【kb1 unit3】Unit3《Lifeinthefuture》教案（1）

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unit3《life in the future》教案（1）
（新人教版必修5）
warming-up and reading
teaching goals:
1.learn some new words and expressions.
2.improve the ss’reading skills.
3.to illustrate ss’ imagination of future life
4.know the more advanced forms of transport in ad 3005 and
the advantages and problems of life in the future.
teaching methods:
1.inductive method
2.pair work and group work
3.illustration
4.deductive method
teaching procedures:
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?
is it a suitable location for people to live in?
what is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
q2: no matter where you live, i am wondering how do you  usually go to school? (by bike, by car, by bus…)
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.
q3:what other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
q4:what means of transport do you know?
car, bicycle,  motorcycle, train, plane, space craft
q5:imagine what the future means of transport will be like?
2. conclusion
this unit introduces what life in the future might be like to ss. by discussing and answering the questions above can make ss have a general understanding of the present and future life and can also illustrate ss’ imagination about the future life.
【设计说明】
由日常问候开启话题，通过提问学生家乡情况导入城镇生活，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种类来预测未来的交通方式，从而导入课文。
step 2 warming up and pre-reading
task1:pair work
in pairs let ss list the changes in transport, environment, education and housing will happen in the next century.
 present time in one thousand years’ time
transport  
environment  
education  
houses  
【设计说明】
通过对交通，环境，教育和住房四方面的发展和预测让学生发挥自己的想象力进入阅读文章的处理学习中。
step 3 skimming
task2:skimming the text and try to find the answer to the question
q: which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns
task3:prediction
work in pairs and make a prediction.
 q: which changes are good and which are bad?
【设计说明】
猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。12
step4   scanning
task4:scan the text and find the answers to the questions.
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?
【设计说明】
通过跳读文章了解了文章中的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。
step5 reading for details
1．before the journey
q1: what did li qiang suffer from?
q2: how did li qiang feel? what makes him feel better?
q3: where did they arrive?
2．during the journey
q1: how did li qiang overcome the lack of fresh air?
q2: how did the hovering carriage float?
q3: how can a person move swiftly?
q4: what were people doing there?
q5: what happened to li qiang?
q6: what is a “time lag” flashback?
3．after the journey
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，从事件发生的先后顺序及地点转换顺序了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。在此过程中锻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 6  consolidation
ask ss to tell the following sentences are true or false (t or f)
(1) li qiang was worried about the journey, so he was unsettled all the time.
(2) wang ping is his friend who is also a good guide.
(3) his head ached because of lack of oxygen.
(4) li qiang lost in touch with wang ping, but he found him at last.
(5) wang ping’s mother was not friendly to him.
suggested answers:  (1) f (2) t (3) f (4) t (5) f
【设计说明】
   通过正误判断题来进一步让学生来巩固课文内容。
step7 homework
group work: in pairs retell li qiang’s story traveling to the year ad 3008, either in writing or in speech. you may make use of the words and expressions you have just learnt.
【设计说明】
通过学生小组合作用对话或者文章的内容复述文章的内容，全面地锻炼学生的总结概括能力以及团体协作的讨论能力。12

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