhì)量要求比較高，不如初中學(xué)生容易

調(diào)動(dòng)。從思想深度上講，該年齡段學(xué)生，其人生觀和價(jià)值觀初步形成，

對(duì)于事物有一定的批判性思考能力，同時(shí)，由于涉世未深，對(duì)事物的

看法相對(duì)而言比較簡(jiǎn)單，思維的深度和廣度有待加強(qiáng)。

根據(jù)班主任的介紹，授課班級(jí)為普通班，授課教師判斷上課學(xué)生

的英語表達(dá)能力應(yīng)屬于中下等水平。鑒于此，筆者從兩個(gè)方面安排了

對(duì)策。首先，針對(duì)學(xué)生的英語水平，一來教學(xué)過程中首先以低層次問

題（如一般疑問句問題）開始提問，根據(jù)學(xué)生的反饋逐步提高問題難

度；二來對(duì)于教學(xué)設(shè)計(jì)里較深層閱讀任務(wù)的探討性問題，適時(shí)根據(jù)學(xué)

生的狀態(tài)和回答進(jìn)行追問，必要時(shí)給予范例和提示進(jìn)行引導(dǎo)。其次，

針對(duì)學(xué)生的精神狀態(tài)，利用課前見面時(shí)間安排短暫的中英文師生交流,

以期放松心情，清醒頭腦，相互熟悉，了解水平。

效果分析

本節(jié)課總體效果良好，完成了教學(xué)目標(biāo)，學(xué)生積極參與，眼、耳、

口、手齊行動(dòng)，小組活動(dòng)鍛煉了學(xué)生團(tuán)結(jié)協(xié)作的能力。本課堂達(dá)到了

以下效果：

1.教學(xué)設(shè)計(jì)流暢，一氣呵成。

本課例從開篇的導(dǎo)入到閱讀問題的設(shè)置，教師由淺入深，順應(yīng)學(xué)

生認(rèn)知思維，層層遞進(jìn)慢慢深入，帶領(lǐng)學(xué)生逐步深入地了解未來城市

的環(huán)境和人類活動(dòng)。通過本堂課，學(xué)生和教師共同感悟到未來生活中，

愛護(hù)環(huán)境和以人為本的重要性。是一節(jié)有思想深度的英語閱讀課。層

層深入的教學(xué)活動(dòng)，體現(xiàn)了對(duì)文本學(xué)習(xí)的層次梯度。教學(xué)設(shè)計(jì)中對(duì)文

本內(nèi)容深入地剖析不僅幫助學(xué)生更好地理解未來城市的樣子，也為后

來說的輸出墊定了厚實(shí)的基礎(chǔ)，使得說的輸出最后能水到渠成。

2.教學(xué)中實(shí)現(xiàn)與學(xué)生的真實(shí)交流。

教師能充分利用課堂活動(dòng)來調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性和熱情，師生

互動(dòng)頻繁，產(chǎn)生思維碰撞的火花。教師引導(dǎo)學(xué)生思維，促使學(xué)生思考，

師生交流順暢，情感融洽。

3.授課能給人以美的感受。教師基本功扎實(shí)，體現(xiàn)良好的自身素

質(zhì)和教學(xué)智慧

本課人文性強(qiáng)，主題有深意；教師基本功扎實(shí)，自身素質(zhì)過硬;

教學(xué)設(shè)計(jì)有智慧，能夠和學(xué)生引起共鳴。

教材分析

本模塊的主題為“未來生活”。本節(jié)課是本模塊的主體閱讀課文。

這篇課文通過學(xué)生的想象描繪了未來城市的發(fā)展前景，是一篇具有科

幻性質(zhì)的說明文。本堂課旨在幫助學(xué)生在理解文本的基礎(chǔ)上，挖掘文

本本身所蘊(yùn)含的的思想性，幫助學(xué)生的思維由表及里、由淺入深得到

充分訓(xùn)練。學(xué)生在學(xué)習(xí)過程中閱讀的不僅僅是一個(gè)故事，而是在充分

理解和體會(huì)人類的未來應(yīng)當(dāng)是“愛護(hù)環(huán)境，以人為本”的。

對(duì)于一篇新授課文來說，閱讀應(yīng)是教學(xué)活動(dòng)的側(cè)重，應(yīng)引導(dǎo)學(xué)生

理解和討論文章內(nèi)容，在必要時(shí)候關(guān)注語言的使用。通過對(duì)本篇閱讀

材料的學(xué)習(xí)，學(xué)生應(yīng)該掌握與未來生活有關(guān)的英語單詞，學(xué)會(huì)描述未

來城市的語言并且能夠用英語表達(dá)如何治理一個(gè)未來城市。

評(píng)測(cè)練習(xí)

Readthepassageandfinishthefollowingquestions.Then

findsomeusefulwordsandexpressions.

Takeatripthroughtime.Experiencewhatitisliketolive

intheyear2500.ThisjourneyIwilltakeyouonisfullofmy

thoughtsfortheyear2500.So,let'sgo.

Imaginewhenyouseethenewworldwhatfeelingsyoumight

have.JustlikeChristopherColumbus,orsomeotherfamous

exploreryoulookattheenvironment,transportation,

education,andhouses.Justasyouaretakingitallin,new

surprisescomeyourway.

Fortransportation,youthinkyouseewhatlooklikenormal

cars.Youseesomeonepullintoagasstation.Youthinkthey

aregettinggasbuttheyarenot.Theyaregettingtwojugsof

milkandfillingtheircarwithit.Next,youseea

normal-lookingcarstopinadriveway.Insteadofthepeople

gettingoutoftheircarthroughadoor,youseethemgetting

outofthewholesideofthecar.

Then,youturnaroundandseeaschool.Youdecidetogo

in.Itlooksnormal,butitisnot.Itismoreadvanced.The

kidsarenotactingup.Theyarejustsittingtherelistening

totheteacher.Everyonceinawhileyouseethemlaugh.Instead

ofnormaltextbookworkyouareusedto,youseejustgamesin

thebooks.Theyarelearninggamesthough.

Thehouseslooknormal,buttheyarenot.Partsoftheroof

cancomedownwithapushofabutton.Thereareelevatorsin

someinsteadofstairs.Thelightsgoonandoffwhenyouclap.

Thepicturesonthewallpapercanmove.

Finally,younoticethattheenvironmenthaschangeda

little.Youseesolar-powereddeviceseverywhereandpeopleare

notlittering.Youalsoseethattherearenohuntersaround

either.

Youlikethistimeandwanttosay.Youtakeonesteptoward

thenewworldand,allofasudden,youaretravelingintime

again.Next,youwillseeanevenbetterworld!

1.Whatwillpeoplefilltheircarswithin2500?

2.Whatwillthetextbookinthefuturelooklike?

3.Willthelightsin2500turnonandoffbythemselves?Why?

4.Willsolar-powereddevicesbecommon?

5.Whatdoestheunderlinedexpression“actingup”in

paragraph4mean?

6.Usefulwordsandexpressions:

課后反思

首先，教師在深刻理解閱讀文本的基礎(chǔ)上，對(duì)閱讀文本由淺入深

的剖析和精細(xì)到位的解讀，使學(xué)習(xí)課文的過程充滿了對(duì)學(xué)生的人文關(guān)

懷。本課教學(xué)環(huán)節(jié)設(shè)計(jì)層層深入，環(huán)環(huán)相扣，每一個(gè)步驟都是后一個(gè)

步驟的鋪墊，聯(lián)系緊密，邏輯清晰。閱讀任務(wù)全部用問與答的形式,

操作性強(qiáng)，由易至難，由粗到細(xì)，由淺入深，學(xué)生能夠跟上節(jié)奏，積

極參與。在上課過程中，教師不時(shí)會(huì)追問“為什么”或“如何做”，

引導(dǎo)學(xué)生思考，啟發(fā)學(xué)生思維。文章主題在閱讀任務(wù)的層層鋪墊下，

學(xué)生一邊回答問題一般慢慢感受到未來城市中“愛護(hù)環(huán)境，以人為本”

的重要性，學(xué)生對(duì)主題理解的支架已被充分搭建，最后的輸出水到渠

成。

其次是對(duì)學(xué)生個(gè)體和創(chuàng)造性的充分尊重，在師生互動(dòng)中創(chuàng)設(shè)并把

握了許多動(dòng)態(tài)生成的機(jī)會(huì)。在本堂課中，教師除了在規(guī)定時(shí)間內(nèi)完成

了預(yù)設(shè)的所有環(huán)節(jié)之外，還在教學(xué)過程中根據(jù)學(xué)生對(duì)文本的理解情況

進(jìn)行及時(shí)追問，根據(jù)學(xué)生的回答和反饋發(fā)掘可進(jìn)一步使用的動(dòng)態(tài)教學(xué)

資源，朝著預(yù)設(shè)的教學(xué)目標(biāo)邁進(jìn)。本堂課中，教師鼓勵(lì)學(xué)生不拘泥于

文本，創(chuàng)造性地、個(gè)性化地解讀文本，學(xué)生在見解被充分尊重的前提

下發(fā)揮自己的創(chuàng)造力和想象力。這是凸顯學(xué)生主體性、培養(yǎng)其批判性

思維和創(chuàng)造性思維的重要策略。

最后是本堂課的小組討論，主題是“假如一千年以后，你又從德

克薩斯州回到莒縣，你將如何治理未來的莒縣”，這樣設(shè)置的目的一

方面可以使學(xué)生在“TheCityoftheFuture”文本中輸入的語言進(jìn)

行充分