北师大版高中英语选修7Unit 20 lesson 1 Futurology 阅读课教案

Unit 20 New Frontiers

Lesson 1 Futurology 阅读课教学设计

一、课标分析

根据《高中课程标准》的规定，在高二的学习中，学生要发展自己的英语语言运用能力：用英语进行恰当交流的能力；用英语获取信息、处理信息的能力。在学习方法上，要逐渐形成有效的学习方法，在参与、实践、讨论和合作中学会用英语表达、交流，发展综合语言运用能力。

二、教材分析

1．本课所在单元的主题为New Frontiers，主要介绍了跟我们生活与学习联系紧密的科学领域，并且介绍了20世纪科学领域的一些先驱者。

2．本节课为 Lesson 1 Futurology的第一课时，是一节阅读课。该课的主要内容是未来学家就科学对未来影响做出的展望。

3．教材内容上的安排（对未来的预测），可以锻炼学生的抽象思维和创造性想象。

三、学生分析

1．学生对未来学及未来的世界这一话题既感到陌生，但又显示出浓厚的兴趣和求知欲，从而带着好奇心去了解并探究。

2．学生对本课话题Futurology这一领域缺乏一定的背景知识、经历和经验，但高中学生已具备一定的相象能力和形象抽象思维能力。

3．高二的学生已具备一定的用英语获取信息、处理信息、分析问题和解决问题的能力。

四、教学目标

1. 语言知识目标：

a.重点词汇和短语

seminar, handy, database, meanwhile, source, biochemistry, in terms of, wonder about, hundreds of, carry out, love doing/ to do

b.重点句子

1) Some like to read fantasy stories and imagine what the world wil l be like… Others foresee future opportunities

and problems.

2) Computers that are millions of times smarter than us will have been developed.

3) In the next few years, we will be communicating with our friends around the world…

4) We will have discovered other places in our solar system suitable for living and will have discovered ways to

go further into space.

2．语言技能目标：

1)学生学会在阅读中有目的地猜测、思考和获取信息，并进行分析、推理和判断，从而准确理解作者的意图。

2）能在教师的指导下，主动参与组织和实施语言实践活动。

3．知识能力目标：

1）初步了解未来学这一领域的知识及专家对未来世界的发展做出的预测。

2）通过阅读文章，学生能进一步丰富自己的知识，拓展思维。并能就自己的知识和经历进行创造性想象。

4．情感态度目标：

关注学生在学习中的情感态度，使学生在英语学习过程中，提高独立思考和判断的能力，发展与他人沟通合作的能力。

5、教学重点与难点

1）如何让学生准确理解课文，获取相关信息。

2）帮助学生用英语完成语言任务。

五、教学设计理念

1）运用任务型教学的模式。给学生设计出相关的任务，要求学生用英语讨论交流，让学生学会用英语完成语言任务。

2）采用“以学生为中心”教学模式。让学生在小组活动中进行有效的语言学习，把学生自主学习、合作学习和探究学习贯穿教学过程中，从而激发主体参与的兴趣。

六、教学策略

1．教学方法

a.Skimming, close-reading and scanning

b.Asking-and-answering to check the Ss’ understanding of the passage

c.Individual and group work

d.Discussing

2．教学工具

A recorder, a computer and a projector

七、教学过程

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Pre-reading

T: What is the tomorrow’s world? Could you predict it.

(以上述问题为导入，目的是调动学生已有的知识结构和社会生活经历，在新学知识与已有知识之间建座桥梁，为学习新知识futurology铺垫道路，引起学生兴趣，调动学生的学习动机。)

S1: It is possible that we can work at home because of communication industry.

S2: Our environment will be clean, people will live longer because of the advanced medicine.

S3: The speed of computer is more and more fast, so our work and life become easier and faster, foe example we can buy everything without leaving home,

T: Excellent! You have a good imagination. Today we will learn lesson 1 Futurology. Let’s know some respected futurologists’ predictions of future. Before reading, let’s learn the new words and expressions on Page 110 first.

(Teacher asks Students to read the words after the tape twice, then teacher gives explanations in English of some words to the students.)

Step ⅢWhile-reading

1. Skimming

Get the Ss to comprehend the passage quickly and meanwhile help Ss to form a good habit of reading.

T: After learning words, we are going to learn lesson 1. Now please look at screen. Give you 3

minutes read the passage quickly and choose an appropriate heading for it.

Read the article and choose the beast heading for the passage.

A. From the Past to the Future

B. The Future Business

C. Tomorrow’s World

D. A Perfect Future?

（以找出文章标题为略读环节的问题，使学生学会按意群略读，省略大量与寻找信息关系不重要的词、短语和句子。培养学生的快速阅读技巧和获取文章整体信息的能力。）

T: Time is up. Could you tell me which heading do you think is best, volunteer?

S1: I choose A.

S2: I don’t agree with him. I select C.

T: Can you tell the class your reason.

S2: In this passage, it doesn’t mention anything about the past, so I pass A. And Paragraph 3 to Paragraph 8, they are all about the future world. So C is the best.

T: Very good, thank you!

2．Close-reading

In this part, students read Paragraph 3-Paragraph 8 carefully, and then finish this table.

T: Now, give you 4 minutes read Paragraph 3-Paragraph 8, and 2 minutes fill in this form.

(Suggested answers are omitted.)

（文章的重要段落为第3到第8段，因此在这一环节教师就重要的部段落设计了图表题，引

导学生提取与主题---未来学家就科学对未来影响的展望相关的信息。帮助学生加深对课文的理解。）

3. Scanning

In this part, Ss will read the passage carefully and then judge the statements below True or False. Then teacher shows these statements on the screen. Give Ss 5 minutes to read the whole passage.

T: look at screen, please. Here are 5 detailed questions. Give you 8 minutes read the passage carefully, and then exchange your answers with your partners.

Show the statements on the screen.

1.People who are worried about future are called futurologists.

2.The experts attending the seminar will be discussing the influence of future on the technology.

3.According to the text, computers will become more intelligent.

4.By the year 2030, human-like robots may be sent around our bodies to carry out repairs and keep us healthy.

5.According to the text, we may be able to live in other suitable places in our solar system at the end of the

century.

(Suggested answers: F F T F T)

（在精读环节教师设计了一些判断题，是将学生已学的知识和已有的生活经验相结合，对课文中的信息进行逻辑推理和分析判断，使其对课文的理解上升到一个新的高度。）

StepⅣPost-reading

V oice your opinion

In close-reading, we have known the predictions of scientists by the year 2020, 2030 and so on. Now which of the predictions would you like or not like to come true? Why?

T: Now work in groups to discuss this talking. After 5 minutes later, we will ask some groups to share their opinions to the class.

(Teacher goes among the students and joins in the students’ discussion. After a few minutes later, teacher says the following.)

T: Ok, time is up, which team would like to tell us their opinions? V olunteer!

Team (a): We all like the prediction of the end of the century’s that we can live in other planet. We hope it will

come true soon, because we like to explore new undiscovered space, maybe we can make friends in

other planet.

Team (b): Please listen to our ideas. We prefer the prediction of 2030’s that tiny robots may be sent around our bodies to carry out repairs and keep us healthy. Why? If this can come true we will live longer, so we can see Taiwan come back homeland.

(Students clap their hands.)

Team (c): We choose the year 2020’s. As a student, we must remember many kinds of knowledge, we fell tired and stressful sometimes. If computer will more powerful, it can help us, let us relax.

T: Just now many teams talked about their ideas actively, well done, thank you. Futurologists predict these ideal predictions for our life. Then who can come true them, it is you! So I hope we can work hard to come true these dreams. Are you confident?

Ss: Yeah!

T: Very good. Now, let’s listen to the tape, pay attention to some words’ pronunciation and sentences’ intonation. （以Which of the predictions would you like or not like to come true? 为小组活动的主题，是因为学生对篇章的结构、内容及融合的知识点有了一定的了解后，通过语言实践活动，一方面可以灵活运用新词汇和语法知识，学以致用。另一方面，可以引导学生主动地进行联系、想象和判断，提高学生用英语进行思维的能力。）

StepⅤ Homework

T：After class, please find more predictions of other futurologists.

Your writing should include the following points:

1. Work in groups.

1. You can use some science magazines and Internet to help you.

2. Please use words we learn today and sentence patterns below to summarize the futurologists’ predictions you

find.

Sb.+ will be doing…

Sb.+ will have done…

（布置让学生“以小组为单位，并提供词汇和句型要求他们查找其它的有关未来预测”为作业，一方面立足于对课文出现的一些重要词汇、短语和语法句型进行集中学习，同时也为下

节语法课的开展打下前提。另外，作业的内容和完成方式可以拓宽学生视野，增加学习趣味性。）

八．教学反思

1 本课Futurology是单元New Frontiers的一个分支，主要是关于未来学家就

科学对未来影响做出的展望。教材知识内容的广泛、真实而有趣，学生对这

一领域和话题虽缺乏一定的背景知识、经历和经验，但显示出浓厚的求知欲，

加上教学中采用pair-work 和group-work，学生之间相互配合，共同合作。

因此学生能成功完成各项语言任务，并将书本的知识与现实生活真实联系

起来。体现了师生互动，达到了“教”与“学”的统一。

2．本节课的设计充分体现了任务型语言教学模式。通过层层推进的语言任务，达到新课程标准对学生提出的要求。如While-reading的三次任务阅读，多层次、多角度地提高学生学会在阅读中有目的地猜测、思考和获取信息，并进行分析、推理和判断的能力；Post-reading 和Homework的语言实践活动，可以帮组学生有机会综合运用他们所学的语言，学习者的注意力集中在使用他们的语言知识来表达意义，而不是仅仅运用语言的形式。从而最终改变学习方式，形成有效的学习策略。这也是任务型语言教学模式给学生带来的最大益处。

3．在教学实践，仍有许多不足的地方，需在今后的教学中完善和提高。任务型语言教学强调教师有责任为学生提供大量丰富语言输入，由于教师自己对这一领域的相关知识了解不够，所以教学中这种输入在数量和质量上都不过关。所以在今后的教学中，要调整自己的角色，虚心学习，补充相关知识。此外

还要求教师有责任而且应该教会学生如何自己寻找资料和获取信息。由于教学经验尚浅，因此在成为学生开发学习技能和策略的指导者和同伴这个角色上，可以看出很稚嫩。这些不足之处都有待在今后的教学中不断学习，不断尝试，不断探索，才能真正做到成为学生学习的计划者和组织者；学习方向和资源提供者和学生探索知识、开发学习技能和策略、享受成功的指导者和同伴。