人教新课标高中英语必修五Unit 3 Life in the futureUnit 3 Life in the future教案

Unit 3 life in the future说课稿

尊敬的评委：

早上好。今天我说课的主题是必修五第三单元life in the future，第一篇课文First impressions。我准备从教材，学情，教学，学法，教学过程，板书设计六方面来说。

一．说教材

1. 未来生活在必修5中是一个重要话题。本课是一节泛读课，First impressions 讲述了李强如何安全到达“未来世界”以及在“未来”的第一印象。本课在提高学生的阅读能力上起着非常重要的作用。教材设计这样一个话题，不仅是为了提高学生的语言技能，也是为了拓宽学生的视野，激发学生的学习兴趣。

2. 新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。学习英语是人的发展的一部分，体现更多的人文精神。

的情感，并有自己的见解。

二．说学情

高二的学生已掌握一定的词汇量，也有自己独立的思想，普遍对新鲜事物感兴趣。但大部分学生阅读能力差，对英语缺乏兴趣，也缺乏信心，所以本节课要以增强学习英语的兴趣和自信为出发点，以提高学生的阅读能力为目的。在教学设计上一定要由浅入深，层层递进。设计不同的教学活动让大部分学生参与进来，享受小组合作的快乐。

基于教材和学情分析本课教学目标:

知识目标：让学生理解课文中心大意，并在文中巩固一些重要的词，短语，句子。

能力目标：提高学生的预测，略读，查读，推断等阅读技巧。

情感目标：激发学生学习英语的兴趣，热爱生活，提高小组合作意识。

教学重难点：掌握未来生活与现在生活的不同，提高推断阅读技巧；理解作者对未来生活

三．说教法和学法

在教学中兴趣是最好的老师，在文中巩固词汇才具有生命力，高中提高学生各种阅读技能是重点。新课程还强调学生是学习的主人，教师只是引导者，要让学生积极主动参入。所以我采用了：

1. 多媒体的使用，采用视频情境导入。

2. 略读（借助图片，每段首尾句），（带着中心词）查读，推断（根据课文提供

的信息）

3. 任务型教学法：围绕课文设计预测，连线，填词。TorF，翻译难句，选择，

讨论等不同形式的活动。

4，独立思考，同桌、小组讨论和合作的学习方法

5. 学案辅助教学

四．说教学设计：

Teaching Design

Step1. Lead-in

Step2.Reading

1) Predicting

2) Fast reading

3) Careful reading

Step3. Deep Comprehending

Step4. Discussion

Step5. Summary

Step6. Homework

具体步骤如下：

Step1 lead-in

导入环节使用了视频，电影<变人中>的一小段。主要是让学生对未来生活展开想象力，引起兴趣. 然后反问Do you want to know more about future?

接着用一些图片吸引学生。最后反问do you want to travel to future now?

Step2. Reading

1.Predicting (预测环节主要是让学生利用课文的图片思考文章中有可能

出现的内容。这样是为了激活学生相关的背景知识，培养学生对阅读

的预测能力。)

2.Fast-reading

（快速阅读设计了两个活动。一是回答问题，二是连线匹配各段的中

心大意。是为了提高学生的略读技能。带着问题，中心词去文中查找）

Task1. Answer questions

1.Whose first impressions are these?

2. Who guided my trip?

3. How did he get to the year 3008?

Task 2: Match the main idea of each paragraph.

Para.1 Staying in Wang Ping’s home

Para.2 My impressions of life in AD 3008

Para.3 How I came to take a time travel journey

Para.4 The journey

3. Careful-reading

（仔细阅读设计了两个活动。在学生对文章有了整体了解的情况下，需要对细节进一步掌握。这个环节通过小组活动一是为了让学生重点理解将来生活与现在生活的不同之处，二是为了进一步提高学生的细节查读能力。）

Task1. Fill in the blanks

（设计了一个表格，让学生填词，降低了难度，同时结合了本单元的语法--过去分词做状语从而进步掌握文章的重点句)

Step4. Deep comprehending

（深层理解部分一是对难句分析并翻译, 二是基于文章事实做一个推断题。这个环节的设计是为了更深刻的理解文章。）

Task1. Translation

However, I lost sight of Wang Ping when we reached what looked like a large market because of too many carriages flying by in all directions.

然而，当我们到达一个看上去像是大市场的地方时，由于有太多车子向四面八方飞奔，我看不见王平了。

Task2.What can you infer from the passage?

A. Global warming still exists in AD 3008. Before the journey ________about the journey, I was __________for the first few days. as a result, he suffered from “ time lag ”. During the journey The surroundings were difficult to tolerate. ______by a _____ of fresh air and his head ______. Collect a hovering carriage __________by computer. After the journey Li was showed into a large bright, clean room with a green wall made of______. Exhausted, he _____ into bed and _____ fast asleep.

B. Everyone would have to put on a mask when they went outside in the future

C. In the year AD 3008, the air in private houses was poor quality.

D. Li Qiang regretted having traveled to

the year AD 3008.

Step 5.Discussion: the writer’s view of future

Pessimistic or optimistic

Reasons:______________________________________________

______________________________________________

________________________________________________.

Pessimistic：

1. Worried about the journey, I was unsettled for the first few days.

2. At first my new surroundings were difficult to tolerate.

3. Hit by a lack of fresh air, my head ached

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

(讨论环节的设计是让学生通过讨论，深刻理解作者的观点，需要从课

文中找出证据。做到推测有理有据。同时也正是对重点句的再次深刻巩

固。)

Step6. Summary （走向高考）

The passage is about Li Qiang’s future journey in a time capsule. He traveled to AD 3008. He was unsettled as ______result of suffering from “time lag”But his guide , Wang Ping gave him some _________ (tablet) which helped a lot. It took only a few minutes ______ they came to 1,000 years in the future. At first his new ____________(surround) were difficult to tolerate . Hit by a lack ______ fresh air, his head ached. But after putting on a mask , he felt ________(good) in no time. He collected a hovering carriage __________(float) above the ground. He caught _________(sight) of Wang Ping and flew after him to Wang Ping’s house, ________everything was strange. The wall was made of trees, which provided the room with oxygen. Exhausted, he ______(slide) into bed and fell asleep.

（联系高考设计了词汇语法填空，这10个空，分别冠词，名词的单复数，连词，固定短语中的介词，形容词比较级，固定词组，非谓语动词和动词的时态着手，目的一是对课文再次从整体把握中心，在文中对重点词汇，短语，句子进行巩固，二是平时的阅读也要要向高考靠拢。同样采用了小组合作并竞争的形式，需要学生把词写在黑板上，并给予计分，鼓励得分的小组。）

Step7. Homework:对学案上的summary进行翻译并背诵。

（作业环节的设计是根据文章介绍的未来生活，对课文的再次复习巩

固）

总结：整个教学设计是由浅入深，层层递进，以提高学生的各种阅读技能为目的，以学生为中心，引导学生积极参与不同的教学活动，提高小组合

作意识，增强学习英语的积极性。

五．说板书设计Blackboard Design

Unit 3 life in the future

First Impressions

一.Structure Before the journey

Future tours During the journey

After the journey

二. Summary（学生写下10个词）

（板书的设计一方面体现本课的结构，另一方面体现学生的活动展示）以上是我的说课内容，希望各位评委多多指教！！！

人教版高中英语必修五电子课本

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