Unit 2 Looking into the future Accessing Your Progress 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第一册

Assessing Your Progress 教学设计 I. Learning objectives At the end of the class, students are expected to: 1. Use the correct forms of “luxury, prospect, rural, absence, prescription, essay, network, and emphasis” to complete the dialogues; 2. Fill in the blanks with the appropriate forms of “cut down, keep, use, write and read” to complete the introduction to the Future Library project; 3. Learn to reflect and evaluate themselves independently; 4. Write a letter to their current self from a future perspective. II. Analysis of the material This section consists of three parts. The first part is language knowledge testing, which comprehensively grasps the students’ mastery of new words and grammar in this unit. The second part is the evaluation of unit content and self reflection, guiding students to start from the technology they are interested in, clarify their attitudes towards technological progress, and reflect on the theme and significance of this unit based on their actual situation. The third part is to comprehensively examine the content learned by students in this unit in the form of project activities, guiding them to write a letter to their future selves. The project activities encourage students to unleash their imagination, choose future careers based on their interests and hobbies, and reflect on their current selves from the perspective of future careers, in order to be fully prepared for the realization of their ideals. III. Analysis of students Students have an interest in English and are particularly interested in the topic of “looking forward to the future”. The students have read an exposition introducing future smart homes, learned the usage of the future continuous tense, listened to interviews predicting future technology and life, and written an argumentative paper expressing their own views through the previous class activities. They have gained a certain understanding and mastery of the vocabulary, grammar, and oral expression of the topic in this unit. But students lack enough opportunities to evaluate others, and their output content is slightly inferior. IV. Teaching key and difficult points Teaching key points: 1. Help students to master the words and grammar and fulfil the tasks; 2. Apply the knowledge learned and write a letter to their current self from a future perspective; 3. Help students reflect on the changes brought by new technologies. Teaching difficult points: Help students reflect on the changes brought by new technologies. V. Teaching Procedure 教学目标 教学活动及互动方式 设计 意图 活动 层次 效果评价 通过词汇回顾和词汇变形调动学生的词汇积累。 Activity 1 Words Review 1. Use pictures to show some related words in this unit to help students review. 2. Supply with different variations. 互动方式:学生借由图片回顾单元词汇,并记忆词汇变形。 调动学生词汇,关注词汇变形。 感知与注意 学生能够回想起单元词汇,正确变化单词形式。 通过对话填空和语篇填空检测和强化知识的掌握和应用。 Activity 2 Language knowledge testing. 1. Complete the dialogues with the correct forms of the words in the box. 1. A: Why are you so concerned? B: We can’t win the case in the _of relevant evidence. 2. A: It’s difficult to make accurate _about the effects on the environment. B: I couldn’t agree more. We should place more_on environmental protection. 3. A: What are you working on? B: I’m writing an _on how to integrate individuals’ values and society’s needs. 4. A: How do you find working in your new office? B: It’s great! The office _allows users to share files and software, and to use a central printer. 5. A: I don’t quite understand your choice. What might be the advantages of living in remote_areas? B: The_of getting a high-paying job is low, but I find it more meaningful to help people there. In addition, I have the_of breathing fresh air every day. Q: What aspect of life is mentioned in each dialogue? How will new technologies change these aspects in the future? 2. Read an introduction to the Future Library project. Fill in the blanks using the correct forms of the words in the box. Q: What will be happening to the Future Library in 2114? Why do you think Katie Peterson initiated the Future Library? What’s your attitude towards the Future Library? 互动方式:学生应用本单元所学词汇和语法完成题目,并回答问题。 通过词汇和语法的应用,提升学生的词汇语法应用能力,提高语言表达能力。 感知与注意,分析与判断,内化与运用 学生能够根据对话和语篇语境,选用适合的单词并用其适当形式填空。在完成练习之后,学生能够通过教师提问的问题,学会思考新科技将会带来哪些变化。自然融入将来进行时的使用,而能自己组织语言表达对建设“未来图书馆项目“的态度。 通过反思活动引导学生自主反思与自我评价。 Activity 3 Reflecting What new advances in technology introduced in this unit interested you? How have your opinions about advances in technology changed because of this unit? What advances in technology would you lie to learn more about? Overall, I thought this unit was cool useful so-so difficult. 互动方式:学生选择想要了解的智能家电,点击之后出现相关句子,使用所学词汇补全句子。 围绕文本主题,设置另一场景及其相关介绍,引导学生应用所学词汇,关注词汇的形式变化。 批判与评价 学生通过自我反思,归纳与总结本单元所学知识。 通过以未来的角度给现在的自己写一封信,引导学生发挥想象力,对未来职业形成期待和愿景。 Activity 4 Project: Write a letter to yourself from the future. 1. Imagine that your 50-year-old future self has sent you a letter about your future career. What would that letter contain? 2. Choose the most interesting future career, and write a personal letter to yourself from the future about that career. Your letter may include: a description of the future career the advantages and disadvantages of the career the preparations that are (or are not) needed for the career drawings or photos illustrating the career a greeting and closing 3. Take turns presenting your letters in class. Then vote on the most interesting letter. 互动方式:学生想象自己在未来的职业,给现在的自己写一封信。 引导学生发挥想象,对自己的未来发展产生期待,想象未来可能从事的职业,给现在的自己写信,介绍未来职业的优缺点。 描述与阐述,概括与整合,批判与评价 学生能够很好地发挥想象力,结合自身兴趣想象自己未来可能从事的职业,根据所给要点,从未来的角度完成写给现在的自己的一封信。对文章进行评价,形成批判性思维。 VI. Homework Find more information about the new advances in technology and share your investigation. VII. Teaching Reflection Students are able to correctly apply the correct forms of the words learned in this unit and correctly apply the future continuous tense. Students learn to independently reflect, evaluate others, and self evaluate. But some students lack deep thinking ability, so more in-depth reading materials should be provided to broaden their horizons and enhance their thinking ability. 学科网(北京)股份有限公司 $$