本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识

以下为《本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识》的无排版文字预览，完整格式请下载

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本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、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能力，使学生通过观察、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的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生最大限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2. 实施情景教学，统合三维目标

本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极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，知识的落实、能力的培养、情感态度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. 转变学习方式，增强教学效果

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，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

4. 运用问题教学，启发学生思维

本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，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。

【教学目标】

（1）知识与能力

学习与未来生活有关的词汇；能对本单元的生词猜测词义并能用英语释义基本单词；学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法；能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题；能用英语简单地谈论未来生活，猜测未来的科技发展趋势；能阅读关于未来生活、未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未来生活和外星生物。

（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未来生活预测的资料，培养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、编排顺序等进行了调整、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 Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。

（3）情感态度与价值观

通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力；提高环境保护，资源保护意识。通过讨论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，预测世界未来生活、环境的发展趋势。

【重点难点】

重点：

1．掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。

2．通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。

难点：

1．掌握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一定想象力的短文。

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 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, mudXXXXX).

2．Q2: No matter where you live, I am wondering how do you usually go to school (by bike, by car, by busXXXXX)

Bikes, 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, XXXXX

3．Now let’s take a look at the screen to learn about the development 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 travel.

Step 2 Skimming

1．The teacher will ask the students to predict the 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 travel  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

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 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

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 was 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 “time lag” flashback

3．After the journey

(Arriving home, he showed me into a large bright, clean room.

Deion of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wallXXXXX

Q1: How did the author feel after visiting the special house

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.

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 2007: Modern World ---- AD______ : Your idea

3．A telephone interview with Li Qiang

Ask the students 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.

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．Show 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

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 real 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 students 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 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. 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.

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 bedroom.

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 which 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.

And then ask the students to finish the exerci >>>>>>内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。<<<<<< ple may become rich and famous.

4．People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.

Step5 Prediction & Speaking

Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:

Suppose thatXXXXX Do you imagine thatXXXXX

I wonder if XXXXX Is it possible thatXXXXX

Is it likely/ unlikely thatXXXXX Do you suppose thatXXXXX

Step6 Assignment

[文章尾部最后500字内容到此结束,中间部分内容请查看底下的图片预览]

以上为《本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识》的无排版文字预览，完整格式请下载

下载前请仔细阅读上面文字预览以及下方图片预览。图片预览是什么样的，下载的文档就是什么样的。