Life in the Future說課稿5篇

必修5unit3說課稿一

Good afternoon, everyone. It’s my greatpleasure to be here sharing my lesson with you. The content of my lesson isSenior English for China Book5 Unit 3 Life in the Future. I’ll be ready tobegin this lesson from six parts: Analysis of the teaching material, Analysisof the students, Teaching aims and important and difficult points, Teachingmethods and aids, Teaching procedures, and Blackboard design. First, let me talk about the teachingmaterial.

Part 1 Analysis of the Teaching Material:

This unit is about whathuman beings’ life will be like in about one thousand years. By studying ofthis unit, we’ll Enable the students to know the changes in humans’ life andsome new inventions bringing about the change and develop the interest inscience. This lesson plays an important part in the English teaching in thisunit. This is an important lesson in Book Five. From this lesson, it startsasking the Ss to grasp contents of each passage. Therefore, this lesson is inthe important position of the teaching material. If the Ss can learn it well,it will be helpful to make the Ss learn the rest of this unit.

Part 2 Analysisof the Ss

As Senior2 Ss, they are at differentlevels of English fluency, some of them have lost interest in English. Soduring the lesson, I arrange a variety of activities to let all of them join into attract their interest and let them be confident and taste the joy ofsuccess.

Part 3 TeachingGoals and Important and difficult Points

一. Teaching Goals

1. Knowledge goals

To master the important words andsentences patterns of this unit through this period:constantly, previous,uncertain, guide, surroundings, press, belt, flashed, take up, be back on one’sfeet, sweep up, lose sight of, etc.

2. Ability goals

① Enable the Ss to have the ability toknow and talk about what humans’ life will be like in the year AD 3008;

② Let the Ss learn the reading skills ofskimming, scanning and getting the main idea of each part and each passage

3. Moral goals

Increase the Ss’ interest in English

二．Key teaching points and difficultpoints

1. How tohelp the Ss to talk about the humans’life in the year AD3008;.

2. How toimprove the Ss’ reading abilities;

3. How to grasp the main idea of eachparagraph / part & each passage.

Part 4. Teaching Methods and Aids

Task-based method, brainstorming,skimming, scanning, competition, discussion, role-play, class work, etc.

Multi-media aid , a tape recorder andsome pictures.

Part 5. Teaching procedures

Step1. Warming up & Lead-in

Step2. Fast reading

Step3. Detailed reading

Step4. Discussion

Step5. Role play

Step6. Summary & Homework

Step1. Warming up & Lead-in

1. At first I’ll lead-in thepassage by sharing a short video----“The problems which our world is facing” toattract their interest. Meanwhile, ask them to talk about what problems ourhuman beings are facing today. Then discuss which problems do you think peoplewill have overcome in one thousand years and which problems do you think willstill exist in AD3008 and why?

The pre-reading preparesSs for the passage and relates the subjects of their own experience. They areencouraged to speak out their answer. Different answers are available.

2. A free talk: Do you want toknow what people’s life will be like in one thousand years?

Imagine, there is a time machine, we cantake it to travel to the year AD3008. Do you want to take the travel? Let’s doit.

Step2. Fast Reading

Ask students to read the text fast toget the main idea of the text. Answer the following questions:

Who is going on the trip to the yearAD3008?

What impression is it?

What is the form of this passage? (ane-mail) Who is Li Qiang writing to?

What is the main idea of this passage?

(With the task, students are expectedto grasp the theme of the article.)

Step3. Careful Reading

1. Ask the Ss to finish the following 4Exercises by using competitions. I’ll divide the Ss into 4 groups. If a studentcan answer the questions correctly, then his/ her group can get one point. Andthe group which gets the most points is the winner. Only through co-operationcan the Ss taste the joy of success. If the Ss know their answer is right, he’llbe confident and they’ll surely become more enthusiastic in learning English.The purpose is to the Ss’ reading comprehension.

Task 1:

Task 2: Finish the Exercise 1 on Page 19

Task 3: Finish Ex.2 on Page 19

Task 4: Finish Ex.3 on Page 19

2. Now try to find outwhat happened to Li Qiang before, during and after the journey.

(The task enables students to have a good knowledge of text.)

Step4. Discussion

Did you doanything bad for the environment in your daily life?

What shouldyou do to make our world more beautiful?

Answers:

1.Using the handkerchief instead of the paper napkin.

2.Using paper bags instead of plasticbags.

3. Don’t use one-off chopsticks.

4. Go to work/school on foot or by bikenot by car.

5. Throw cans, bottles, paper andplastic into the dustbin.

……..

Step5. Role Play

Suppose Li Qiang has come back from theyear AD3008, you are his friends or classmate. What questions will you ask himand what will he answer?

Student A --------Li Qiang’s friend orclassmate

Student B --------Li Qiang

(With the task, students learn to gather the main information.)

Step6. Summary and Homework

Homework: 1. Choose one paragraph to read aloudand retell it.

2. Previewthe reading on Page 22.

Part 6. The Blackboard Design

(略)

必修5unit3說課稿二

Unit 3 Life in the future說課稿

一、說教材

1. 教材內(nèi)容分析

本單元的中心話題是“談未來”，內(nèi)容主要涉及人類對今后生活環(huán)境的想象、猜測和思考。語言技能和語言知識主要圍繞“未來生活”這一中心話題進(jìn)行設(shè)計(jì)。

2. 說教學(xué)目標(biāo)的確立及其依據(jù)本節(jié)課是以談?wù)撐磥砩顬橹黝}的口語課，根據(jù)本課的內(nèi)容和要點(diǎn)制定以下的三維目標(biāo)：

(1) 語言知識目標(biāo)：學(xué)習(xí)文章中在“未來世界”的跨時(shí)空旅行、交通、住房、環(huán)境和空氣質(zhì)量等五個(gè)方面的英文描述；學(xué)習(xí)使用有關(guān)預(yù)測和猜測的表達(dá)方式。

(2) 能力目標(biāo)：從素質(zhì)教育的要求和學(xué)習(xí)語言的目的來看，高中英語教學(xué)重視培養(yǎng)學(xué)生運(yùn)用英語進(jìn)行交際的能力。這堂課重視培養(yǎng)學(xué)生的口語表達(dá)能力，體現(xiàn)英語教學(xué)的交際性、準(zhǔn)確性和實(shí)踐性。因此本節(jié)課教學(xué)著重培養(yǎng)學(xué)生的口語表達(dá)能力。

(3) 德育目標(biāo)：學(xué)生在本單元的學(xué)習(xí)過程和開展的小組討論活動(dòng)中，除了增長語言知識、提高用英語交際的意識和能力外，更要拓展對未來生活的想象力；并且從分享“未來生活”的主題活動(dòng)感受的過程中，加強(qiáng)合作意識、陶冶情操，提高自身素養(yǎng)。

3. 說重點(diǎn)和難點(diǎn)

1) Inspire the students to imagine thefuture life and say something about the future, for example, transportation andhousing, using the proper expressions.

2）Enable the students to understand themeaning of the text, and say something according to the text.

3）To improve the students’ oral ability. Practise two topics:

①What do you suppose the futuretransportation will be like? ②4) Retelling the text.

二．說學(xué)生

教學(xué)對象是高二（6）班的學(xué)生，這個(gè)班學(xué)生的英語基礎(chǔ)整體比較好。

三. 說教法

在具體教學(xué)中以情景教學(xué)法為主，充分利用直觀教具和多媒體手段，配以適當(dāng)?shù)囊曨l畫面，給學(xué)生以直觀生動(dòng)的體會(huì)，培養(yǎng)學(xué)生直接用英語理解、表達(dá)和思維的能力。讓學(xué)生積極參與，充分調(diào)動(dòng)他們的學(xué)習(xí)積極性，以有限的課堂為載體，帶學(xué)生進(jìn)入廣泛的知識天地。四. 說學(xué)法

本課內(nèi)容是未來生活環(huán)境的想象、猜測和思考，因此在教學(xué)過程中指導(dǎo)學(xué)生從跨時(shí)空旅程、交通、住房、空氣和環(huán)境等方面談?wù)摚\(yùn)用相應(yīng)的詞匯，強(qiáng)化記憶、發(fā)現(xiàn)學(xué)習(xí)，培養(yǎng)學(xué)生的觀察力、記憶力、想象力、思維能力。

五．說教具: 電腦，多媒體教學(xué)設(shè)備. 六．說教學(xué)程序

本課通過 Lead-in 、Skimming 、Q&A、Discussion、Summary 五步驟培養(yǎng)學(xué)生的分析和概括能力。

Teaching procedures: Step1: Lead-in .

Enjoy a short video, cut from a sciencefiction 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 accordingto each paragraph.

purpose: These questionts are simplequestions, just to help the students get a brief acquaintance to the futureworld described in the text.

Step3: Listening and retelling accordingto paragraph 4. Show some tips to help the

students retell the sentences.

Purpose: This exercise is a practice fororal test part C in NCEE.

Step4: Design two topics while talking aboutthe hovering carriage and Wang Ping’s

house. Practise the dialogues of makingpredictions.

Topic 1 Topic 2 The students may use thesestructures :

I suppose the transportation will besomething like a ….

I suppose , in the future, the house willbe built in…..I imagine that ….

Purpose: To practise the structure orallyI suppose that…, I imagine that..Step5: Summary of the text orally.

Step6: Discussion.

“What’s the writer’s attitude towards the future, optimisticor pessimistic?”“How doyou know? “

The students may begin like these :

? In my opinion, the writer’s attitude towards the future is _________. ? Asfar as I am concerned, the writer feels _________ to the future. ? I think the writer has an _________ viewof the future.

Purpose: To learn to analyze the writer’s attitude and express your conclusion.Step7 Homework

1. To talk with your chair mate on thetopic: Imagine, what the future world will be? 2. Review the reading passageand find out the difficult language points to you. 3. Finish exercises1,2&4 on page 19.

4. Review the words and phrases of thisunit. A dictation tomorrow.

Unit 3 Life in the Future wh- do yousuppose ….?I suppose …..I imagine that….

And some words, perhaps they will be:science fiction film, high-tech, time tunnel

1. What did Wang Ping’s house look like?

large, bright and clean

His house is a large bright, clean room.

It had a green wall, a brown floor andsoft lighting.

必修5unit3說課稿三

Unit 3 life in the future FirstImpressions

Good morning, professors, it’s my great pleasure to be here sharing mylessons with you. The content of the lesson is New Senior English for ChinaStudent’s Book5 Unit 3 life in the future . I’ll begin the lesson from the following sixparts,

Part 1.Analysis of the teaching material

Part 2.Analysis of the students

Part 3.The teaching methods

Part 4.The studying methods

Part 5.The teaching procedure

Part 6.Blackboard design

Part 1.Analysis of the teaching material

The teaching material includes teachingcontent , teaching aims , teaching key points and teaching difficult points.

Teaching content

This unit is about life in the future ,and the reading passage plays an important part in this unit . It not onlyprovides the chance for the students to learn about what the life may be likein the future ,but also includes many useful words ,expressions and grammarpoints that students should learn in this unit.

Teaching aims

1. Knowledge aims:

（1）To help students to understand the wordsand some useful expressions

（2）To get the students to know about what thelife may be like in the future .

2. Ability aims:

(1) To train the students’ reading ability by fast reading andcareful reading ,and get them to learn more reading skills.

(2) To help the students talk about thelife in about 1000 years in English.

3. Emotional aims:

(1) To increase the students’ interest in science and develop theirimagination.

(2)To call up the students to protect theenvironment.

Teaching key points

1. To train the students’ reading ability

2. To help the students talk about thelife in about 1000 years in English.

Teaching difficult points

1. To develop the students’ reading ability

2. To help the students grasp the mainidea of each paragraph and the whole passage Part 2.Analysis of the students

On the one hand ,they’ve learnt English for years, the studentshave got the basic abilities of listening, speaking, reading, and writing, theystill need many opportunities to practice what they have learned, to expresstheir ideas, feelings, and experiences and to develop their self-dependentlearning ability and cooperative learning ability

Part 3.The teaching methods

a. Task-based Language Teaching

b. Discussion

c. Question-and-answer Method

d. Role-play

Part 4.The studying methods

a. self-dependent learning method

b. Cooperative learning method

Part 5.The teaching procedure

Step 1 Lead-in

I will lead in the lesson of the unit byshowing pictures about the life in the past ,today and in the future ,and talkabout them .

Purpose: To increase the students’ interest, attract their attention andlead in step 2. Step 2 Fast reading

3. Ask them to choose the main idea ofeach paragraph

Paragraph 1( ) Paragraph 2 ( )Paragraph 3()Paragraph 4( )

A. How I came to take a time traveljourney

B. Staying Wang Ping’s home

C. The journey

D. My impressions of the life one thousandyears into the future

Methods: self-dependent learning method ,Question-and-answer Method, task-based language teaching

Purpose :To train the students’ self-dependent learning ability and havea brief understanding of the passage.

Step 3. Careful Reading

1.Get the students to read the passagecarefully ,and then finish Exercise 1 and Exercise 2 on page 19

I’ll divide the students into 4 groups ,andthen ask them to finish the tasks by competition and cooperation.If anyoneanswers the question correctly,his or her group will get 1 point,and the groupwhich get the most points is the winner.

Methods :cooperative learning method ,competition, task-based language teaching

Purpose :To train the students to graspthe detailed information and have a better understanding of the text.Throughcooperation and competitions,the students get the joy of success which makesthe students become more interesed in learning English, at the same time ,itcan help the students improve the cooperative learning ability.

Step 4 Activity

Ask the students to work in pairs ,oneacts as Li Qiang ,the other acts as a reporter that wants to interview Li Qiang.

Methods: cooperative learning method ,role-play , task-based language teaching

Purpose :To train the students’ speaking and thinking abilities andimpove their abilitiy of communicating in English.role-play teaching method canarouse the interest of learning and make the students learn better.

Step 5. Summary and homework

1.Get the students to retell the text withthe help of the information on the blackboard.

2.Imagine you are studying in a school inabout 1000 years ,what may it be like ?Please write a composition about it .

Purpose: By doing this , the students canreview the knowledge they have learnt in this lesson and train their writingability.

Part 6.Blackboard design

First impressions

1. What is the main idea of the passage ?

2 Choose the main idea of each paragraph

Paragraph 1( ) Paragraph 2 ( )Paragraph 3()Paragraph 4( )

A.How I came to take a time travel journey

B.Staying Wang Ping’s home

C.The journey

D.My impressions of the life one thousandyears into the future

The purpose of this part is to get thestudents to have a clear idea to get the main content of this lesson.

必修5unit3說課稿四

Book5Unit3 Life in the Future說課稿

The content of my lesson is Senior Englishfor China Book5 Unit 3 Life in the Future. I’ll be ready to begin this lesson from sixparts: Analysis of the teaching material, Analysis of the students, Teachingaims and important and difficult points, Teaching methods and aids, Teachingprocedures, and Blackboard design. First, let me talk about the teachingmaterial.

Part 1 Analysis of the Teaching Material:

This unit is about what human beings’ life will be like in about one thousandyears. By studying of this unit, we’ll Enable the students to know the changesin humans’life and some new inventions bringing about the change and develop the interestin science. This lesson plays an important part in the English teaching in thisunit. This is an important lesson in Book Five. From this lesson, it startsasking the Ss to grasp contents of each passage. Therefore, this lesson is inthe important position of the teaching material. If the Ss can learn it well,it will be helpful to make the Ss learn the rest of this unit.

Part 2 Analysis of the Ss

As Senior2 Ss, they are at differentlevels of English fluency, some of them have lost interest in English. Soduring the lesson, I arrange a variety of activities to let all of them join into attract their interest and let them be confident and taste the joy ofsuccess.

Part 3 Teaching Goals and Important anddifficult Points

一. Teaching Goals

1. Knowledge goals

To master the important words andsentences patterns of this unit through this period:constantly, previous,uncertain, guide, surroundings, press, belt, flashed, take up, be back on one’s feet, sweep up, lose sight of, etc.

2. Ability goals

① Enable the Ss to have the ability to knowand talk about what humans’ life will be like in the year AD 3008;

② Let the Ss learn the reading skills ofskimming, scanning and getting the main idea of each part and each passage

3. Moral goals

Increase the Ss’ interest in English

二．Key teaching points and difficult points

1. How to help the Ss to talk about thehumans’ lifein the year AD3008;.

2. How to improve the Ss’ reading abilities;

3. How to grasp the main idea of eachparagraph / part & each passage.

Part 4. Teaching Methods and Aids

Task-based method, brainstorming,skimming, scanning, competition, discussion, role-play, class work, etc.

Multi-media aid , a tape recorder and somepictures.

Part 5. Teaching procedures

Step1. Warming up & Lead-in

Step2. Fast reading

Step3. Detailed reading

Step4. Discussion

Step5. Role play

Step6. Summary & Homework

Step1. Warming up & Lead-in

1. At first I’ll lead-in the passage by sharing a shortvideo----“Theproblems which our world is

facing” to attract their interest. Meanwhile, askthem to talk about what problems our human beings are facing today. Thendiscuss which problems do you think people will have overcome in one thousandyears and which problems do you think will still exist in AD3008 and why? Thepre-reading prepares Ss for the passage and relates the subjects of their ownexperience. They are encouraged to speak out their answer. Different answersare available.

2. A free talk: Do you want to know whatpeople’s lifewill be like in one thousand years?

Imagine, there is a time machine, we cantake it to travel to the year AD3008. Do

you want to take the travel? Let’s do it.

Step2. Fast Reading

Ask students to read the text fast to getthe main idea of the text. Answer the following questions:

Who is going on the trip to the yearAD3008?

What impression is it?

What is the form of this passage? (ane-mail) Who is Li Qiang writing to?

What is the main idea of this passage?(With the task, students are expected to grasp the theme of the article.)

Step3. Careful Reading

1. Ask the Ss to finish the following 4Exercises by using competitions. I’ll divide the Ss into 4 groups. If astudent can answer the questions correctly, then his/ her group can get onepoint. And the group which gets the most points is the winner. Only throughco-operation can the Ss taste the joy of success. If the Ss know their answeris right, he’llbe confident and they’llsurely become more enthusiastic in learning English. The purpose is to the Ss’ reading comprehension.

Task 1: Finish the Exercise 1 on Page 19

Task 2: Finish Ex.2 on Page 19

Task 3: Finish Ex.3 on Page 19

Step4. Discussion

Did you do anything bad for theenvironment in your daily life?

What should you do to make our world morebeautiful ?

Answers:

1.Using 2.Using paper bags instead ofplastic bags.

3. Don’t use one-off chopsticks.

4. Go to work/school on foot or by bikenot by car.

5. Throw cans, bottles, paper and plasticinto the dustbin.

Step5. Role Play

Suppose Li Qiang has come back from theyear AD3008, you are his friends or classmate. What questions will you ask himand what will he answer?

Student A --------Li Qiang’s friend or classmate

Student B --------Li Qiang

(With the task, students learn to gatherthe main information.)

Step6. Homework:

1. Choose one paragraph to read aloud andretell it.

2. Preview the reading on Page 22.

必修5unit3說課稿五

【設(shè)計(jì)理念】

本教學(xué)設(shè)計(jì)在新課程教學(xué)理念的指導(dǎo)下，力求在培養(yǎng)學(xué)生的語言知識、知識技能、情感態(tài)度、學(xué)習(xí)策略和文化意識等素養(yǎng)的基礎(chǔ)上發(fā)展學(xué)生綜合運(yùn)用語言的能力，使學(xué)生通過觀察、體驗(yàn)、探究等主動(dòng)學(xué)習(xí)的方法優(yōu)化英語學(xué)習(xí)方法，充分發(fā)揮自己的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略。

1. 開展學(xué)生活動(dòng)，發(fā)揮主體作用

新課程強(qiáng)調(diào)要充分發(fā)揮學(xué)生在教學(xué)過程中的主體作用。本課設(shè)計(jì)遵循以學(xué)生為主體，教師為主導(dǎo)這一教學(xué)原則，創(chuàng)設(shè)角色扮演情景、激烈討論提出建議，讓學(xué)生最大限度地參與教學(xué)過程，尊重學(xué)生的主體地位，充分發(fā)揮學(xué)生在學(xué)習(xí)過程中的主動(dòng)性、積極性、創(chuàng)造性，使課堂充滿活力。

2. 實(shí)施情景教學(xué)，統(tǒng)合三維目標(biāo)

本課設(shè)計(jì)從教學(xué)需要出發(fā)，創(chuàng)設(shè)情景，進(jìn)行情景設(shè)問、討論，激起學(xué)生的情感體驗(yàn)，激活學(xué)生思維，幫助學(xué)生迅速、正確地理解和接受知識，并在學(xué)習(xí)過程中培養(yǎng)其積極進(jìn)取的科學(xué)的人生觀及價(jià)值觀，較好地落實(shí)了三維目標(biāo)。而三維目標(biāo)是相輔相成、相互滲透的，所以在情景教學(xué)的過程中，知識的落實(shí)、能力的培養(yǎng)、情感態(tài)度價(jià)值觀的滲透交融在一起，實(shí)現(xiàn)了三維目標(biāo)的和諧與統(tǒng)一。

3. 轉(zhuǎn)變學(xué)習(xí)方式，增強(qiáng)教學(xué)效果

新課程要求提倡自主、合作、探究的學(xué)習(xí)方式，發(fā)揮學(xué)生的主體性、能動(dòng)性和獨(dú)立性，本課設(shè)計(jì)通過自學(xué)課本，小組討論，綜合分析，角色扮演等活動(dòng)，為學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)提供了空間，使學(xué)生體驗(yàn)了自主之樂，合作之趣，探究之悅，促進(jìn)了學(xué)生知識的構(gòu)建與運(yùn)用，能力的培養(yǎng)和提高，情感體驗(yàn)和態(tài)度、價(jià)值觀的形成，增強(qiáng)了教學(xué)效果。

4. 運(yùn)用問題教學(xué)，啟發(fā)學(xué)生思維

本課設(shè)計(jì)按照誘思探究理論要求，遵循學(xué)生的認(rèn)知規(guī)律，引導(dǎo)學(xué)生去發(fā)現(xiàn)問題、分析問題和解決問題，從而掌握知識，形成能力，培養(yǎng)品質(zhì)。通過對文章分析的由淺入深，由易到難，循序漸進(jìn)，引導(dǎo)學(xué)生結(jié)合歷史現(xiàn)狀和教材信息，發(fā)揮想象，活化語言，從而達(dá)到綜合運(yùn)用英語進(jìn)行交際的目的。有利于培養(yǎng)學(xué)生的思維能力，激發(fā)學(xué)生的創(chuàng)新精神。

本教學(xué)設(shè)計(jì)貫穿了新的教學(xué)理念，體現(xiàn)了課程改革的鮮明特色，在教學(xué)內(nèi)容的重新調(diào)整、教材的合理處理、教學(xué)思路的設(shè)計(jì)等方面作了嘗試性的突破與創(chuàng)新，具有較強(qiáng)的實(shí)踐性和操作性。

【教材分析】

本單元教學(xué)內(nèi)容為人教版新課標(biāo)Module 5 Unit 3 Life in the future。本單元的中心話題是“未來生活”，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)測未來的能力，通過對現(xiàn)實(shí)生活與未來生活的對比，喚醒學(xué)生把握現(xiàn)在，珍惜現(xiàn)在，愛護(hù)環(huán)境，保護(hù)自然的意識。

第一篇Reading文章主要講述主人公Li Qiang在時(shí)空旅行前、時(shí)空旅行中及時(shí)空旅行后的所見所想。第二篇?jiǎng)t主要記敘了Li Qiang在太空站認(rèn)識的兩個(gè)非常特別的太空生物，并將兩個(gè)生物的特征進(jìn)行了對比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學(xué)生的想象力，培養(yǎng)學(xué)生對未來生活的預(yù)測。語法部分則延續(xù)了課文內(nèi)容，通過作者對未來生活態(tài)度的討論引出過去分詞做狀語及定語的用法，并以短文填空的形式來鞏固文章生詞的用法。聽力部分則描繪了一個(gè)擁有高新科技的wonderland,表明了人類對美好生活的追求與幻想，并最終通過口語情景設(shè)置鍛煉學(xué)生綜合運(yùn)用英語的能力與技巧，從而對未來生活進(jìn)行更細(xì)致的預(yù)測。

考慮到各部分內(nèi)容的內(nèi)在聯(lián)系，筆者結(jié)合教學(xué)實(shí)際將同一話題不同內(nèi)容與形式的材料進(jìn)行了重組，對教材內(nèi)容、編排順序等進(jìn)行了調(diào)整、刪減和補(bǔ)充，將整個(gè)單元設(shè)計(jì)成四個(gè)課時(shí)，豐富了教學(xué)內(nèi)容和語言活動(dòng)形式。

【學(xué)情分析】

1. 認(rèn)知基礎(chǔ)：高一學(xué)生基本上能用英語清晰地表達(dá)個(gè)人觀點(diǎn)，準(zhǔn)確地描繪

生活現(xiàn)象或表達(dá)個(gè)人情感，能用基本的詞匯、句型對未來生活作出描繪與預(yù)測。

2. 心理特征：高中學(xué)生思想活躍，求知欲旺盛，學(xué)習(xí)態(tài)度明確，自我意識

發(fā)展迅速并趨向成熟，獨(dú)立自主性強(qiáng)，有一定的道德修養(yǎng)及正確的價(jià)值觀與審美觀。

3. 學(xué)習(xí)能力：學(xué)生對過去分詞的用法有基本的了解，其自主閱讀與表達(dá)能力有一定的基礎(chǔ)，具備良好的團(tuán)體協(xié)作能力，并能進(jìn)行有效成功的交流合作討論。

【教學(xué)目標(biāo)】

（1）知識與能力

學(xué)習(xí)與未來生活有關(guān)的詞匯；能對本單元的生詞猜測詞義并能用英語釋義基本單詞；學(xué)習(xí)有關(guān)預(yù)測和猜測的表達(dá)方式以及過去分詞作定語、狀語的用法；能聽懂關(guān)于對未來生活、環(huán)境的想象、猜測和思考的會(huì)話，想象未來生活可能存在的問題；能用英語簡單地談?wù)撐磥砩?，猜測未來的科技發(fā)展趨勢；能閱讀關(guān)于未來生活、未來世界以及外太空和外星人的英語文章；能夠較好地發(fā)揮想象來描寫未來生活和外星生物。

（2）過程與方法

通過網(wǎng)絡(luò)或圖書館等途徑查找搜集有關(guān)科學(xué)家對未來生活預(yù)測的資料，培養(yǎng)學(xué)生利用學(xué)習(xí)資源的策略；并且筆者結(jié)合教學(xué)實(shí)際對教材內(nèi)容、編排順序等進(jìn)行了調(diào)整、刪減和補(bǔ)充，將整個(gè)單元設(shè)計(jì)成四個(gè)課時(shí)。第一課時(shí)為Warming-up and Reading, 第二課時(shí)為Learning about language, 第三課時(shí)為Using language, 第四課時(shí)為Listening and speaking。著重培養(yǎng)學(xué)生學(xué)習(xí)運(yùn)用詞匯學(xué)習(xí)中的猜詞策略，激發(fā)學(xué)生想象力，預(yù)測未來生活。

（3）情感態(tài)度與價(jià)值觀

通過學(xué)習(xí)課文，使學(xué)生回顧歷史，認(rèn)識現(xiàn)在，展望未來，激發(fā)學(xué)生的想象力；提高環(huán)境保護(hù)，資源保護(hù)意識。通過討論使學(xué)生了解中國和其他國家目前存在的社會(huì)問題以及科技發(fā)展方向，預(yù)測世界未來生活、環(huán)境的發(fā)展趨勢。

【重點(diǎn)難點(diǎn)】

重點(diǎn)：

1．掌握有關(guān)描繪未來生活的詞匯以及有關(guān)預(yù)測和猜測的表達(dá)方式。

2．通過對文章的學(xué)習(xí)，根據(jù)目前的現(xiàn)狀預(yù)測未來的生活，提高環(huán)境保護(hù)、資源保護(hù)意識。

難點(diǎn)：

1．掌握過去分詞作定語和狀語的用法。

2．運(yùn)用所學(xué)的詞匯及句型寫出具有一定想象力的短文。

【教學(xué)策略與手段】

1．采取多種教學(xué)方式，講述法與討論法相結(jié)合，啟發(fā)式教學(xué)法與創(chuàng)設(shè)課堂思維情景相結(jié)合，接受式學(xué)習(xí)與探究式學(xué)習(xí)相結(jié)合。

2．以活動(dòng)構(gòu)建教學(xué)理論為指導(dǎo)，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動(dòng)，分組探究。

3．適時(shí)對學(xué)生的學(xué)習(xí)過程進(jìn)行調(diào)控與激發(fā)，實(shí)現(xiàn)教學(xué)預(yù)設(shè)與動(dòng)態(tài)生成的統(tǒng)一。

【教學(xué)準(zhǔn)備】

1．教師整理課堂相關(guān)文字、圖表、影音資料，制成多媒體課件。

2．課前組織學(xué)生搜集、閱讀有關(guān)世界環(huán)境問題、當(dāng)今科學(xué)技術(shù)發(fā)展及對未來生活預(yù)測的文章，積累一定的知識儲備。

3．課前按教室座位情況將學(xué)生分成若干小組，每組6人，并選出組長一人，以小組為單位開展合作學(xué)習(xí)。

【教學(xué)過程】

Period1: Warming-up & Reading

Teaching Aims:

1. Learn some new words and expressions.

2. Improve the students’ reading skills.

3. Know the more advanced forms oftransport in AD 3005 and the advantages and problems of life in the future.

TeachingMethods:

1. Inductive method

2. Pair work & group work

3. Competition

4. Illustration

5. Deductive Method

Step 1 Greetings and Lead-in

1．The teacher can start with daily greetings and try to lead insome words in this unit.

Q1: Where do you come from? Do you livein the downtown or in the countryside?

Do you live in a comfortable surrounding?

Is it a suitable location for people tolive in?

What is it made of? (brick, stone,steel, glass, wood, plastic, bamboo, mud…).

2．Q2: No matter where you live, I am wondering how do you usuallygo to school? (by bike, by car, by bus…)

Bikes, cars, buses and so on can beused to carry people or things from one place to another place, and they arecalled vehicles. What other vehicles do you know?

carriage, ambulance, jeep, airbus,train, truck, motorcycle, fire engine, …

3．Now let’s take a look at the screen to learn about thedevelopment of all the means of transportation.

sedan chair – carriage – bicycle – motorcycle – car – train –aeroplane – space craft

4．Q3: What will the future means of transportation be like? (Timetravel)

Well, today we are going to learn atext about time travel.

【設(shè)計(jì)說明】

由日常問候開啟話題，通過提問學(xué)生家鄉(xiāng)情況導(dǎo)入城鎮(zhèn)生活，引出不同的建筑材料及交通工具中的生詞；然后總結(jié)交通工具的發(fā)展歷史，預(yù)測未來的交通方式，引出跨時(shí)空旅行，從而進(jìn)入閱讀文章的處理與學(xué)習(xí)。（由于考慮到Warming-up中的Transport與Houses, Villages,Towns, 以及Location of settlement的聯(lián)系不大，可單獨(dú)提出，因此將Transport的發(fā)展變化應(yīng)用于課文的導(dǎo)入中，這樣比較科學(xué)自然。）

Step 2 Skimming

1．The teacher will ask the students to predict the future life invarious aspects as to inspire their imagination and predicting ability.

Q1：What will the future life be like?

2．The students are given several minutes to read through the textand try to find out the changes mentioned in the text.

Q2: Which changes are mentioned in the text?

time travel – transport – air quality – religion – clothing –eating – houses – towns

3．The teacher can ask the students to carry out a discussionabout the changes.

Q3: Which changes are good and which are bad?

【設(shè)計(jì)說明】

猜測是培養(yǎng)學(xué)生閱讀能力的方法之一，因此筆者首先提出問題引發(fā)學(xué)生思考，對未來生活的各個(gè)方面進(jìn)行預(yù)測。其次通過快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對未來生活變化的描寫，培養(yǎng)學(xué)生快速閱讀的技巧與能力，并對未來生活變化的好壞進(jìn)行小組討論，培養(yǎng)集體協(xié)作精神。（由于Comprehending中關(guān)于未來生活變化好壞的討論難度不大，考慮到整個(gè)設(shè)計(jì)的連貫性，將其提至快速閱讀中，設(shè)置成小討論，將學(xué)生說與讀的能力更好地結(jié)合。）

Step 3 Reading for details

1．Before the journey

Q1: How many people are mentioned in the text? Who are they?

Q2: When did the writer write this letter? And to which year didhe travel?

Q3: Why did Li Qiang travel to the year AD 3005?

Q4: What did Li Qiang suffer from?

Q5: How did Li Qiang feel? What makes him feel better?

Q6: Where did they arrive?

【設(shè)計(jì)說明】

通過幾個(gè)特殊疑問詞，提出以下問題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時(shí)一般都包括事件發(fā)生的人物、時(shí)間、地點(diǎn)、事件、原因等關(guān)鍵要素，因此讓學(xué)生通過閱讀尋找上述要素，不僅讓學(xué)生的閱讀具有目的性，而且降低了閱讀的難度。

2．During the journey

1) In the capsule:

Climb through the round opening -- comfortable seats -- calmingdrink -- lay relaxed -- we rose slowly from the ground -- complete the journey-- 1000 years later -- ?

2) Out of the capsule

Confused by the new surrounding, I was hit by the lack of freshair

Q1: How did Li Qiang overcome the lack of fresh air?

1. Hovering carriage: .

Q2: How did the hovering carriage float?

Q3: How can a person move swiftly?

2. “A large market”

Q4: What were people doing there?

Q5: What happened to Li Qiang?

3. A large building

Q6: What is a “time lag” flashback?

【設(shè)計(jì)說明】

按事件發(fā)生的先后順序及地點(diǎn)轉(zhuǎn)換順序，處理文章細(xì)節(jié)，培養(yǎng)學(xué)生抓住文章線索來處理課文的能力。然后根據(jù)地點(diǎn)轉(zhuǎn)移，自然地將“太空倉內(nèi)”轉(zhuǎn)向“太空倉外”，按照作者在太空倉外所處的三個(gè)不同地點(diǎn)Hovering carriage, a large market, alarge building來處理文章第三段。

3．After the journey

(Arriving home, he showed me into a large bright, clean room.

Description of the house: brown floor, soft lighting, trees,leaves, computer screen, tables, chairs, green wall…

Q1: How did the author feel after visiting the special house?

Exhausted, I slid into bed and fell fast asleep.

【設(shè)計(jì)說明】

通過精讀課文，了解文章細(xì)致內(nèi)容，按照“時(shí)空旅行前，時(shí)空旅行中及時(shí)空旅行后”的時(shí)間線索來處理文章細(xì)節(jié)?！皶r(shí)空旅行中”又可按照“在太空倉內(nèi)與在太空倉外”分析文章信息。在此過程中鍛煉學(xué)生精讀的閱讀技巧，處理文章生詞，并適當(dāng)?shù)匾霂讉€(gè)過去分詞做狀語及定語的句子，為語法部分的講解作個(gè)鋪墊。

Step 4 Consolidation

1．Put the statements into correct order. ( C --- A --- D --- B )

A. We are transported into the future by acomfortable time capsule.

B. I arrived at Wang Ping’s home andeverything in his house made me surprised.

C. I won a travel to the year AD 3005.

D. I have my first try to master ahovering carriage.

2．Discussion: Compare the houses, towns, location of settlementof different period of time and predict about the changes in the future

AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea

3．A telephone interview with Li Qiang

Ask the students to discuss in group of six and raise as manyquestions to Li Qiang as possible. Some questions about the problems in futurelife are recommended.

【設(shè)計(jì)說明】

首先通過對文章故事情節(jié)的正常排序回顧文章梗概；其次通過Warming-up中過去、現(xiàn)在的房子、城鎮(zhèn)及居住環(huán)境的比較來預(yù)測未來方的發(fā)展與變化；最后設(shè)置情景，進(jìn)行角色扮演，模擬電話采訪Li Qiang回顧整篇課文，引出本節(jié)課的作業(yè)與任務(wù)。全面地鍛煉學(xué)生的總結(jié)概括能力以及團(tuán)體協(xié)作的討論能力。

Step5 Assignment

1．Show some pictures of various kinds of pollution to the studentsto arouse their awareness of environmental protection and then ask the studentswhat have caused those environmental problems in groups.

Q1: What problems are we facing now?

Q2: What have caused those problems?

2．Show some advanced and imaginative inventions to the students,and try to arouse their imagination to design specific objects for a betterfuture life

3．Assignment: Object-designing

Design an object which can help you change the world for a betterfuture

【設(shè)計(jì)說明】

通過角色扮演以及情景設(shè)置中引出未來生活中將會(huì)存在的問題，以此導(dǎo)出現(xiàn)在生活中存在的問題，由此自然地引出閱讀課的任務(wù)----發(fā)明設(shè)計(jì)，以此激發(fā)學(xué)生的發(fā)明創(chuàng)造能力，喚醒學(xué)生保護(hù)自然、愛護(hù)環(huán)境的意識，學(xué)習(xí)中滲透道德教育，一舉兩得。

Period2: Learning about language

Teaching aims:

1. Learn past participle usedas adverbial.

2. Master some importantwords: swiftly, unsettle, constant, remind, previous, bent, press, link.

Teaching methods:

1. Teach grammar in realsituations.

2. Learn grammar throughpractice.

Step 1 Revision and Preparation

1．Ask the students to talk about the writer’s attitude towardsthe future life, was he optimistic or pessimistic about the future? How do youknow? Can you find some sentences to support your opinion?

2．Ask the students to find out some sentences which can supportthe opinion that the author is pessimistic about the future life.

1 .Confused by the new surroundings, I was hit by the lack offresh air.

2. Worried about the journey, I was unsettled for the first fewdays.

3. Exhausted, I slid into bed and fell fast asleep.

And then ask the students to finish the exercises in theirtextbook.

Ex.1. Combine these two sentences usingthe past participate as the adverbial.

1. I was frightened by the loud noise. Iwent to see what was happening.

Frightened by the loud noise, I went tosee what was happening.

2. He was hit by the lack of fresh air.He got a bad headache.

Hit by the lack of fresh air, he got abad headache.

3.I felt very tired after the longjourney. I still enjoyed meeting the aliens on the space station.

Tired after the long journey, I stillenjoyed meeting the aliens on the space station.

4.Themuseum was built in 1910. The museum is almost 100 years old.

Built in 1910, the museum is almost 100years old.

5. The little girl was frightened bythe noise outside. The little girl dared not sleep in her bedroom.

Frightened by the noise outside, thelittle girl dared not sleep in her bedroom.

6. The student was given some advice bythe famous scientist. The student was not worried about his scientificexperiment any more.

Given some advice by the famousscientist, the student was not worried about his scientific experiment anymore.

3．Ask the students to find out some sentences which can supportthe opinion that the author is optimistic about the future life.

1. His parents company named “Future Tours” transported me safelyinto the future.

2. A table and chairs rose from under the floor as if by magic.

3. Tomorrow you will be ready for some visits organized by thecompany.

And then ask the students to finish the exercises in theirtextbook.

Ex.2. Combine these two sentences usingthe past participate as the attribute.

1. Soon we lost sight of that famousastronomer. He is called Li Qiang.

Soon we lost sight of that famousastronomer called Li Qiang.

2. I am going to buy a painting. It iscopied from Vincent van Gogh.

I am going to buy a painting copiedfrom Vincent van Gogh.

3. The castle is under repair. It was built in 1432

The castle built in 1432 is underrepair.

4. I like that old private house. It isbuilt of wood and mud.

I like that old private house built ofwood and mud.

5. The vehicle is mentioned in thebook. The vehicle is unknown to me.

The vehicle mentioned in the book isunknown to me.

6. The room is completely empty. Theroom is connected to the rest of the house by a long passage.

The room connected to the rest of thehouse by a long passage is completely empty.

7. The queen was sitting in a royalcarriage. The carriage was drawn b four horses.

The queen was sitting in a royalcarriage drawn by four horses.

【設(shè)計(jì)說明】

通過設(shè)置討論作者對未來生活持樂觀還是悲觀態(tài)度來復(fù)習(xí)并提升Reading內(nèi)容，鞏固學(xué)生對Reading全文線索的了解與掌握，并通過討論找出含有過去分詞用法的句子來支持各自的觀點(diǎn)。（由于Reading中Comprehending部分中關(guān)于作者對未來生活所持有的態(tài)度的討論跟語法部分聯(lián)系緊密，故將其從Reading中剪切，轉(zhuǎn)至語法中作為回顧閱讀課，導(dǎo)入新課）完成語法練習(xí)后，學(xué)生對過去分詞作狀語和定語的用法有了一定的了解，然后教師將過去分詞作狀語和作定語的用法系統(tǒng)歸納如下：

過去分詞作狀語可以表示時(shí)間、條件、原因、讓步、方式或伴隨，有時(shí)在其前還可以帶上連詞，以示明確。

1．作時(shí)間狀語。 Once discovered, the enemies werecompletely wiped out.

2．作原因狀語 Moved by his words, I accepted his present.

3．作條件狀語 United we stand, divided we fail.

4．作讓步狀語 Although tired, they continued to work.

5．作方式或伴隨狀語 The teacher stood there, surrounded bymany students.

注意：

1) 作狀語的過去分詞通常與句子的主語存在著被動(dòng)關(guān)系，她所表示的動(dòng)作通常和謂語動(dòng)詞屬于同一時(shí)間范疇，也可表示先于謂語動(dòng)詞發(fā)生的動(dòng)作。有時(shí)為了強(qiáng)調(diào)先發(fā)生的動(dòng)作，也可用having been done.

e.g. Having been told many times, he can’t still remember it.

2). 過去分詞的邏輯主語要跟主句的主語一致,否則不能用過去分詞作狀語,應(yīng)用狀語從句。

（誤）Checked carefully, some spellingmistakes can be avoided.

（正）If the composition is checkedcarefully, some spelling mistakes can be avoided.

過去分詞作定語或狀語時(shí)，該分詞及修飾成分相當(dāng)一句定語或狀語從句，變?yōu)槎ㄕZ從句或狀語從句中，該從句應(yīng)該具備兩個(gè)特征：1）從句的主語和主句中的先行詞一致；2）謂語動(dòng)詞為被動(dòng)語態(tài)形式。

Step2 Consolidation

非謂語動(dòng)詞練習(xí)

B 1.___ andhappy, Tony stood up and accepted the prize. (2006全國)

A. Surprising B. Surprised C. Being surprised D. To be surprising

A 2.No matter how frequently _______, the works of Beethovenstill attract people all over the world. (2006廣東)

A. performed B. performing C. to be performed D. being performed

C 3._________ and I’ll get the workfinished. (2007 重慶)

A. Have one more hour B. One more hour

C. Give one more hour D.If I have one more hour

B. 4. The repairs cost a lot, but its money well _____. (2006 湖北)

A. to spend B. spent C. being spent D. spending

C.5. _____ with a difficult situation, Arnold decided to ask his boss foradvice.(2006江蘇)

A. To face B. Having faced C. Faced D. Facing

B 6.When her father, the girl burst into crying. (2005湖北)

A. asking of B. asked about C. being asked D. asked

D 7. The man kept silent in the room unless . (2006浙江)

A. spoken B. speaking C. to speak D. spoken to

D8. ________, the old man is living a happy life. (2006天津)

A. taking good care B. taken good care

C. having taken good care D. taken good care of

D 9.The Olympic Games, in 776B.C., did not include women playersuntil 1912. (NMET2004)

A. first playing B. to be first played

C. to be first playing D. first played

B 10. from his clothes, he is not so poor. (2006上海)

A. Judged B. Judging C. Tojudge D. Having judged

A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET2003)

A. making B. makes C. made D. to make

B 12.The secretary worked late into the night, a long speech for the president. (MET2004)

1. to prepare B. preparing C. prepared D. was preparing

C 13. a reply, he decided to write again. (2005北京)

A. Not receiving B. Receiving not

C. Not having received D. Having not received

B 14.The houses are for the old people and the constructionwork will start soon. (2006江蘇)

A. built B. tobe built C. to build D. being built

C 15.If ill, I’ll stay home a good rest. (2006遼寧)

A. to fall,taking B. fall; to taking

C. falling; taking D.falling; take

Step 3 Discussion: Life at present V.S. Life in the future

1. Ask the students to carry out adiscussion to compare the present life and life in the future.

Do you want to work for space? Whatworker should be needed for the space？

2. Ask the students whether they wouldlike to work for space if possible, and then ask them to complete thisadvertisement choosing these words in their proper forms.

(constant remind unsettle previous bend press swiftly link)

Many people need to be________of the job opportunities on spacestations, which _________ need space cooks, cleaners, teachers, and computerengineers. You can be _____ trained with one-year space course and then beready to enjoy the benefits of working in space. People are _______ at firstbut soon feel better as families are encouraged to come. For health reasons,only one stay of three years is allowed. So any ______ experience working inspace for this length of time means you cannot apply. Many people ______ tostay longer but the _____ between illness and length of stay on a space stationis too strong. It is sad but the rules cannot be ___ for anyone. 【設(shè)計(jì)說明】

通過小組討論讓學(xué)生展開想象的翅膀，憧憬未來生活的美好，隨后通過跟目前生活的比較，教育學(xué)生要珍惜現(xiàn)在，展望未來。然后讓學(xué)生根據(jù)自己的實(shí)際情況，討論是否愿意為空間站工作。