教学设计 Teaching Des ign 课题 Unt3 Life in the future|课型| Reading|主备 First Impressions 人 Understand the passage and get to know more about life in the future 知识与| Realize the writer 's attitude towards life in the future 技能 教 Develop students' read ing abilities and let them learn different reading skills
教 学 设 计 Teaching Design 课题 Unit 3 Life in the future First Impressions 课型 Reading 主 备 人 教 知识与 技能 Understand the passage and get to know more about life in the future. Realize the writer’s attitude towards life in the future. Develop students’ reading abilities and let them learn different reading skills
学过程与 Asking-and- answering activity to check Ss understand ing 目方法 ndividual, pair or group work to finish each task 标「情慼态| Let students know about what life in the future might be like 度与价 and stimulate their imagination;, Develop the sense of 值观 protecting the earth &4 Let the students discuss and pred ict the good and the bad changes in the 重点 futu a= Develop students'reading abilities and let them learn different reading 难点 skill Fast and careful read ing wi* Asking-and-answering activity to check Ss'understanding 学法 ndividual, pair or group work to finish each task Discussion 「教学 he blackboard, the textbooks&PPT 用具 Unit 3 Life in the future First Impressions Before the journey 板书 设计 The journey During the journey the air, the hovering carriage After the journey the computer; the leaves 教学过程 教师活动 学生活动 Step I Lead in the topic by the song "whatever will be Enjoy the Warming up will be". Ask Ss about their predictions about have a free talk future [意图说明]通过活动让学生对话题产生兴趣 为之后的阅读和发现问题、解决问题做铺垫
学 目 标 过程与 方法 Asking-and-answering activity to check Ss’ understanding. Individual, pair or group work to finish each task. 情感态 度与价 值观 Let students know about what life in the future might be like and stimulate their imagination; Develop the sense of protecting the earth. 教学 重点 Let the students discuss and predict the good and the bad changes in the future. 教学 难点 Develop students’ reading abilities and let them learn different reading skills. 教法 学法 Fast and careful reading； Asking-and-answering activity to check Ss’ understanding； Individual, pair or group work to finish each task； Discussion. 教学 用具 The blackboard, the textbooks & PPT 板书 设计 Unit 3 Life in the future First Impressions Before the journey During the journey the air; the hovering carriage After the journey the computer; the leaves 教 学 过 程 教师活动 学生活动 Step I. Warming up Lead in the topic by the song “whatever will be will be”. Ask Ss about their predictions about future. [意图说明]通过活动让学生对话题产生兴趣， 为之后的阅读和发现问题、解决问题做铺垫。 Enjoy the song & have a free talk The journey
Step ll 1. Fast reading the text ing Get the Ss to read the text quickly and get the and get the al idea al id 意图说明]标题导读和预览是指导英语阅读 的重要方法。通过标题和文章结构,学生能初 步了解文章的大致内容,学会抓住线索阅读文 2. Careful read ing Task 1 (before the journey ) Ask students to Read the first read the first paragraph quickly and find out the paragraph quickly answers to the questions in three minutes and then in pair Q1: Why did Li Qiang go into the future? the Q2: How did he feel when he left his own questions time? Q3: How did he get to the year 3008? [意图说明]训练学生通过寻读获取特定信息 的阅读技能,引导学生体会李强在旅行之前的 感受 Task 2( during the journey ) Inside the capsule Ask students to read the second paragraph Read the second quickly, and then fill in the blanks 1. They climbed in through a small paragraph quickl The seats were comfortable and after a calming blan n fill in the and the drink, they felt and closed their eyes 2. The capsule began swinging gently sideways and dreaming 3.a few minutes later. the completed and they had arrived. He was still on the sand years in the future Task 3( during the journey ) Outside the sule Give Ss a few minutes to go through the third paragraph and to think over the question. Get Go through the some details on the environment in the future third Encourage them to find out the reasons for the Q: What was Li Qiang's first impression of/ queston over the and think terrible environment the future?
Step II. Reading 1. Fast reading Get the Ss to read the text quickly and get the general idea. [意图说明]标题导读和预览是指导英语阅读 的重要方法。通过标题和文章结构，学生能初 步了解文章的大致内容，学会抓住线索阅读文 章。 2. Careful reading Task 1（before the journey）：Ask students to read the first paragraph quickly and find out the answers to the questions in three minutes. Q1: Why did Li Qiang go into the future? Q2: How did he feel when he left his own time? Q3: How did he get to the year 3008? [意图说明]训练学生通过寻读获取特定信息 的阅读技能，引导学生体会李强在旅行之前的 感受。 Task 2（during the journey）：Inside the capsule Ask students to read the second paragraph quickly, and then fill in the blanks. 1. They climbed in through a small ________. The seats were comfortable and after a calming drink, they felt _______ and closed their eyes. 2. The capsule began swinging gently sideways as they lay _______ and dreaming. 3. A few minutes later, the________ was completed and they had arrived. He was still on the ______ but one thousand years in the future. Task 3（during the journey）：Outside the capsule Give Ss a few minutes to go through the third paragraph and to think over the question. Get some details on the environment in the future. Encourage them to find out the reasons for the terrible environment. Q: What was Li Qiang’s first impression of the future? Read the text quickly and get the general idea. Read the first paragraph quickly and then in pairs answer the questions Read the second paragraph quickly and then fill in the blanks. Go through the third paragraph and think over the question
Task 4(after the journey Get Ss to read the forth paragraph and find out What Li Qiangs first impression of Wang Pings home was? Summarize the problems and [意图说明]启发学生透过文本深入思考探究, 发现问题解决的办法 y these special nd pu 3. Post-reading own vIews on Discuss which changes to life in ad3008 are room design good or bad and give reasons for your choices StepllL. What's the writer's attitude, optimistic or Discuss the StepⅠV Retell the text by filling in the blanks.(高考链 Summary|接-语法填空题) ( take)up a prize I won last year. I was very nervous certain) at first. I was Summary the transported safely to the future in a time text by filling capsule. The air in the future was thin as in the blanks though 4(it)combination of gases had le oxygen 5 WE asked me to put on a mask. We then collected 6 carriage driven by computer our seat, you can move 8 swift). At
new surroundings… the air… oxygen… transport… Task 4（after the journey）：Get Ss to read the forth paragraph and find out What Li Qiang’ s first impression of Wang Ping’s home was? [意图说明]启发学生透过文本深入思考探究， 发现问题解决的办法。 3. Post- reading Discuss which changes to life in AD3008 are good or bad and give reasons for your choices. Summarize the problems and reasons reflected by these special designs, and put forward their own views on room design. StepⅢ. Discussion What’s the writer’s attitude, optimistic or pessimistic? Discuss the question in groups. StepⅣ. Summary Retell the text by filling in the blanks. (高考链 接----语法填空题) I 1_________ (take) up a prize 2_______I won last year. I was very nervous and 3________(certain) at first. I was transported safely to the future in a time capsule. The air in the future was thin as though 4____(it) combination of gases had little oxygen 5_____.(leave) Wang Ping asked me to put on a mask. We then collected 6____carriage driven by computer. By 7_______ (bend) or pressing down in your seat, you can move 8_______(swift). At Summary the text by filling in the blanks
last. we arrived at a house whose wall was made of trees. a table and some chairs rose from 9 the floor as if by 10 magIc a bed was also pi produced from the floor 1.( Pair work )Suppose you were Li Qiang and now you were in the future, and your mother is in the actual life Make a phone call to your 作业布置 mother, encourage the students to try their best to imagine what will happen in the future and to describe what happens clearly 2. Look up the important or d ifficult words and expressions that you find in the text, you may either refer to books or search the internet 阅读教学在英语教学中有非常重要的地位,以培养学生的阅 读能力为主要教学目标。语篇整体理解是阅读教学的重要环节, 教学反起因此阅读第一课时教学是否有效,将决定整个阅读教学的成败。阅 读第一课时教学重在运用语篇整体教学模式帮助学生们理清思 路,抓住细节,完整、系统地进行语篇阅读与理解,培养学生用 英语进行思维的能力和提高学生的语言运用能力 经过实践,我体会到要精心设计一堂阅读课,教师要在课前 花大量的时间和精力对一节课的类型、主题、结构等诸因素作充 分的考虑和研究。这堂课基本上做到了把课堂让给学生,让学生 在自主、合作、探究的气氛中愉快度过,既顺利完成教学任务, 又促进其情感教育。教学中融入了素质教育,且使学生在趣味中 学得了知识,这也是目前提倡的教育教学理念。 我感到多媒体教学用于英语阅读教学有很多好处:首先,课 堂的导入是十分重要的,好的导入可以激发学生的学习兴趣,直 观、生动的图片、动画使得学生更容易进入学习状态,把学生从
last, we arrived at a house whose wall was made of trees. A table and some chairs rose from 9_______the floor as if by10 ______(magical). A bed was also produced from the floor. 作业布置 1.（Pair work）Suppose you were Li Qiang and now you were in the future, and your mother is in the actual life. Make a phone call to your mother, encourage the students to try their best to imagine what will happen in the future and to describe what happens clearly. 2．Look up the important or difficult words and expressions that you find in the text, you may either refer to books or search the internet. 教学反思 阅读教学在英语教学中有非常重要的地位，以培养学生的阅 读能力为主要教学目标。语篇整体理解是阅读教学的重要环节， 因此阅读第一课时教学是否有效，将决定整个阅读教学的成败。阅 读第一课时教学重在运用语篇整体教学模式帮助学生们理清思 路，抓住细节，完整、系统地进行语篇阅读与理解， 培养学生用 英语进行思维的能力和提高学生的语言运用能力。 经过实践，我体会到要精心设计一堂阅读课，教师要在课前 花大量的时间和精力对一节课的类型、主题、结构等诸因素作充 分的考虑和研究。这堂课基本上做到了把课堂让给学生，让学生 在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务， 又促进其情感教育。教学中融入了素质教育，且使学生在趣味中 学得了知识，这也是目前提倡的教育教学理念。 我感到多媒体教学用于英语阅读教学有很多好处：首先，课 堂的导入是十分重要的，好的导入可以激发学生的学习兴趣，直 观、生动的图片、动画使得学生更容易进入学习状态，把学生从
枯燥的课堂解放,有利于师生的互动,能更好地实现教师的教 学意图。其次,多媒体课的容量大,教师可以把原来花在板书的 时间用于指导学生,或设计一些多样的题型。再者,通过听录音, 朗读课文,配以在幻灯片呈现问题,让学生有目的性带着问题去 听课文,朗读课文,一部分一部分的分析课文,解决问题。在此 过程中,不同的任务设置激发了学生的学习兴趣和用英语表达的 欲望。 教学内容设计要符合本班学生的实际情况,难度适中,尽量 满足不同类型和不同层次学生的要求。在任务的设置中应充分考 虑学生是否能够完成。本堂课的细节理解部分难度合适,大多数 学生都能顺利完成。 但是另一方面,这节公开课也有不足之处。 是在任务设计上,我的目标是要由易到难,层层深入,使 教学阶梯式地层层递进。但是却忽略了任务的合作性,特别是对 小组学习中各个同学的各自不同的角色,没有提供充分的信息, 指令不够明确,使小组讨论环节没达到预期效果。尽管学生在阅 读反馈中的表现不错,但是我觉得如果在布置任务前,能够指令 再明确点,那么学生的反馈会更为出色。因此,在任务设计上还 有待改进,对教材内容的研究还不够认真深入,不能结合学生的 实际大胆取舍,所以在设计上有点繁琐。学生在分组讨论时,教 师应该更为明确地指定每组的任务,课前合理安排好讨论组别和 人数,这样学生在明确的目标任务下,也会更好地完成指令,而 不至于被动地等待其他组来完成任务,并且同一目标的组别可以 进行比较,进一步激发学生的阅读兴趣
枯燥的课堂解放 ，有利于师生的互动， 能更好地实现教师的教 学意图。其次，多媒体课的容量大，教师可以把原来花在板书的 时间用于指导学生，或设计一些多样的题型。再者，通过听录音， 朗读课文，配以在幻灯片呈现问题，让学生有目的性带着问题去 听课文，朗读课文，一部分一部分的分析课文，解决问题。在此 过程中，不同的任务设置激发了学生的学习兴趣和用英语表达的 欲望。 教学内容设计要符合本班学生的实际情况，难度适中，尽量 满足不同类型和不同层次学生的要求。在任务的设置中应充分考 虑学生是否能够完成。本堂课的细节理解部分难度合适，大多数 学生都能顺利完成。 但是另一方面，这节公开课也有不足之处。 一是在任务设计上，我的目标是要由易到难，层层深入，使 教学阶梯式地层层递进。但是却忽略了任务的合作性，特别是对 小组学习中各个同学的各自不同的角色，没有提供充分的信息， 指令不够明确，使小组讨论环节没达到预期效果。尽管学生在阅 读反馈中的表现不错，但是我觉得如果在布置任务前，能够指令 再明确点，那么学生的反馈会更为出色。因此，在任务设计上还 有待改进，对教材内容的研究还不够认真深入，不能结合学生的 实际大胆取舍，所以在设计上有点繁琐。学生在分组讨论时，教 师应该更为明确地指定每组的任务，课前合理安排好讨论组别和 人数，这样学生在明确的目标任务下，也会更好地完成指令，而 不至于被动地等待其他组来完成任务，并且同一目标的组别可以 进行比较，进一步激发学生的阅读兴趣