高中英语Unit 1 Looking forwards教案及反思

这是一份高中英语Unit 1 Looking forwards教案及反思，共5页。
Using language板块教学设计
（建议时长60 – 80分钟，教师可根据教学实际酌情调整。）
课 型
Reading + Listening + Speaking
主题语境
人与社会 —— 抉择与社交


内容分析
语法部分的主要内容为复习动词的时态。活动1 请学生判断时态，并与其相应的语用功能进行配对。活动2 提供了一个语段，讲述某个学生利用gap year 做志愿者的经历和感受。活动3 请学生阅读David Masn 的简介，并恰当运用不同的时态谈谈他的生活。活动4 请学生采访彼此的经历和未来计划，然后恰当运用不同的时态在全班进行分享。 综合语言运用部分的话题为“选择与决定”，首先通过一段对话呈现与人生选择相关的表达，然后请学生阅读一个关于学生做兼职的语段，接下来听说部分为一段求职面试的录音。这部分是单元话题下的词汇和听说结合的综合活动，帮助学生深度聚焦语言的意义和功能，进行真实语境下思考和交际运用，全方位提升综合语言运用能力。
教学目标
1 引导学生在实际语境中复习巩固、灵活运用动词的常见时态形式；
2 引导学生学习并掌握与“选择与决定”相关的表达，并能在实际生活
中灵活运用；
3 引导学生关注语用功能，学会如何礼貌地提问题以及说明原因，并能
够在实际生活中运用所学的相关表达。
教学重点
1. 引导学生了解各种时态的基本特征并在真实语境中运用；
2. 引导学生掌握并恰当地使用做出决定的词汇（短语）；
3. 引导学生初步认识到“决策”的重要性，思考做出决定的有效方法。
教学难点
引导学生在真实语境中正确使用动词的各种不同时态；
引导学生如何果断做出恰当决定。
教学策略
任务型教学法、听说教学法、交际教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. Teacher asks students t lk clsely at the six sentences in the first bx and pay special attentin t the tenses in bld. Then match them t what they describe in the fllwing six sentences.
2. Teacher asks students t lk fr mre sentences with different tenses in the reading passage and underline them.
3. Teacher asks students t interview each ther abut their past experiences and future plans.
1. Students read the six sentences carefully, taking a clse lk at the frm f the verb in each f them and then match them with the fllwing six sentences.
2. Students read the text
carefully and under- line the frm f tense in each sentence t get mre familiar with tenses f verbs
3. Students display their interview and share their past experiences and future plans with their desk-mates first and then in class.
T get familiar with the six different frms f the verb tenses and be able t use them freely.
Activity 2
1. Teacher asks students t cmplete the blg in the secnd bx with the crrect frm f the verbs given.
2. Teacher checks the answers with the class.
3. Teacher asks students t read the blg nce mre and underline the ther verbs with different tenses.
1. Students put the crrect frm f the verb in each sentence in the blg.
2. Students check the answers with the teacher.
3. Students read the blg again and underline the ther verbs with different tenses.
T apply the tenses learned in a crrect cntext.


Activity 3
1. Teacher asks students t read David’s blg and get its main idea.
2. Teacher asks students
t talk abut David in
full sentences, using
the infrmatin
given.
3. Teacher asks the students t present the blg in a shrt passage.
1. Students read the blg and get its main idea.
2. Students talk abut
David in full sen-
tences, using the
infrmatin given.
3. Students present the blg in a shrt passage.
T make students cnslidate the applicatin f the tenses f verbs in a real cntext.



Activity 4
1. Teacher asks students t wrk in pairs, interviewing each ther abut their past experience and future plans.
2. Teacher asks students t share them with the class using apprpriate tenses.
3. Teacher invites sme students t make cmments n the perfrmances.
1. Students interview each ther abut their past experience and future plans in pairs.
2. Sme students share them with the class using apprpriate tenses.
3. Other students make cmments n the perfrmances.
T further understand the use f verb tenses.
Activity 5
1. Teacher asks students t wrk in pairs, reading Chices and decisins alud, ne acting as Jenny, the ther acting as Li Ling.
2. Teacher asks students t underline the verbs (in different tenses) and pay attentin t the expressins in bld.
3. Teacher invites sme students t share the answers with the class.
1. Students wrk in pairs, reading Chices and decisins alud, ne acting as Jenny, the ther acting as Li Ling.
2. Students underline the verbs, trying t figure ut the tenses and paying attentin t the expressins in bld.
3. Sme students share the answers with the class.
T grasp the usage(s) f tenses in authentic situatin.

Activity 6
1. Teacher asks students t read carefully the statements and cm- plete the sentences with the crrect frm f the expressins frm the dialgue in Activity 5.
2. Teacher asks students t wrk in pairs t check whether they have gt the crrect expressin in each sentence.
3. Teacher encurages several pairs t shw t the class their answers t the 6 sentences.
4. Teacher asks students t make up sentences f their wn, using the expressins in the cnversatin between Jenny and Li Ming.
1. Students read the statements carefully and cmplete the sentences with the crrect frm f the expressins frm the dialgue in Activity 5.
2. Students wrk in pairs, checking whether they have gt the crrect expressin in each sentence.
3. Different pairs cme t the frnt t shw their answers t the class, and thers make cmments.
4. Students make up their wn sentences with the expressins learned in Activity 5 s as t cnslidate these expressins.
T make gd use f the expressins in Activity 5.
Activity 7
1. Teacher asks students t read the passage at least twice.
2. Teacher has students wrk in pairs t d “ask-and-answer” f
the 3 questins belw
the passage
3. Teacher checks the answer with the class.
1. Students read the passage nce mre.
2. Students d “ask-and- answer” f the 3
questins belw
the passage in pairs.
3. Students check the answer with the teacher.
T train the skills f grasping the main cntent f a reading passage.
Activity 8
1. Teacher asks students
t read carefully the fur advertisements first and try t be familiar with them.
2. Teacher plays the audi fr students and has them get as much infrmatin as pssible, asking students t chse the jb and checks the answers in pairs.
3. Teacher asks sme students t give the perfrmance in class.
1. Students carefully read first the fur advertisements and try t be familiar with them.
2. Students d pair wrk, listening t the audi carefully and try t get as much infrmatin as pssible and checking the answers with their desk-mate.
3. Students give the perfrmance in class.
1. T understand the details f the listening material
2. T learn the ways t chse a jb.

Activity 9
1. Teacher asks students t listen nce mre t the interview t get ready t cmplete the ntes.
2. Teacher asks students t fill in the ten blanks.
3. Teacher asks students t wrk in pairs and
ask and answer the 4 “Why…?” questins.
4. Teacher asks students t wrk in pairs again
t decide whether Richard shuld get the jb r nt, and give their reasns.
1. Students listen nce mre t the interview t get ready t cmplete the ntes.
2. Students try t fill in the ten blanks individually.
3. Students wrk in pairs: ne asks the questins and the ther answers them, and then change the rles.
4. Students wrk again in pairs t decide whether Richard shuld get the jb r nt and give reasns.
T develp students ability t ask and answer questins intrduced by “why”.
Activity 10
1. Teacher divides students int tw grups and asks them t cmplete the bxes with the expressins frm the interview.
2. Teacher has Grup Ⅰ ask questins ne by ne while Grup Ⅱ answer them.
3. Teacher asks students t change the rle: Grup Ⅱ ask questins ne by ne while Grup Ⅰ answer them.
1. Students wrk in grup and cmplete the bxes with the tw different expressins.
2. Grup I ask questins
One by ne while Grup Ⅱ answer them.
3. Students change the rle: Grup Ⅱ ask questins ne by ne while Grup Ⅰ answer
them.
T further practise giving suggestins.
Activity 11
1. Teacher asks students t wrk in pairs and chse a part-time jb advertisement in Activity 8 and get ready fr the present- atin f the jb interview, trying t use the expressins in this sectin.
2. Teacher asks pairs f students t the frnt t give presentatin.
3. Teacher asks students t evaluate the presentatins accrding t hw effectively they participate in the jb interview.
1. Students wrk in pairs and chse a part-time jb advertisement in Activity 8 and get ready fr the present- atin f the jb interview, trying t use the expressins in this sectin.
2. Pairs f students are invited t the frnt t give presentatin, and thers make cmments.
3. Students evaluate the presentatins accrding t hw effectively thse pairs participate in the jb interview.
T check hw effectively students culd participate in a jb interview.