Unit 3 Life in the Future教学设计.docx

课题必修五unit3 Life in the future 作者及工作单位 天镇三中：许润芳指导思想与理论依据本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。教材分析本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对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，保护自然的意识。学情分析1. 认知基础：高中学生基本上能用英语清晰地表达个人观点，准确地描绘生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。教学目标 （1）知识与能力学习与未来生活有关的词汇；能对本单元的生词猜测词义并能用英语释义基本单词；学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法；能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题；能用英语简单地谈论未来生活，猜测未来的科技发展趋势；能阅读关于未来生活、未来世界以及外太空和外星人的英语文章；能够较好地发挥想象来描写未来生活和外星生物。（2）过程与方法通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略；并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。（3）情感态度与价值观通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力；提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。教学重点和难点重点：1掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。2通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。难点：1掌握过去分词作定语和状语的用法。2运用所学的词汇及句型写出具有一定想象力的短文。教学流程示意Step 1 Greetings and Lead-in1The teacher can start with daily greetings and try to lead in some words in this unit.2Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus) 3Now lets take a look at the screen to learn about the development of all the means of transportation. sedan chair carriage bicycle motorcycle car train aeroplane space craft 4Q3: What will the future means of transportation be like? (Time travel)Well, today we are going to learn a text about time travel.Step 2 Skimming1The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.2The students are given several minutes to read through the text and try to find out the changes mentioned in the text.time travel transport air quality religion clothing eating houses towns3The teacher can ask the students to carry out a discussion about the changes.Step 3 Reading for details11.Before the journey 2During the journey3After the journeyStep 4 Consolidation1Put the statements into correct order.( C - A - D - B )2Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future3A telephone interview with Li QiangStep5 Assignment1to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.2Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life3Assignment: Object-designing 教学过程教学环节教师活动预设学生行为设计意图Step 1 Greetings and Lead-inStep 2 SkimmingStep 3 Reading for details1Step 4 ConsolidationStep5 AssignmentStep 1Ask questions and show pictures.Step 2 ask the students to predict the futureStep 3 ask the studentsto read the textStep 4 organize the discussionStep5 AssignmentShow some pictures of various kinds of pollution to the studentsStep 1Answer questionsStep 2 read through the textStep 3Read the text carefullyStep 4 DiscussionStep5 AssignmentStep 1Lead inStep 2 to find out the changes mentioned in the text.Step 3learn more detailsStep 4 summarize the textStep5 Assignmentto arouse