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

该高中英语教学设计聚焦过去将来时的结构（would/was/were going to+动词原形等）及用法，通过课文原句引导学生标记过去（P）与过去将来（PF）部分自主发现规则，以课前复习一般将来时和一般过去时为支架，搭建新旧知识联系。 此资料以引导发现法培养思维品质，如学生自主归纳语法规则，通过创建头像的Pair Work活动将语法与IT话题结合提升语言能力，对比辨析表格清晰区分易混时态。对学生而言能在真实语境中运用语法，对教师提供系统教学流程与多元评价方法，助力高效教学。

Unit 4 Lesson 1 1、 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 2、 教学目标与重难点 （一）Teaching objectives 1. 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. 2. 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. 3. 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. 4. 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 1. 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. 2. 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 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. Students read the sentences, mark P and PF underlined parts, and identify the pattern. They discuss their observations with partners and attempt to articulate the rule governing the Past Future Tense. 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 response about a stylized fox avatar with circuit-pattern tail. 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。 Step 3 Grammar Analysis (Definition & Structure) The teacher presents the core definition of the Past Future Tense: 'It expresses an action that was going to happen after a past reference point — standing in the past and looking forward.' The teacher explains the timeline logic: past reference point → past future action → present. The teacher then presents two basic structures: (1) would + verb base form (e.g., 'future avatars would have such a wide variety'); (2) was/were going to + verb base form (e.g., 'they were going to have the power to create new identities'). Students take notes on the definition, timeline logic, and basic structures. They identify the reference points and future-in-the-past actions in example sentences, and create their own examples using both structures. 通过定义、时间轴和结构的系统讲解，帮助学生建立过去将来时的完整知识框架。时间轴图示化抽象概念为直观理解，降低认知难度。 Step 4 Extended Structures The teacher presents additional structures: (1) was/were about to + verb base form ('I was about to log off when my avatar received a message'); (2) was/were to + verb base form ('there was to be a lecture on virtual technology'); (3) past continuous for past future (limited to verbs of motion: come, go, leave, arrive). The teacher then explains negative forms (wouldn't, wasn't/weren't going to) and question forms (Would + subject + verb? Was/Were + subject + going to + verb?). Students learn the extended structures, practice forming negative and question sentences, and identify which structure is most appropriate for different contexts. They create examples for each structure. 通过拓展结构的教学，丰富学生对过去将来时表达方式的认识。否定句和疑问句的练习帮助学生全面掌握该时态的句式变化规则。 Step 5 Passive Voice & Core Usages The teacher presents the passive voice form: would + be + past participle ('their avatars would be seen by many people') and was/were going to + be + past participle ('the new app was going to be tested'). The teacher then explains four core usages: (1) tense agreement in object clauses (main clause past → subordinate clause past future); (2) past plans and arrangements (was/were going to, can imply unfulfilled plans); (3) narrative setting in stories; (4) habitual past actions (would = used to, not strictly Past Future). Students learn the passive voice forms and four core usages. They identify which usage is demonstrated in example sentences and create their own examples for each usage category, particularly focusing on object clause agreement. 通过被动语态和四大核心用法的系统梳理，帮助学生全面掌握过去将来时的运用场景。用法分类清晰，例句紧扣IT话题，增强学习的相关性和实用性。 Step 6 Comparison & Discrimination The teacher presents three comparison tables: (1) Simple Future vs. Past Future (different reference points: now vs. past; will vs. would); (2) Past Future vs. Simple Past (unfulfilled vs. completed action); (3) would vs. was/were going to (subjective prediction vs. planned action with objective evidence). The teacher provides example pairs for each comparison and guides analysis. Students study the comparison tables, analyze the differences between confusable tenses, and complete discrimination exercises. They discuss with partners which tense is appropriate in given contexts and justify their choices. 通过三组对比辨析，解决学生在时态选择上的常见困惑。表格形式清晰呈现差异，对比例句帮助学生建立区分标准，提高语法运用的准确性。 Step 7 Common Markers & Exercise The teacher summarizes common markers for the Past Future Tense: (1) main clause verbs: said, told, thought, knew, hoped, realised, discovered, planned; (2) time adverbials: the next day/week, the following month, soon, later, in three days (in past contexts); (3) typical contexts: object clauses, indirect speech, story narration, recalling past plans. The teacher then assigns a fill-in-the-blank exercise with five sentences mixing Past Future, Simple Future, and other tenses. Students note down the common markers, complete the fill-in-the-blank exercise, and check answers. They explain why each tense was chosen based on context clues and markers. 通过标志词总结帮助学生快速识别过去将来时的使用场景，提高解题效率。混合练习培养学生根据语境选择正确时态的能力，检验学习效果。 Step 8 Homework The teacher assigns homework: (1) Prepare for the next lesson; (2) Find one short passage about IT development, pick out all sentences with the Past Future Tense, and mark their functions (prediction / plan / narrative). Students note down the homework requirements and ask clarifying questions if needed. 课后作业要求学生在真实语篇中识别过去将来时并标注功能，将课堂所学迁移到课外阅读中，培养语法意识和自主探究能力。 五、板书设计 Unit 4 Lesson 1 — Avatars (Grammar): Past Future Tense Definition: 立足过去，展望未来 (Past reference → Future-in-the-past) Basic Structures: 1. would + verb base form e.g., few people knew that avatars would have such variety 2. was/were going to + verb base form e.g., they were going to have the power to create new identities Other Structures: • was/were about to + verb (即将做某事) • was/were to + verb (按计划要做) • Past continuous (go, come, leave, arrive) Passive: would/was/were going to + be + past participle Core Usages: 1. Object clause agreement (主过从必过) 2. Past plans (was/were going to) 3. Narrative setting 4. Habitual past (would = used to) Common Markers: said, told, thought, knew, hoped, realised, discovered 六、教学评价与反思 （一）教学评价 1. 语法发现评价：通过Grammar Discovery环节学生的标记准确率和规则总结质量，评价其自主发现能力。 2. 结构掌握评价：通过句型练习和Pair Work中过去将来时的使用正确率，评价学生对基本结构的掌握。 3. 对比辨析评价：通过三组时态对比练习的完成情况，评价学生区分易混时态的能力。 4. 综合运用评价：通过混合填空练习和课后语篇分析任务，评价学生在真实语境中运用过去将来时的能力。 （二）教学反思 本节语法课采用发现式教学法，通过课文原句引导学生自主归纳过去将来时的规则，体现了以学生为主体的教学理念。Grammar Discovery环节学生参与积极，多数能准确识别P和PF标记。结构讲解环节系统全面，时间轴图示帮助学生直观理解抽象概念。三组对比辨析是本课难点，部分学生在区分would和was/were going to时仍有困惑，需要在后续练习中加强巩固。Pair Work创建头像活动有效将语法学习与IT话题结合，提高了学习趣味性。整体教学效果良好，但被动语态部分讲解时间略显仓促，下次可适当增加例句和练习。 学科网（北京）股份有限公司 $