銀川市教學(xué)觀摩教學(xué)設(shè)計(jì)

1、TEACHING PLANUnit 3 in Book 5Life in the futurePre-reading & ReadingFIRST IMPRESSIONSI.Text AnalysisThe central topic of the unit is life in the future, which aims to encourage students to imagine the future life of human beings and predict the living style of people in the future years. After t

2、he learning of this unit, our students are supposed to make reflections on our present life and arouse their awareness to protect the environment. At the same time, they should have a good command of usages of the past participles as attribute as well as adverbial. Whats more, it will be better if t

3、hey can write a report using this topic and what they have learnt from the text.This reading passage entitled FIRST IMPRESSIONS mainly focuses on the pre-reading and reading section of the unit. The passage introduces to students what life in the future might be like. An e-mail from the future tells

4、 us how the author, Li Qiang, was transported safely into the future and his impressions afterwards, including the daily life and the means of transportation in the future.II Students AnalysisThis lesson will be given to the senior 2 students from NO.2 Middle School whohave higher studying motivatio

5、n and more imaginative ideas about the future life. Ifthey have previewed the passage in advance, it must be easier for them to get the ideasconveyed through the passage. However, since the class is students-centered,theteacher still need to give students more chances to express their ideas in Engli

6、sh so asto arouse their interest and enthusiasm to make the class atmosphere active andinteresting during the process of the task-based reading.III.Teaching Objectives1.Knowledge goals1) Get students to learn the new words and expressions in this part.2) Let student learn about the advantages and pr

7、oblems of life in the future.3) Have students read the passage and know about what life in the future might belike.2.Ability goals1) Develop studentsreading ability and let them learn different reading skills.2) Enable students to talk about the advantages and problems of life in the future.3.Emotio

8、n goals1) Let students know about what life in the future might be like and stimulate their imagination.2) Develop studentssense of cooperative learning.IV.Teaching important and difficult points1.Teaching important points1) Let students discuss and predict the good and bad changes in the future.2)

9、Get students to read the passage and know about what life in the future might be like.3) Have students learn different reading skills.2.Teaching different points1) Develop studentreading skills.2) Enable students to talk about the advantages and problems of life in the future.V.Teaching methods1. Ta

10、sk-based teaching method2. Asking and answering questions3. Class interaction between the teacher and studentsVI.Teaching aidsthe blackboard、the textbooks、 the marker and the computerVII Preparations1. Analyze the text as well as students2. Design the teaching procedure3. Make the PPT according to t

11、he teaching designVIII.Teaching procedureAccording to the above analysis on the students and the text, the class will be finished in 40 minutes, including the following aspects:(1) Pre-reading：lead students to the topic of the lesson and stimulate students inte and enthusiasm（.about 5 minutes）(2) Re

12、ading：get the students predict the text, enable students to know the general ideas as well as the detailed information about the passage using some reading skills.（ about 25 minutes）(3) Post-reading activity：live presentation with groups of four. Give students chances to express ideas in forms of En

13、glish output（. about 9 minutes）(4) Summary: draw a conclusion about the passage and this lesson.(5) Homework ：the extension and enhancer of the class.Teaching Procedure Step 1 Pre-reading1. Present the class some pictures of the Yinchuan city, including different parts of the city as well as picture

14、s in the day and at night.2. At the same time, ask them two questions. 1) Which city s pictures are they?2) What will our city be like in the future?3. Then, the teacher encourages students to speculate about their ideas for life in one thousand yearstime. Ask them the question: Will our city be lik

15、e this?4. Meanwhile, show them the following pictures.5 .Play a short video calledwhat will the future of your city look like .Before playing, ask students to pay more attention to the different ideas mentioned. 6. After the video, invite some students to describe the future city in their personal e

16、yes.Introduce future life through a short video7. Show students three pictures and ask them to predict the content of the passage according to the pictures as well as the title FIRST IMPRESSIONS.8. Ask several students to tell their understanding of these pictures and their predictions about the con

17、tent of the passage. Pair discussion is allowed here.9. Lead the class to the reading passage“In. this class, I would like to invite you to get to know a boy named Li Qiang, who was given a chance to travel to the year 3008.Do you want to know what he will see and what will happen to him? Let s come

18、 to this passage together”.【 Designing intention and the expected teaching result】To arousestudents interest And stimulate their enthusiasm through colorful pictures and interesting video.Students background knowledge will be activated and their life experience will be enriched. Meanwhile, they will

19、 develop the sense of cooperative learning.【 Students activity】Following the teacher s leading and requirement, students think and answer the questions actively in forms of individual work and pair work. Step 2 Fast readingTHE TEACHER ： There are 4 paragraphs in the passage, yes? Now you will be giv

20、entwo minutes to look through the whole passage quickly and find out the main idea of each paragraph. Here we have the main ideas of these four parts, you just need to match the main idea with the part to which it belongs. Are you clear?Para.1How I came to take a time travel journey.Para.2The journe

21、y in the capsule.Para.3My impressions of life into the futurePara.4Staying in Wang Ping s homeTHE TEACHER: You ve done a very good job!Since we have got the main idea of each part, it will be easy to find out the main idea of the whole passage, yes? Here I have three choices for you, please choose t

22、he best answer. ( B )The main idea of the whole passage is :? A. how Li Qiang was transported to the future.? B. how Li Qiang got to the future and his first impressions of it.? C. what the life is like in the future【 Designing intention and the expected teaching result】To develop studentsabilityof

23、finding the main idea of each paragraph and of the whole passage afterwards by skimming. Some preparations for the next section will be made and the teacher encourages students to build up their confidence and English output competence.【 Students activity】Students pick out the important information

24、within a short time and finish the marching game independently and correctly. Step 3 Careful readingTHE TEACHER: Since we have got the main idea and the structure of the passage, lets get more detailed information from the text. Now, you will have two minutes to read the first paragraph to finish th

25、e following aspects about Li Qiangs journey. Before the journey:whydestinationwhoBrief introduction of the journeyhow to deal withWhat sufferedMeans of transportationTHE TEACHER: Ok, class, you have to stop here. Lets check the answers. Are there any volunteers? Dontbe shy, just tell us your opinion

26、, please.The teacher ask some students the answers to the above questions and give some encouraging remarks.who Li Qiang and Wang Pingwhy take up a prize won last yeardestination the year 3008means of transportation in a time capsulewhat suffered “time lag”how to deal with had some green tabletsDuri

27、ng the journey:1.Ask the students to find answers to the following two questions from the secondStudents discuss and present a promoting sale scenetogether loudly in this sectionand the third paragraph.1).What was the air like there?Studentsareaskedtoread2). In what way did people there travel?2. Ch

28、eck the answers.1) The air seemed thin as if it had little oxygen left.2) People there travelled in a hovering carriage driven by computer. After the journeyArriving home, he showed me into a large bright, clean room. Ask the students to make some descriptions about the house.green wallbrown floorso

29、ft lightingcomputer screenchair&deskleavesThe teacher comments studentsdescriptions based on their answers and shows some pictures of computers and leaves to stimulate them to imagine what the future computers and leaves might be like.【 Designing intention and the expected teaching result】To tra

30、in studentscompetence of finding the detailed information from the text. Their listening, speaking and analyzing are improved. The last period here lays the foundation for the post-reading activity section. “What will the future computers and leaves might be like and what functions will they have?【

31、Students activity】Students finish the task independently and with partners as well. Step 4 Post-reading activitySuppose we are now in the year 3008, when everything is totally different from they are nowadays, including their shapes, functions as well as characteristics. The teacher asks students to

32、 put on a presentation with groups of four after five-minutesdiscussion and preparations. Requirements:1) Four students in each group with two are salesmen and two are customers are going to make up a dialogue. The salesmen are introducing their new products to their customers and trying to persuade

33、 them to buy.2) Invite a group leader to choose a product from the envelops and show their product to the rest of the class. The teacher has computers, leaves, floor board and lights for students to choose.3) Some groups will be invited to give a presentation in front of the class after five minutes.【 Designing intention and the expected teaching result】 To provide chances for students to communicate with each other in English, aiming to put students in thereal-life communication. Studentscompetence of English output will be improved.