Unit 4 Information Technology Lesson 1 Grammar 教学设计 -2026-2027学年高中英语北师大版（2019）必修第二册

2026-07-23

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C:/Users/Administrator/Desktop/高中教学设计.png高中教学设计

一、教学基本信息

项目	内容
课题	北师大版（2019）高中英语必修第二册 Unit 4 Information Technology Lesson 1 Avatars (Grammar)
课时	1 课时（90 分钟）
授课年级	高一年级
课型	新授课
授课教师
授课时间

二、教学目标与重难点

（一）Teaching objectives

Language Competence

Students master the structures and usages of the Past Future Tense (would + verb base form; was/were going to + verb base form; was/were about to + verb base form; was/were to + verb base form) and use it properly in IT-related contexts.

Thinking Quality

Students improve logical thinking by analyzing grammar rules, distinguishing easily-confused tenses (Past Future vs. Simple Future, Past Future vs. Simple Past, would vs. was/were going to), and summarizing usage patterns independently.

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Learning Ability

Students learn to summarize tense rules independently through guided discovery, apply grammar knowledge through cooperative practice, and develop self-directed learning strategies for grammar study.

Cultural Awareness

Students understand the development of digital avatars and IT culture through language learning, and appreciate how technological progress is described through different tenses in English.

（二）Teaching points

Teaching key points

Students master the core structures (would + verb base form; was/were going to + verb base form) and basic usages of the Past Future Tense, including its use in object clauses, past plans, and narrative contexts.

Teaching difficult points

Students can distinguish the Past Future Tense from the Simple Future Tense and Simple Past Tense, and correctly choose between would and was/were going to in different contexts.

三、教学准备

多媒体设备、黑板、粉笔；学生课前复习一般将来时和一般过去时的用法；教师准备语法发现活动材料、时态对比表格、练习题及时间轴图示。

四、教学过程设计

教学环节 Teaching Stage	教师活动 Teacher's Activities	学生活动 Students' Activities	设计意图 Design Intent
Step 1 Grammar Discovery	The teacher presents sentences from the reading text and asks students to identify parts referring to the past (P) and parts referring to the future in the	Students read the sentences, mark P and PF underlined parts, and identify the pattern. They discuss their observations with	通过课文原句引导学生自主发现语法规则，培养归纳思维能力。P和PF的标记活动帮助学生直观理解过去将

教学环节
Teaching Stage

教师活动
Teacher's Activities

学生活动
Students' Activities

设计意图
Design Intent

Step 1

Grammar Discovery

The teacher presents sentences from the reading text and asks students to identify parts referring to the past (P) and parts referring to the future in the

Students read the sentences, mark P and PF underlined parts, and identify the pattern. They discuss their observations with

通过课文原句引导学生自主发现语法规则，培养归纳思维能力。P和PF的标记活动帮助学生直观理解过去将

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教学环节 Teaching Stage	教师活动 Teacher's Activities	学生活动 Students' Activities	设计意图 Design Intent
	past (PF): 'Yet, very few people knew (P) that future avatars would have (PF) such a wide variety of forms.' The teacher guides students to discover the pattern through three example sentences about avatars and digital identity.	partners and attempt to articulate the rule governing the Past Future Tense.	来时的核心概念——立足过去看未来。
Step 2 Practice & Pair Work	The teacher asks students to complete sentences talking about the future in the past: 'In the 1990s, few people knew that... (the Internet would change global communication).' The teacher then organizes pair work: students create their own avatar and introduce it to a partner, answering: 'What does it look like? Why did you decide to create it this way? Where would you use it?' The teacher provides a model	Students complete the sentence completion exercise, then work in pairs to create and describe their own avatars. They use the Past Future Tense naturally in their descriptions, explaining what their avatar would look like and where they would use it.	通过句型练习和创建头像的Pair Work活动，将语法学习与IT话题紧密结合。学生在真实语境中运用过去将来时，加深对语法形式和功能的理解。

教学环节
Teaching Stage

教师活动
Teacher's Activities

学生活动
Students' Activities

设计意图
Design Intent

past (PF): 'Yet, very few people knew (P) that future avatars would have (PF) such a wide variety of forms.' The teacher guides students to discover the pattern through three example sentences about avatars and digital identity.

partners and attempt to articulate the rule governing the Past Future Tense.

来时的核心概念——立足过去看未来。

Step 2

Practice & Pair Work

The teacher asks students to complete sentences talking about the future in the past: 'In the 1990s, few people knew that... (the Internet would change global communication).' The teacher then organizes pair work: students create their own avatar and introduce it to a partner, answering: 'What does it look like? Why did you decide to create it this way? Where would you use it?' The teacher provides a model

Students complete the sentence completion exercise, then work in pairs to create and describe their own avatars. They use the Past Future Tense naturally in their descriptions, explaining what their avatar would look like and where they would use it.

通过句型练习和创建头像的Pair Work活动，将语法学习与IT话题紧密结合。学生在真实语境中运用过去将来时，加深对语法形式和功能的理解。

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