Learning about Language教学目标设计

课题

教

学

目

标

Unit 3 Life in the future

First Impressions

知识与

技能

过程与

方法

课型

Reading 主备史保雪

人

Understand the passage and get to know more about life in the future. Realize the writer’s attitude towards life in the future.

Develop students’ reading abilities and let them learn different reading skills. Asking-and-answering activity to check Ss’ understanding.

Individual, pair or group work to finish each task. 情感态Let students know about what life in the future might be like 度与价and stimulate their imagination; Develop the sense of 值观

protecting the earth.

Let the students discuss and predict the good and the bad changes in the future. Develop students’ reading abilities and let them learn different reading skills. Fast and careful reading；

Asking-and-answering activity to check Ss’ understanding；

Individual, pair or group work to finish each task；

Discussion. The blackboard, the textbooks & PPT

Unit 3 Life in the future First Impressions

Before the journey

The journey During the journey

the air; the hovering carriage

After the journey

the computer; the leaves 教学

重点

教学

难点

教法

学法

教学

用具

板书

设计

教

学

过

程

教师活动

学生活动

Step I.

Lead in the topic by the song “whatever will be Enjoy the song & Warming up will be”. Ask Ss about their predictions about have a free talk

future.

[意图说明]通过活动让学生对话题产生兴趣，为之后的阅读和发现问题、解决问题做铺垫。

Step II.

1.

Skimming

Read the text Reading Get the Ss to read the text quickly and get the quickly and get the

general idea.

general idea.

[意图说明]标题导读和预览是指导英语阅读的

重要方法。通过标题和文章结构，学生能初步

了解文章的大致内容，学会抓住线索阅读文

章。

2.

Scanning

Task 1（before the journey）：Ask students to Read the first read the first paragraph quickly and find out the paragraph quickly answers to the questions in three minutes. and then in pairs Q1: Why did Li Qiang go into the future? answer the Q2: How did he feel when he left his own questions time?

Q3: How did he get to the year 3008?

Q4:What did he notice first when he arrived in

AD 3008?

[意图说明]训练学生通过寻读获取特定信息的

阅读技能，引导学生体会李强在旅行之前的感

受。

Read the second Task 2（during the journey）：Inside the capsule

paragraph quickly Ask students to read the second paragraph and then fill in the quickly, and then fill in the blanks. blanks. 1. They climbed in through a small ________.

The seats were comfortable and after a calming

drink, they felt _______ and closed their eyes.

2. The capsule began swinging gently sideways

as they lay _______ and dreaming.

3. A few minutes later, the________ was

completed and they had arrived. He was still on the ______ but one thousand years in the future. Task 3（during the journey）：Outside the capsule

Give Ss a few minutes to go through the third paragraph and to think over the question. Get some details on the environment in the future. Encourage them to find out the reasons for the terrible environment. Q: What was Li Qiang’s first impression of the future?

Go through the third paragraph and think over the question.

new surroundings…

the air…

oxygen…

transport…

Summarize the

Task 4（after the journey）：Get Ss to read the problems and forth paragraph and find out What Li Qiang’ s reasons reflected by these special first impression of Wang Ping’s home was?

designs, and put [意图说明]启发学生透过文本深入思考探究，forward their

own views on 发现问题解决的办法。

room design.

3. Post- reading Discuss which changes to life in AD3008 are good or bad and give reasons for your choices. StepⅢ.

Discussion

StepⅣ.

Summary

What’s the writer’s attitude, optimistic or pessimistic? Retell the text by filling in the blanks. (高考链接----语法填空题) I 1_________ (take) up a prize 2_______I won last year. I was very nervous and 3________(certain) at first. I was transported safely to the future in a time capsule. The air in the future was thin as though 4____(it) combination of gases had little oxygen 5_____.(leave) Wang Ping asked me to put on a mask. We then collected 6____carriage driven by computer. By 7_______ (bend) or pressing down in your seat, you can move 8_______(swift). At Discuss the question in

groups.

Summary the text by filling in the blanks.

last, we arrived at a house whose wall was made of trees. A table and some chairs rose from 9_______the floor as if by10 ______(magical). A bed was also produced from the floor.

作业布置

1.（Pair work）Suppose you were Li Qiang and now you were in the future, and your mother is in the actual life. Make a phone call to your mother, encourage the students to try their best to imagine what will happen in the future and to describe what happens clearly.

2．Look up the important or difficult words and expressions that you find in the text, you may either refer to books or search the internet.

教学反思

阅读教学在英语教学中有非常重要的地位，以培养学生的阅读能力为主要教学目标。语篇整体理解是阅读教学的重要环节，因此阅读第一课时教学是否有效，将决定整个阅读教学的成败。

阅读第一课时教学重在运用语篇整体教学模式帮助学生们理清思路，抓住细节，完整、系统地进行语篇阅读与理解， 培养学生用英语进行思维的能力和提高学生的语言运用能力。

经过实践，我体会到要精心设计一堂阅读课，教师要在课前花大量的时间和精力对一节课的类型、主题、结构等诸因素作充分的考虑和研究。这堂课基本上做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。教学中融入了素质教育，且使学生在趣味中学得了知识，这也是目前提倡的教育教学理念。

我感到多媒体教学用于英语阅读教学有很多好处：首先，课堂的导入是十分重要的，好的导入可以激发学生的学习兴趣，直观、生动的图片、动画使得学生更容易进入学习状态，把学生从

枯燥的课堂解放

，有利于师生的互动，

能更好地实现教师的教学意图。其次，多媒体课的容量大，教师可以把原来花在板书的时间用于指导学生，或设计一些多样的题型。再者，通过听录音，朗读课文，配以在幻灯片呈现问题，让学生有目的性带着问题去听课文，朗读课文，一部分一部分的分析课文，解决问题。在此过程中，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望。

教学内容设计要符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求。在任务的设置中应充分考虑学生是否能够完成。本堂课的细节理解部分难度合适，大多数学生都能顺利完成。

但是另一方面，这节公开课也有不足之处。

一是在任务设计上，我的目标是要由易到难，层层深入，使教学阶梯式地层层递进。但是却忽略了任务的合作性，特别是对小组学习中各个同学的各自不同的角色，没有提供充分的信息，指令不够明确，使小组讨论环节没达到预期效果。尽管学生在阅读反馈中的表现不错，但是我觉得如果在布置任务前，能够指令再明确点，那么学生的反馈会更为出色。因此，在任务设计上还有待改进，对教材内容的研究还不够认真深入，不能结合学生的实际大胆取舍，所以在设计上有点繁琐。学生在分组讨论时，教师应该更为明确地指定每组的任务，课前合理安排好讨论组别和人数，这样学生在明确的目标任务下，也会更好地完成指令，而不至于被动地等待其他组来完成任务，并且同一目标的组别可以进行比较，进一步激发学生的阅读兴趣。