《Warming up、Pre-reading、Reading、Comprehending》优质课教案下载

《Warming up、Pre-reading、Reading、Comprehending》优质课教案下载

语言运用：学生对于高中英语学习有了自我体验，具备了基本的解决英语问题的能力，能用英语描绘生活现象，表达个人观点，所以，可以运用基本的词汇、句型对感受到的未来生活的一些方面进行描绘和预测。

情感态度：学生自我意识逐步在发展，道德修养、价值观、世界观日臻成熟，适度而恰当的引导会对其纵深发展起到促进作用。学习目标知识与技能：学生借助情境，能够读懂关于未来生活、环境的预测和思考的文章，想象未来生活可能存在的问题；能用英语简单谈论未来生活。

过程与方法：学生参与课堂学习活动中，充分把握学习资源，听、读、说结合，攻克学习内容。

情感态度价值观：通过对未来生活的了解，读懂作者对未来生活的情感态度；反思自己对未来的态度是积极还是消极；树立Now is future 的意识，过好现在生活；同时，对未来生活充满期待和想象，Where there is imagination, there is realization. 评价任务即时评价（语音；语调；答案是否切题、准确；对未来的态度是否合理）

作业后评教学流程Lead- in:

Step1: What’s this in the picture?

Step2: If you have a time machine , do you want to travel to the past or the future? What do you want to experience there?

Pre-reading: The teacher show a time travel to AD3008 to the students.Then students think about the question: What changes of future life have you found in the time travel? (3 aspects: Air quality; Transport; Houses)

While-reading: Read the time travel carefully, then describe their good changes or bad changes. (3 aspects: Air quality; Transport; Houses)

Post-reading:

Step1: Students us their own words to answer the following two questions:

Q1:Do you think Li Qiang is optimistic or pessimistic about the future?

Q2:How about you?

Step2: Students sum up the feelings toward future life with the guidance of the teacher.

(Where there is imagination,there is realization.)

(Future is now; Now is future.)作业 Make a summary of Li Qiang’s time travel experience in less than five sentences. 学后反思优点：教师设置的课堂活动很好地引导学生对本节课学习的内容进行挖掘和自我消化，并且为学生开口表达观点铺设垫脚石，难易程度适中，方便操作，进而递进了结尾时候情感态度的升华。虽然没有面面俱到，但是为学生的阅读理解和语言表达提供了充分的机会和时间。

改进：对个别同学回答问题时候的点评反馈，可以更加灵活，更加细致。