高中英语Unit 20 lesson 1 《Futurology》阅读课教学设计 北师大版 选修7

When In the next few years By the year 2020 By the year 2030 By the middle of the century By the end of the century (Suggested answers are omitted.) What are the predictions? （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。）

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StepⅣ Post-reading

Voice 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? Volunteer! 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，

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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

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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。

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