范文Unit 3 Life in the future教学设计与反思.docx
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范文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SkillGoals▲Talkaboutthingsinthepast,atpresentandinthefuture▲Talkaboutchangesatpresent▲PredictgoodandbadchangesinthefutureⅡ.目标语言词汇1．四会词汇Expect,aspect,constant,constantly,remind,jet,previous,tablet,capsule,opening,surrounding,lack,ache,mask,bend,press,swift,swiftly,master,sight,flash,switch,optimistic,length,extraordinary,extraordinarily2．认读词汇jetlag,flashback,expertise,hover,pessimistic,enormous,imitate,3．词组takeup,remind...of...,losesightof...,catchsightof...,sweepup,speedup,assistin4．重点词汇constant,remind,lack,sight,assist,require,settlement,previous,swift语法Thepastparticipleastheattribute…andfollowinghimtocollectahoveringcarriagedrivenbycomputer.Thepastparticipleastheadverbialworriedaboutthejourney,Iwasunsettledforthefirstfewdays.Hitbyalackoffreshair,myheadached.Exhausted,Islidintobedandfellfastasleep.重点句子1.Thisissimilartothe“jetlag”yougetwhenflying,butinsteaditmeansyoukeepgettingflashbacksfromyourprevioustimeperiod.P172.well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.P183.Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyforarest.P184.Hewassweptupintothecentreofthem.5.Ifoundlaterthattheirleavesprovidedthehousewithmuch-neededoxygen.P188.Everyonewillgettwiceasmuchpersonalspaceasinflatsonland.P589.onlywhentherobotcleanertouchesobjectscantheybemoved.P59Ⅲ.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report。
.1warmingUp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件，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。
.4comprehending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。
.5LearningaboutLanguage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IHAVESEENAmAZINGTHINGS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。
.7SUmmINGUP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
2.1可将warmingUp,Pre-reading,Reading和comprehending整合在一起上一节精读课。
2.2
UsingLanguage中的reading和listening是LiQiang’straveltothefuture的延续，可将这两部分及workbook中的LISTENING整合起来上一节听力课。
2.3可将LearningaboutLanguage和workbook中的USINGwoRDSANDEXPRESSIoNS及USINGSTRUcTURES整合起来上一节语法课。
2.4
将workbook中的READINGTASk和LISTENINGTASk结合起来上一节泛读课，进一步拓展学生的思维和想象力。
2.5
将UsingLanguage中的speaking和workbook中的TALkING整合在一起上一节口语课，鼓励学生对现在进行反思，对未来进行大胆猜测。
2.6
将workbook中的SPEAkINGTASk和wRITINGTASk整合起来上一节写作课，同时对整个单元进行一个小结。
3.课型设计与课时分配
stPeriod
Reading
2ndPeriod
Listening
3rdPeriod
Grammar
4thPeriod
ExtensiveReading
5thPeriod
Speaking
6thPeriod
writingⅣ.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语constantly,remind,vehicle,carriage,bathroom,temple,private,settlement,impression,constant,jet,previous,tablet,capsule,opening,surrounding,lack,ache,mask,bend,press,swift,swiftly,master,sight,flash,switch,optimistic,length,takeup,lackof,losesightof,sweepup,catchsightofb.重点句式Thisissimilarto...,butitmeans...P17well-knownfor...,hisparents’company，called“FutureTour”,transportedmesafelyintothefutureinatimecapsule..P18Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyfora
rest.P182.Abilitygoals能力目标EnabletheSstotalkaboutthelifeinthepast,atpresentandinthefuture.3.Learningabilitygoals学能目标HelptheSslearnhowtodescribethelifeinthepast,atpresentandinthefuture.Teachingimportant＆difficultpoints教学重难点comparelifeinthepast,atpresentandinthefuture.whatislifeinthefuturelike?
whatchangeswilltakeplace?
Teachingmethods教学方法Fastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures＆ways教学过程与方式StepIwarmingUpShowsomepicturesoflifeinthepast,atpresentandinthefuturetotheSs,periodbyperiod.FirstshowthepicturesoflifeinchinainAD1005.T:
Dothesepicturesdescribeourdailylife?
Ss:
No,perhapstheydescribelifeofmanymanyyearsago.T:
Good.Thencanyoutellmewhatlifewaslikeonethousandyearsago?
Forexample,lifeinAD3008.S:
Letmetry.Peoplelivingatthattimedidn’thavecarsorplanes.Theyrodehorsesortookcarriages.S:
Theydidn’thaveelectricity.S:
Theydidn’tliveintallbuildings....Showthepicturesoflifeatpresent.T:
Good!
whataboutourlifeatpresent?
whatisitlike?
S:
ourlifeatpresentisconvenient.weliveinvariouskindsofbuildings,andwehavelotsofentertainments.wetravelbymanymoderntransportations,suchascars,buses,planesandetc.Showthepicturesoflifeinthefuture.T:
Everydaywecancomeacrosspassagesaboutlifeinthefutureinmagazines,newspapersandsoon.Pleaselookatthesepicturesandtryyourbesttodescribewhatlifeinthefuturewillbelike.S:
Letmehaveatry.Ithinkinthefuturewecantravelthewholespaceinaspaceshipfreely.Andperhapswecancommunicatewithaliens.S:
Atthattime,Ithinktheearthwillhavebeenpollutedsoheavilythatnoonecanliveonit.weperhapswillhavetomovetootherplanetstolive....ThensetascenefortheSs—Aspecialtourguide.T:
Nowimagineyouareworkinginatourcompanywhichhasjustpromotedanewkindoftravel—timetravel.yourcompanycantransportpeopleinADXXtothepast,alsoitcantransportpeopleinthepasttoyourcities.youarechosentobeaguidefor5peoplewhowanttogobacktothechinainAD1005,andalso4peopleinthatyearwanttovisitthechinainADXX.Howwillyouorganizeyourtrip?
whatkindofthingswillyouintroducetothosepeople?
GivetheSs2minutestodiscuss.T:
ok.Time’sup.Volunteer?
S:
IfIamthetourguidewhowilltakepeoplebacktothepast,Iwillintroducethemthehouses,thewaypeoplelivedandtheirclothing.Becausethesearequitedifferentfromourstoday,Ithinkpeoplewillbeveryinterestedinthem.S:
Ifthecompanygivesmethechancetotakepeoplelivinginthepasttoourcityatpresent,Iwilltrymybesttoprovidethemanimpressivetrip.Iwillintroducesomethingwhichisdifferentfromthingsinthepasttothem.Forexample,transportation,TV,computerandbusiness.Becausethesehavechangedgreatlyastimegoesby.T:
ok.youhavedoneagoodjob.Nowopenyourbooksandturntopage17.Pleaseworkinpairstodiscusstheitemsinthechart.whenyoufinished,completethechart.GivetheSstenminutes,andafterthat,checktheanswers.StepⅡPre-readingGettheSstodiscusstheproblemsthathumanbeingsarefacingtoday.makeapredictionaboutthefuture:
whichproblemsmaybesolved,andwhichwillstillbethere.ThispartwillpreparetheSsforthetext.T:
weallknowthatasoursocietydevelops,wehavegotmuchbenefit.Butatthesametime,wehavetofacelotsofproblems.canyoufindoutwhatkindofproblemshumanbeingsarefacing?
S:
Pollution.S:
Populationisbecominglargerandlarger.S:
Theshortageofresources.T:
yes!
Thencanyoupredictwhichproblemscanbesolvedinthefuture?
Andwhichoneswillstillbethere?
S:
Ithinktheproblemofpopulationwillbesolvedinthefuture,becausenowmoreandmorecountrieshavebeguntocontrolthebirthrate.S:
Ithinktheproblemsofpollutionandshortageofresourceswillstillbethere,andwillevengetworse.S:
Idon’tthinkso.Nowscientistsallovertheworldaretryingtheirbesttodevelopnewresourcesthathumanbeingscanmakeuseof,suchassolarenergy.Inmyopinion,theproblemscanbesolvedonebyone.StepⅢReadingT:
Nowpleaseopenyourbooksandturntopage17.Let’sreadthepassageFirstImpressions.Readitquicklyandthentellmewhatitisabout.Severalminuteslater.T:
well,haveyoufinishedreadingthepassage?
Ss:
yes.T:
ok.whowouldliketotellmewhatthetextisabout?
S:
It’sane-mailwrittenbyamanwhohastakenupatriptothefuture.T:
Good.Thenlookatthefollowingsentences.Theyareinwrongorder.Anyonecantellmethecorrectorderofthesesentences?
A.weweretransportedintothefuturebyacomfortabletimecapsule.B.IarrivedatwangPing’shomeandeverythinginhishousemademesurprised.c.IwonatraveltotheyearAD3008.D.Ihavemyfirsttrytomasterahoveringcarriage.S:
c-A-D-B.T:
Verygood!
Let’sgothroughthefirsttwoparagraphstogetherandgetthegeneralideaofLiQiang’striptothefuture.Thenanswerthequestionsonthescreen.Showthesecheckingquestionsonthescreen.1.whydidIhavethechancetotraveltotheyearAD3008?
2.whatisa“timelag”?
3.HowdidIfeelwhenIwasinthecapsule?
4.whoguidesmytrip?
5.whydidmyguidegivemesometablets?
6.whotransportedustothefuture?
Afewminuteslater,checktheanswers.Sampleanswers:
1.Hetookuptheprizehewontheyearbefore.2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod.3.Theseatsinthecapsuleareverycomfortable.4.myfriendwangPingismyguidetothefuture.5.Thetabletscouldhelpmefeellessnervousanduncertain.6.wangPing’sparents’companytransportedustothefuture.T:
wonderful.Doyouwanttoknowmoreabouthistrip?
Nowpleasegothroughthethirdparagraphtogetsomedetailsontheenvironmentinthefuture.whenyoufinish,pleaseanswerthefollowingquestions.Showthesethreequestionsonthescreen.1.HowdidIfeelassoonasIwastransportedtothefuture?
2.HowdidwangPingsolvethisproblem?
3.whatdoyouthinkhascausedthiskindofproblem?
GivetheSs1or2minutestothinkandtheycandiscusswiththeirpartners.Thenchecktheanswers.Sampleanswers:
1.Afterthewriterwastransportedtothefuture,hewashitbythelackoffreshair.2.wangPinggaveamasktothewriterandhurriedhimthroughtoasmallroomnearbytohavearest.3.Nowwearecausingmoreandmorepollutiontothenature,thiswillcauseseriousproblemstolifeinthefuture.Thismaybethecauseofthelackoffreshairinthefuture.T:
whatwilltransportationinthefuturebelike?
Arethereanydifferencesbetweentransportationinthefutureandthatatpresent?
Nowpleasereadthefourthandfifthparagraphsandfindoutsomethingaboutbothtransportationanddailylifeinthefuture.AftertheSsreadtheparagraphs,askthemthefollowingquestions.1.whatdidwangPing’shouselooklike?
2.whatwasthegreenwallmadeof?
what’sthepurposeofbuildingthiskindofgreenwall?
3.HowcanyouproduceaTVsetinwangPing’shouse?
Sampleanswers:
1.Hishouseisalargebright,cleanroom.Ithadagreenwall,abrownfloorandsoftlighting.2.Thegreenwallwasmadeoftrees.Theleavesofthetreeswillprovidemu
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