Lifeinthefuture教学设计

L i f e i n t h e f u t u r e教学设计Analysisoftheteachingmaterial教材分析

本单元教学内容为人教版新课标Module5Unit3Lifeinthefuture。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。

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache,

b. 重点句式

This is similar to ..., but it means ... P17

Well-known for ..., his parents’ com pany，called “Future Tour”, transported me safely into the future in a time capsule.. P18

2. Ability goals 能力目标

Enable the Ss to talk about the life in the past, at present and in the future.

3. Learning ability goals 学能目标

Help the Ss learn how to describe the life in the past, at present and in the future. Teaching important ＆difficult points 教学重难点

Compare life in the past, at present and in the future.

What is life in the future like What changes will take place

Teaching methods 教学方法

Fast and careful reading; asking and answering activity; individual, group work.

Teaching aids 教具准备

A computer and a projector.

Teaching procedures ＆ways 教学过程与方式

Step 1 Greetings and Lead-in

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

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

2．Q2: No matter where you live, I am wondering how do you usually go to school

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

4．Q3: What will the future means of transportation be like (Time travel)

【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Location of settlement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。）

Step 2 Skimming

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

Q1：What will the future life be like

Q2: Which changes are mentioned in the text

Q3: Which changes are good and which are bad

【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。（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。）

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 did he 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

【设计说明】通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。

2．During the journey

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

Confused by the new surrounding, I was hit by the lack of fresh air

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

1. Hovering carriage: .

Q2: How did the hovering carriage float