Unit3《Life;in;the;future》教案（1）.docx

Unit3（1.ife;in;the;future>教案（I）unit3lifeinthefuture教案（1）（新人教版必修5）warming-upandreadingteachinggoals:Uearnsomenewwordsandexpressions.1.1 mprovethess,readingskills.3 .toillustratesszimaginationoffuturelife4 .knowthemoreadvancedformsoftransportinad3005andtheadvantagesandproblemsoflifeinthefuture.teachingmethods:Unductivemethod2.pairworkandgroupwork3.illustration4.deductivemethodteachingprocedures:step1greetingsandlead-inl.theteachercanstartwithdailygreetingsandtrytoleadinsomewordsinthisunit.ql:wheredoyoucomefrom?doyouliveinthedowntownorinthecountryside?isitasuitablelocationforpeopletolivein?whatisitmadeof?(brick,stone,steel,glass,wood,plastic,bamboo,mud.).q2:nomatterwhereyoulive,iamwonderinghowdoyouusuallygotoschool?(bybike,bycar,bybus.)bikes,cars,busesandsooncanbeusedtocarrypeopleorthingsfromoneplacetoanotherplace,andtheyarecalledvehicles.q3:whatothervehiclesdoyouknow?carriage,ambulance,jeep,airbus,train,truck,motorcycle,fireengine,.q4:whatmeansoftransportdoyouknow?car,bicycle,motorcycle,train,plane,spacecraftq5dmaginewhatthefuturemeansoftransportwillbelike?2.conclusionthisunitintroduceswhatlifeinthefuturemightbeliketoss.bydiscussingandansweringthequestionsabovecanmakesshaveageneralunderstandingofthepresentandfuturelifeandcanalsoillustratess,imaginationaboutthefuturelife.【设计说明】由日常问候开启话题，通过提问学生家乡状况导入城镇生活，引出不同的建筑材料及交通工具中的生词；然后总结交通工具的种类来预料将来的交通方式，从而导入课文。step2warmingupandpre-readingtaskl:pairworkinpairsletsslistthechangesintransport,environment,educationandhousingwillhappeninthenextcentury.presenttimeinonethousandyears*timetransportenvironmenteducationhouses【设计说明】通过对交通，环境，教化和住房四方面的开展和预料让学生发挥自己的想象力进入阅读文章的处理学习中。step3skimmingtask2:skimmingthetextandtrytofindtheanswertothequestionq:whichchangesarementionedinthetext?timetravel-transport-airquality-religion-clothing-eating-houses一townstask3:predictionworkinpairsandmakeaprediction.q:whichchangesaregoodandwhicharebad?【设计说明】推想是造就学生阅读实力的方法之一，因此笔者首先提出问题引发学生思索，对将来生活的各个方面进展预料。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对将来生活变更的描写，造就学生快速阅读的技巧与实力，并对将来生活变更的好坏进展小组探讨，造就集体协作精神。step4scanningtask4:scanthetextandfindtheanswerstothequestions.ql:howmanypeoplearementionedinthetext?whoarethey?q2:whendidthewriterwritethisletter?andtowhichyeardidhetravel?q3:whydidIiqiangtraveltotheyearad3005?【设计说明】通过跳读文章了解了文章中的人物、时间、地点、事务、缘由等关键要素，因此让学生通过阅读找寻上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。step5readingfordetails1 .beforethejourneyql:whatdidIiqiangsufferfrom?q2:howdidIiqiangfeel?whatmakeshimfeelbetter?q3:wheredidtheyarrive?2 .duringthejourneyql:howdidIiqiangovercomethelackoffreshair?q2:howdidthehoveringcarriagefloat?q3:howcanapersonmoveswiftly?q4:whatwerepeopledoingthere?q5:whathappenedtoIiqiang?q6:whatisa"timeIagwflashback?3 .afterthejourneyql:howdidtheauthorfeelaftervisitingthespecialhouse?exhausted,islidintobedandfellfastasleep.【设计说明】通过精读课文，从事务发生的先后依次及地点转换依次了解文章细致内容，遵照时空旅行前，时空旅行中刚好空旅行后的时间线索来处理文章微小环节。在此过程中熬炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法局部的讲解作个铺垫。step6consolidationasksstotellthefollowingsentencesaretrueorfalse(torf)(1) Iiqiangwasworriedaboutthejourney,sohewasunsettledallthetime.(2) wangpingishisfriendwhoisalsoagoodguide.(3) hisheadachedbecauseoflackofoxygen.(4) Iiqianglostintouchwithwangping,buthefoundhimatlast.(5) wangping,smotherwasnotfriendlytohim.suggestedanswers:(1)f(2)t(3)f(4)t(5)f【设计说明】通过正误判定题来进一步让学生来稳固课文内容。step7homeworkgroupwork:inpairsretellIiqiang,sstorytravelingtotheyearad3008,eitherinwritingorinspeech,youmaymakeuseofthewordsandexpressionsyouhavejustlearnt.【设计说明】通过学生小组合作用对话或者文章的内容复述文章的内容，全面地熬炼学生的总结概括实力以及团体协作的探讨实力。