人教版高二英语必修5 Unit3 Future Life说课稿.doc

Unit 3 Life in the future说课稿高二级 Joyee 2014.12.23一、说教材1. 教材内容分析 本单元的中心话题是“谈未来”，内容主要涉及人类对今后生活环境的想象、猜测和思考。语言技能和语言知识主要围绕“未来生活”这一中心话题进行设计。2. 说教学目标的确立及其依据本节课是以谈论未来生活为主题的口语课，根据本课的内容和要点制定以下的三维目标：(1) 语言知识目标：学习文章中在“未来世界”的跨时空旅行、交通、住房、环境和空气质量等五个方面的英文描述；学习使用有关预测和猜测的表达方式。(2) 能力目标：从素质教育的要求和学习语言的目的来看，高中英语教学重视培养学生运用英语进行交际的能力。这堂课重视培养学生的口语表达能力，体现英语教学的交际性、准确性和实践性。因此本节课教学着重培养学生的口语表达能力。(3) 德育目标：学生在本单元的学习过程和开展的小组讨论活动中，除了增长语言知识、提高用英语交际的意识和能力外，更要拓展对未来生活的想象力；并且从分享“未来生活”的主题活动感受的过程中，加强合作意识、陶冶情操，提高自身素养。 3. 说重点和难点1) Inspire the students to imagine the future life and say something about the future, for example, transportation and housing, using the proper expressions. 2）Enable the students to understand the meaning of the text, and say something according to the text. 3）To improve the students oral ability. Practise two topics: What do you suppose the future transportation will be like? Imagine where the house will be built in the future ?4) Retelling the text.二说学生教学对象是高二（6）班的学生，这个班学生的英语基础整体比较好。三. 说教法 在具体教学中以情景教学法为主，充分利用直观教具和多媒体手段，配以适当的视频画面，给学生以直观生动的体会，培养学生直接用英语理解、表达和思维的能力。让学生积极参与，充分调动他们的学习积极性，以有限的课堂为载体，带学生进入广泛的知识天地。 四. 说学法 本课内容是未来生活环境的想象、猜测和思考，因此在教学过程中指导学生从跨时空旅程、交通、住房、空气和环境等方面谈论，运用相应的词汇，强化记忆、发现学习，培养学生的观察力、记忆力、想象力、思维能力。五说教具: 电脑，多媒体教学设备. 六说教学程序本课通过 Lead-in 、Skimming 、Q&A、Discussion、Summary 五步骤培养学生的分析和概括能力。Teaching procedures:Step1: Lead-in .Enjoy a short video, cut from a science fiction film I, robot, to lead the students to imagine the future world. Step2: Fast Reading Ask the students to read the text quickly, then find out the main idea of the text,and answer several questions according to each paragraph. purpose: These questionts are simple questions, just to help the students get a brief acquaintance to the future world described in the text. Step3: Listening and retelling according to paragraph 4. Show some tips to help the students retell the sentences. Purpose: This exercise is a practice for oral test part C in NCEE.Step4: Design two topics while talking about the hovering carriage and Wang Pings house. Practise the dialogues of making predictions. Topic 1: What do you suppose the future transportation will be like? Topic 2: Imagine where the house will be built in the future ? The students may use these structures :I suppose the transportation will be something like a . I suppose , in the future, the house will be built in. I imagine that . Purpose: To practise the structure orally I suppose that , I imagine that. . Step5: Summary of the text orally. This passage mainly tells us about a boy named Li Qiang”s trip to the future. It tells us how he got to the future, how he felt and what he had seen.Step6: Discussion.“Whats the writers attitude towards the future, optimistic or pessimistic?”“How do you know? “ The students may begin like these : In my opinion, the writers attitude towards the future is _ . As far as I am concerned, the writer feels _ to the future. I think the writer has an _ view of the future.Purpose: To learn to analyze the writers attitude and express your conclusion. Step7 Homework1. To talk with your chairmate on the topic: Imagine, what the future world will be? 2. Review the reading passage and find out the difficult language points to you.3. Finish exercises 1,2&4 on page 19.4. Review the words and phrases of this unit. A dictation tomorrow.Display on the blackboardUnit 3 Life in the Futurewh- do you suppose .?I suppose