2022高二英语教案设计：《Unit 3 Life in the future》.docx

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1、2022高二英语教案设计：Unit 3 Life in the future 选择作为学生，学习是我们的本职，学习对天才是一块垫脚石，对勤奋的人是一笔财宝，对懒散的人是一个万丈深渊。下面是课件范文网小编为您举荐高二英语教案设计：Unit 3 Life in the future。 本教学设计在新课程教学理念的指导下，力求在培育学生的语言学问、学问技能、情感看法、学习策略和文化意识等素养的基础上发展学生综合运用语言的实力，使学生通过视察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。 1. 开展学生活动，发挥主体作用 新课程强调要充分发挥学生在教学过程中

2、的主体作用。本课设计遵循以学生为主体，老师为主导这一教学原则，创设角色扮演情景、激烈探讨提出建议，让学生限度地参加教学过程，敬重学生的主体地位，充分发挥学生在学习过程中的主动性、主动性、创建性，使课堂充溢活力。 2. 实施情景教学，统合三维目标 本课设计从教学须要动身，创设情景，进行情景设问、探讨，激起学生的情感体验，激活学生思维，帮助学生快速、正确地理解和接受学问，并在学习过程中培育其主动进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，学问的落实、实力的培育、情感看法价值观的渗透交融在一起，实现了三维目标的和谐与统一。 3. 转变学

3、习方式，增加教学效果 新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组探讨，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习供应了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生学问的构建与运用，实力的培育和提高，情感体验和看法、价值观的形成，增加了教学效果。 4. 运用问题教学，启发学生思维 本课设计根据诱思探究理论要求，遵循学生的认知规律，引导学生去发觉问题、分析问题和解决问题，从而驾驭学问，形成实力，培育品质。通过对文章分析的由浅入深，由易到难，按部就班，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而

4、达到综合运用英语进行交际的目的。有利于培育学生的思维实力，激发学生的创新精神。 本教学设计贯穿了新的教学理念，体现了课程改革的显明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。 【教材分析】 本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是将来生活，教材内容为学生供应了想象的空间，旨在培育学生预料将来的实力，通过对现实生活与将来生活的对比，唤醒学生把握现在，珍惜现在，爱惜环境，爱护自然的意识。 第一篇Reading文章主要讲解并描述主子公Li Qiang在时空

5、旅行前、时空旅行中刚好空旅行后的所见所想。其次篇则主要记叙了Li Qiang在太空站相识的两个特别特殊的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培育学生对将来生活的预料。语法部分则持续了课文内容，通过作者对将来生活看法的探讨引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland，表明白人类对美妙生活的追求与幻想，并最终通过口语情景设置熬炼学生综合运用英语的实力与技巧，从而对将来生活进行更细致的预料。 考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料

6、进行了重组，对教材内容、编排依次等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。 【学情分析】 1. 认知基础：高一学生基本上能用英语清楚地表达个人观点，精确地描绘 生活现象或表达个人情感，能用基本的词汇、句型对将来生活作出描绘与预料。 2. 心理特征：中学学生思想活跃，求知欲旺盛，学习看法明确，自我意识 发展快速并趋向成熟，独立自主性强，有肯定的道德修养及正确的价值观与审美观。 3. 学习实力：学生对过去分词的用法有基本的了解，其自主阅读与表达实力有肯定的基础，具备良好的团体协作实力，并能进行有效胜利的沟通合作探讨。 【教学目标】 （1）学问与实力 学习与将

7、来生活有关的词汇；能对本单元的生词揣测词义并能用英语释义基本单词；学习有关预料和揣测的表达方式以及过去分词作定语、状语的用法；能听懂关于对将来生活、环境的想象、揣测和思索的会话，想象将来生活可能存在的问题；能用英语简洁地谈论将来生活，揣测将来的科技发展趋势；能阅读关于将来生活、将来世界以及外太空和外星人的英语文章；能够较好地发挥想象来描写将来生活和外星生物。 （2）过程与方法 通过网络或图书馆等途径查找搜集有关科学家对将来生活预料的资料，培育学生利用学习资源的策略；并且笔者结合教学实际对教材内容、编排依次等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and

8、 Reading， 其次课时为Learning about language， 第三课时为Using language， 第四课时为Listening and speaking。着重培育学生学习运用词汇学习中的猜词策略，激发学生想象力，预料将来生活。 （3）情感看法与价值观 通过学习课文，使学生回顾历史，相识现在，展望将来，激发学生的想象力；提高环境爱护，资源爱护意识。通过探讨使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预料世界将来生活、环境的发展趋势。 【重点难点】 重点： 1.驾驭有关描绘将来生活的词汇以及有关预料和揣测的表达方式。 2.通过对文章的学习，依据目前的现状预料

9、将来的生活，提高环境爱护、资源爱护意识。 难点： 1.驾驭过去分词作定语和状语的用法。 2.运用所学的词汇及句型写出具有肯定想象力的短文。 【教学策略与手段】 1.实行多种教学方式，讲解并描述法与探讨法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。 2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。 3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。 【教学打算】 1.老师整理课堂相关文字、图表、影音资料，制成多媒体课件。 2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对将来生活预

10、料的文章，积累肯定的学问储备。 3.课前按教室座位状况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。 【教学过程】 Period 1: Warming-up Reading Teaching Aims: 1. Learn some new words and expressions. 2. Improve the students’ reading skills. 3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life i

11、n the future. Teaching Methods: 1. Inductive method 2. Pair work group work 3. Competition 4. Illustration 5. Deductive Method 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 come from? Do you live in the downtown

12、 or in the countryside? Do you live in a comfortable surrounding? Is it a suitable location for people to live in? What is it made of? （brick， stone， steel， glass， wood， plastic， bamboo， mud）. 2.Q2: No matter where you live， I am wondering how do you usually go to school? （by bike， by car， by bus） B

13、ikes， cars， buses and so on can be used to carry people or things from one place to another place， and they are called vehicles. What other vehicles do you know? carriage， ambulance， jeep， airbus， train， truck， motorcycle， fire engine， 3.Now let’s take a look at the screen to learn about the d

14、evelopment of all the means of transportation. sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft 4.Q3: What will the future means of transportation be like? （Time travel） Well， today we are going to learn a text about time

15、 travel. 【设计说明】 由日常问候开启话题，通过提问学生家乡状况导入城镇生活，引出不同的建筑材料及交通工具中的生词；然后总结交通工具的发展历史，预料将来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。（由于考虑到Warming-up中的Transport与Houses， Villages，Towns， 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展改变应用于课文的导入中，这样比较科学自然。） Step 2 Skimming 1.The teacher will ask the students to predict th

16、e future life in various aspects as to inspire their imagination and predicting ability. Q1：What will the future life be like? 2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text. Q2: Which changes are mentioned in the text? time tr

17、avel – transport – air quality – religion – clothing – eating – houses – towns 3.The teacher can ask the students to carry out a discussion about the changes. Q3: Which changes are good and which are bad? 【设计说明】 揣测是培育学生阅读实力的方法之一，因此笔者首先提出问题引发学生思索，对将来生活的各个方面进行

18、预料。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对将来生活改变的描写，培育学生快速阅读的技巧与实力，并对将来生活改变的好坏进行小组探讨，培育集体协作精神。（由于Comprehending中关于将来生活改变好坏的探讨难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小探讨，将学生说与读的实力更好地结合。） Step 3 Reading for details 1.Before the journey Q1: How many people are mentioned in the text? Who are they? Q2: When did the writer

19、write this letter? And to which year did he travel? Q3: Why did Li Qiang travel to the year AD 3005? Q4: What did Li Qiang suffer from? Q5: How did Li Qiang feel? What makes him feel better? Q6: Where did they arrive? 【设计说明】 通过几个特别疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事务发生的人物、时间、地点、事务、缘由等关键要素，因此

20、让学生通过阅读找寻上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。 2.During the journey 1） In the capsule: Climb through the round opening - comfortable seats - calming drink - lay relaxed - we rose slowly from the ground - complete the journey - 1000 years later - ? 2） Out of the capsule Confused by the new surrounding， I wa

21、s hit by the lack of fresh air Q1: How did Li Qiang overcome the lack of fresh air? 1. Hovering carriage: . Q2: How did the hovering carriage float? Q3: How can a person move swiftly? 2. A large market Q4: What were people doing there? Q5: What happened to Li Qiang? 3. A large building Q6: What is a

22、 time lag flashback? 【设计说明】 按事务发生的先后依次及地点转换依次，处理文章细微环节，培育学生抓住文章线索来处理课文的实力。然后依据地点转移，自然地将太空仓内转向太空仓外，根据作者在太空仓外所处的三个不同地点Hovering carriage， a large market， a large building来处理文章第三段。 3.After the journey （Arriving home， he showed me into a large bright， clean room. Description of the house: brown floor， so

23、ft lighting， trees， leaves， computer screen， tables， chairs， green wall Q1: How did the author feel after visiting the special house? Exhausted， I slid into bed and fell fast asleep. 【设计说明】 通过精读课文，了解文章细致内容，根据时空旅行前，时空旅行中刚好空旅行后的时间线索来处理文章细微环节。时空旅行中又可根据在太空仓内与在太空仓外分析文章信息。在此过程中熬炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过

24、去分词做状语及定语的句子，为语法部分的讲解作个铺垫。 Step 4 Consolidation 1.Put the statements into correct order. （ C - A - D - B ） A. We are transported into the future by a comfortable time capsule. B. I arrived at Wang Ping’s home and everything in his house made me surprised. C. I won a travel to the year AD 3005.

25、 D. I have my first try to master a hovering carriage. 2.Discussion: Compare the houses， towns， location of settlement of different period of time and predict about the changes in the future AD 1005: China - AD 2022: Modern World - AD_ : Your idea 3.A telephone interview with Li Qiang Ask the studen

26、ts to discuss in group of six and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended. 【设计说明】 首先通过对文章故事情节的正常排序回顾文章梗概；其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预料将来方的发展与改变；最终设置情景，进行角色扮演，模拟电话采访Li Qiang回顾整篇课文，引出本节课的作业与任务。全面地熬炼学生的总结概括实力以及团体协作的探讨实力。

27、Step5 Assignment 1.Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups. Q1: What problems are we facing now? Q2: What have caused those problems? 2.Sho

28、w some advanced and imaginative inventions to the students， and try to arouse their imagination to design specific objects for a better future life 3.Assignment: Object-designing Design an object which can help you change the world for a better future 【设计说明】 通过角色扮演以及情景设置中引出将来生活中将会存在的问题，以此导出现在生活中存在的问

29、题，由此自然地引出阅读课的任务-独创设计，以此激发学生的独创创建实力，唤醒学生爱护自然、爱惜环境的意识，学习中渗透道德教化，一箭双雕。 Period 2: Learning about language Teaching aims: 1. Learn past participle used as adverbial. 2. Master some important words: swiftly， unsettle， constant， remind， previous， bent， press， link. Teaching methods: 1. Teach grammar in rea

30、l situations. 2. Learn grammar through practice. Step 1 Revision and Preparation 1.Ask the students to talk about the writer’s attitude towards the future life， was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion? 2.Ask the st

31、udents to find out some sentences which can support the opinion that the author is pessimistic about the future life. 1 .Confused by the new surroundings， I was hit by the lack of fresh air. 2. Worried about the journey， I was unsettled for the first few days. 3. Exhausted， I slid into bed and fell

32、fast asleep. And then ask the students to finish the exercises in their textbook. Ex.1. Combine these two sentences using the past participate as the adverbial. 1. I was frightened by the loud noise. I went to see what was happening. Frightened by the loud noise， I went to see what was happening. 2.

33、 He was hit by the lack of fresh air. He got a bad headache. Hit by the lack of fresh air， he got a bad headache. 3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station. Tired after the long journey， I still enjoyed meeting the aliens on the space station

34、. 4. The museum was built in 1910. The museum is almost 100 years old. Built in 1910， the museum is almost 100 years old. 5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom. Frightened by the noise outside， the little girl dared not sleep in her be

35、droom. 6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more. Given some advice by the famous scientist， the student was not worried about his scientific experiment any more. 3.Ask the students to find out some sentences wh

36、ich can support the opinion that the author is optimistic about the future life. 1. His parents company named Future Tours transported me safely into the future. 2. A table and chairs rose from under the floor as if by magic. 3. Tomorrow you will be ready for some visits organized by the company. An

37、d then ask the students to finish the exercises in their textbook. Ex.2. Combine these two sentences using the past participate as the attribute. 1. Soon we lost sight of that famous astronomer. He is called Li Qiang. Soon we lost sight of that famous astronomer called Li Qiang. 2. I am going to buy

38、 a painting. It is copied from Vincent van Gogh. I am going to buy a painting copied from Vincent van Gogh. 3. The castle is under repair. It was built in 1432 The castle built in 1432 is under repair. 4. I like that old private house. It is built of wood and mud. I like that old private house built

39、 of wood and mud. 5. The vehicle is mentioned in the book. The vehicle is unknown to me. The vehicle mentioned in the book is unknown to me. 6. The room is completely empty. The room is connected to the rest of the house by a long passage. The room connected to the rest of the house by a long passag

40、e is completely empty. 7. The queen was sitting in a royal carriage. The carriage was drawn b four horses. The queen was sitting in a royal carriage drawn by four horses. 【设计说明】 通过设置探讨作者对将来生活持乐观还是悲观看法来复习并提升Reading内容，巩固学生对Reading全文线索的了解与驾驭，并通过探讨找出含有过去分词用法的句子来支持各自的观点。（由于Reading中Comprehending部分中关于作者对将来

41、生活所持有的看法的探讨跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课）完成语法练习后，学生对过去分词作状语和定语的用法有了肯定的了解，然后老师将过去分词作状语和作定语的用法系统归纳如下： 过去分词作状语可以表示时间、条件、缘由、让步、方式或伴随，有时在其前还可以带上连词，以示明确。 1. 作时间状语。 Once discovered， the enemies were completely wiped out. 2. 作缘由状语 Moved by his words， I accepted his present. 3. 作条件状语 United we s

42、tand， divided we fail. 4. 作让步状语 Although tired， they continued to work. 5. 作方式或伴随状语 The teacher stood there， surrounded by many students. 留意： 1） 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done. e.g. Having been told many times， he can’t still rem

43、ember it. 2）. 过去分词的逻辑主语要跟主句的主语一样，否则不能用过去分词作状语，应用状语从句。 （误）Checked carefully， some spelling mistakes can be avoided. （正）If the composition is checked carefully， some spelling mistakes can be avoided. 过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应当具备两个特征：1）从句的主语和主句中的先行词一样；2）谓语动词为被动语态形式。 Step2 Consol

44、idation 非谓语动词练习 B 1. _ and happy， Tony stood up and accepted the prize. （2022全国） A. Surprising B. Surprised C. Being surprised D. To be surprising A 2.No matter how frequently _， the works of Beethoven still attract people all over the world. （2022广东） A. performed B. performing C. to be performed D. being performed C 3._ and I’ll get the work finished. （2022 重庆） A. Have one more hour B. One more hour C. G