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选择性必修 第一册Unit 2 Looking into the Future精品课件ppt
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这是一份选择性必修 第一册Unit 2 Looking into the Future精品课件ppt，共9页。
人教新版选择性必修一 Unit 2 Accessing your progress教学设计
SMART HOME TO MAKE LIFE EASIER
授课教师
学校、年级
高二
课型
Unit 2 Looking into the future ——Accessing your progress
时长
40
教学设计理念
本节课根据课标提出的六要素整合的英语学习活动观理念，关注学生学习参与的实际获得，创设与主题意义密切相关的语境，引导学生对文本主题意义的探究。依据英语学科能力要素及表现指征框架进行学习理解类，应用实践类和迁移创新类活动过程中培养学生语言理解和表达能力，推动学生对主题意义的深度学习，构建新知，发展思维。
文本解读
【what】该板块由三个部分组成。第一部分是语言知识检测，共设计了两个活动：活动1是通过句子语境选用本单元生词的正确形式填空；活动2是一篇有关于“未来图书馆项目介绍”的语篇填空练习；第二部分是单元内容评价和自我反思；第三部分是以项目活动的形式引导学生写一封信，其活动主题是"未来的你给（现在的）自己写一封信"（Write a letter to yourself from the future）。
【why】第一部分活动设计旨在语言知识检测：活动1旨在句子层面检测学生对本单元生词的掌握情况；活动2的语篇填空练习则着重考查学生对将来进行时的掌握情况。语篇使用了多种时态，学生可以在比较中进一步体会将来进行时体现的事情发展的计划性。第二部分的单元内容评价和自我反思旨在引导学生从自己感兴趣的技术出发，厘清自己对技术进步的态度和观点，联系自身实际反思本单元的主题意义。第三部分是以项目活动的形式综合考查学生本单元的所学内容。
【How】该板块的语言知识检测部分是以挖空填词的形式（句子和语篇）来检测学生本单元所学内容；单元内容评价和自我反思部分是以问答形式来回顾与总结自己本单元所感兴趣的技术以及对技术进步的态度和观点，联系自身实际反思本单元的主题意义。第三部分的活动主题是"未来的你给（现在的）自己写一封信"，活动设计引导学生讨论到自己50岁时现在的职业会因为技术进步发生什么变化，进一步激励学生发挥想象力，结合自己的兴趣爱好、理想追求，选择自己心仪的未来职业，并从未来职业的视角反观现在的自己，为理想的实现做好充分的准备。教材还通过提供了内容要点、写作提纲和范文。该项目活动进一步丰富和提升了单元的主题内涵，使之与个体关联，启发学生进行反思，提高学生的人生规划意识。
学情分析
1. 自然情况：授课对象为高二年级的学生，学生有学习英语的兴趣，对“展望未来”的话题比较感 兴趣。
2. 已有基础：本单元围绕“展望未来（Looking into the future）”这一主题展开。学生已通过前面的 课时活动，阅读了一篇介绍未来智能家居的说明文、学习了将来进行时的用法、听过预测未来科 技和生活的访谈以及写了一篇阐述自己观点的议论文——Welcome or reject future changes（欢迎或 拒绝未来的变化）等内容。对本单元的话题词汇、语法、口头表达都有一定的了解与掌握。
3. 存在不足：学生通过不同方面已完成单元的输入，但是输出方面稍逊色。
解决措施：通过活动1、2检测学生对于本单元语法、词汇的掌握程度；project部分（未来的你给 现在的自己写一封信）综合考查学生本单元的学习内容。
教学目标
经过本课的学习，学生能够：
1. 通过句子语境正确选用luxury、prospect、rural、absence、prdiction、essay、network、emphasis；
(A1感知与注意)（A2获取与梳理）（B2分析与判断）（B3内化与运用）
2. 通过阅读语篇，利用上下文语境，正确选用cut down、keep、use、write、read，并用其适当形式完 成语篇填空；（B2分析与判断）（B3内化与运用）
3. 学生学会自主反思与自我评价；（C3批判与评价）
4. 发挥想象力，结合自己的兴趣爱好、理想追求，以未来的角度给现在的自己写一封信。（A2获取 与梳理）（A3概括与整理）（B3内化与运用）（C3批判与评价）
教学重难点
教学重点：
1. 正确选用luxury、prospect、rural、absence、prdiction、essay、network、emphasis；
2. 通过语篇阅读理解，学生能够准确选词填空，巩固单元语法学习。
教学难点：
运用所学的知识，发挥丰富的想象力，以未来的角度给现在的自己写一封信。
教学资源
课件PPT，黑板、白板。
教学目标
活动形式与步骤
活动意图
活动
层次
学习效果评价
时间
Goal 1: 通过句子语境正确选用luxury、prospect、rural、absence、prdiction、essay、network、emphasis
Goal 2:通过阅读语篇，利用上下文语境，正确选用cut down、keep、use、write、read，并用其适当形式完 成语篇填空
Step 1 Ask Ss to finish Activity 1 and 2 on Page 22.
Activity 1 Complete the dialogues with the correct forms of the words in the box.
luxury absence rural prospect
prediction network emphasis essay
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.
【思考】
What aspect of life is mentioned in each dialogue?
How will new technologies change these aspects in the future?
【答案】1.absence 2. predictions; emphasis 3. essay 4. network 5. rural ; prospect; luxury
Activity 2 Read an introduction to the Future Library project. Fill in the blanks using the correct forms of the words in the box.
cut down keep use
write read
The Future Library is a project by the artist Katie Paterson. It began with the cutting down of trees in a forest north of Oslo, Norway, in 2014. The Future Library Trust
__ wood from these trees to build a special room-the Silent Room-in the Oslo Public Library. In place of the trees that had been cleared. 1,000 new trees were planted. Every year from 2014 until 2114, a different popular author ______one original story, and the librarians____ all ;stories in the Silent Room, where visitors can look at them but not read them. In 2114, the organisers___ the 1,000 trees that were planted back in 2014.They will then use the wood for publishing the 100 books in the Silent Room. So, in 2114, people_____books that were made from trees that are growing right now.
【思考】
When, where, and how did the Future Library project begin?
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?
【答案】used;will be writing/will write; will be keeping/will keep; will be cutting down/will cut down; will be reading/ will read
Activity 1 Consolidate and check what students have learnt in this unit when it comes to vocabulary..
Activity 2 Consolidate and check what students have learnt in this unit when it comes to grammar.
(A1感知与注意)
（A2获取与梳理）（B2分析与判断）
（B3内化与运用）
学生能够根据对话的语境，选用适合的单词，并能用其适当形式填空。并且在完成练习之后，学生可通过教师提问的两个问题，关注到各个对话的场景与生活哪些领域相关，学会思考新科技会给这些领域带来哪些变化。
学生能够通过文本语篇语境，选用方框内的单词或短语的适当形式填空。另外，在完成活动2后，学生通过探讨教师提出的四个问题，不仅能自然融入将来时的使用，而且也能用自己组织的语言去探讨对建设“未来图书馆项目“的原因与态度。帮助学生建立现在与未来的联系，以发展的眼光从环境、社会需求等角度综合思考问题。
10
Goal 3:学生学会自主反思与自我评价
Step 2 Reflecting
l What new advances in technology introduced in this unit interested you?
l How have your opinions about advances in technology changed because of this unit?
l What advances in technology would you lie to learn more about?
l Overall,I thought this unit was
Οcool Οuseful Οso-so
Οdifficult.
This section aims to get students to think about the content of the unit and apply what they have learnt to their own lives.
（C3批判与评价）
学生通过自我反思，归纳与总结本单元所学。
5
Goal 4:发挥想象力，结合自己的兴趣爱好、理想追求，以未来的角度给现在的自己写一封信
Step 3 Project: Write a letter to yourself from the future.
Activity 1 Imagine that your 50-year-old future self has sent you a letter about your future career. What would that letter contain? Work in groups, discuss and fill in the blanks.
【答案】
Activity 2 Choose the most interesting future career, and write a personal letter to yourself from the future about that career. Your letter may include:
l a description of the future career
l the advantages and disadvantages of the career
l the preparations that are (or are not) needed for the career
l drawings or photos ilustrating the career
l a greeting and closing
Use the letter below to help you
Dear Past Bingbing,
Hi! I’m Bingbing, your future self! I know that you are really worried about your future career, so I wanted to write this letter to put your mind at rest.
I'm sorry to say that you won't become a pilot as you wanted.In the future, large passenger airplanes will fly themselves and wont need pilots. But there is a big problem in the future that you don't have now: no one uses cars anymore-they use personal jet packs. As you can imagine, the skies over the city get pretty busy! Someone needs to control all these people so they don't have accidents. And that's what you do: you're a jet pack air traffic controller.
One really good point about your job is that you dont have to leave home. Instead, you'll use a virtual reality headset and microphone to do your job while you are sitting on the sofa drinking tea. But you will have to work on your people skills, as you will be talking to people all day. The bad point? Too many jet packs in the sky! Sometimes it can be kind of tense, and some people don't like to obey the rules or be told what to do.
All in all, I think you'll be happy with this job. But of course you will, because you're me!Stop worrying! Your future is going to be great. Trust me.
Best regards,
Future Bingbing
Use the following checklist to help you polish your draft.
Activity 3 Take turns presenting your letters in class. Then vote on the most interesting letter.
The project aims to activate and engage all the skills and knowledge students have learnt in this unit through having students complete a task in English.
（A2获取与梳理）（A3概括与整理）（C3批判与评价）
学生通过小组探讨，完成这张表格中的问题，为后续的写作搭建脚手架。
学生能通过研读活动2中提供的五个要点，然后在”未来的Bingbing”写给“过去的Bingbing”信中标出五个要点对应的部分，再参照活动2中的信，写出自己的写作提纲。完成初稿后，参照下面的评价清单自我检查，然后与同伴交换互评，最后定稿。
活动3：让学生分小组轮流分享自己的信。然后每组推选一至两篇在全班分享，并说明推荐理由。最后，全班投票选出两至三篇最佳习作。
20
Step 4 Assignment
Finish the exercises on Page 68-69.
Consolidate and check what students have learnt in this unit .
（B2分析与判断）（B3内化与运用）
（C3批判与评价）
课后，学生能过课本练习回顾整单元所学。
5
板书设计
选B1U2 Accessing your progress
活动1 答案：
1. absence 2. predictions; emphasis 3. essay
4. network 5. rural ; prospect; luxury
活动2 答案：
used;will be writing/will write; will be keeping/will keep;
will be cutting down/will cut down; will be reading/ will read
人教新版选择性必修一 Unit 2 Accessing your progress教学设计
SMART HOME TO MAKE LIFE EASIER
授课教师
学校、年级
高二
课型
Unit 2 Looking into the future ——Accessing your progress
时长
40
教学设计理念
本节课根据课标提出的六要素整合的英语学习活动观理念，关注学生学习参与的实际获得，创设与主题意义密切相关的语境，引导学生对文本主题意义的探究。依据英语学科能力要素及表现指征框架进行学习理解类，应用实践类和迁移创新类活动过程中培养学生语言理解和表达能力，推动学生对主题意义的深度学习，构建新知，发展思维。
文本解读
【what】该板块由三个部分组成。第一部分是语言知识检测，共设计了两个活动：活动1是通过句子语境选用本单元生词的正确形式填空；活动2是一篇有关于“未来图书馆项目介绍”的语篇填空练习；第二部分是单元内容评价和自我反思；第三部分是以项目活动的形式引导学生写一封信，其活动主题是"未来的你给（现在的）自己写一封信"（Write a letter to yourself from the future）。
【why】第一部分活动设计旨在语言知识检测：活动1旨在句子层面检测学生对本单元生词的掌握情况；活动2的语篇填空练习则着重考查学生对将来进行时的掌握情况。语篇使用了多种时态，学生可以在比较中进一步体会将来进行时体现的事情发展的计划性。第二部分的单元内容评价和自我反思旨在引导学生从自己感兴趣的技术出发，厘清自己对技术进步的态度和观点，联系自身实际反思本单元的主题意义。第三部分是以项目活动的形式综合考查学生本单元的所学内容。
【How】该板块的语言知识检测部分是以挖空填词的形式（句子和语篇）来检测学生本单元所学内容；单元内容评价和自我反思部分是以问答形式来回顾与总结自己本单元所感兴趣的技术以及对技术进步的态度和观点，联系自身实际反思本单元的主题意义。第三部分的活动主题是"未来的你给（现在的）自己写一封信"，活动设计引导学生讨论到自己50岁时现在的职业会因为技术进步发生什么变化，进一步激励学生发挥想象力，结合自己的兴趣爱好、理想追求，选择自己心仪的未来职业，并从未来职业的视角反观现在的自己，为理想的实现做好充分的准备。教材还通过提供了内容要点、写作提纲和范文。该项目活动进一步丰富和提升了单元的主题内涵，使之与个体关联，启发学生进行反思，提高学生的人生规划意识。
学情分析
1. 自然情况：授课对象为高二年级的学生，学生有学习英语的兴趣，对“展望未来”的话题比较感 兴趣。
2. 已有基础：本单元围绕“展望未来（Looking into the future）”这一主题展开。学生已通过前面的 课时活动，阅读了一篇介绍未来智能家居的说明文、学习了将来进行时的用法、听过预测未来科 技和生活的访谈以及写了一篇阐述自己观点的议论文——Welcome or reject future changes（欢迎或 拒绝未来的变化）等内容。对本单元的话题词汇、语法、口头表达都有一定的了解与掌握。
3. 存在不足：学生通过不同方面已完成单元的输入，但是输出方面稍逊色。
解决措施：通过活动1、2检测学生对于本单元语法、词汇的掌握程度；project部分（未来的你给 现在的自己写一封信）综合考查学生本单元的学习内容。
教学目标
经过本课的学习，学生能够：
1. 通过句子语境正确选用luxury、prospect、rural、absence、prdiction、essay、network、emphasis；
(A1感知与注意)（A2获取与梳理）（B2分析与判断）（B3内化与运用）
2. 通过阅读语篇，利用上下文语境，正确选用cut down、keep、use、write、read，并用其适当形式完 成语篇填空；（B2分析与判断）（B3内化与运用）
3. 学生学会自主反思与自我评价；（C3批判与评价）
4. 发挥想象力，结合自己的兴趣爱好、理想追求，以未来的角度给现在的自己写一封信。（A2获取 与梳理）（A3概括与整理）（B3内化与运用）（C3批判与评价）
教学重难点
教学重点：
1. 正确选用luxury、prospect、rural、absence、prdiction、essay、network、emphasis；
2. 通过语篇阅读理解，学生能够准确选词填空，巩固单元语法学习。
教学难点：
运用所学的知识，发挥丰富的想象力，以未来的角度给现在的自己写一封信。
教学资源
课件PPT，黑板、白板。
教学目标
活动形式与步骤
活动意图
活动
层次
学习效果评价
时间
Goal 1: 通过句子语境正确选用luxury、prospect、rural、absence、prdiction、essay、network、emphasis
Goal 2:通过阅读语篇，利用上下文语境，正确选用cut down、keep、use、write、read，并用其适当形式完 成语篇填空
Step 1 Ask Ss to finish Activity 1 and 2 on Page 22.
Activity 1 Complete the dialogues with the correct forms of the words in the box.
luxury absence rural prospect
prediction network emphasis essay
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.
【思考】
What aspect of life is mentioned in each dialogue?
How will new technologies change these aspects in the future?
【答案】1.absence 2. predictions; emphasis 3. essay 4. network 5. rural ; prospect; luxury
Activity 2 Read an introduction to the Future Library project. Fill in the blanks using the correct forms of the words in the box.
cut down keep use
write read
The Future Library is a project by the artist Katie Paterson. It began with the cutting down of trees in a forest north of Oslo, Norway, in 2014. The Future Library Trust
__ wood from these trees to build a special room-the Silent Room-in the Oslo Public Library. In place of the trees that had been cleared. 1,000 new trees were planted. Every year from 2014 until 2114, a different popular author ______one original story, and the librarians____ all ;stories in the Silent Room, where visitors can look at them but not read them. In 2114, the organisers___ the 1,000 trees that were planted back in 2014.They will then use the wood for publishing the 100 books in the Silent Room. So, in 2114, people_____books that were made from trees that are growing right now.
【思考】
When, where, and how did the Future Library project begin?
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?
【答案】used;will be writing/will write; will be keeping/will keep; will be cutting down/will cut down; will be reading/ will read
Activity 1 Consolidate and check what students have learnt in this unit when it comes to vocabulary..
Activity 2 Consolidate and check what students have learnt in this unit when it comes to grammar.
(A1感知与注意)
（A2获取与梳理）（B2分析与判断）
（B3内化与运用）
学生能够根据对话的语境，选用适合的单词，并能用其适当形式填空。并且在完成练习之后，学生可通过教师提问的两个问题，关注到各个对话的场景与生活哪些领域相关，学会思考新科技会给这些领域带来哪些变化。
学生能够通过文本语篇语境，选用方框内的单词或短语的适当形式填空。另外，在完成活动2后，学生通过探讨教师提出的四个问题，不仅能自然融入将来时的使用，而且也能用自己组织的语言去探讨对建设“未来图书馆项目“的原因与态度。帮助学生建立现在与未来的联系，以发展的眼光从环境、社会需求等角度综合思考问题。
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Goal 3:学生学会自主反思与自我评价
Step 2 Reflecting
l What new advances in technology introduced in this unit interested you?
l How have your opinions about advances in technology changed because of this unit?
l What advances in technology would you lie to learn more about?
l Overall,I thought this unit was
Οcool Οuseful Οso-so
Οdifficult.
This section aims to get students to think about the content of the unit and apply what they have learnt to their own lives.
（C3批判与评价）
学生通过自我反思，归纳与总结本单元所学。
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Goal 4:发挥想象力，结合自己的兴趣爱好、理想追求，以未来的角度给现在的自己写一封信
Step 3 Project: Write a letter to yourself from the future.
Activity 1 Imagine that your 50-year-old future self has sent you a letter about your future career. What would that letter contain? Work in groups, discuss and fill in the blanks.
【答案】
Activity 2 Choose the most interesting future career, and write a personal letter to yourself from the future about that career. Your letter may include:
l a description of the future career
l the advantages and disadvantages of the career
l the preparations that are (or are not) needed for the career
l drawings or photos ilustrating the career
l a greeting and closing
Use the letter below to help you
Dear Past Bingbing,
Hi! I’m Bingbing, your future self! I know that you are really worried about your future career, so I wanted to write this letter to put your mind at rest.
I'm sorry to say that you won't become a pilot as you wanted.In the future, large passenger airplanes will fly themselves and wont need pilots. But there is a big problem in the future that you don't have now: no one uses cars anymore-they use personal jet packs. As you can imagine, the skies over the city get pretty busy! Someone needs to control all these people so they don't have accidents. And that's what you do: you're a jet pack air traffic controller.
One really good point about your job is that you dont have to leave home. Instead, you'll use a virtual reality headset and microphone to do your job while you are sitting on the sofa drinking tea. But you will have to work on your people skills, as you will be talking to people all day. The bad point? Too many jet packs in the sky! Sometimes it can be kind of tense, and some people don't like to obey the rules or be told what to do.
All in all, I think you'll be happy with this job. But of course you will, because you're me!Stop worrying! Your future is going to be great. Trust me.
Best regards,
Future Bingbing
Use the following checklist to help you polish your draft.
Activity 3 Take turns presenting your letters in class. Then vote on the most interesting letter.
The project aims to activate and engage all the skills and knowledge students have learnt in this unit through having students complete a task in English.
（A2获取与梳理）（A3概括与整理）（C3批判与评价）
学生通过小组探讨，完成这张表格中的问题，为后续的写作搭建脚手架。
学生能通过研读活动2中提供的五个要点，然后在”未来的Bingbing”写给“过去的Bingbing”信中标出五个要点对应的部分，再参照活动2中的信，写出自己的写作提纲。完成初稿后，参照下面的评价清单自我检查，然后与同伴交换互评，最后定稿。
活动3：让学生分小组轮流分享自己的信。然后每组推选一至两篇在全班分享，并说明推荐理由。最后，全班投票选出两至三篇最佳习作。
20
Step 4 Assignment
Finish the exercises on Page 68-69.
Consolidate and check what students have learnt in this unit .
（B2分析与判断）（B3内化与运用）
（C3批判与评价）
课后，学生能过课本练习回顾整单元所学。
5
板书设计
选B1U2 Accessing your progress
活动1 答案：
1. absence 2. predictions; emphasis 3. essay
4. network 5. rural ; prospect; luxury
活动2 答案：
used;will be writing/will write; will be keeping/will keep;
will be cutting down/will cut down; will be reading/ will read
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