高中英语-Module 1 Life in the Future教学设计学情分析教材分析课后反思

TeachingPlanforLifeintheFuture

TeachingObjectives:

★KnowledgeObjectives：

1.Toenlargethestudents'vocabularyrelatedtothe

topic.

2.Tohelpstudentsdescribehowtorunacityofthefuture

withthekeywordsorsentencesproperly.

★AbilityObjectives:

1.Toimprovethestudents?readingskill:scanning.

2.Toencouragethestudentstostudybythemselves,

cooperateandcompetewithothersmoreefficiently.

★EmotionObjectives:

Toencouragestudentstofeelthatcareforthe

environmentandcareforpeoplewillbeimportantinthefuture.

★StrategyObjectives:

1.Toguidestudentshowtogetthedetailedinformation

fromthetext.

2.Toguidethestudentshowtoguessthemeaningofaword

inthecontext.

3.Toguidethestudentstothinkdeeplyonreading

material.

★CulturalObjectives:

Topromotestudent'spositiveattitudetofuturelife.

KeyPoints:

Tograspsomeusefulwordsandexpressions;

Tounderstandthestoryandthinkdeeply.

DifficultPoints:

Howtoencouragethestudentstoapplywhatthey'velearnt

toproduceaneffectiveoutput.

TeachingApproaches:

Task-basedteachingmodeinastudents-centeredatmosphere

Selfstudyandcooperativestudy

TeachingProcedures:

StepI.Warmingup

EnjoysomevideosaboutLifeintheFuture.

Aims:Toenrichstudents?backgroundknowledgeaboutfuture

life.

StepII.Leadingin

Supposingyouareastudentfrom

>2^UniversityofTexas,yourmajor（专业）

iscitymanagement.Nowyouarechosen

todoatimejourney(时空旅行)，anda

fewminuteslater,thejourneyis

completed

andyouhavearrived.Youarestillontheearthbutonethousand

yearsinthefuture.Whatwillyoufind?Whatwillthecityof

the

futurelooklike?

Aims:Toarousestudents'desiretoreadthestorybysupposing

theywilldoatimejourney.

StepIII.Readingandthinkingpartbypart.

Part1(paragraph1)

Whatwillthecityofthefuturelooklike?

Whyshouldwecarefortheenvironmentinthefuture?

Howcanwecarefortheenvironment?

1.Wewilluselotsof,suchasplastic,aluminium,

steel,glass,wood,paper.

2.Wewillwastefewer.

3.Wewillalsohavetorelymoreon,suchassolar

andwindpower.

Allcarswillbepoweredby,

or.

4.Togetridofgarbageproblems,thecitywillload

withandsendthemtowards.

Otherideas:

Aims:Thequestions"what","why","how"canhelp

studentsunderstandpart1deeplyandgradually.Alsothese

threequestionscanmakestudentsfeelthatcareforthe

environmentisveryimportant.Inaddition,practicereading

skillofscanning(i.e.findingouttheanswerstothequestions

accordingtothekeywords).Atlast,guidethestudentsto

guessthemeaningofawordinthecontext.

Part2(paragraph2-12)

Inthefuture,carefortheenvironmentwillbevery

important,butwillweonlycarefortheenvironment?Maybewe

willalsocarefor…

Inordertokeepourhealth,wherewon'twebeallowedtosmoke?

YourfriendTomisillbecauseofsmoking,whatwilldoctors

doforhimfromadistance?

AfterTomrecoversfromhisillness,hewantstodosomeforms

ofrecreation,suchascinemas,bowlingandothers.Willhehave

topayforhisrecreation?

Howwillwegoshopping?

Willspacetravelbecommon?Why?

Ifpeoplewithdisabilitiesalsowanttotravel,whatwillthey

do?

Crimesstillexist,buthowwillpolicearrestcriminals?

Policewillfindcriminalsveryeasilythroughtheirtelephone

numbersatbirth.Why?

Aims:Accordingtostudents'cognitivedevelopment(i.e.

thinkingdevelopment),theabovequestionsareset,whichcan

helpstudentsunderstandpart2gradually.Besides,practice

readingskillofscanning.Atlast,guidethestudentstoguess

themeaningofawordinthecontext.

StepIVThinkdeeply

cars

Sobesidescarefortheenvironment（爱护环境），carefor

willalsobeimportantinthefuture.

Aims:Tohelpstudentssensetheimportanceofcareforthe

environmentandcareforpeople.

StepVGroupwork

IfyoucomebacktoJvxianCountyfromTexas,howwillyou

runit?

♦carefortheenvironment:♦careforpeople:

（爱护环境）（以人为本）

recycledmaterialsnosmoking,shoppingonline,

naturalresourcestelephonesforlife,

alternativeenergyrecreation,

cars,telesurgery,

garbage,peoplewithdisabilities,

others***spacetravel

Aims:Throughthegroupwork,studentsareencouragedtoshare

theirideasandthewisdomof“howtorunJvxianCountyofthe

future”.Meanwhile,studentsareencouragedtocooperatewith

eachothertodeeptheirunderstandingofthewisdombehindthe

passage.

StepVIConclusion

It'snotjustastoryaboutthecityofthefuture.

It'salsoastoryabouthowtoprotectourenvironmentand

howtocareforpeople.

Fromnowon,let'sprotecttheenvironmentandcarefor

peopletogether—you,meandeveryone.

Aims:Theteacherwillappealtoeveryonetoprotectthe

environmentandcareforpeoplebothatpresentandinthe

future,andahappierfuturewillbecreated.

StepVIIAssignment

Writeyourideasdownandmakeitbetter!

学情分析

本堂课的授课对象为高一年级学生。从英语能力上讲，这个阶段

的学生总体具有初步的英语综合运用能力，能够使用英语表达自己的

想法，同时个体差异大，同班级学生的学力往往参差不齐。从性格上

讲，高中学生比较成熟，对课堂质量要求比较高，不如初中学生容易

调动。从思想深度上讲，该年龄段学生，其人生观和价值观初步形成，

对于事物有一定的批判性思考能力，同时，由于涉世未深，对事物的

看法相对而言比较简单，思维的深度和广度有待加强。

根据班主任的介绍，授课班级为普通班，授课教师判断上课学生

的英语表达能力应属于中下等水平。鉴于此，笔者从两个方面安排了

对策。首先，针对学生的英语水平，一来教学过程中首先以低层次问

题（如一般疑问句问题）开始提问，根据学生的反馈逐步提高问题难

度；二来对于教学设计里较深层阅读任务的探讨性问题，适时根据学

生的状态和回答进行追问，必要时给予范例和提示进行引导。其次，

针对学生的精神状态，利用课前见面时间安排短暂的中英文师生交流,

以期放松心情，清醒头脑，相互熟悉，了解水平。

效果分析

本节课总体效果良好，完成了教学目标，学生积极参与，眼、耳、

口、手齐行动，小组活动锻炼了学生团结协作的能力。本课堂达到了

以下效果：

1.教学设计流畅，一气呵成。

本课例从开篇的导入到阅读问题的设置，教师由浅入深，顺应学

生认知思维，层层递进慢慢深入，带领学生逐步深入地了解未来城市

的环境和人类活动。通过本堂课，学生和教师共同感悟到未来生活中，

爱护环境和以人为本的重要性。是一节有思想深度的英语阅读课。层

层深入的教学活动，体现了对文本学习的层次梯度。教学设计中对文

本内容深入地剖析不仅帮助学生更好地理解未来城市的样子，也为后

来说的输出垫定了厚实的基础，使得说的输出最后能水到渠成。

2.教学中实现与学生的真实交流。

教师能充分利用课堂活动来调动学生的学习积极性和热情，师生

互动频繁，产生思维碰撞的火花。教师引导学生思维，促使学生思考，

师生交流顺畅，情感融洽。

3.授课能给人以美的感受。教师基本功扎实，体现良好的自身素

质和教学智慧

本课人文性强，主题有深意；教师基本功扎实，自身素质过硬;

教学设计有智慧，能够和学生引起共鸣。

教材分析

本模块的主题为“未来生活”。本节课是本模块的主体阅读课文。

这篇课文通过学生的想象描绘了未来城市的发展前景，是一篇具有科

幻性质的说明文。本堂课旨在帮助学生在理解文本的基础上，挖掘文

本本身所蕴含的的思想性，帮助学生的思维由表及里、由浅入深得到

充分训练。学生在学习过程中阅读的不仅仅是一个故事，而是在充分

理解和体会人类的未来应当是“爱护环境，以人为本”的。

对于一篇新授课文来说，阅读应是教学活动的侧重，应引导学生

理解和讨论文章内容，在必要时候关注语言的使用。通过对本篇阅读

材料的学习，学生应该掌握与未来生活有关的英语单词，学会描述未

来城市的语言并且能够用英语表达如何治理一个未来城市。

评测练习

Readthepassageandfinishthefollowingquestions.Then

findsomeusefulwordsandexpressions.

Takeatripthroughtime.Experiencewhatitisliketolive

intheyear2500.ThisjourneyIwilltakeyouonisfullofmy

thoughtsfortheyear2500.So,let'sgo.

Imaginewhenyouseethenewworldwhatfeelingsyoumight

have.JustlikeChristopherColumbus,orsomeotherfamous

exploreryoulookattheenvironment,transportation,

education,andhouses.Justasyouaretakingitallin,new

surprisescomeyourway.

Fortransportation,youthinkyouseewhatlooklikenormal

cars.Youseesomeonepullintoagasstation.Youthinkthey

aregettinggasbuttheyarenot.Theyaregettingtwojugsof

milkandfillingtheircarwithit.Next,youseea

normal-lookingcarstopinadriveway.Insteadofthepeople

gettingoutoftheircarthroughadoor,youseethemgetting

outofthewholesideofthecar.

Then,youturnaroundandseeaschool.Youdecidetogo

in.Itlooksnormal,butitisnot.Itismoreadvanced.The

kidsarenotactingup.Theyarejustsittingtherelistening

totheteacher.Everyonceinawhileyouseethemlaugh.Instead

ofnormaltextbookworkyouareusedto,youseejustgamesin

thebooks.Theyarelearninggamesthough.

Thehouseslooknormal,buttheyarenot.Partsoftheroof

cancomedownwithapushofabutton.Thereareelevatorsin

someinsteadofstairs.Thelightsgoonandoffwhenyouclap.

Thepicturesonthewallpapercanmove.

Finally,younoticethattheenvironmenthaschangeda

little.Youseesolar-powereddeviceseverywhereandpeopleare

notlittering.Youalsoseethattherearenohuntersaround

either.

Youlikethistimeandwanttosay.Youtakeonesteptoward

thenewworldand,allofasudden,youaretravelingintime

again.Next,youwillseeanevenbetterworld!

1.Whatwillpeoplefilltheircarswithin2500?

2.Whatwillthetextbookinthefuturelooklike?

3.Willthelightsin2500turnonandoffbythemselves?Why?

4.Willsolar-powereddevicesbecommon?

5.Whatdoestheunderlinedexpression“actingup”in

paragraph4mean?

6.Usefulwordsandexpressions:

课后反思

首先，教师在深刻理解阅读文本的基础上，对阅读文本由浅入深

的剖析和精细到位的解读，使学习课文的过程充满了对学生的人文关

怀。本课教学环节设计层层深入，环环相扣，每一个步骤都是后一个

步骤的铺垫，联系紧密，逻辑清晰。阅读任务全部用问与答的形式,

操作性强，由易至难，由粗到细，由浅入深，学生能够跟上节奏，积

极参与。在上课过程中，教师不时会追问“为什么”或“如何做”，

引导学生思考，启发学生思维。文章主题在阅读任务的层层铺垫下，

学生一边回答问题一般慢慢感受到未来城市中“爱护环境，以人为本”

的重要性，学生对主题理解的支架已被充分搭建，最后的输出水到渠

成。

其次是对学生个体和创造性的充分尊重，在师生互动中创设并把

握了许多动态生成的机会。在本堂课中，教师除了在规定时间内完成

了预设的所有环节之外，还在教学过程中根据学生对文本的理解情况

进行及时追问，根据学生的回答和反馈发掘可进一步使用的动态教学

资源，朝着预设的教学目标迈进。本堂课中，教师鼓励学生不拘泥于

文本，创造性地、个性化地解读文本，学生在见解被充分尊重的前提

下发挥自己的创造力和想象力。这是凸显学生主体性、培养其批判性

思维和创造性思维的重要策略。

最后是本堂课的小组讨论，主题是“假如一千年以后，你又从德

克萨斯州回到莒县，你将如何治理未来的莒县”，这样设置的目的一

方面可以使学生在“TheCityoftheFuture”文本中输入的语言进

行充分