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視頻標簽：the future
所屬欄目：高中英語優(yōu)質課視頻
視頻課題：外研版高二必修4Module1 life in the future Listening and vocabulary天津市 - 濱海新區(qū)
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外研版高二必修4Module1 life in the future Listening and vocabulary天津市 - 濱海新區(qū)
：聽說課
Textbook analysis
The teaching material is the Listening and Vocabulary part from
New Standard English, Book 4 – Module1 Life in the
future.The listening part is about the house in the future.It’s an
interesting topic for students to discuss.The whole class is divided into two parts.The first part is about the future house and the second part is about the future life which they like to have. Help the students to develop their imagination and express ability.
Students analysis The students are from Senior One who have learnt enough vocabulary to understand the listening materials.They also master many listening skills. However, they have some difficulty in expressing their own opinions by using the words they have learned.
Key competencies
-
Language abilities
To master the new words and expressions that related to the topic,such as, solar energy, wind power, alternative energy, concrete, telescreen... To know how to talk about the future life and describe their own
designs ,especially by using the the useful expressions they have learnt about the future life.
Key competencies
-
Learning abilities
Listening ablilites: Help Ss to use the listening skills, such as key words and transitional words and context.
Speaking abilities: Help Ss to learn how to talk about the future further.
Writing abilities: Train Ss' ability of describing the house in the future.Train Ss' ability of understanding The Simple Future tense and The future continuous tense.
Key competencies
-
Thinking quality Enable Ss to express, communicate, cooperate and self-think.
Stimulate Ss' imagination to solve the problems in our daily life and help to make our planet smarter in the future.
Key competencies
-
Cultural characters
Encourage Ss to create a better life by making it more convenient and
easier , and try to live everyday to the fullest.
Importance and
difficulties
How to improve Ss’ speaking ability by talking about the life in the future. How to encourage Ss to cooperate with each other and design something new to make the life more convenient.
Teaching process
Teaching steps
Purpose
Teacher’s activity
Students’ activity
Step1: Lead in
觀看關于未來世界的視頻短片，讓學生想象來到未來世界、激發(fā)學生的學習興趣和熱情。
Watch a video clip about the future house and welcome the Ss come to the future.
Watch a video clip about the future world and imagine they come to the future.
Step 2:
Pre-listening
通過討論、思維導圖以及詞匯游戲的形式幫助學生為后面的說做好詞匯準備、也為聽打好基礎，鍛煉學生自主學習和積極思考的習慣。
1. 1.Ask Ss talk about the life at present and help them review some relevant vocabulary.
2. Ask Ss when they describe a house what they will mention to help the Ss to review the vocabulary about building
materials, furniture and kinds of the rooms and shapes of the houses. Teach the Ss how to use the mind-map to remember the words logically and describe a house further.
3. Play a computer game of the vocabulary to check whether they have mastered the words. 4. Arouse Ss' curiosity for the house in the future.
1. Describe the life at present from Transportation,
Communication and Living.
2. Review the vocabulary about building materials, furniture and kinds of the rooms and shapes of the houses.
Step 3: Speaking
鼓勵學生表達他們對于未來房屋的想法，培訓學生的創(chuàng)造力和想象力。通過回答問題的形式降低難度并讓學生學會用完整句子來表達自己的想法。 1. Ask students to work in pairs, and make an interview about the following topic: My own home. 2. Help the Ss to describe what their home looks like in their own words. Give Ss some questions to help them make the interview and ask the Ss to express their own ideas in whole sentences. Make a discussion about what the future home will look like and try express their own ideas in whole sentences.
Step4: Listening
1.訓練學生在聽力中提取關鍵詞和細節(jié)信息的能力，完成相應聽力任務。
2.為寫作做準備。 3.培養(yǎng)聽力技巧和習慣。
Task1 : Ask Ss to listen for the first time and check their answers.Then show them the numbers and key words.
Task2 : Ask the students to listen to the dialogue again and fill in the blanks.
1.Listen to an architect talking about the home of the future and answer the questions. 2.Listen again and try to fill in the blanks.
Step 5: Post listening
1 為學生描述自己心
目中的未來房子做好
充分的輸入和詞匯準
備。
2 訓練學生對于未來房子的語言組織能力和口語表達能力。 3 培養(yǎng)小組合作意識。 1. Task1: Let the Ss watch an video clip about the youth's small ideas changed the world to
cultivate their creative ability. Let them realize that " Even a simple idea can help build a smarter planet." Let them try to make our
life smarter by using their
imagination. 2. Task2: Ask the Ss to imagine what the future house will look like.
3. Task 3: Teacher gave an example of the ideal house at first, and then let Ss work in
Task1: Imagine:What do you think the house of the future will look like?
Task2:Watch a video clip about the future house.
Task3: Group-work: Design an ideal house in the future
天津開發(fā)區(qū)第二中學高一年級（下） 英語
第 2 頁 共 2 頁
group of six to finish their own tasks.
Group-work: Design an ideal house in the future. Try to draw a draft and describe their own ideal houses in the future. Show their designs in front of the whole class.
Step 6: Writing 1.通過對電影《頭號玩家》的主演采訪，引發(fā)學生對于未來生活不
同方面的思考。
2.回歸主題Life in the future.
1.Ask the students whether they
have seen the movie Ready Player One. 2.Show them an interview about the future. 3.Ask Ss to think about the future life by discussing and then try to write it down.
Watch the interview, try to find one aspect
of the future life and have a discussion with their group members.
Step 7: Homework 鍛煉了書面表達能力。
Ask Ss to finish a short passage
about the future. Write a short passage
about the life in 20 years.
Blackboard design Module1 Life in the future.
Building materials: brick, mud, concrete, alternative material
Furniture: dishwasher, fridge, air conditioner, voice recognition system, computer
Kinds of rooms: living room, bed room, study, bathroom, toilet, dining room, kitchen . House
Step1: Warming up
Step2: P re-listening----Vocabulary about house
Building materials: brick, mud, concrete, alternative material
Furniture: chair, sofa, table, cupboard, TV, telescreen,washing machine, dishwasher, fridge, air conditioner, voice recognition system, computer,electrical fan
Kinds of rooms: living room, bed room, study, bathroom, toilet, dining room, kitchen.
Shape: box,diamond,olive,boat, plane...
Step3: Listening
Task1 : Listen to an architect talking about the home of the future and answer the questions.
1.He describes what houses will look like in _______ years’ time.
A. twenty B. thirty C. forty
2.He thinks houses will be different________.
A. outside B. inside C. outside and inside
3. Houses will have ____ which move.
A. floors B. ceilings C. walls
4. The most important room will be the _____.
A. bathroom B. kitchen C. living room
5. The ______ will be bigger.
A. bathroom B. dining room C. toilet
6. The house will be controlled by a _______.
A. computer B. robot C. telescreen
7.If machines are “smart”, they are ________.
A.clean B. invisible C.clever
8. The architect is ___optimistic about the effect of the house on the environment.
A. not at all B. not very C. very
Task2: Fill in the blanks according to what you hear.
I: Good afternoon everybody and on the programme this afternoon is an expert on American domestic architecture, Mr. Simon Oppenheim who’s going to talk to us about the house in the future. So where shall we be living in twenty years’ time?
G: Twenty years isn't a long time. We won't be living underground or in space. We will be 1.________in houses and flats as we do today.
I: What will the houses look like?
G: I think they’ll look much the same as they do today, at least from the outside. But they will be 2. _________inside.
I: In what way?
G: For a start, they’ll be more 3._______. That means we will be able to move the walls to create bigger or smaller rooms when we want to.
I: And the kitchen?
G: The kitchen will become the most important room in the house! We will still be cooking, and we’ll probably be using the 4.________ more as a family room. And bathrooms will be bigger.
I: So we will be spending more time in the bath.
G: Just as other people have done in the past, like in the days of the ancient Romans, when the bath had an important 5.________ function…
I: What about furniture?
G: Well, a lot of furniture will be the same- we will still be sitting in chairs and using cupboards to keep things in, but the technology will be different. I think a single computer will control most of the functions in the house, and it will have a voice recognition system.
I: So we’ll just have to say Switch on the Light and the light comes on?
G:Yes, that’s right. And the 6. ________ will be smarter.
I: Smarter?
G: Yes. For example, if we 7._________ of something, like there’s no more milk left in the fridge, the computer will tell us.Maybe a shopping list would appear on a screen on the fridge. And the toilet will move higher or lower, depending on who uses it---a child or an adult.
I: Will the houses of the future be environment friendly?
G: Yes, definitely. We’ll be using machines which use 8. __________. An example could be a dishwasher which doesn’t need water. I think everyone will be trying hard to take care of the 9.________.
I: Does that mean you’re optimistic about the future?
G: Oh yes, very 10. _________.
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| 教學評價 |
| 這是一節(jié)關于未來生活的詞匯及聽說課，較好地達成了教學目標，通過思維導圖的形式幫助學生梳理本模塊習得的詞匯并構建詞匯網。通過安排學生進行個人探索、采訪、合作學習、小組討論等各種形式來激發(fā)學生學習興趣和動力。讓學生在教師的指導下，通過聽、看、想、討論并實踐、去感知和體驗、體會參與和合作，實現(xiàn)各個任務的目標、感受成功，以形成積極的學習態(tài)度，促進語言實際運用能力的提高。同時通過國外小朋友的設計作品來激發(fā)學生的思維能力和創(chuàng)造能力，提高其思維品質，在學習過程中讓學生感受到能用自己的智慧和知識改變我們的生活，讓世界變得更加美好的價值取向，培養(yǎng)學生人類命運共同體意識，成為更加有社會責任感的人。采用自然親切師生交流方式，拉近了師生之間的情感距離，營造出寬松的學習氣氛。根據(jù)教師提出的一系列問題，學生自主搜索與未來世界相關的信息資料，然后將個人探究和合作學習相結合，并以各種的形式展示交流成果。本人這節(jié)課安排探究和展示等形式鼓勵學生借助小組活動的形式來合作，表達，思考，能使學生在活動中互相學習、互相幫助，互相鼓勵，體驗集體榮譽感和成就感，發(fā)展合作精神。通過師生交流與總結這一形式引發(fā)學生對社會責任感的深入思考，進一步深化主題。 |
| 教學反思 |
|
1.在輸出展示的環(huán)節(jié)，教師應該再加強對于之前輸入單詞、句型等的復現(xiàn)，給學生一個消化吸收的過程，幫助學生能夠在輸出的過程中盡可能多地使用到本節(jié)課學習到的單詞和句型等等，從而讓學生在單詞積累和聽力之后能夠更好地說和寫，輸出更加充分完整，使得學生的語言能力有更顯著地提高。 2.教學步驟整體設計較為合理，運用恰當，在本堂課的教學理念上做到了面向全體學生，以學生為本，但是由于時間有限，希望能把時間更多地留給學生去展示他們的想法和創(chuàng)造，導致在學生展示后評價環(huán)節(jié)做的不夠深入，教師評價較為單一膚淺，沒有能做到了發(fā)展性評價，只有更加細致到位的評價才能讓學生有所反思并及時調整自己的學習內容和進程，只有這樣才能逐步提高使用英語學習學科知識的意識和能力，才能真正讓學生的英語學科核心素養(yǎng)有所提高。 |
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