2022年高二英語(yǔ)《Life in the future》教案

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1、2022年高二英語(yǔ)《Life in the future》教案 Teaching Goals: 1.Learn some new words and expressions. 2.Improve the Ss’reading skills. 3.To illustrate Ss’ imagination of future life 4.Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future. Teaching Metho

2、ds: 1.Inductive method 2.Pair work and group work 3.Illustration 4.Deductive Method Teaching Procedures: 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 e from? Do you live in the downtown or in the countr

3、yside? Is it a suitable location for people to live in? What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…). Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…) Bikes, cars, buses and so on can be used to carry peopl

4、e or things from one place to another place, and they are called vehicles. Q3:What other vehicles do you know? carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, … Q4:What means of transport do you know? Car, bicycle, motorcycle, train, plane, Space craft Q5:Imagine what

5、 the future means of transport will be like? 2. Conclusion This unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the fut

6、ure life. 【設(shè)計(jì)說(shuō)明】 由日常問(wèn)候開(kāi)啟話題，通過(guò)提問(wèn)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)交通工具的種類來(lái)預(yù)測(cè)未來(lái)的交通方式，從而導(dǎo)入課文。 Step 2 Warming up and Pre-reading Task1:Pair work In pairs let Ss list the changes in transport, environment, education and housing will happen in the next century. Present time In one Thousand Ye

7、ars’ Time Transport Environment Education Houses 【設(shè)計(jì)說(shuō)明】 通過(guò)對(duì)交通，環(huán)境，教育和住房四方面的發(fā)展和預(yù)測(cè)讓學(xué)生發(fā)揮自己的想象力進(jìn)入閱讀文章的處理學(xué)習(xí)中。 Step 3 Skimming Task2:Skimming the text and try to find the answer to the question Q: Which changes are mentioned in the text? time travel – transport – air quality – rel

8、igion – clothing – eating – houses – towns Task3:Prediction Work in pairs and make a prediction. Q: Which changes are good and which are bad? 【設(shè)計(jì)說(shuō)明】 猜測(cè)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(wèn)題引發(fā)學(xué)生思考，對(duì)未來(lái)生活的各個(gè)方面進(jìn)行預(yù)測(cè)。其次通過(guò)快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對(duì)未來(lái)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(duì)未來(lái)生活變化的好壞進(jìn)行小組討論，培養(yǎng)集體協(xié)作精神。 Step4 Sc

9、anning Task4:Scan the text and find the answers to the questions. 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? 【設(shè)計(jì)說(shuō)明】 通過(guò)跳讀文章了解了文章中的人物、時(shí)間、地點(diǎn)、事件、原因等關(guān)鍵要素，因此

10、讓學(xué)生通過(guò)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。 Step5 Reading for details 1．Before the journey Q1: What did Li Qiang suffer from? Q2: How did Li Qiang feel? What makes him feel better? Q3: Where did they arrive? 2．During the journey Q1: How did Li Qiang overe the lack of fresh air? Q2: How did the h

11、overing carriage float? Q3: How can a person move swiftly? Q4: What were people doing there? Q5: What happened to Li Qiang? Q6: What is a “time lag” flashback? 3．After the journey Q1: How did the author feel after visiting the special house? Exhausted, I slid into bed and fell fast asleep. 【

12、設(shè)計(jì)說(shuō)明】 通過(guò)精讀課文，從事件發(fā)生的先后順序及地點(diǎn)轉(zhuǎn)換順序了解文章細(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(lái)處理文章細(xì)節(jié)。在此過(guò)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(guò)去分詞做狀語(yǔ)及定語(yǔ)的句子，為語(yǔ)法部分的講解作個(gè)鋪墊。 Step 6 Consolidation Ask Ss to tell the following sentences are True or False (T or F) (1) Li Qiang was worried about the journey, so he was unsettled all the tim

13、e. (2) Wang Ping is his friend who is also a good guide. (3) His head ached because of lack of oxygen. (4) Li Qiang lost in touch with Wang Ping, but he found him at last. (5) Wang Ping’s mother was not friendly to him. Suggested Answers: (1) F (2) T (3) F (4) T (5) F 【設(shè)計(jì)說(shuō)明】 通過(guò)正誤判斷題來(lái)進(jìn)一步讓學(xué)生來(lái)鞏固課文內(nèi)容。 Step7 Homework Group Work: In pairs retell Li Qiang’s story traveling to the year AD 3008, either in writing or in speech. You may make use of the words and expressions you have just learnt. 【設(shè)計(jì)說(shuō)明】 通過(guò)學(xué)生小組合作用對(duì)話或者文章的內(nèi)容復(fù)述文章的內(nèi)容，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。