高二英语张瑾教学设计
Let's+celebrate+Writing+教学设计 高中英语外研版(2019)必修第二册+
课堂教学案授课课题Unit2 Let's celebrate授课教师授课类型NEW授课对象授课时间教案编号教学目标1.掌握本课时的重点单词/词组/句型；2.引导学生对某一节日现象展开分析和评论，并写一篇短文来表达自己的观点。
3. 带领学生通过本单元的学习，对节日这一话题有更深入的理解；4. 引导学生进行小组活动，培养学生的语用能力和创新能力。
教学重点学生能够对某一节日现象展开分析和评论，并写一篇短文来表达自己的观点。
教学难点通过本单元的学习，学生能够对节日这一话题有更深入的理解，达成对本单元所学知识的迁移和运用。
教学方法教法Task-based teaching method学法Cooperative learning, Group learning教学资源Multimedia, PPT教学步骤教学内容与教学过程学生活动教师活动温故知新1.Ask or dictate something we learned lastperiod.2.Have one student retell the passage of Timefor a Change.3.Know the procedures of writing a letter.Answer thequestions.Have adictation.Offernecessaryhelp.讲授课程PresentationRead the letter on page 23.1. Ask the Ss to read the letter carefully andanswer the questions.(1) Which countries are mentioned and howdo they celebrate Chinese Spring Festival?(Russia, Ghana and the United States.Russia: The 2017 Grand Chinese New YearConcert was held in St Petersburg, with itstickets sold out and 90% of the audience localRussians.Ghana: Over 1,000 Ghanaian junior highschool students got up on stage to performChinese songs and dances to celebrate the 2017Spring Festival.The United States: Students in New YorkCity have since 2016 been able to enjoy anofficial day's holiday for Chinese SpringFestival.)(2) Which event would you most like toattend? Why?(Students' own answers.)(3) Why do you think Chinese SpringDiscuss ingroups.Listen toteachercarefullyand makenotesDo the Ex.CorrectlyDo the taskin pairs andgroup tofinish therelatedexercise.Ask thequestions.Explaincarefully andhelp Ss tograsp thelearningstrategies.Help Ss tocorrect themistakes andunderstandthe mistakesFestival is "going global" ?2. Get several Ss to share their answers in the class and then check them.3. Ask several students to try to retell the letter. Practice1.Get the Ss to complete the notes to help organize your idea..2. Now write a letter to the editor to express your ideas. Use the expressions in the box to help you, and then show it to the class.课堂小结Further practise asking for and explaining the meanings of words in conversations.课后作业必做：1. Review the vocabulary and expressions.拓展：2. Discuss the questions.板书设计Unit2 Key words and phrasesThe structure of passage.课后记1.Pay attention to some level C students.2.Help students to develop their self-taught abilities.。
英语教研活动计划和具体措施
英语教研活动计划和具体措施英语教研活动计划和具体措施一、宗旨：探索适合我校学生学习实际的教学内容和方法，改进教育教学方式，提高教学效率。
二、我们的团队我组共有教师105人，其中具备高级职称的有05名教师，是一个新老结合，充满活力和创造力的团队。
教研组以专业发展为引领，促进教师自主发展；以新老结对为平台，帮助教师快速成长；以课题研究和校本课程为载体，开展高效教研活动；以促进我校英语教学的提高。
三、我们的措施1、新老结对，共同提高为了充分发挥骨干教师的“传、帮、带”作用，我们以年级备课组为单位进行师徒结对；在教学中，师徒之间相互听课，老教师就如何编写好教案，如何批阅试卷，如何组织开展好课堂教学对年轻教师进行悉心指导。
在这种以老带新，以新促老的相互学习过程中，整个年级的英语教学稳定有序。
2、集体备课，资源共享集体备课时，主备课教师先根据本班学生的学习实际制定恰当的学习目标和教学策略；再在教研活动中进行集体研讨、交流，发挥集体优势，形成最优的教学设计，制作可操作的教学方案；尤其重要的是要制定出分层目标，分层任务，让学生在课堂学习中有不同层次的收获。
同时，每位教师在自己的教案中还有自己个性化的教学设计。
3、公开教学，集体评课教研组每周开设一节组内教学研讨课，组内老师全员参与听、评课活动。
结合教学目标，教学流程等发表各自的见解和建议，这样，每位老师都能发现自己和他人教学中的优缺点，进而根据学生的特点，积极研究探索符合本班学生学情的教学模式和教学方法。
通过这样一个集体交流反思的平台，每位教师都能在教学中体验成功，挖掘潜能。
4、积极参赛，树立教风在忙碌的教学生活中我们也积极参加市、县举行的各种赛教以及论文征集活动，特别是在周至大学区英语科教学比赛中，取得了可喜的成绩。
05、课题研究，提升自我为了自身专业素质的提高，英语组教师踊跃参加市级小课题研究。
在2014年西安市小课题研究任务中，我组成员张瑾、汤晶晶、朱玮和赵爱科等老师承担了<<英语词汇教学>>的小课题研究项目，并顺利结题。
人教课标版高中英语必修2 Unit1_Reading_名师教学设计(一)
Unit1 Reading 名师教学设计（一）In Search Of The Amber RoomShen YananTeaching Objectives：1.Knowledge Objectives：Enable students to have a general idea about the history about amber room.2. Ability Objectives:Make predictions based on title②Skim for main idea and learn to analyze structure according to the structure of an introduction.③Scan for the basic information.④learn how to express opinions towards3. Emotional ObjectivesEnable students to know more about cultural relics and arouse their awareness of protecting cultural relics.Step I Lead in1. Watch a video.2. Have you ever seen anything made of it?Can you imagine a house made of amber?（设计意图：创设情境引导学生认识琥珀，进而引入本课主题琥珀屋。
）Step II PredictionWhat can you get from the title?Predict: This passage is mainly about_________________.（设计意图：学会根据题目猜测文章大意）Step III Skimming1.Skim for the main idea to check whether the predictions are right or wrong. The text mainly talks about the _____________________.2.Skim to match the main idea.___How did the Amber Room become one of the wonders of the world?___How was a new Amber Room built?___How did the Amber Room get lost?___How was the Amber Room made?___Why did King of Prussia give the Amber Room to the Czar as a gift?3.Please use one word to summarize the main idea of each paragraph and divide it into ______ parts.Paragraph 1 _________Paragraph 2 _________Paragraph 3 _________Paragraph 4 _________Paragraph 5 _________（设计意图：培养学生速读的习惯，学生能够总结文章大意，并能分析文章结构）Step IV Scanning1.Scan part 1 to find the details.2.What words can you use to describe the amber room? ______ _______ _______ ________ _________ _______ （设计意图：培养学生细读的习惯，了解琥珀屋的历史）2.Scan part 2①.Find the main characters in this part___________ _____________ _______________ ________________ ____________②What did these main characters do to the amber room?.2.Scan part 31.Why did they build a new amber room looking like the old one?_____________________________________________________________________（设计意图：找出文中细节，并能够复述文中主要情节）Step V DiscussionIs it worth building lost cultural relics such as amber room?Possible sentence structures：I hold the view that.......As far as I'm concerned,......I think/In my opinion,..........I strongly believe that.......The reasons are as follows：Firstly,______________________________________Secondly,______________________________________Thirdly,________________________________________Step VI HomeworkWrite a short passage to show your opinions._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 设计意图：能够通过小组讨论，增强口语表达能力，并能将其写成一篇小文章，锻炼写作能力。
高中英语必修二第一单元In_Search_of_the_Amber_Room教学设计teaching_plan
Lesson planNSEFC Module2 Unit1 Reading In Search of the Amber RoomTeacher: 王佳Period：Period1Type：ReadingDuration: 45minutesTeaching ideologyThe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.Teaching material and learning condition The analysis of teaching materialThe teaching material is the reading part from NSEFC Module2 Unit1. The topic of this unit is cultural relics and the protection of the culture relics. This passage mainly introduces the history of amber room which is one of the cultural relics in the world. The passage consists of 5 paragraphs. The first paragraph is a general introduction of the amber room. Para.2 to Para.4 introduces the removal and the loss of amber room. The last paragraph tells about the rebuilding of the amber room. The topic is not new to the Ss. But there is some new words and phases in the passage.The analysis of learning conditionThe students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of cultural relics and know some cultural relics in China. But they may not know the amber room before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.Learning objectives1. Language skills●By the end of the class, Ss can predict the content of the passage based on the title.●Ss can scan the passage and find out the specific information such as the person related withthe amber room.●Ss can summarize the passage with the help of the clues of the passage.2. Language knowledge●Ss can master the key words and phrases of the passage as follows, amazing, fancy, style, lessthan, in return, reception, remove, wooden, doubt, former, at war.●Ss can learn the history of the amber room, especially the design, the loss and the rebuildingof the amber room.3. Affects●Ss will realize that the cultural relics are rare and precious and they will concern themselveswith the issue of cultural relic’s protection.4. Cultural awareness●Ss will broaden their minds by knowing something about amber room, one of the culturalrelics in Russia.5. Learning strategies●Ss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.●Ss will communicate with each other in English while doing the group work.Language focuses and anticipated difficultiesLanguage focusesThis is a reading period so the focus is to cultivate the students’ reading skills. The many activities are designed to help S to train their reading skills, such as predicting, skimming, scanning and summarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.Ss may did not heard the amber room before, so the teacher will tell them some background knowledge about it.Teaching methodThree-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.Teaching aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.Teaching proceduresStep1. Lead-in (6min)Activity1. Greetings and Free-talking (2min)T Leads into the topic by asking Ss some cultural relics they know. Ss tell the name of the cultural relics they know freely.T: Hello boys and girls.(Ss say hello to the teacher.)T: When we say cultural relics, what appears in your minds?(Ss tell the things appear in their minds freely.)T: What are the cultural relics in China?(Ss tell some names of cultural relics in China.)Activity2. Picture-talking (4min)T shows some pictures about the cultural relics in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them.T: Just now, you talk about some cultural relics in China. Now, let’s see some pictures of some cultural relics. (T shows the pictures and Ss see them carefully.)T: What do the cultural relics have in common？For example, they are very precious. What are your opinions?(T gives them some hints and Ss tell the characteristics of cultural relics.)[Aims]In this step, T first leads in the topic by talking with the Ss freely about the cultural relics in China which is familiar to them and then Ss see some pictures and tell the characteristics.These two activities aim to arouse the Ss’interests in the topic and activate their old knowledge of cultural relics. Then Ss will be mentally prepared for the reading comprehension. What’s more, when they are talking about the charateristics of cultural relics, they will realize that the cultural relics are rare and precious and they will concern themselves with the issue of cultural relic’s protection.Step2. Pre-reading (3min)Activity1. Knowing something about the amber room (1min)T gives a brief introduction of the amber room. Ss will know the amber room is a room which is made of amber and it is a cultural relic in Russia.T: Today, we are going to learn a cultural relic in Russia. It is a room made of amber. Do you know what amber is?(T shows some pictures of amber and Ss get to know the amber.)Activity2. Predicting (2min)T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.T: please look at the title “In Search of the Amber Room”, what does “in search of” mean?(If the Ss can not give the answer, then T explain it.)T: In search means that people are looking for it. Why are people looking for it? Can you guess? What will the passage talk about?(Ss predict the content, but T will not give the answer here.)[Aims]In this step, the Ss first know some information of the amber room; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.Step3. While-reading (22min)Activity1. Skimming (4min)Ss skim the whole passage and find out the reason why people are in search for the amber room and check their predictions.T: Why are people still searching for the amber room? Here is a multiple choice for you.Activity2. Scanning (3min)T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.(Keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)Activity3 Close-reading (15min)T designs various kinds of activities and Ss do the activities to fully understand the passage. Para.1T: Please read Para.1 carefully and then take some note about the amber room.Para.2-4Please read Para.2-4 carefully and then find out the removal of the room.Please read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.Para.5Please read Para.5 carefully and then find out the the rebuilding of the amber room.[Aims]By doing some many activities, the Ss will develop their reading strategies and language efficiency. T help the Ss study the passage paragraph by paragraph.. Ss will learn some key words and phrases in the passage.Step4. Post-reading (12min)Activity1. Dissuasion (6min)Ss have learned the rebuilding of the passage and T asks the Ss to discuss whether people should rebuild the cultural relics. T give the example of “Y uan Mingyuan” which is a cultural relics. Ss share their opinion on the issue and the reasons.Activity2. Role-play (6 min)T creates a situation in which a student of the class has visited the Amber Room, so he/she come back to introduce the amber room.Ss work in pairs, one act as the one who has visited the palace. The other acts as one who is curious about the Amber Room, they should make a dialogue. The beginning of the conversation is given. A: the one who has visited the palaceB: the one who is curious about the Amber Room[Aims]These two activities are to develop the Ss ’ comprehensive language competence. The role play serves to be an output of the reading and an evaluation of their learning.Homework (1min)Ss write a summery of the history of the Amber Room and hand it in the next day.Ss review the words and phrase of the passage and make sentence with each.Blackboard design。
高二英语Lesson 87教案
高二英语Lesson87教案教材：《人教版高中英语》第二册Unit4课时：2课时教学目标：1.让学生掌握本节课的生词和短语。
2.理解并运用课文中的重点句子和语法结构。
3.培养学生的阅读理解能力和跨文化交际能力。
4.引导学生关注环保问题，提高环保意识。
教学重难点：重点：1.生词和短语的掌握。
2.课文中的重点句子和语法结构。
难点：1.阅读理解能力的提高。
2.跨文化交际能力的培养。
第一课时一、导入1.利用图片或视频，引导学生关注环保问题。
2.让学生谈谈自己对环保的认识和看法。
二、课文阅读1.让学生快速阅读课文，了解大意。
2.教师根据课文内容提出问题，检查学生对课文的理解。
三、生词和短语讲解1.教师带领学生朗读生词和短语，让学生跟读。
2.教师用例句解释生词和短语的用法。
四、课文讲解1.教师逐段讲解课文，让学生理解课文内容。
2.分析课文中的重点句子和语法结构。
五、课堂练习1.完成课文后的练习题。
2.教师挑选部分练习题进行讲解。
六、课后作业1.复习课文，熟记生词和短语。
2.完成课后练习。
第二课时一、复习1.复习上节课的内容。
2.检查学生对生词和短语的掌握。
二、课文深入阅读1.教师引导学生深入分析课文，理解课文内涵。
2.学生分组讨论，分享自己的阅读心得。
三、语法讲解1.教师讲解课文中的语法结构。
2.学生完成语法练习。
四、阅读理解训练1.教师挑选一篇与课文内容相关的阅读材料。
2.学生阅读材料，完成练习。
五、课堂活动1.学生分组进行角色扮演，模拟课文中的情景。
2.教师点评学生的表演，给予鼓励和建议。
2.学生反思自己的学习过程，提出改进措施。
教学反思：1.部分学生对生词和短语的掌握不够扎实，需要在课后加强复习。
2.阅读理解训练的难度较大，部分学生未能完全理解材料内容。
3.课堂活动时间安排不够合理，导致部分学生未能充分参与。
重难点补充：一、教学过程补充第二课时二、课文深入阅读1.教师引导学生深入分析课文，理解课文内涵。
《三个儿子》教案_教案教学设计_3
《三个儿子》教案本文是关于《三个儿子》教案，仅供参考，希望对您有所帮助，感谢阅读。
（一）联系歌曲，导入课文。
播放视频动画歌曲阎维文演唱的《母亲》。
“你入学的新书包，有人给你拿，你雨中的花折伞，有人给你打，你爱吃的那三鲜馅，有人她给你包，你委屈的泪花，有人给你擦，啊，这个人就是娘，这个人就是妈，这个人给了我生命，给我一个家------。
”（学生及听课老师聚精会神的欣赏，陶醉在母爱的氛围中）“歌曲放完了，这首歌就是老师送给大家的礼物，你们收到了吗？”“收到了。
”“那么谁能告诉老师，你在收到的礼物中看到了什么？（用两个字概括）”“我看到了‘母亲’。
”“没错，这是一首非常著名的歌颂母亲的歌。
下面老师再提一个有点难度的问题，大家可要听好了：有谁知道什么是上天赐予‘母亲’最好的礼物呢？”“我们。
”“我们是谁？”“儿子和女儿。
”“是呀，你们真聪明！对于母亲而言上天赐予最好的礼物便是她的儿女，今天我们就来学习一篇关于儿子的课文。
题目是------？”“《三个儿子》。
”（揭题板书）。
一、谈话导入，初读课文。
师：（出示小水桶卡片）瞧，这是什么？它可以用来做什么？（生：装水）对，在没有自来水的从前，人们都要用它去打水。
有三个妈妈提着水桶去打水，在井边聊起了家常，她们在聊些什么呢？师：是啊，字写得好的同学一定是善于观察别人写字的孩子。
让我们齐读课题。
师：对，三个妈妈聊起了自已的儿子，你们想去认识认识这三个儿子吗？（想）那让我们快快走进故事中去吧。
请同学们自由大声的朗读课文，注意读准字音，读通句子，将不认识的字圈出来，开动你的小脑筋，想办法去它。
二、认读生字，熟悉课文。
师：（出示水桶生字卡片）你们瞧，刘老师今天带来了好多小水桶，有趣吗？想不想拎回去一个？（想）要知道，课文里边的生字都藏在这些小水桶里边，现在来考考咱们班的小朋友。
师：（出示“停”）谁来读？生：ting师：真好，你的后鼻音读得特别准，请你教大家读读。
（全班齐读）师：（出示“既”）请你读！生：ji师：嗯，第四声发得特别干脆。
英语教案
一）
一、教学编号：NO.1 二、课题：unit one 三、教学时间：90分钟 四、教学班级：2班 五、授课类型：讲授新课 六、教学目的与要求 七、教学重点 八、教学难点 九、教学过程 十、课后小结十一课后分析
六、教学目的与要求
• Focus1: Instruct the students about the importance of honesty • through cheating case in a popular TV game show. • Focus2:Gain a knowledge of different kind of betting and people’s different attitudes towards betting in different part • Of the world.
七、教学重点
• 1:Words such as prize, signal may function both as noun and as a verb . • 2:Adjectivcs as post-modificrs of indefinite pronouns. • 3:Emphatic sentences with it as the formal subject
八、教学难点
• 1:To train students’ reading speed and development their scanning ability . • 2:To improve students’ comprehension ability. • 3:25 B-level words. 14 A-level words and 7 phrases and expressions listed under Vocabulary.
Book8_U1_Reading1
津高中英语教学设计单元：Unit 1 The written word板块：Reading (1)Thoughts on the design:本教学方案分为四个部分，分别为lead-in、reading comprehension、post- reading activities 与homework 。
在lead-in 环节，教师将要求学生讲述一些中外古典著作，尤其有关Charles Dicke ns其相关著作的情况作为本课的开端，以增加其文学知识及激发其学习情趣。
在readingcomprehension 环节，教师将以快速读、细读等方式培养学生的阅读能力。
在post-reading 部分，设计讨论题对学生进行发散性思维的培养以及巩固所学。
所有步骤通过PPT展示出来。
Teaching aims:1.Studentsareexpectedtogainsomeknowledgeaboutclassicliteratureandsomeinsi ght into how to write an essay about literature;2.Studentsareexpectedtoimprovetheirreadingskillsbyparticipatingintheactivities designed.Teaching procedures:Step 1Lead- inBeforeclass,askstudentstosearchontheInternetorinbooksaboutfamousChinese and foreign classic literature, Charles Dickens and his works. Ask students tofocus on the following questions:What is the definition of classic literature?What famous Chinese and foreign classic literature have you read?Who is Charles Dickens? What books did he write? ...Begin the class by having students report their findings to the class.Step 2Reading comprehensionFast reading:Ask students to skim the essay and try to find answers to the following three questions:1. What is classic literature?2. Who is Charles Dickens?3. Who is the main character in the novelGreat Expectations?Answers:1. Classics are the antiques of the literary world including novels, plays and poems that werewritten a long time ago and were well written and received.2. Dickens is England ' s greatest writer.3.Pip is the main character in the novelGreat Expectations.Step3Second reading for general ideas:Ask students to scan the essay and try to find out thethe structure of the text:Part one: information aboutPart two: information aboutPart three: information aboutKey: classic literature; Charles Dickens; the bookGreat expectationsStep4Reading strategy1. What does a persuasive essay try to do?2. What 's the writer 's point of view in this essay?3. How does the author try to convince the reader?Key: 1. To convince the reader to adopt a certain point of view.2. To persuade us to appreciate classic literature.3. At the very beginningthe writer asks us to reconsider our ideas about classic literature.Then she gives us interesting facts about Charles Dickens and his book,Great Expectation, whichmakes us want to read the book at the end of the essay.Step 5Listening and further comprehension of each part:Part one: Questions:1. Whydon ' t many people read the classics?2. What does Liz think about classic novels?Multiple choice exercise (PPT18—20)Part two: Questions:1. When and where was Charles Dickens born?2. What books did he write?3. What is written on his gravestone (tomb)?Present brief introduction to Dickens and works by Charles Dickens.Part three: Questions:1.What are the main elements of a novel?2.What does Pip learn by the end of the novel?3. What ' re the main elemen要素)to consider when reading a novel?4．What makes a good persuasive essay?Step 6Post-reading activities:Discussion:Can you think of some possible endings for the novel? Consolidation1.2 matching exercises (PPT 33-34)2.Fill in the blanks with the following words.(PPT35-36)Step 7Homework1. Read the text again and try to retell the story ofGreat Expectations.2. Think of some possible endings for the novel and write it down.。
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必修五第三单元“Life in the future”教学设计高二英语张瑾Teaching plan of “Life in the future”Teaching aims (教学目标)：Knowledge aims（知识目标）:1. Let the students imagine something about life in the future.2. Get students to master the main idea and basic structure of the text.Ability aims（能力目标）：1. Develop the students’ quick reaction and cooperative study.2. Train the students’ skills of logical and creative thinking.Emotion aims（情感态度价值观）：1. Prediction the good and bad changes in the future.2. Cultivate the students’ habit of group cooperation.Introduction(教材分析)：This text introduces the students to what life in the future might be like. The approach is to encourage students to imagine the advantages and difficulties of life in 1000 years time. The posiative things that Li Qiang sees during his time travel trip include easy personal travel and a high level of personal comfort. The difficulties include a shortage of fresh air and a solution to it .Teaching methods（教学方法）：1.Explanation to get the students to have a clear idea.2.Individual, pair or group work to make every student to take an active part in the class activities.Teaching Aids(教学手段)：Multimedia and blacboard.Teaching Important Point（教学重点）：Learn and master the important phrases.Teaching Difficult Points（教学难点）：1. Use the important phrases correctly.2. How to finish the task of speaking.Teaching procedure（教学过程）:Step1:Review the new words and phrases.impression,constant,previous,guide,lack,desert,instant,optimistic,settlement, take up, lose sight of ,sweep up, slide into ,speed upStep2:Warming upWhat changes do you expect to see in your life in one thousand year’s time? Below are some aspects of life, ask the students to have a discussion in groups .What will life be like in the future?Step3: Fast reading1.Read it quickly and find out what it is about.2.put the following sentences into right orderA. We were 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.Step 4 Careful readingRead the first two paragraphs and answer the questions1. Why did I have the chance to travel to the year AD 3008?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 tablets?6. Who transported us to the future?Read the third paragraphs and answer the questions1. How did I feel as soon as I was transported to the future?2. How did Wang Ping solve this problem?3. What do you think has caused this kind of problem?Read the last two paragraphs and answer the questions1. What did Wang Ping's house look like?2. What was the green wall made of ? What's the purpose of building this kind of green wal1?3. How can you produce a TV set in Wang Ping's house?Judge the sentences True or False.1. I was very nervous although I have traveled several times. ( )2. Wang Ping owns a company named “Future Tours”.( )3. Before the trip, we had a calming drink which made us sleepy. ( )4. The air 1000 years later was as thick as today’s. ( )5. I felt better after I took a rest in a small room. ( )6. I lost sight of Wang Ping because there were too many carriages. ( )Step 5 speaking( Pair work )Twice as good or double trouble? =Is making doubles twice as good as the original or can it make double trouble?What will communication be like in the future?No one can predict what kind of transportation we will use in the future, but it would be wonderful if we had a time machine.Just imagine if we had such a machine we could travel to the past as well as to the future. Step5 Summing upAsk the students to write down what you have learened about life in the future. Students get an opportunity to think about their progress in this unit in a self-reflective way. There is every reason to be honest in this exercise as no one except the student will know what is written here. He/she can consider how much he/she has enjoyed the unit, learned new information and language skills and has enthusiasm to continue to find out about the topic. Step 6 HomeworkFinish the exercises on page 20,21 of St udent’s Book.。