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视频标签：the future
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视频课题：外研版高二必修4Module1 life in the future Listening and vocabulary天津市 - 滨海新区
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外研版高二必修4Module1 life in the future Listening and vocabulary天津市 - 滨海新区
：听说课
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
观看关于未来世界的视频短片，让学生想象来到未来世界、激发学生的学习兴趣和热情。
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
通过讨论、思维导图以及词汇游戏的形式帮助学生为后面的说做好词汇准备、也为听打好基础，锻炼学生自主学习和积极思考的习惯。
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
鼓励学生表达他们对于未来房屋的想法，培训学生的创造力和想象力。通过回答问题的形式降低难度并让学生学会用完整句子来表达自己的想法。 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.训练学生在听力中提取关键词和细节信息的能力，完成相应听力任务。
2.为写作做准备。 3.培养听力技巧和习惯。
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 为学生描述自己心
目中的未来房子做好
充分的输入和词汇准
备。
2 训练学生对于未来房子的语言组织能力和口语表达能力。 3 培养小组合作意识。 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
天津开发区第二中学高一年级（下） 英语
第 2 页 共 2 页
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.通过对电影《头号玩家》的主演采访，引发学生对于未来生活不
同方面的思考。
2.回归主题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 锻炼了书面表达能力。
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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| 教学评价 |
| 这是一节关于未来生活的词汇及听说课，较好地达成了教学目标，通过思维导图的形式帮助学生梳理本模块习得的词汇并构建词汇网。通过安排学生进行个人探索、采访、合作学习、小组讨论等各种形式来激发学生学习兴趣和动力。让学生在教师的指导下，通过听、看、想、讨论并实践、去感知和体验、体会参与和合作，实现各个任务的目标、感受成功，以形成积极的学习态度，促进语言实际运用能力的提高。同时通过国外小朋友的设计作品来激发学生的思维能力和创造能力，提高其思维品质，在学习过程中让学生感受到能用自己的智慧和知识改变我们的生活，让世界变得更加美好的价值取向，培养学生人类命运共同体意识，成为更加有社会责任感的人。采用自然亲切师生交流方式，拉近了师生之间的情感距离，营造出宽松的学习气氛。根据教师提出的一系列问题，学生自主搜索与未来世界相关的信息资料，然后将个人探究和合作学习相结合，并以各种的形式展示交流成果。本人这节课安排探究和展示等形式鼓励学生借助小组活动的形式来合作，表达，思考，能使学生在活动中互相学习、互相帮助，互相鼓励，体验集体荣誉感和成就感，发展合作精神。通过师生交流与总结这一形式引发学生对社会责任感的深入思考，进一步深化主题。 |
| 教学反思 |
|
1.在输出展示的环节，教师应该再加强对于之前输入单词、句型等的复现，给学生一个消化吸收的过程，帮助学生能够在输出的过程中尽可能多地使用到本节课学习到的单词和句型等等，从而让学生在单词积累和听力之后能够更好地说和写，输出更加充分完整，使得学生的语言能力有更显著地提高。 2.教学步骤整体设计较为合理，运用恰当，在本堂课的教学理念上做到了面向全体学生，以学生为本，但是由于时间有限，希望能把时间更多地留给学生去展示他们的想法和创造，导致在学生展示后评价环节做的不够深入，教师评价较为单一肤浅，没有能做到了发展性评价，只有更加细致到位的评价才能让学生有所反思并及时调整自己的学习内容和进程，只有这样才能逐步提高使用英语学习学科知识的意识和能力，才能真正让学生的英语学科核心素养有所提高。 |
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