Unit3LifeintheFuture

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Unit 3 Life in the Future

Period 1 Warming up and reading

Learning aims:

　　①帮助学生理解、掌握、运用如下词汇：impress， constant， previous， lack， optimistic， tablet， opening， aspect， surroundings， capsule， uncertain， take up， tolerate， sweep up， lose sight of， remind sb of sth， suffer from， slide into， be back on one’s feet.

　　②学生能够通过本课的学习对未来展开想象，并对未来生活进行一定预测，在预测中尝试使用有关表示预测的功能结构，如：It is likely/unlikely that...； It is possible that...； I’m sure...； It’s certain that...； I wonder if...； I imagine that...； Suppose that...； Perhaps/Maybe/Possibly/Probably/Most likely...等。

　　③学生能够发现过去分词作状语的基本用法。

　　能力和技能目标。

　　①学生能通过自主学习导学案和课堂再现强化的方式理解文章文体和大意，理清文章的基本结构。

　　②学生能够通过细读得到作者在未来世界旅行所见、所想的事实信息，从事实信息中去把握作者思想态度和观点，如第一段中的worried， unsettled， nervous， uncertain等，以及“What would I find？” 承上启下的过渡句等。

　　③学生能够学会在整合信息的基础上使用话题阅读中所学到的相关文体知识、语言知识进行口头和书面表达。

Important Points:To help students learn to read a narration about John Snow

Difficult Points:To help students learn to describe people

Teaching Procedures:

Step 1 warming up

Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures.

lead-in: Talk about how many changes there have been in the past and in the present.

Step 2: pre-reading

1. Can you tell what problems people are facing today?

2. What problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005?

Key: 1. The problem of population will be solved, have begun to Control the birth rate.

2. The problems will be still there, and will even worse.

3. I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinionXXXXX

Step 3： fast reading

1. Read the text for the first time and tell what the text is about?

It’s an e-mail written by a man Who has taken up a trip to the future.

2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence

A. We were transported into the future by a comfortable time capsule.

B. I arrived a t Wang Ping’s home and everything in his house made me surprised.

C.I won a travel to the year AD3005

D. I have my first try to master a hovering carriage.

Step 4 careful reading

Task1. Questions & answers:

1. Why did I have the chance to travel to the year AD3005?

2. What is a “time lag”?

3. How did I feel when I was in the capsule?

4. Who guides my trip?

5. Why did my guide give me some tables?

6. Who transported us to the future?

Key 1. I took up the prize I won the year before.

2. “Time lag” means a person gets flashbacks from his previous time period.

3. The seats in the capsule are very comfortable.

4. My friend Wang Ping is my guide to the future.

5. The tablets could help me feel less nervous and uncertain

6. Wang Ping’s parents’ company transported us to the future.

Task 2. Fill in the Chart:



Good changes



Bad changes



Time travel

Can travel to

Different times

as you wish

After-effects of travel



transport

.can move swiftly

Disorganized, difficult to

find way



houses

save living space

Short of space



Towns

Busy, look like

Markets

Easy to get lost



Air quality

Own family

oxygen supply

Poor quality in public places





Task 3. Reading the text to decide on the type of writing and summary of the idea

Type of writing

This is a piece of narrative writing.



Main idea of the passage

It tells about Li Qiang traveling to the year AD 3005 and his experiences there.



Topic sentence of 1st paragraph

I have traveled to the year AD 3005.



Topic sentence of 2nd paragraph

I was still on the earth but one thousand years in the future.



Topic sentence of 3rd paragraph

I was hit by the lack of fresh air.



Topic sentence of 4th paragraph

Tomorrow I will be ready for other visits organized by “ Future Tours”.



Task 4： Making a chain of events from the text First Impressions

Step 5: Discussion: Sample answers Ex.2 讨论总结

I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3005 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Though she was hit by the lack of fresh air。

Teaching reflection

　　利用导学案尝试“翻转课堂”的教学模式还需要更多的思考。首先，要督促并帮助学生树立自主学习、独立探究的意识，要求学生在课堂学习之前必须自觉地进行课前自学，然后带着问题走进课堂，在老师的指导下解决问题。其次，在导学案内容的设置上还有许多可挖掘的空间。由于不同的文章题材不同，阅读理解的切入点也不同，因此如何科学地设置导学案，从不同的侧面去考查学生对文章内容和语言表达的理解，是需要认真思考的问题。如何不使这样的课堂演变成简单的习题课堂，如何有效调动学生更加细致用心地去完成导学案，由被动学习转为主动学习，进而过渡到愿意学、善于学、乐于学，是笔者需要不断思考解决的问题。

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