英語北師大版選修7 Unit20 lesson 1 《Futurology》 閱讀課教案

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111 Unit 20 New Frontiers Lesson 1 Futurology 閱讀課教學設計 一、課標分析 根據《高中課程標準》的規(guī)定，在高二的學習中，學生要發(fā)展自己的英語語言運用能力：用英語進行恰當交流的能力；用英語獲取信息、處理信息的能力。在學習方法上，要逐漸形成有效的學習方法，在參與、實踐、討論和合作中學會用英語表達、交流，發(fā)展綜合語言運用能力。 二、教材分析 1．本課所在單元的主題為New Frontiers，主要介紹了跟我們生活與學習聯(lián)系緊密的科學領域，并且介紹了20世紀科學領域的一些先驅者。 2．本節(jié)課為 Lesson 1 Futurology的第一課時，是一節(jié)閱讀課。該課的主要內容是未來學家就科學對未來影響做出的展望。 3．教材內容上的安排（對未來的預測），可以鍛煉學生的抽象思維和創(chuàng)造性想象。 三、學生分析 1．學生對未來學及未來的世界這一話題既感到陌生，但又顯示出濃厚的興趣和求知欲，從而帶著好奇心去了解并探究。 2．學生對本課話題Futurology這一領域缺乏一定的背景知識、經歷和經驗， 但 高中學生已具備一定的相象能力和形象抽象思維能力。 3．高二的學生已具備一定的用英語獲取信息、處理信息、分析問題和解決問題的能力。 四、教學目標 1. 語言知識目標： a.重點詞匯和短語 seminar, handy, database, meanwhile, source, biochemistry, in terms of, wonder about, hundreds of, carry out, love doing/ to do b.重點句子 1) Some like to read fantasy stories and imagine what the world will be like… Others foresee future opportunities and problems. 2) Computers that are millions of times smarter than us will have been developed. 3) In the next few years, we will be communicating with our friends around the world… 4) We will have discovered other places in our solar system suitable for living and will have discovered ways to go further into space. 2．語言技能目標： 1)學生學會在閱讀中有目的地猜測、思考和獲取信息，并進行分析、推理和判斷，從而準確理解作者的意圖。 2）能在教師的指導下，主動參與組織和實施語言實踐活動。 3．知識能力目標： 1）初步了解未來學這一領域的知識及專家對未來世界的發(fā)展做出的預測。 2）通過閱讀文章，學生能進一步豐富自己的知識，拓展思維。并能就自己的知識和經歷進行創(chuàng)造性想象。 4．情感態(tài)度目標： 關注學生在學習中的情感態(tài)度，使學生在英語學習過程中，提高獨立思考和判斷的能力，發(fā)展與他人溝通合作的能力。 5、教學重點與難點 1）如何讓學生準確理解課文，獲取相關信息。 2）幫助學生用英語完成語言任務。 五、教學設計理念 1）運用任務型教學的模式。給學生設計出相關的任務，要求學生用英語討論交流，讓學生學會用英語完成語言任務。 2）采用“以學生為中心”教學模式。讓學生在小組活動中進行有效的語言學習，把學生自主學習、合作學習和探究學習貫穿教學過程中，從而激發(fā)主體參與的興趣。 六、教學策略 1．教學方法 a. Skimming, close-reading and scanning b. Asking-and-answering to check the Ss’ understanding of the passage c. Individual and group work d. Discussing 2．教學工具 A recorder, a computer and a projector 七、教學過程 Step Ⅰ Greetings Greet the whole class as usual. Step Ⅱ Pre-reading T: What is the tomorrow’s world? Could you predict it. ( 以上述問題為導入，目的是調動學生已有的知識結構和社會生活經歷，在新學知識與已有知識之間建座橋梁，為學習新知識futurology鋪墊道路，引起學生興趣，調動學生的學習動機。) S1: It is possible that we can work at home because of communication industry. S2: Our environment will be clean, people will live longer because of the advanced medicine. S3: The speed of computer is more and more fast, so our work and life become easier and faster, foe example we can buy everything without leaving home, T: Excellent! You have a good imagination. Today we will learn lesson 1 Futurology. Let’s know some respected futurologists’ predictions of future. Before reading, let’s learn the new words and expressions on Page 110 first. (Teacher asks Students to read the words after the tape twice, then teacher gives explanations in English of some words to the students.) Step Ⅲ While-reading 1. Skimming Get the Ss to comprehend the passage quickly and meanwhile help Ss to form a good habit of reading. T: After learning words, we are going to learn lesson 1. Now please look at screen. Give you 3 minutes read the passage quickly and choose an appropriate heading for it. Read the article and choose the beast heading for the passage. A. From the Past to the Future B. The Future Business C. Tomorrow’s World D. A Perfect Future? （以找出文章標題為略讀環(huán)節(jié)的問題，使學生學會按意群略讀，省略大量與尋找信息關系不重要的詞、短語和句子。培養(yǎng)學生的快速閱讀技巧和獲取文章整體信息的能力。） T: Time is up. Could you tell me which heading do you think is best, volunteer? S1: I choose A. S2: I don’t agree with him. I select C. T: Can you tell the class your reason. S2: In this passage, it doesn’t mention anything about the past, so I pass A. And Paragraph 3 to Paragraph 8, they are all about the future world. So C is the best. T: Very good, thank you! 2．Close-reading In this part, students read Paragraph 3-Paragraph 8 carefully, and then finish this table. T: Now, give you 4 minutes read Paragraph 3-Paragraph 8, and 2 minutes fill in this form. When What are the predictions? In the next few years By the year 2020 By the year 2030 By the middle of the century By the end of the century (Suggested answers are omitted.) （文章的重要段落為第3到第8段，因此在這一環(huán)節(jié)教師就重要的部段落設計了圖表題，引導學生提取與主題---未來學家就科學對未來影響的展望相關的信息。幫助學生加深對課文的理解。） 3. Scanning In this part, Ss will read the passage carefully and then judge the statements below True or False. Then teacher shows these statements on the screen. Give Ss 5 minutes to read the whole passage. T: look at screen, please. Here are 5 detailed questions. Give you 8 minutes read the passage carefully, and then exchange your answers with your partners. Show the statements on the screen. 1. People who are worried about future are called futurologists. 2. The experts attending the seminar will be discussing the influence of future on the technology. 3. According to the text, computers will become more intelligent. 4. By the year 2030, human-like robots may be sent around our bodies to carry out repairs and keep us healthy. 5. According to the text, we may be able to live in other suitable places in our solar system at the end of the century. (Suggested answers: F F T F T) （在精讀環(huán)節(jié)教師設計了一些判斷題，是將學生已學的知識和已有的生活經驗相結合，對課文中的信息進行邏輯推理和分析判斷，使其對課文的理解上升到一個新的高度。） StepⅣ Post-reading Voice your opinion In close-reading, we have known the predictions of scientists by the year 2020, 2030 and so on. Now which of the predictions would you like or not like to come true? Why? T: Now work in groups to discuss this talking. After 5 minutes later, we will ask some groups to share their opinions to the class. (Teacher goes among the students and joins in the students’ discussion. After a few minutes later, teacher says the following.) T: Ok, time is up, which team would like to tell us their opinions? Volunteer! Team (a): We all like the prediction of the end of the century’s that we can live in other planet. We hope it will come true soon, because we like to explore new undiscovered space, maybe we can make friends in other planet. Team (b): Please listen to our ideas. We prefer the prediction of 2030’s that tiny robots may be sent around our bodies to carry out repairs and keep us healthy. Why? If this can come true we will live longer, so we can see Taiwan come back homeland. (Students clap their hands.) Team (c): We choose the year 2020’s. As a student, we must remember many kinds of knowledge, we fell tired and stressful sometimes. If computer will more powerful, it can help us, let us relax. T: Just now many teams talked about their ideas actively, well done, thank you. Futurologists predict these ideal predictions for our life. Then who can come true them, it is you! So I hope we can work hard to come true these dreams. Are you confident? Ss: Yeah! T: Very good. Now, let’s listen to the tape, pay attention to some words’ pronunciation and sentences’ intonation. （以Which of the predictions would you like or not like to come true? 為小組活動的主題，是因為學生對篇章的結構、內容及融合的知識點有了一定的了解后，通過語言實踐活動，一方面可以靈活運用新詞匯和語法知識，學以致用。另一方面，可以引導學生主動地進行聯(lián)系、想象和判斷，提高學生用英語進行思維的能力。） StepⅤ Homework T：After class, please find more predictions of other futurologists. Your writing should include the following points: 1. Work in groups. 1. You can use some science magazines and Internet to help you. 2. Please use words we learn today and sentence patterns below to summarize the futurologists’ predictions you find. Sb.+ will be doing… Sb.+ will have done… （布置讓學生“以小組為單位，并提供詞匯和句型要求他們查找其它的有關未來預測” 為作業(yè)，一方面立足于對課文出現(xiàn)的一些重要詞匯、短語和語法句型進行集中學習，同時也為下節(jié)語法課的開展打下前提。另外，作業(yè)的內容和完成方式可以拓寬學生視野，增加學習趣味性。） 八．教學反思 1 本課Futurology是單元New Frontiers的一個分支，主要是關于未來學家就 科學對未來影響做出的展望。教材知識內容的廣泛、真實而有趣，學生對這 一領域和話題雖缺乏一定的背景知識、經歷和經驗，但顯示出濃厚的求知欲， 加上教學中采用pair-work 和group-work，學生之間相互配合，共同合作。 因此學生能成功完成各項語言任務，并將書本的知識與現(xiàn)實生活真實聯(lián)系 起來。體現(xiàn)了師生互動，達到了“教”與“學”的統(tǒng)一。 2．本節(jié)課的設計充分體現(xiàn)了任務型語言教學模式。通過層層推進的語言任務，達到新課程標準對學生提出的要求。如 While-reading的三次任務閱讀，多層次、多角度地提高學生學會在閱讀中有目的地猜測、思考和獲取信息，并進行分析、推理和判斷的能力；Post-reading和Homework的語言實踐活動，可以幫組學生有機會綜合運用他們所學的語言，學習者的注意力集中在使用他們的語言知識來表達意義，而不是僅僅運用語言的形式。從而最終改變學習方式，形成有效的學習策略。這也是任務型語言教學模式給學生帶來的最大益處。 3．在教學實踐，仍有許多不足的地方，需在今后的教學中完善和提高。任務型語言教學強調教師有責任為學生提供大量豐富語言輸入，由于教師自己對這一領域的相關知識了解不夠，所以教學中這種輸入在數(shù)量和質量上都不過關。所以在今后的教學中，要調整自己的角色，虛心學習，補充相關知識。此外 還要求教師有責任而且應該教會學生如何自己尋找資料和獲取信息。由于教學經驗尚淺，因此在成為學生開發(fā)學習技能和策略的指導者和同伴這個角色上，可以看出很稚嫩。這些不足之處都有待在今后的教學中不斷學習，不斷嘗試，不斷探索，才能真正做到成為學生學習的計劃者和組織者；學習方向和資源提供者和學生探索知識、開發(fā)學習技能和策略、享受成功的指導者和同伴。 111