新课标高二英语Unit 3 阅读课Life in the future教学设计.doc

Unit 3 Life in the Future(NSEFC Students Book 5)教学案例设计都昌一中 朱宝霞一、教学课型：阅读课二、教材分析1、教学内容(详见材料)2、教材处理本文着重介绍了人们的未来生活，为学生提供了想象的空间，启迪着学生对未来的预测能力。并通过现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在爱护环境和保护自然的意识。同时紧扣单元主题设计了导入、热身、预测、快速阅读、细读、讨论、复述、总结以及作业等教学环节，使学生们掌握阅读策略和技巧，以便他们能更好地、愉快地完成任务，体验成功的快乐。3、教学目标(1)引导学生运用阅读技巧把握文章脉络和整体阅读的能力。(2)提高学生用英语描述个人体验，表达个人见解和想象的能力。(3)使学生了解现代社会面临的许多问题，增强他们的社会责任感和环保意识。4、教学重点和难点(1)掌握阅读策略及获取信息的方法。(2)激发学生的情感，并运用所学知识预测未来，并发现自己的观点。5、教学工具多媒体、收录机三、教学思路本节课是阅读课，旨在培养学生的阅读理解能力，兼顾听、说、读、写的能力的培养。笔者在教学设计中采用多媒体、收录机等辅助手段，以“交通方式的变化”为切入点，以“寻找未来世界的变化”为主线，展开“李强的未来之旅”的情景。阅读活动分为读前、读中、读后三个阶段。设计了回答问题和填写表格，小组讲座、复述等活动。旨在启发学生的思维，使学生通过亲身体验和相互合作从中获取信息，努力贯彻以学生为主体的观念，培养学生的听、说、读、写能力。四、教学过程Step 1. Pre-readingA Free talk.Show the students some pictures about some transports on the screen and then ask them Some questions or Let student talk about them.a) How do you usually come to school?b) If it rains, how do you usually go to school?设计说明以了解日常生活中的交通工具为切入点，在课堂开始时营造轻松的氛围，让学生愉快地进入学习状态，并为引出话题埋下伏笔。B. discussionShow the students some pictures on the screen the discuss the following question in pairs.Q: what condusion can we draw in terms of the development of transport?A. We are traveling faster and faster and we can trewel farther and farther.设计说明通过图片展示和提问激活学生已有的背景知识，并为引出未来交通方式time capsule作铺垫。C. PredictionShow a question on the screen and let students predict, Then talk about with the students.Q: What types of transport will there be in the future?A: We will travel in flying machines that can travel very fast. In the future we may trawel in time capsules. They can travel so fast that we may be able to explore the future.设计说明通过提问激发学生的想象力和兴趣，为下一步切入正题奠定基础。D. Introduction to the passageShow the Introduction on the scree.There is a boy named Li Qiang. He won a prize which gave him a tour of the future. He sent a space mail to his parents, describing his first impressions of his journey to the future.设计说明以“感受”为切入点过渡到阅读环节，让学生了解阅读文章的基本信息。Step 2. While readingA. Scanninga) Ask the students to read the passage quickly.b) Ask the students to answer following question.(Show some questions on the screen.)(1) How did Li Qiang feel before his journey to the future?(2) How did he feel in the time capsule? Was he still nervous?(3) What would Li Qiang experience in his journey to the future? Would he experience what you have descrided?(4) What else would he find? Whats the purpose of the strange design?设计说明通过回答问题，让学生准确、快速掌握文章大意，培养学生的略读技巧。B. Reading carefullyShow some charts on the screen. The fill in. The chant.表1 TimeFeelingsFor the first few daysWhen he began to suffer from time lagHe was worried and unsettledHe was nervous and uncertain表2Li Qiangs experience during the jourreyTimeWhat he saw or didHow he feltAt firstHe was hit by a lack of fresh air He put on a maskHeadacheHe was back on his feetThenHe drove a hovening carriageHe lost sight of wang PingexcitedworriedJust at that momentHe had a “time lag” flashback and realized it was his hometownWorried sad表3Strange things about the housepurposetree wallsProvide the room with oxygedA table and some chairs rose from under the floorA bed was produed from the floow设计说明通过表格填空练习训练学生的导读技能，并让学生了解李强未来之旅中的所见、所为和所感。帮助学生深层次理解文章内容。Step 3. Post-reading1. Summing up.Now please listen to the reading passage. Then ask some questions.a) What are the things that are different from the present time according to the mails?b) Are these changes good or bad?c) What caused these changes?Fill in the Chart on the screenAspectsDifferentesGood/badCausestransponttim capsule, hovering carriagegoodtechnologyair qualitylack of fresh air, wearing a maskbadair pollutiontownlook like a marketbadheavy traffichousesTree walls furniture under the floorbadair pollution overpopulation设计说明通过让学生归纳、总结和分析阅读文章内容，并对这个话题有更深的理解和认识。2. discussionShow some questions on the screen and have a discussion then answer them.1. what at Li Qiangs first impressions of life in the future?2. Does he have an optimistit or a pessimistic view of the fecture?设计说明本环节让学生在讨论中