范文Unit 3 Life in the future教学设计与反思.docx

1、范文Unit 3 Life in the future教学设计与反思Unit 3 Life in the future教学设计与反思Unit3Lifeinthefuture教学设计与反思.单元教学目标技能目标SkillGoalsTalkaboutthingsinthepast,atpresentandinthefutureTalkaboutchangesatpresentPredictgoodandbadchangesinthefuture.目标语言词汇1四会词汇Expect,aspect,constant,constantly,remind,jet,previous,tablet,capsu

2、le,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

3、,sight,assist,require,settlement,previous,swift语法Thepastparticipleastheattributeandfollowinghimtocollectahoveringcarriagedrivenbycomputer.Thepastparticipleastheadverbialworriedaboutthejourney,Iwasunsettledforthefirstfewdays.Hitbyalackoffreshair,myheadached.Exhausted,Islidintobedandfellfastasleep.重点句

4、子1.Thisissimilartothe“jetlag”yougetwhenflying,butinsteaditmeansyoukeepgettingflashbacksfromyourprevioustimeperiod.P172.well-knownfortheirexpertise,hisparentscompanynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.P183.Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyfora

5、rest.P184.Hewassweptupintothecentreofthem.5.Ifoundlaterthattheirleavesprovidedthehousewithmuch-neededoxygen.P188.Everyonewillgettwiceasmuchpersonalspaceasinflatsonland.P589.onlywhentherobotcleanertouchesobjectscantheybemoved.P59.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

6、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

7、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

8、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IHAVESEENAmA

9、ZINGTHINGS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。2.2UsingLanguage中的reading和listening是LiQiangstraveltothefuture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Learnin

10、gaboutLanguage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stPeri

11、odReading2ndPeriodListening3rdPeriodGrammar4thPeriodExtensiveReading5thPeriodSpeaking6thPeriodwriting.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,

12、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.,hisparentscompany，called“FutureTour”,transportedmesafelyintothefutureinatimecapsule.P18Hehandedittomeandim

13、mediatelyhurriedmethroughtoasmallroomnearbyforarest.P182.Abilitygoals能力目标EnabletheSstotalkaboutthelifeinthepast,atpresentandinthefuture.3.Learningabilitygoals学能目标HelptheSslearnhowtodescribethelifeinthepast,atpresentandinthefuture.Teachingimportantdifficultpoints教学重难点comparelifeinthepast,atpresentand

14、inthefuture.whatislifeinthefuturelike?whatchangeswilltakeplace?Teachingmethods教学方法Fastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.Teachingaids教具准备Acomputerandaprojector.Teachingproceduresways教学过程与方式StepIwarmingUpShowsomepicturesoflifeinthepast,atpresentandinthefuturetothe

15、Ss,periodbyperiod.FirstshowthepicturesoflifeinchinainAD1005.T:Dothesepicturesdescribeourdailylife?Ss:No,perhapstheydescribelifeofmanymanyyearsago.T:Good.Thencanyoutellmewhatlifewaslikeonethousandyearsago?Forexample,lifeinAD3008.S:Letmetry.Peoplelivingatthattimedidnthavecarsorplanes.Theyrodehorsesort

16、ookcarriages.S:Theydidnthaveelectricity.S:Theydidntliveintallbuildings.Showthepicturesoflifeatpresent.T:Good!whataboutourlifeatpresent?whatisitlike?S:ourlifeatpresentisconvenient.weliveinvariouskindsofbuildings,andwehavelotsofentertainments.wetravelbymanymoderntransportations,suchascars,buses,planes

17、andetc.Showthepicturesoflifeinthefuture.T:Everydaywecancomeacrosspassagesaboutlifeinthefutureinmagazines,newspapersandsoon.Pleaselookatthesepicturesandtryyourbesttodescribewhatlifeinthefuturewillbelike.S:Letmehaveatry.Ithinkinthefuturewecantravelthewholespaceinaspaceshipfreely.Andperhapswecancommuni

18、catewithaliens.S:Atthattime,Ithinktheearthwillhavebeenpollutedsoheavilythatnoonecanliveonit.weperhapswillhavetomovetootherplanetstolive.ThensetascenefortheSsAspecialtourguide.T:Nowimagineyouareworkinginatourcompanywhichhasjustpromotedanewkindoftraveltimetravel.yourcompanycantransportpeopleinADXXtoth

19、epast,alsoitcantransportpeopleinthepasttoyourcities.youarechosentobeaguidefor5peoplewhowanttogobacktothechinainAD1005,andalso4peopleinthatyearwanttovisitthechinainADXX.Howwillyouorganizeyourtrip?whatkindofthingswillyouintroducetothosepeople?GivetheSs2minutestodiscuss.T:ok.Timesup.Volunteer?S:IfIamth

20、etourguidewhowilltakepeoplebacktothepast,Iwillintroducethemthehouses,thewaypeoplelivedandtheirclothing.Becausethesearequitedifferentfromourstoday,Ithinkpeoplewillbeveryinterestedinthem.S:Ifthecompanygivesmethechancetotakepeoplelivinginthepasttoourcityatpresent,Iwilltrymybesttoprovidethemanimpressive

21、trip.Iwillintroducesomethingwhichisdifferentfromthingsinthepasttothem.Forexample,transportation,TV,computerandbusiness.Becausethesehavechangedgreatlyastimegoesby.T:ok.youhavedoneagoodjob.Nowopenyourbooksandturntopage17.Pleaseworkinpairstodiscusstheitemsinthechart.whenyoufinished,completethechart.Giv

22、etheSstenminutes,andafterthat,checktheanswers.StepPre-readingGettheSstodiscusstheproblemsthathumanbeingsarefacingtoday.makeapredictionaboutthefuture:whichproblemsmaybesolved,andwhichwillstillbethere.ThispartwillpreparetheSsforthetext.T:weallknowthatasoursocietydevelops,wehavegotmuchbenefit.Butatthes

23、ametime,wehavetofacelotsofproblems.canyoufindoutwhatkindofproblemshumanbeingsarefacing?S:Pollution.S:Populationisbecominglargerandlarger.S:Theshortageofresources.T:yes!Thencanyoupredictwhichproblemscanbesolvedinthefuture?Andwhichoneswillstillbethere?S:Ithinktheproblemofpopulationwillbesolvedinthefut

24、ure,becausenowmoreandmorecountrieshavebeguntocontrolthebirthrate.S:Ithinktheproblemsofpollutionandshortageofresourceswillstillbethere,andwillevengetworse.S:Idontthinkso.Nowscientistsallovertheworldaretryingtheirbesttodevelopnewresourcesthathumanbeingscanmakeuseof,suchassolarenergy.Inmyopinion,thepro

25、blemscanbesolvedonebyone.StepReadingT:Nowpleaseopenyourbooksandturntopage17.LetsreadthepassageFirstImpressions.Readitquicklyandthentellmewhatitisabout.Severalminuteslater.T:well,haveyoufinishedreadingthepassage?Ss:yes.T:ok.whowouldliketotellmewhatthetextisabout?S:Itsane-mailwrittenbyamanwhohastakenu

26、patriptothefuture.T:Good.Thenlookatthefollowingsentences.Theyareinwrongorder.Anyonecantellmethecorrectorderofthesesentences?A.weweretransportedintothefuturebyacomfortabletimecapsule.B.IarrivedatwangPingshomeandeverythinginhishousemademesurprised.c.IwonatraveltotheyearAD3008.D.Ihavemyfirsttrytomaster

27、ahoveringcarriage.S:c-A-D-B.T:Verygood!LetsgothroughthefirsttwoparagraphstogetherandgetthegeneralideaofLiQiangstriptothefuture.Thenanswerthequestionsonthescreen.Showthesecheckingquestionsonthescreen.1.whydidIhavethechancetotraveltotheyearAD3008?2.whatisa“timelag”?3.HowdidIfeelwhenIwasinthecapsule?4.

28、whoguidesmytrip?5.whydidmyguidegivemesometablets?6.whotransportedustothefuture?Afewminuteslater,checktheanswers.Sampleanswers:1.Hetookuptheprizehewontheyearbefore.2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod.3.Theseatsinthecapsuleareverycomfortable.4.myfriendwangPingismyguidetothef

29、uture.5.Thetabletscouldhelpmefeellessnervousanduncertain.6.wangPingsparentscompanytransportedustothefuture.T:wonderful.Doyouwanttoknowmoreabouthistrip?Nowpleasegothroughthethirdparagraphtogetsomedetailsontheenvironmentinthefuture.whenyoufinish,pleaseanswerthefollowingquestions.Showthesethreequestion

30、sonthescreen.1.HowdidIfeelassoonasIwastransportedtothefuture?2.HowdidwangPingsolvethisproblem?3.whatdoyouthinkhascausedthiskindofproblem?GivetheSs1or2minutestothinkandtheycandiscusswiththeirpartners.Thenchecktheanswers.Sampleanswers:1.Afterthewriterwastransportedtothefuture,hewashitbythelackoffresha

31、ir.2.wangPinggaveamasktothewriterandhurriedhimthroughtoasmallroomnearbytohavearest.3.Nowwearecausingmoreandmorepollutiontothenature,thiswillcauseseriousproblemstolifeinthefuture.Thismaybethecauseofthelackoffreshairinthefuture.T:whatwilltransportationinthefuturebelike?Arethereanydifferencesbetweentra

32、nsportationinthefutureandthatatpresent?Nowpleasereadthefourthandfifthparagraphsandfindoutsomethingaboutbothtransportationanddailylifeinthefuture.AftertheSsreadtheparagraphs,askthemthefollowingquestions.1.whatdidwangPingshouselooklike?2.whatwasthegreenwallmadeof?whatsthepurposeofbuildingthiskindofgreenwall?3.HowcanyouproduceaTVsetinwangPingshouse?Sampleanswers:1.Hishouseisalargebright,cleanroom.Ithadagreenwall,abrownfloorandsoftlighting.2.Thegreenwallwasmadeoftrees.Theleavesofthetreeswillprovidemu