Unit3《Life in the future》教案（1）

step4   scanning
task4:scan the text and find the answers to the questions.
q1: how many people are mentioned in the text? who are they?
q2: when did the writer write this letter? and to which year did he travel?
q3: why did li qiang travel to the year ad 3005?
【設計說明】
通過跳讀文章了解了文章中的人物、時間、地點、事件、原因等關鍵要素，因此讓學生通過閱讀尋找上述要素，不僅讓學生的閱讀具有目的性，而且降低了閱讀的難度。
step5 reading for details
1.before the journey
q1: what did li qiang suffer from?
q2: how did li qiang feel? what makes him feel better?
q3: where did they arrive?
2.during the journey
q1: how did li qiang overcome the lack of fresh air?
q2: how did the hovering carriage float?
q3: how can a person move swiftly?
q4: what were people doing there?
q5: what happened to li qiang?
q6: what is a “time lag” flashback?
3.after the journey
q1: how did the author feel after visiting the special house?
exhausted, i slid into bed and fell fast asleep.
【設計說明】
通過精讀課文，從事件發生的先后順序及地點轉換順序了解文章細致內容，按照“時空旅行前，時空旅行中及時空旅行后”的時間線索來處理文章細節。在此過程中鍛煉學生精讀的閱讀技巧，處理文章生詞，并適當地引入幾個過去分詞做狀語及定語的句子，為語法部分的講解作個鋪墊。
step 6  consolidation
ask ss to tell the following sentences are true or false (t or f)
(1) li qiang was worried about the journey, so he was unsettled all the time.
(2) wang ping is his friend who is also a good guide.
(3) his head ached because of lack of oxygen.
(4) li qiang lost in touch with wang ping, but he found him at last.
(5) wang ping’s mother was not friendly to him.
suggested answers:  (1) f (2) t (3) f (4) t (5) f
【設計說明】
   通過正誤判斷題來進一步讓學生來鞏固課文內容。
step7 homework
group work: in pairs retell li qiang’s story traveling to the year ad 3008, either in writing or in speech. you may make use of the words and expressions you have just learnt.
【設計說明】
通過學生小組合作用對話或者文章的內容復述文章的內容，全面地鍛煉學生的總結概括能力以及團體協作的討論能力。