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1、Lifeinthefuture教学设计Analysis of the teaching material 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。Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语constantly,remind,vehicle,carriag
2、e,bathroom,temple,private,settlement,impression,constant,jet,previous,tablet,capsule,opening,surrounding,lack,ache,b.重点句式Thisissimilarto...,butitmeans...P17Well-knownfor...,hisparents’company,called“FutureTour”,transportedmesafelyintothefutureinatimecapsule..P182.Abilitygoa
3、ls能力目标EnabletheSstotalkaboutthelifeinthepast,atpresentandinthefuture.3.Learningabilitygoals学能目标HelptheSslearnhowtodescribethelifeinthepast,atpresentandinthefuture.Teachingimportant&difficultpoints教学重难点Comparelifeinthepast,atpresentandinthefuture.Whatislifeinthefuturelike?Wh
4、atchangeswilltakeplace?Teachingmethods教学方法Fastandcarefulreading;askingandansweringactivity;individual,groupwork.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式Step1GreetingsandLead-in1.Theteachercanstartwithdailygreetingsandtrytoleadinsomewordsinthisun
5、it.Q1:Wheredoyoucomefrom?Doyouliveinthedowntownorinthecountryside?2.Q2:Nomatterwhereyoulive,Iamwonderinghowdoyouusuallygotoschool?3.Nowlet’stakealookatthescreentolearnaboutthedevelopmentofallthemeansoftransportation.4.Q3:Whatwillthefuturemeansoftransportationbelike?(Timetra
6、vel)【设计说明】由日常问候开启话题,通过提问学生预测未来,引出跨时空旅行,从而进入阅读文章的处理与学习。(由于考虑到Warming-up中的Transport与Houses,Villages,Towns,以及Locationofsettlement的联系不大,可单独提出,因此将Transport的发展变化应用于课文的导入中,这样比较科学自然。)Step2Skimming1.Theteacherwillaskthestudentstopredictthefuturelifeinvariousaspectsastoinspiretheirim
7、aginationandpredictingability.Q1:Whatwillthefuturelifebelike?Q2:Whichchangesarementionedinthetext?Q3:Whichchangesaregoodandwhicharebad?【设计说明】预测是培养学生阅读能力的方法之一,因此笔者首先提出问题引发学生思考,对未来生活的各个方面进行预测。其次通过快速阅读的方式,了解文章梗概,把握文章线索,找出文中对未来生活变化的描写,培养学生快速阅读的技巧与能力,并对未来生活变化的好坏进行小组讨论,培养集体协作精神。(
8、由于Comprehending中关于未来生活变化好坏的讨论难度不大,考虑到整个设计的连贯性,将其提至快速阅读中,设置成小讨论,将学生说与读的能力更好地结合。)Ste