高中英语人教版 (2019)选择性必修 第一册Unit 2 Looking into the Future教学设计

这是一份高中英语人教版 (2019)选择性必修 第一册Unit 2 Looking into the Future教学设计，共8页。教案主要包含了what等内容，欢迎下载使用。

授课教师
学校、年级
高二
课型
Unit 2 Lking int the future ——Accessing yur prgress
时长
40
教学设计理念
本节课根据课标提出的六要素整合的英语学习活动观理念，关注学生学习参与的实际获得，创设与主题意义密切相关的语境，引导学生对文本主题意义的探究。依据英语学科能力要素及表现指征框架进行学习理解类，应用实践类和迁移创新类活动过程中培养学生语言理解和表达能力，推动学生对主题意义的深度学习，构建新知，发展思维。
文本解读
【what】该板块由三个部分组成。第一部分是语言知识检测，共设计了两个活动：活动1是通过句子语境选用本单元生词的正确形式填空；活动2是一篇有关于“未来图书馆项目介绍”的语篇填空练习；第二部分是单元内容评价和自我反思；第三部分是以项目活动的形式引导学生写一封信，其活动主题是"未来的你给（现在的）自己写一封信"（Write a letter t yurself frm the future）。
【why】第一部分活动设计旨在语言知识检测：活动1旨在句子层面检测学生对本单元生词的掌握情况；活动2的语篇填空练习则着重考查学生对将来进行时的掌握情况。语篇使用了多种时态，学生可以在比较中进一步体会将来进行时体现的事情发展的计划性。第二部分的单元内容评价和自我反思旨在引导学生从自己感兴趣的技术出发，厘清自己对技术进步的态度和观点，联系自身实际反思本单元的主题意义。第三部分是以项目活动的形式综合考查学生本单元的所学内容。
【Hw】该板块的语言知识检测部分是以挖空填词的形式（句子和语篇）来检测学生本单元所学内容；单元内容评价和自我反思部分是以问答形式来回顾与总结自己本单元所感兴趣的技术以及对技术进步的态度和观点，联系自身实际反思本单元的主题意义。第三部分的活动主题是"未来的你给（现在的）自己写一封信"，活动设计引导学生讨论到自己50岁时现在的职业会因为技术进步发生什么变化，进一步激励学生发挥想象力，结合自己的兴趣爱好、理想追求，选择自己心仪的未来职业，并从未来职业的视角反观现在的自己，为理想的实现做好充分的准备。教材还通过提供了内容要点、写作提纲和范文。该项目活动进一步丰富和提升了单元的主题内涵，使之与个体关联，启发学生进行反思，提高学生的人生规划意识。
学情分析
自然情况：授课对象为高二年级的学生，学生有学习英语的兴趣，对“展望未来”的话题比较感兴趣。
已有基础：本单元围绕“展望未来（Lking int the future）”这一主题展开。学生已通过前面的课时活动，阅读了一篇介绍未来智能家居的说明文、学习了将来进行时的用法、听过预测未来科技和生活的访谈以及写了一篇阐述自己观点的议论文——Welcme r reject future changes（欢迎或拒绝未来的变化）等内容。对本单元的话题词汇、语法、口头表达都有一定的了解与掌握。
存在不足：学生通过不同方面已完成单元的输入，但是输出方面稍逊色。
解决措施：通过活动1、2检测学生对于本单元语法、词汇的掌握程度；prject部分（未来的你给现在的自己写一封信）综合考查学生本单元的学习内容。
教学目标
经过本课的学习，学生能够：
通过句子语境正确选用luxury、prspect、rural、absence、prdictin、essay、netwrk、emphasis；
(A1感知与注意)（A2获取与梳理）（B2分析与判断）（B3内化与运用）
通过阅读语篇，利用上下文语境，正确选用cut dwn、keep、use、write、read，并用其适当形式完 成语篇填空；（B2分析与判断）（B3内化与运用）
学生学会自主反思与自我评价；（C3批判与评价）
发挥想象力，结合自己的兴趣爱好、理想追求，以未来的角度给现在的自己写一封信。（A2获取与梳理）（A3概括与整理）（B3内化与运用）（C3批判与评价）
教学重难点
教学重点：
正确选用luxury、prspect、rural、absence、prdictin、essay、netwrk、emphasis；
通过语篇阅读理解，学生能够准确选词填空，巩固单元语法学习。
教学难点：
运用所学的知识，发挥丰富的想象力，以未来的角度给现在的自己写一封信。
教学资源
课件PPT，黑板、白板。
教学目标
活动形式与步骤
活动意图
活动
层次
学习效果评价
时间
Gal 1: 通过句子语境正确选用luxury、prspect、rural、absence、prdictin、essay、netwrk、emphasis
Gal 2:通过阅读语篇，利用上下文语境，正确选用cut dwn、keep、use、write、read，并用其适当形式完 成语篇填空
Step 1 Ask Ss t finish Activity 1 and 2 n Page 22.
Activity 1 Cmplete the dialgues with the crrect frms f the wrds in the bx.
luxury absence rural prspect
predictin netwrk emphasis essay
1 A: Why are yu s cncerned?
B: We can't win the case in the _____f relevant evidence.
2 A: It's difficult t make accurate _____abut the effects n the envirnment.
B: I culdn't agree mre. We shuld place mre_____n envirnmental prtectin.
3 A: What are yu wrking n?
B: I'm writing an _____n hw t integrate individuals' values and sciety's needs.
4 A: Hw d yu find wrking in yur new ffice?
B: It's great! The ffice _____allws users t share files and sftware, and t use a central printer.
5 A: I dn't quite understand yur chice. What might be the advantages f living in remte_____areas?
B: The____f getting a high-paying jb is lw, but I find it mre meaningful t help peple
there. In additin, I have the____f breathing fresh air every day.
【思考】
What aspect f life is mentined in each dialgue?
Hw will new technlgies change these aspects in the future?
【答案】1.absence 2. predictins; emphasis 3. essay 4. netwrk 5. rural ; prspect; luxury
Activity 2 Read an intrductin t the Future Library prject. Fill in the blanks using the crrect frms f the wrds in the bx.
cut dwn keep use
write read

The Future Library is a prject by the artist Katie Patersn. It began with the cutting dwn f trees in a frest nrth f Osl, Nrway, in 2014. The Future Library Trust
__ wd frm these trees t build a special rm-the Silent Rm-in the Osl Public Library. In place f the trees that had been cleared. 1,000 new trees were planted. Every year frm 2014 until 2114, a different ppular authr ______ne riginal stry, and the librarians____ all ;stries in the Silent Rm, where visitrs can lk at them but nt read them. In 2114, the rganisers___ the 1,000 trees that were planted back in 2014.They will then use the wd fr publishing the 100 bks in the Silent Rm. S, in 2114, peple_____bks that were made frm trees that are grwing right nw.
【思考】
When, where, and hw did the Future Library prject begin?
What will be happening t the Future Library in 2114?
Why d yu think Katie Petersn initiated the Future Library?
What’s yur attitude twards the Future Library?
【答案】used;will be writing/will write; will be keeping/will keep; will be cutting dwn/will cut dwn; will be reading/ will read
Activity 1 Cnslidate and check what students have learnt in this unit when it cmes t vcabulary..
Activity 2 Cnslidate and check what students have learnt in this unit when it cmes t grammar.
(A1感知与注意)
（A2获取与梳理）（B2分析与判断）
（B3内化与运用）
学生能够根据对话的语境，选用适合的单词，并能用其适当形式填空。并且在完成练习之后，学生可通过教师提问的两个问题，关注到各个对话的场景与生活哪些领域相关，学会思考新科技会给这些领域带来哪些变化。
学生能够通过文本语篇语境，选用方框内的单词或短语的适当形式填空。另外，在完成活动2后，学生通过探讨教师提出的四个问题，不仅能自然融入将来时的使用，而且也能用自己组织的语言去探讨对建设“未来图书馆项目“的原因与态度。帮助学生建立现在与未来的联系，以发展的眼光从环境、社会需求等角度综合思考问题。
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Gal 3:学生学会自主反思与自我评价
Step 2 Reflecting
What new advances in technlgy intrduced in this unit interested yu?
Hw have yur pinins abut advances in technlgy changed because f this unit?
What advances in technlgy wuld yu lie t learn mre abut?
Overall,I thught this unit was
Οcl Οuseful Οs-s
Οdifficult.
This sectin aims t get students t think abut the cntent f the unit and apply what they have learnt t their wn lives.
（C3批判与评价）
学生通过自我反思，归纳与总结本单元所学。
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Gal 4:发挥想象力，结合自己的兴趣爱好、理想追求，以未来的角度给现在的自己写一封信
Step 3 Prject: Write a letter t yurself frm the future.
Activity 1 Imagine that yur 50-year-ld future self has sent yu a letter abut yur future career. What wuld that letter cntain? Wrk in grups, discuss and fill in the blanks.
【答案】
Activity 2 Chse the mst interesting future career, and write a persnal letter t yurself frm the future abut that career. Yur letter may include:
a descriptin f the future career
the advantages and disadvantages f the career
the preparatins that are (r are nt) needed fr the career
drawings r phts ilustrating the career
a greeting and clsing
Use the letter belw t help yu
Dear Past Bingbing,
Hi! I’m Bingbing, yur future self! I knw that yu are really wrried abut yur future career, s I wanted t write this letter t put yur mind at rest.
I'm srry t say that yu wn't becme a pilt as yu wanted.In the future, large passenger airplanes will fly themselves and wnt need pilts. But there is a big prblem in the future that yu dn't have nw: n ne uses cars anymre-they use persnal jet packs. As yu can imagine, the skies ver the city get pretty busy! Smene needs t cntrl all these peple s they dn't have accidents. And that's what yu d: yu're a jet pack air traffic cntrller.
One really gd pint abut yur jb is that yu dnt have t leave hme. Instead, yu'll use a virtual reality headset and micrphne t d yur jb while yu are sitting n the sfa drinking tea. But yu will have t wrk n yur peple skills, as yu will be talking t peple all day. The bad pint? T many jet packs in the sky! Smetimes it can be kind f tense, and sme peple dn't like t bey the rules r be tld what t d.
All in all, I think yu'll be happy with this jb. But f curse yu will, because yu're me!Stp wrrying! Yur future is ging t be great. Trust me.
Best regards,
Future Bingbing
Use the fllwing checklist t help yu plish yur draft.
Activity 3 Take turns presenting yur letters in class. Then vte n the mst interesting letter.
The prject aims t activate and engage all the skills and knwledge students have learnt in this unit thrugh having students cmplete a task in English.
（A2获取与梳理）（A3概括与整理）（C3批判与评价）
学生通过小组探讨，完成这张表格中的问题，为后续的写作搭建脚手架。
学生能通过研读活动2中提供的五个要点，然后在”未来的Bingbing”写给“过去的Bingbing”信中标出五个要点对应的部分，再参照活动2中的信，写出自己的写作提纲。完成初稿后，参照下面的评价清单自我检查，然后与同伴交换互评，最后定稿。
活动3：让学生分小组轮流分享自己的信。然后每组推选一至两篇在全班分享，并说明推荐理由。最后，全班投票选出两至三篇最佳习作。
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Step 4 Assignment
Finish the exercises n Page 68-69.
Cnslidate and check what students have learnt in this unit .
（B2分析与判断）（B3内化与运用）
（C3批判与评价）
课后，学生能过课本练习回顾整单元所学。
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板书设计
选B1U2 Accessing yur prgress
活动1 答案：
absence 2. predictins; emphasis 3. essay
4. netwrk 5. rural ; prspect; luxury
活动2 答案：
used;will be writing/will write; will be keeping/will keep;
will be cutting dwn/will cut dwn; will be reading/ will read