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視頻標(biāo)簽：Life in,the Future
視頻課題：高二人教版必修5 Module 5 Unit 3 Life in the Future Reading First Impressions陜西省 - 西安
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高二人教版必修5 Module 5 Unit 3 Life in the Future Reading First Impressions陜西省 - 西安
A Teaching Design: Module 5 Unit 3 Life in the Future
Reading: First Impressions
Mengshan Yang from Xi’an Gaoxin No1 High school
ⅠThe analysis of the material
The topic of this unit is life in the future. The relevant reading is a passage from 21st newspaper. It is about our daily life in the future in 2036. The reading in the textbook is to introduce a spacemail, which narrates how Li Qiang arrived at the future world, his impressions of it as well as daily life and the means of transport in the future. ⅡThe analysis of the students
The students of Senior 2 have acquired certain reading abilities.But students still find it difficult to finish the tasks, such as the underlined word or the best titles in the first reading passage. The content of the second passage provides students with the space of imagination and aims to develop their ability to predict the future. Ⅲ Teaching aims
After learning this lesson, students are expected to be able to 1. have a general knowledge of life in the future;
2. learn about some reading techniques such as the underlined word and the best title; 3. develop a habit of thinking critically and expressing opinions logically; 4. have fun and enjoy learning English. Ⅳ Teaching key points and difficult points Teaching key points
Enable students to have a good understanding of life in the future. Teaching difficult points Develop students’ reading ability, such as the underlined word and the best title. Ⅴ Teaching methods
TBA (Task-based Language Teaching Approach) and PBL (Problem-based Learning and co-operative learning )
Ⅵ Teaching aids: computer, textbook,relevant reading passage and blackboard Ⅶ Teaching procedures Step 1 Leading in (5 min)
T:Here is my smart phone. What is the most special part of an iphone? S: It’s Siri.
T: That’s right.My Siri seems to be cleverer than others. Do you believe it? S: No.
T: Let me show you. But I need your response. Hello, Siri.
Siri: Hello, Emma. I see you are with your students. How are you boys and girls? S: Fine, thank you.
T: My students desire to know how clever you are.
Siri: Well, let me do some research. Your students for this class are from class 5, and their teacher looks like this.
T: Can you recognize me? S: Yes, unbelievable.
T: Siri, why are you so clever?
Siri: Because I come from the year 2036.I belong to the future. T: Could you tell my students more about the future?
Siri: Well, I can’t give away too many secrets. But I have downloaded a passage. Please share it with your students.
T: Are you willing to read the passage? Later I’ll share it with you. Thank you, Siri. I’m having a class now, so I’ll talk to you later.
S: Ok, give my best regards to your lovely students. Tell them I love them. [Purpose of the design]
This section is to arouse students’ interest and lead in the topic-life in the future. Step 2. Read the first passage( 10 min)
T: Just now Siri mentioned that she had downloaded a passage about the future. She gave the passage to me. Would you please take out your handout? Before you read this passage, we’d better take a look at some new words. Please read after me. (The new words and expressions are as follows:)
automatic; humidity; efficient; distract; downside; capacity; manipulate; rely on; virtual
Please read this passage, and then answer the first question on the screen. Give you 5 minutes.Don’t forget to number the paragraphs.
Question 1: Which aspects of our future lives did the author mention? a. housing b. clothes c. transport d. health e. education
A. ade B. acd C. abc D. Ace Have you finished? What’s your choice?
S: I choose B. The authored mentioned housing, transport and health. T: That’s right. In which paragraph can we find the answer?
S: Paragraph 3 is about the housing. Paragraph 4 is about the health. And...paragraph 5 is about the transport.
T：Very specific answer. Thank you. In para 6, with the help of the advanced technology, our lives will be more convenient and efficient. Technology will mitigate our forgetfulness. Question 2. What does the underlined word “mitigate” in Paragraph 6 mean? A. Cure. B. Worsen. C. Reduce. D. Take advantage of.
Ok, everybody. Let’s read paragraph 6 together. Pay attention to this phrase“such as”. What’s your answer?
S: I think the mitigate refers to reduce in this sentence.
T: Do you agree with him? Ok ,just now we guessed the meaning of a new word by using the method -example. By using the method, we should pay attention to some phrases( such as, for example, for instance),which will help us guess the meaning of a new word. In paragraph 6, the author has mentioned some advantages. Does the writer tell us some possible problems? In which paragraph?
S: In paragraph 7.
T: Yes. In the future we will rely heavily on the virtual world. Someone may manipulate our personal information.
Question 3. What would be the best title for the passage? A.The advantages of the advanced technology. B. The new inventions in the future. C. Daily life in the future. D.The downsides of the advanced technology. What’s your choice? S:Maybe A.
T:Do you agree with her?
S:No, choice A is not very complete. I choose C.
T:You’re so smart. When you choose the best title of a passage, bear in mind that the best title should be very accurate, generalized and concise. Sometimes in order to attract the readers’ attention, the title should be eye-catching. [Purpose of the design]
This section is to help students to develop some reading techniques. Step 3. Read the second passage （15 min）
T: This is our life will be like 2 decades from now. These are only some aspects of life in the future. We’re going to know more aspects. Please read another passage. Open your book and turn to page 17. What’s the title of the passage? S:First impressions.
T:Whose first impressions? S:Li Qiang.
Task 1: Find out the different aspects Li Qiang has mentioned in his first impressions. (Houses, transport, air quality)
T:What’s detailed information about Li Qiang’s first impressions?Let’s follow his journey. [Purpose of the design]
This section is to help students to grasp the main idea of the reading passage.
Task 2: Ask the students to read the first paragraph and then invite the second row students to answer the questions:
T：Who( who had this time travel)？ S：Li Qiang and Wang Ping. T: When? What happened? S: 15/11/3008
T: What happened?
S: He suffered from time lag. T: How did he travel? S: In a time capsule.
T: How did Li Qiang feel?
S: Worried, nervous, unsettled and uncertain. T: Very good answer. [Purpose of the design]
This section is to help students to find the answers very quickly in a limited time. Task 3.Read the paragraph 2 and 3 and fill in the blanks. At first, the new ________ were difficult to tolerate. Hit by __ ___ __ fresh air, my head _____, then I put on a _____and I felt much better. Soon I was back on my feet again and collected a hovering ________. By _______or _______ down in the seat, we moved swiftly. I___ ____ ___Wang Ping when we reached what looked like a large market because of too many carriages_____ by in all _______.
T: After reading this paragraph, how did Li Qiang feel? S: Uncomfortable.
T: Wonderful. Anything else?
S: Annoyed and anxious. So many carriages fly in the air in all directions. T: Chaotic.
[Purpose of the design]
This section is to ask students to pay attention to the verbs in the reading passage and analyze the mental process of the author during the journey.
Task 4. Read the paragraph 4 and answer the questions. T:What did Li Qiang see in the house?
S:A green wall, a brown floor, soft lighting ,table , chairs and bed. T:Excellent. What was the green wall made of ? S:The wall was made of trees.
T:What’s the purpose of building this kind of green wall? S:To provide the room with much needed oxygen.
T: It takes a lot of time for Li Qiang to adapt to the situation. How did he feel? S: Unadaptable.
T: Can you see the tables and chairs directly?
S: No, table and chairs rose from under the floor. Wangping produced a bed from the floor. The furniture was hidden from the floore to save much room. Space is very crowded. T: In the end, Li Qiang slid into the bed and fell fast asleep. Why? S: He felt exhausted. [Purpose of the design]
This section is to help students to analyze the mental process of the author after the journey. Step 4. Discussion (5 min)
Do you want to go to the year 3008? Why? [Purpose of the design]
Through the discussion, students will be able to apply their learned knowledge to an authentic task. Students are asked to express their opinions and try to come up with some advantages and disadvantages of this phenomenon.Since it is an open-ended question, all the answers will be appreciated.
Step 5. Presentation(8 min)
T: In today’s lesson, we have read 2 passages about the future. The 2 passages covered the aspects of environment, transport, health and houses. Of the aspects mentioned in 2 passages, what impressed you most?
What will the future be like in your mind? [Purpose of the design]
This task is the output of the class. The purpose of this section is to consolidate the knowledge they have learned. Students will not only practice and improve their English, but also learn to
cooperate.
Step 6. Homework (2 min)
Choice 1: Write a short passage about the benefits and downsides in the future (about 150 words) Choice 2: Make a poster entitled“the future in my eyes”. Blackboard design:
1. The underlined word Example： such as, for example, for instance 2. The best title accurate,generalized, concise, eye-catching
First Impressions
Before: worried, nervous, uncertain During：uncomfortable, anxious, chaotic After: unadaptable, crowded, exhausted
My reflection on the teaching:
1. I am proud of the active participation of the our whole class.I’m delighted that every student were actively involved in the whole process.
2. I attach great importance to the evaluation of the whole process, including the teacher’s evaluation as well as the students’ evaluation. Students pay attention to the other student’s answers and help them think over the questions.
3. My task design helped the students work with efficiency and definite purpose.
4. As for the blackboard design, “example”should be changed into“giving examples.”
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