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

《选择性必修一Unit2语法》教学设计 1、 教学目标 At the end of class, you will be able to 1.identify and analyse “Future Progressive Tense” grammatically and learn to use it accurately in real situations. 2.distinguish the differences between “Simple Future Tense” and “Future Progressive Tense”accordingly, 3.learn to express predictions and future plans to write a 100-word passage including future progressive tense. 2、 教材分析 This unit focuses on “Future Progressive Tense”which indicates an action will take place at a certain time or an action lasting for a period of time.“Future Progress Tense”expresses something scheduled, leaving an impression of someone’s anticipation and euphemism, moreover, something progressing as planned, which is unlike “Simple Future Tense”expressing willingness or promise. 3、 学情分析 “Future Progressive Tense”consists of “simple future” and “progressive tense”. Based on students’ understanding of these two tenses, a teacher’s role is to combine them to lead students to discover what is “future progressive tense”, thus, a strategy of “Discovering - Inducing - Practicing - Utilizing” is taken into account. In others words, leading students into mechanic pair work serves the purpose of appreciating the function of “future progressive tense” in concrete context, after which, output of using this tense is indispensable, needless to say, “simple future” be taken into consideration. The major method is communication teaching methodology. 四、教学重难点 Main point: The basic formation of “Future Progressive Tense” and in what situation or context is “Future Progressive Tense” used. Difficult point: How to differentiate the impression of “simple future” and “Future Progressive Tense” in using them. 五、教学过程（不能是课堂实录） 教师活动 学生活动 设计意图 1.Say something meaningful for the students. Then give two sentences respectively are “present continuous”and “simple future tense”. Students are required to listen to the teacher attentively and make an impression on “present continuous tense” and “simple future”. The class atmosphere will be active, which is concerned about “tenses” of past, present and future, leaving an impression of time with students. Students induce the formation of this focal tense ---input 2.Present some words on the screen about a career or occupation and some relevant verbs. Students do pair work. Teacher and a student set an example for them to imitate. Then in pairs, they do mechanic practice, using “Future Progressive Tense” Serve for mechanic practice of formation of this tense 3.A video show about a great event Students fill in the blanks Reinforce students to use this tense in the context. Also, video show makes students less bored. 4.Display a dialogue and fill in the blanks to consolidate what they have learned. Hinder students to use correct tenses to fill in. Students fill in the blanks using different tenses forms. Not only for consolidation but also for distinguishing different tense forms --- creative thinking 5. Another video show of “the Great Wall”. Display twice and give English definition to some new words for the first time and for the second time, use negative “future progressive tense” form to practice for the first five pauses and rest for affirmative forms. Students use negative sentences to say the first five scenes using “future progress tense” and then affirmative ones. Reinforce students cultural preservation sense by using two different future tenses and make sense of their differences. Get the students to prepare to write a passage and realize the purpose of output. 6.Ask students to write a passage based on what have been talked about in groups of four students. One group writes in negative form and the other affirmative. Students do group work of writing two passages of negative and affirmative forms. One student is writing and the others supply their sentences while discussing. Students can’t write a long passage within limited time so that they are divided into two groups. This step is combined with education of preserving heritage, promoting their cultural sense. Through group work, students share their ideas and obtain something they never expect --- group creative output. 7.Teacher’s summary focusing on the major points of simple future tense and future progressive tense. Students listen and watch the screen Through collective activities, a teacher’s role is to help students have a comprehensive idea of what they have got in this period. 8. Assignments in two different levels Practice after class. Combined with the whole unit and reinforce students to use future progressive tense more accurately but little pressure for the students. Stratified assignments for students suitable in different groups. 六、作业设计（适应“双减”要求的分层作业） To BYD electric cars “the global sales crown”, what are your thoughts if you are a purchaser or designer? optional： 1.Write about 80 words for the topic “If I have an enjoyable visit to the Great Wall...”, mainly in the future tense and future continuous tense. 2.Make a dialogue around an invitation to birthday party where students can use simple future tense and future progressive tense to express their plans and wishes. 3.Translation between Chinese and English. 七、教学反思 There are three ways to reflect this period with the students on my advantages. First, the major methodology of communication to realize how to use “future progressive tense” has reached what it should have been. Contrary to so-called traditional methodology of giving grammar rules and practice, and then students do exercises to grasp the rules, I, personally, adopt communication methodology so that the practical purpose is easily and effectively carried out. Learning is using. Second, differentiating “simple future tense” and “future progressive tense” has been reflected in students’ written work, especially from their output. Whether through teacher’s rating or student’s self-rating or another student’s rating, as a teacher, I know my teaching objective has been comprehensively achieved. Third, my design of “Enlightenment – induction – mechanic training – interesting training – creative output” has been well developed. Still, disadvantages exist on account of limited time, which, I had been supposed, are the following: past future progressive tense ought to be introduced to make a comparison as this tense doesn’t appear in the textbooks followed by. Meanwhile, allowing students enough time to give assessment to their own work or others’ in order that they can learn from each other on the basis of their unique creation. ( 1 ) 学科网（北京）股份有限公司 $$