高中英語(yǔ)-Life in the future教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

教學(xué)設(shè)計(jì)Period1:Warming-up&ReadingTeachingAims:1.

Learnsomenewwordsandexpressions.2.

Improvethestudents’readingskills.3.

KnowthemoreadvancedformsoftransportinAD3005andtheadvantagesandproblemsoflifeinthefuture.TeachingMethods:1.

Inductivemethod2.

Pairwork&groupworkStep1GreetingsandLead-in1．Theteachercanstartwithdailygreetingsandtrytoleadtothisunit.Q1:Todaywewilllearnanewlesson.Firstofall,I’llshowyousomepictures.Fromthepictureswecanseethelifeinthefutureishardandpoor.Nowadaysourlifebecomebetterandhappier.Howaboutthefuture?Ijustguessmaybeinthefuture,yourcomputerwillpunishyouifyoutypesomethingnasty,oryouwon’tcarryyourbackpack,itwillcarryyou.Evenmore,you’llsavealotoftimebyhavingyourrobotmakeyouexercisewhileyousleep.2．Q2:AboynamedLiQiangislucky.Hehasachancetogointothefuture.WhathappenedtoLiQiang?Doyouwanttoknowaboutit?Let’scometoUnit3,reading,firstimpressions.Step2SkimmingReadthetextquicklyandgetthemainideaoftheentirepassage.I’llgiveyou3minutes.Bequick!Step3Scanning1．Theteacherwillaskthestudentstoreadthetextagainandgraspthegeneralideaofeachparagraph.2．Thestudentsaregivenseveralminutestoreadthroughthetextandtrytofindoutthe.generalideaofeachparagraph.3．Theteachercanaskthestudentstogivetheanswers.Step4CarefulreadingLet’slearnthepassageindetail.Forthefirstparagraph,I’llgiveyou3minutestoreadandanswerthetwoquestions.Hurryup!Paragraph1:WhydidIhavethechancetotraveltotheyearAD3008?ItookuptheprizeIwontheyearbefore.2.Whatisa“timelag”?Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod.Paragraph2:Inthefirstparagraph,LiQiangwastansportedintothefuturesafelybyWangPing’sparents’company.“Futuretour”,showthepictureof“Futuretour”tothestudents..1.Whydidmyguidegivemesometablets?A.A.Thetabletsmakesmelessnervous.B.BecauseIamhungry.C.Tomakemeexcited.2Whotransportedustothefuture?A.A.WangPing’parents’companyB.WangpingCWangping’friendParagraph3:Inthesecondparagraph,LiQiangsitinatimecapsule,showthepictureof“timecapsule”tothestudents.ThefeelingassoonasIwastransportedtothefutureIwashitbythelackoffreshairandmyheadachedThesolutiontothisproblemWangPinggaveamasktomeandhurriedmethroughtoasmallroomnearbytohavearest.ThetransportoftravellinginAD3008ByahoveringcarriageParagraph4Inthethirdparagraph,LiQiangcanmoveahoveringcarriageswiftly,thentheyarrivedatWangPing’shouse.WhatdidWangPing’shouselooklike?Readthisparagraphandchoosethebestanswer.WhatdidWangPing’shouselooklike?AA.Hishouseisalargebright,cleanroom.B.Hishouseisdirtyandsmall.C.Ithasawhitewall.2.Whatwasthegreenwallmadeof?BA.paperB.treesC.ironStep5ConsolidationAfterreadingtheentirepassage,Iwantyoutodoanexercisetochallengeyourmemory.Doitquickly!BeforethejourneyLifelt__nervous_____and__unsettled______atfirst,asaresulthesufferedfrom____timelag___.Duringthejourney(1)Liwastransportedsafelyintothefutureina____timecapsule_______.Duringthejourney(2)____confused_____bythenewsurroundings,Liwashitbythe__lack__offreshairandhishead__ached____.Afterthejourney(1)ArrivinghomeLiwas__shown____intoalargebright,cleanroomwitha__green___wall,a___brown__floorand_soft__lighting.Afterthejourney(2)___exhausted______,heslidintobedand__fell_fast___asleep___.Step6RoleplaySupposeitistheyear3000,whatwillthelifebelike?Pleaseactitoutbyusingyourimagination?Iwantsomestudentstogiveusaperformance,soflyyourimagination!Step7Self-assessmentHaveyouknownalotaboutthefuturelife?

IstheexperienceofLiqiangexciting?

Doesthehoveringcarriagemoveswiftly?

Areyouinterestedinthefuturelife?

Step8Homework1.Writeacompositionaboutfuturelife.2.MakeposteraboutthefuturelifebysurfingtheInternet.學(xué)情分析1.認(rèn)知基礎(chǔ)：高二學(xué)生基本上能用英語(yǔ)清晰地表達(dá)個(gè)人觀(guān)點(diǎn)，簡(jiǎn)單地描繪生活現(xiàn)象或表達(dá)情感認(rèn)識(shí)，能用基本的詞匯、短語(yǔ)，句型對(duì)未來(lái)生活作出描繪與預(yù)測(cè)。2.心理特征：高中學(xué)生想象力豐富，求知欲強(qiáng)烈，學(xué)習(xí)目標(biāo)明確，個(gè)人意識(shí)發(fā)展迅速并趨于成熟，獨(dú)立自主能力強(qiáng)，有一定的人格修養(yǎng)及正確的價(jià)值觀(guān)與人生觀(guān)。3.學(xué)習(xí)能力：學(xué)生對(duì)過(guò)去分詞的用法有基本的認(rèn)識(shí)，自主閱讀與語(yǔ)言表達(dá)能力有一定的基礎(chǔ)，具備良好的團(tuán)隊(duì)協(xié)作精神，能進(jìn)行高效地交流合作探究。效果分析利用多媒體制作課件，增大了課堂容量，加大了練習(xí)的力度。也加快了課堂的節(jié)奏。明確任務(wù)目標(biāo)，站在學(xué)生角度，精心設(shè)計(jì)教學(xué)任務(wù)，提高學(xué)生英語(yǔ)學(xué)習(xí)的積極性，為學(xué)生創(chuàng)設(shè)英語(yǔ)交際環(huán)境。整堂課師生，生生互動(dòng)性強(qiáng)，在自主、互動(dòng)、探究的方式中展開(kāi)課堂教學(xué)。并且引導(dǎo)學(xué)生重視所學(xué)的知識(shí)的語(yǔ)用功能。課堂氣氛活躍，學(xué)生踴躍參加活動(dòng)并取得了良好的效果。

教材分析本單元教學(xué)內(nèi)容為人教版新課標(biāo)Module5Unit3Lifeinthefuture。本單元的中心話(huà)題是“未來(lái)生活”，教材內(nèi)容為學(xué)生提供了想象的空間，旨在培養(yǎng)學(xué)生預(yù)測(cè)未來(lái)的能力，通過(guò)對(duì)現(xiàn)實(shí)生活與未來(lái)生活的對(duì)比，增強(qiáng)學(xué)生回顧過(guò)去，珍惜現(xiàn)在，展望未來(lái)，愛(ài)護(hù)環(huán)境，保護(hù)自然的意識(shí)。第一篇Reading文章主要講述主人公LiQiang在時(shí)空旅行前、時(shí)空旅行中及時(shí)空旅行后的所見(jiàn)所想。文章是科幻型閱讀，旨在喚起學(xué)生的想象力，培養(yǎng)學(xué)生對(duì)未來(lái)生活的預(yù)測(cè)。評(píng)測(cè)練習(xí)ChallengeyourmemoryIsufferedfrom____________,andIwasnervousand___________atfirst.However,myfriendgavemesomegreen_______whichhelpedmealot.Atlastweweretransportedsafelyintothefutureina_______________byFutureTours.Weclimbedintothecapsulethroughasmall________.Atfirst,thenew_______________weredifficulttotolerate.Hitby___________freshair,myhead_______,thenIputona_______andIfeltmuchbetter.SoonI___________________againandcollectedahovering_________.By_________or___________downintheseat,wemovedswiftly.Iwasshownintoa_____,________________room.Suddenlythewall________,whichwasmadeof______.AtlastIwas___________and__________bedandfellfastasleep.1．Putthestatementsintocorrectorder.

(C---A---D---B)A.

Wearetransportedintothefuturebyacomfortabletimecapsule.B.

IarrivedatWangPing’shomeandeverythinginhishousemademesurprised.C.

IwonatraveltotheyearAD3005.D.

Ihavemyfirsttrytomasterahoveringcarriage.課后反思閱讀教學(xué)傳統(tǒng)模式常常是單一的自下而上模式，只是把課文作為單純向?qū)W生傳授語(yǔ)法及語(yǔ)言知識(shí)的載體，重在老師的講解，忽視了培養(yǎng)學(xué)生的閱讀速度和理解能力;傳統(tǒng)的閱讀理解提問(wèn)方式也常常停留在對(duì)所閱讀文章的表層理解層次上。如何借助這些課文來(lái)提高學(xué)生的閱讀速度、閱讀理解能力和語(yǔ)言水平呢?這是一個(gè)需要師生互相合作的工作。在閱讀課的課堂教學(xué)中，教師應(yīng)精心設(shè)計(jì)教學(xué)程序，讓學(xué)生的閱讀和討論交流相互交叉進(jìn)行，從而使閱讀課既達(dá)到提高學(xué)生閱讀水平的效果，又能較好地發(fā)揮學(xué)生的主觀(guān)能動(dòng)性，將接受的信息轉(zhuǎn)變成交際實(shí)踐的內(nèi)容課標(biāo)分析本教學(xué)設(shè)計(jì)在新課程教學(xué)理念的指導(dǎo)下，以培養(yǎng)學(xué)生的語(yǔ)言知識(shí)、知識(shí)技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)為根本基礎(chǔ)上發(fā)展學(xué)生綜合語(yǔ)言能力，使學(xué)生通過(guò)觀(guān)察、體驗(yàn)、探究等積極主動(dòng)學(xué)習(xí)優(yōu)化英語(yǔ)學(xué)習(xí)方法，挖掘并發(fā)揮自己的學(xué)習(xí)潛能，形成有效的英語(yǔ)學(xué)習(xí)策略。1.組織學(xué)生活動(dòng)，發(fā)揮主體作用新課程強(qiáng)調(diào)要充分發(fā)揮