一教學(xué)設(shè)計(jì)思想；

高中英語(yǔ)課程的總目標(biāo)是使學(xué)生在義務(wù)教育階段英語(yǔ)學(xué)習(xí)的基礎(chǔ)上，進(jìn)一步明確英語(yǔ)學(xué)習(xí)的目的，發(fā)展自主學(xué)習(xí)和合作學(xué)習(xí)的能力；形成有效的英語(yǔ)學(xué)習(xí)策略；培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。綜合語(yǔ)言運(yùn)用能力的形成建立在語(yǔ)言技能，語(yǔ)言知識(shí)，情感態(tài)度，學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)整合發(fā)展的基礎(chǔ)上。語(yǔ)言技能和語(yǔ)言知識(shí)是綜合語(yǔ)言運(yùn)用能力的基礎(chǔ)/情感態(tài)度是影響學(xué)生學(xué)習(xí)和發(fā)展的重要因素。學(xué)習(xí)策略是提高學(xué)習(xí)效率，發(fā)展自主學(xué)習(xí)能力的先決條件。文化意識(shí)則是得體運(yùn)用語(yǔ)言的保障。

本節(jié)課是針對(duì)Unit 16的內(nèi)容而為了擴(kuò)充學(xué)生的知識(shí)而另自己加設(shè)的閱讀課，中心話題是未來(lái)的生活，具體內(nèi)容涉及未來(lái)的交通，商業(yè)，醫(yī)藥與健康，知識(shí)與教育等，激發(fā)學(xué)生的思維，引起學(xué)生對(duì)未來(lái)人類生活的幻想和想象。

二The record of the class

Teaching aims:

1. Have a good understanding of the text and learn some useful words and expressions.

2. Improve the Ss’ reading ability.

3. Know more about the future and enrich the Ss’ imagination.

Key points: Have a good understanding of the text through the exercises.

Difficulties: To talk about the questions in Post-reading

Teaching aids: computer, tape-recorder, handout

Teaching procedure:

Step 1lead in

T: What’s the date today?

S:Today is the 15th of November, 2004.

T: Iftoday were a day of 3000 years, Can you imagine what your life will be like in the future? Use your heads and good imagination to describe your future life. You can refer to the questions if you like. Let’s have a discussion. (show the questions on the screen)

Where will you live in the future?

How will you travel in the future?

Where will you work and study in the future? What kind of money will you use?

Will you still get sick?

（設(shè)計(jì)意圖：為了啟發(fā)學(xué)生思考，設(shè)計(jì)了五個(gè)問(wèn)題，涉及到了建筑，交通，職業(yè)，教育，商業(yè)和人類健康，激發(fā)學(xué)生的思維，引起學(xué)生對(duì)未來(lái)人類生活的幻想和想象，）

(Two minutes later), ask one or two of the students to something about the future life.

S1: In the future people will communicate more easily and conveniently. They can talk on the phone and send e-mails on the Internet, like shopping, reading, borrowing books, depositing money, ordering meals or tickets.

S2: Human beings will look healthier in the future. in spite of this they still get sick. However, scientists will have a better understanding of how cancer develops.

S3: in the future people will travel to different places. Not only do they enjoy local travel but also they travel abroad. Some even can afford to travel in space.

T: From your description, I can see you have a good imagination, maybe you can be an excellent director of scientific fiction film. Today, we will learn unit 6. life in the future. (write the title on the blackboard)

Step 2Pre-reading

T: First, let’s scan our text very quickly and find out in which paragraph you can find the answers to these questions of task 1.

How will people shop in the future?Para__3_____

How will people travel in the future?Para__2_____

What will schools be like in the future?Para___5____

What development is expected in health.Para___4____

What will the future be like in the future?Para__1 and 6_____

(設(shè)計(jì)意圖：讓學(xué)生快速瀏覽課文，找出能回答這五個(gè)問(wèn)題的段落。這樣既能激發(fā)學(xué)生探究這五個(gè)問(wèn)題的答案。又能引導(dǎo)學(xué)生歸納主題，同時(shí)對(duì)學(xué)生的快速閱讀能力提出了要求。)

three minutes later, ask some of them to speak out their answers.

T:Now, let’s check our answer together.

S: we can find the answer to question 1 in paragraph 3.

S: we can find the answer to question 2 in paragraph 2.

S: we can find the answer to question 3 in paragraph 5.

S: we can find the answer to question 4 in paragraph 4.

S: we can find the answer to question 5 in paragraph 1.

T: Usually, we can get a general idea about the text in the first paragraph.What can you know from the last paragraph? The writer usually drew a conclusion about the text. So you can find your answer to question 5 in both paragraph one and six.

T：Do you need to read the text sentence by sentence?

S: NO, we just need to read the subtitle.

Step 3. While reading

T: You did a good job. Now let’s read our text carefully this time and judge the statements of task 2 true or false. If the statement is false, tell me the reason why the statement is false. Read the statements carefully first. ( hold on the paper and show it to the students)

Ｔ：(Two minutes) Do you have any difficulty in understanding the sentences?

Ｓ：Ｎo.

T:If not, please read the text carefully and silently by yourselves.

1.Second reading for details

1) Ask the Ss to read the text again. Then judge the statements true or false.

It is not easy to predict the life in the future.

Although a new maglev train travels, it may do harm to the environment.

It is the internet that makes it easier for companies to keep in touch with customers.

New discoveries in genetics and biochemistry may change the way people make medicines and cure diseases.

In the future students will have no homework any longer.

The high-pace life style and highly-developed society requires people in the future to become lifelong learners.

(設(shè)計(jì)意圖: 讓學(xué)生在閱讀的過(guò)程中，善于捕捉信息，并對(duì)信息進(jìn)行處理，做出自己的判斷。訓(xùn)練學(xué)生的處理信息的能力。)

(Five minutes later)

T: Let’s check the answers with the whole class Key: TFTTFT

S1: The first sentence is true.

S2: The second sentence is false because the new maglev train is environmentally friendly, so it won’t do harm to the environment.

S3: The third sentence is true.

S4: The fourth sentence is true.

S5: The fifth sentence is false, because homework will be always be homework. Even in the future, students will still have homework, but it may be a bit different.

S6: The last sentence is true.

T: Ok, How many fields does the writer talk about?

S: four fields ( together).

T: What are they?

S: Transportation, Business, Health and medicine, Education and knowledge.

T: Good, let’s go through our text again and fill in the chart using the information you get from the text. Try to use the key words and phrases. I will give you an example, What field does the writer talk about first? What will the transportation be like in the future? Why will it be like that? (Give them an example). Are you clear, Ok, let’s have a competition, the right three lines fill in the first two columns and the left three lines fill in the rest two columns, let’s see who can be the first to finish the task.

2. Third reading to finish the form.

Ask the Ss to work in pairs, go through the text again and then fill in the form below using key words and key points.

Life in the future Fields What will they become ? the reasons

Transportation cleaner

faster

safer 1 use new technology /develop new fuels and engines

2. travels at 430km/h

3 controlled by advanced computer system

Business on the internet

entertainment.

smart cards

Health and medicine longer

healthier

3. remain active even in old age 1. deal with new disease well

2 make new discoveries in genetics and biochemistry

Education and knowledge 1. study at home

2.more schools on the air /e-schools

lifelong learners

(設(shè)計(jì)意圖: 培養(yǎng)學(xué)生的歸納能力，能運(yùn)用關(guān)鍵詞來(lái)總結(jié)主要內(nèi)容。要讓學(xué)生了解科學(xué)技術(shù)進(jìn)步在未來(lái)生活中的巨大推動(dòng)作用，讓他們意識(shí)到只有用自己的智慧和勤勞的雙手才能改造社會(huì)，為人類造福。并為讀后的輸出做鋪墊。)

Ten minutes later, check the answer together.

Ｔ：After finishing our task, can you tell me what kind of life we will have in the future?

S：comfortable, convenient , longer, healthier, active .

Ｔ：Is that our whole life?

Ｓ；NO, That is just a part of our life, then in what other fields we can go on talking about? Let’s have brainstorm.

（The students will think up some other fields）

Ｓ： food, factory, energy, farm, language, house…

Ｔ：(write them on the blackboard). Now let’s talk about our future life in other fields. Try to use the phrases or the sentences you learned in this unit.

Step 4post reading(Group discussion)

Fields What will the become in the future

energy

language

houses

farm…

factory…

Five minutes later, ask three or four of them to report.

Ｓ：In the future people will live in different places. As the population is exploding, more people will prefer to live in faraway places, under the sea or even on the moon.

S2. In the future people will speak much fewer languages. Both English and Chinese lave become world languages.

S3: In the future, people can eat anything, people won’t need to worry about the food problem in the world.

S4.: In the future people can find many ways to deal with pollution, we can live a better environment.

Ending.

T: Good, you know, Everything has advantages and disadvantages, What should we do to make sure we will have a bright future?

S: We should study hard and be a lifelong learners.

T: Good. we should be lifelong learners and accept the change ,appreciate what is new and different, making great efforts to make our dreams come true.

三. 評(píng)價(jià)：

整體評(píng)價(jià)：這節(jié)英語(yǔ)課強(qiáng)調(diào)在進(jìn)一步發(fā)展學(xué)生綜合語(yǔ)言運(yùn)用能力的基礎(chǔ)上，著重提高學(xué)生用英語(yǔ)獲取信息，處理信息，分析問(wèn)題和解決問(wèn)題的能力。特別注重提高學(xué)生用英語(yǔ)進(jìn)行思維和表達(dá)的能力；形成跨文化交際的意識(shí)和基本的跨文化交際能力；進(jìn)一步拓寬視野，增強(qiáng)愛國(guó)主義精神和民族使命感，形成健全的情感，態(tài)度，價(jià)值觀。為未來(lái)發(fā)展和終身學(xué)習(xí)奠定良好的基礎(chǔ)。

本節(jié)課的中心話題是未來(lái)的生活，具體內(nèi)容涉及未來(lái)的交通，商業(yè)，醫(yī)藥與健康，知識(shí)與教育等，激發(fā)學(xué)生的思維，引起學(xué)生對(duì)未來(lái)人類生活的幻想和想象。通過(guò)一系列的問(wèn)題解決活動(dòng)，促進(jìn)和協(xié)調(diào)了學(xué)生多種智能的發(fā)展，使學(xué)生的語(yǔ)言運(yùn)用能力，探究能力，創(chuàng)造能力，協(xié)作能力形成有機(jī)的整體，共同得到發(fā)展。

具體評(píng)價(jià)：

本節(jié)課以一系列問(wèn)題組成的任務(wù)環(huán)，以學(xué)生的大膽預(yù)測(cè)來(lái)呈現(xiàn)主題life in the future,學(xué)生活動(dòng)積極，能夠充分展開幻想和想象，對(duì)未來(lái)生活進(jìn)行描述在閱讀的過(guò)程中通過(guò)找問(wèn)題的答案來(lái)傳授閱讀技巧，形成有效的英語(yǔ)學(xué)習(xí)策略，教學(xué)設(shè)計(jì)合理。

通過(guò)判斷句子正誤及用關(guān)鍵詞來(lái)總結(jié)文章內(nèi)容來(lái)培養(yǎng)學(xué)生的發(fā)現(xiàn)信息，處理信息的能力。在處理信息過(guò)程中注重發(fā)展學(xué)生自主學(xué)習(xí)和合作學(xué)習(xí)的能力，綜合語(yǔ)言運(yùn)用能力,突出學(xué)習(xí)者在學(xué)習(xí)過(guò)程中的主體地位，切實(shí)調(diào)動(dòng)和發(fā)揮學(xué)習(xí)者學(xué)習(xí)的積極性和主動(dòng)性，有效地指導(dǎo)學(xué)習(xí)者獲得學(xué)習(xí)上的成功。

四．課后反思

怎樣才能使學(xué)生真正動(dòng)腦筋，在興趣中探索新的知識(shí)和掌握技能，改變以教師為主體的教學(xué)方式，是每個(gè)老師需要認(rèn)真思考的問(wèn)題。新教材知識(shí)面廣，涉及的話題很新，貼近學(xué)生的生活，很容易引起他們的興趣，教師應(yīng)在吃透教材的基礎(chǔ)上，選擇合適的教學(xué)方法，真正地讓學(xué)生動(dòng)腦筋。。