Unit 3 Life in the future教学设计与反思.docx

Unit 3 Life in the future教学设计与反思.docx

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Unit3Lifeinthefuture教学设计与反思

Unit3Lifeinthefuture教学设计与反思

Unit3Lifeinthefuture教学设计与反思Ⅰ单元教学目标技能目标SillGals▲Talabutthingsinthepast,atpresentandinthefuture▲Talabuthangesatpresent▲PreditgdandbadhangesinthefutureⅡ目标语言词汇1．四会词汇Expet,aspet,nstant,nstantl,reind,et,previus,tablet,apsule,pening,surrunding,la,ahe,as,bend,press,sift,siftl,aster,sight,flash,sith,ptiisti,length,extrardinar,extrardinaril2．认读词汇etlag,flashba,expertise,hver,pessiisti,enrus,iitate,3．词组taeup,reindf,lsesightf,athsightf,seepup,speedup,assistin4．重点词汇nstant,reind,la,sight,assist,require,settleent,previus,sift语法Thepastpartiipleastheattribute…andfllinghitlletahveringarriagedrivenbputerThepastpartiipleastheadverbialrriedabuttheurne,IasunsettledfrthefirstfedasHitbalaffreshair,headahedExhausted,Islidintbedandfellfastasleep重点句子1Thisissiilartthe“etlag”ugethenfling,butinsteaditeansueepgettingflashbasfrurpreviustieperidP172ell-nnfrtheirexpertise,hisparents’pannaed“FutureTurs”transprtedesafelintthefutureinatieapsuleP183HehandeditteandiediatelhurriedethrughtasallrnearbfrarestP184HeasseptupinttheentreftheIfundlaterthattheirleavesprvidedthehuseithuh-neededxgenP188EverneillgettieasuhpersnalspaeasinflatsnlandP89nlhentherbtleanertuhesbetsanthebevedP9Ⅲ教材分析与教材重组1教材分析

　　本单元以“Lifeinthefuture”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。

同时让学生学会过去分词作定语和作状语的不同用法。

最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写reprt。

　　1aringUp部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。

通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的有个知识准备。

　　2Pre-reading部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。

为下面的阅读做了铺垫。

　　3Reading部分通过一封发自未来的电子邮，讲述了作者LiQiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。

阅读时要把重点放在“未来世界”生活与当今生活的不同点上。

　　4prehending部分设计了三个教学活动来加深学生对Reading部分的理解。

第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：

跨时空旅行，交通，住房，城镇环境和空气质量。

接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。

第二个活动要求学生通过阅读来判断LiQiang对“未来世界”的态度是乐观的还是悲观的。

学生要在文中找出支持自己观点的论据，尽可能说服别人。

第三个活动让学生想象一下LiQiang将会去参加哪些活动。

这样既鼓励学生展开丰富的想象，又为UsingLanguage部分的语篇学习做了铺垫。

　　LearningabutLanguage部分突出了本单元的一些重点词汇及语法。

首先通过完成语篇来考查学生运用本单元词汇的能力，并且通过练习，让学生区分两种动词短语，一种是以动词为中心的词组，另一种是以介词为中心的词组。

语法部分要求学生主动找出阅读语篇中的重点结构——过去分词作定语和状语，然后加以应用。

　　6UsingLanguage部分涵盖了听，说，读，写四项语言基本技能。

要求学生通过阅读IHAVESEENAAZINGTHINGS一文，对LiQiang旅行的第三站有个总体的印象，并能找出部分细节知识。

　　7SUINGUP部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。

　　8LEARNINGTIP部分告诉学生在讨论时记笔记的好处和方法。

　　2教材重组

　　21可将aringUp,Pre-reading,Reading和prehending整合在一起上一节精读。

　　22

　　UsingLanguage中的reading和listening是LiQiang’straveltthefuture的延续，可将这两部分及rb中的LISTENING整合起来上一节听力。

　　23可将LearningabutLanguage和rb中的USINGRDSANDEXPRESSINS及USINGSTRUTURES整合起来上一节语法。

　　24

　　将rb中的READINGTAS和LISTENINGTAS结合起来上一节泛读，进一步拓展学生的思维和想象力。

　　2

　　将UsingLanguage中的speaing和rb中的TALING整合在一起上一节口语，鼓励学生对现在进行反思，对未来进行大胆猜测。

　　26

　　将rb中的SPEAINGTAS和RITINGTAS整合起来上一节写作，同时对整个单元进行一个小结。

　　3型设计与时分配

　　stPerid

　　Reading

　　2ndPerid

　　Listening

　　3rdPerid

　　Graar

　　4thPerid

　　ExtensiveReading

　　thPerid

　　Speaing

　　6thPerid

　　ritingⅣ分时教案TheFirstPeridReadingTeahinggals教学目标1Targetlanguage目标语言a重点词汇和短语nstantl,reind,vehile,arriage,bathr,teple,private,settleent,ipressin,nstant,et,previus,tablet,apsule,pening,surrunding,la,ahe,as,bend,press,sift,siftl,aster,sight,flash,sith,ptiisti,length,taeup,laf,lsesightf,seepup,athsightfb重点句式Thisissiilart,butiteansP17ell-nnfr,hisparents’pan，alled“FutureTur”,transprtedesafelintthefutureinatieapsuleP18Hehandeditteandiediatelhurriedethrughtasallrnearbfra

　　restP182Abilitgals能力目标EnabletheSsttalabutthelifeinthepast,atpresentandinthefuture3Learningabilitgals学能目标HelptheSslearnhtdesribethelifeinthepast,atpresentandinthefutureTeahingiprtant＆diffiultpints教学重难点parelifeinthepast,atpresentandinthefuturehatislifeinthefuturelie?

hathangesilltaeplae?

Teahingethds教学方法Fastandarefulreading;asingandanseringativit;individual,pairrgruprTeahingaids教具准备AputerandapretrTeahingpredures＆as教学过程与方式StepIaringUpShsepituresflifeinthepast,atpresentandinthefuturettheSs,peridbperidFirstshthepituresflifeinhinainAD100T:

Dthesepituresdesribeurdaillife?

Ss:

N,perhapsthedesribelifefananearsagT:

GdThenanutellehatlifeaslienethusandearsag?

Frexaple,lifeinAD3008S:

LetetrPeplelivingatthattiedidn’thavearsrplanesTherdehrsesrtarriagesS:

Thedidn’thaveeletriitS:

Thedidn’tliveintallbuildingsShthepituresflifeatpresentT:

Gd!

hatabuturlifeatpresent?

hatisitlie?

S:

urlifeatpresentisnvenienteliveinvariusindsfbuildings,andehaveltsfentertainentsetravelbanderntransprtatins,suhasars,buses,planesandetShthepituresflifeinthefutureT:

Everdaeanearsspassagesabutlifeinthefutureinagazines,nespapersandsnPleaselatthesepituresandtrurbesttdesribehatlifeinthefutureillbelieS:

LetehaveatrIthininthefutureeantravelthehlespaeinaspaeshipfreelAndperhapseanuniateithaliensS:

Atthattie,IthintheearthillhavebeenpllutedsheavilthatnneanliveniteperhapsillhavetvettherplanetstliveThensetasenefrtheSs—AspeialturguideT:

Niagineuareringinaturpanhihhasustprtedaneindftravel—tietravelurpanantransprtpepleinADXXtthepast,alsitantransprtpepleinthepastturitiesuarehsentbeaguidefrpeplehanttgbatthehinainAD100,andals4pepleinthatearanttvisitthehinainADXXHillurganizeurtrip?

hatindfthingsilluintrduetthsepeple?

GivetheSs2inutestdisussT:

Tie’supVlunteer?

S:

IfIatheturguidehilltaepeplebatthepast,Iillintrduethethehuses,theapeplelivedandtheirlthingBeausethesearequitedifferentfrurstda,IthinpepleillbeverinterestedintheS:

Ifthepangivesethehanettaepeplelivinginthepastturitatpresent,IilltrbesttprvidetheanipressivetripIillintrduesethinghihisdifferentfrthingsinthepastttheFrexaple,transprtatin,TV,puterandbusinessBeausethesehavehangedgreatlastiegesbT:

uhavedneagdbNpenurbsandturntpage17Pleaserinpairstdisusstheitesintheharthenufinished,pletethehartGivetheSsteninutes,andafterthat,hetheansersStepⅡPre-readingGettheSstdisusstheprblesthathuanbeingsarefaingtdaaeapreditinabutthefuture:

hihprblesabeslved,andhihillstillbethereThispartillpreparetheSsfrthetextT:

eallnthatasursietdevelps,ehavegtuhbenefitButatthesaetie,ehavetfaeltsfprblesanufinduthatindfprbleshuanbeingsarefaing?

S:

PllutinS:

PpulatinisbeinglargerandlargerS:

TheshrtagefresuresT:

es!

Thenanupredithihprblesanbeslvedinthefuture?

Andhihnesillstillbethere?

S:

Ithintheprblefppulatinillbeslvedinthefuture,beausenreandreuntrieshavebeguntntrlthebirthrateS:

Ithintheprblesfpllutinandshrtagefresuresillstillbethere,andillevengetrseS:

Idn’tthinsNsientistsallvertherldaretringtheirbesttdevelpneresuresthathuanbeingsanaeusef,suhasslarenergInpinin,theprblesanbeslvednebneStepⅢReadingT:

Npleasepenurbsandturntpage17Let’sreadthepassageFirstIpressinsReaditquilandthentellehatitisabutSeveralinuteslaterT:

ell,haveufinishedreadingthepassage?

Ss:

esT:

huldliettellehatthetextisabut?

S:

It’sane-ailrittenbaanhhastaenupatriptthefutureT:

GdThenlatthefllingsentenesTheareinrngrderAnneantelletherretrderfthesesentenes?

AeeretransprtedintthefuturebafrtabletieapsuleBIarrivedatangPing’sheandeverthinginhishuseadeesurprisedInatravelttheearAD3008DIhavefirsttrtasterahveringarriageS:

-A-D-BT:

Vergd!

Let’sgthrughthefirsttparagraphstgetherandgetthegeneralideafLiQiang’striptthefutureThenanserthequestinsnthesreenShtheseheingquestinsnthesreen1hdidIhavethehanettravelttheearAD3008?

2hatisa“tielag”?

3HdidIfeelhenIasintheapsule?

4hguidestrip?

hdidguidegiveesetablets?

6htransprtedustthefuture?

Afeinuteslater,hetheansersSapleansers:

1Hetuptheprizehentheearbefre2“Tielag”eansapersngetsflashbasfrhispreviustieperid3Theseatsintheapsuleareverfrtable4friendangPingisguidetthefutureThetabletsuldhelpefeellessnervusandunertain6angPing’sparents’pantransprtedustthefutureT:

nderfulDuanttnreabuthistrip?

Npleasegthrughthethirdparagraphtgetsedetailsntheenvirnentinthefuturehenufinish,pleaseanserthefllingquestinsShthesethreequestinsnthesreen1HdidIfeelassnasIastransprtedtthefuture?

2HdidangPingslvethisprble?

3hatduthinhasausedthisindfprble?

GivetheSs1r2inutestthinandtheandisussiththeirpartnersThenhetheansersSapleansers:

1Aftertheriterastransprtedtthefuture,heashitbthelaffreshair2angPinggaveaasttheriterandhurriedhithrughtasallrnearbthavearest3Neareausingreandrepllutintthenature,thisillauseseriusprblestlifeinthefutureThisabetheausefthelaffreshairinthefutureT:

hatilltransprtatininthefuturebelie?

Arethereandifferenesbeteentransprtatininthefutureandthatatpresent?

NpleasereadthefurthandfifthparagraphsandfindutsethingabutbthtransprtatinanddaillifeinthefutureAftertheSsreadtheparagraphs,asthethefllingquestins1hatdidangPing’shusellie?

2hatasthegreenalladef?

hat’sthepurpsefbuildingthisindfgreenall?

3HanuprdueaTVsetinangPing’shuse?

Sapleansers:

1Hishuseisalargebright,leanrIthadagreenall,abrnflrandsftlighting2ThegreenallasadeftreesTheleavesfthetreesillprvideuh-neededxgentthehuse3uanustflashasithntheputersreenandaTVsetillrisefrtheflrT:

SeanseelifeinthefutureisuhrenvenientanduheasierthanurpresentlifeStepⅣFll-upAtivitGettheSstparelifeatpresentandinthefutureFindutthehangesnseveralitesTrtdistinguishhihhangesaregdandhiharentgdandgivereasnsT:

Nlet’saeapreditinabutfutureandseehatillbehangedinthefutureIillgiveu3inutestdisussinpairs,andafterurdisussinpleasefinishthefllinghartSapleansers:

ItesLifeatpresentLifeinthefuturegdrbad?

Reasns?

EnvirnentAirpllutinandaterpllutin;resureshrtageThesituatinillgetrseandrseThedevelpentfursietillausehuanbeingtdevelpreandreresures;andthedevelpentfindustrillausersepllutinturenvirnentTransprtAirplane,ar,train,batandhelipterSpaeraft,tietravel,persnalflingarrbierenvenientEduatinPeplereeiveeduatininshlPeplereeiveeduatinntheInternet;anhsethesubetsandtheteahersthelieHaverehanestreeivedifferentnledgeHusesFlatsinhighrisebuildings;ithithensandbathrsz,dernflats,furnitureinallsandflrThenlettheSsdExx2＆3npage19Afeinuteslater,hetheansersSapleansertEx3:

　　IthintheriterhasanptiistiviefthefutureHeasverexitedhenhetraveledttheearAD3008anduldn’tbelieveitastrueFrthis,eanseeheiseagertgtthefutureThughheashitbthelaffreshair,theprbleasiediatelslvedbputtingnaasAndhetellsusthetransprtinthefutureisnvenienthenhearrivedangPing’she,hefundthereereantreesaftertheallved,andthesetreesprvidedthehuseithuh-neededxgenFinallhedesribedtheautatiequipentinangPing’shuseAlltheabvehasshnhisviefthefutureStepⅤHerRevietheesentenesinthetextTheSendPeridListeningTeahinggals教学目标1Targetlanguage目标语言