资源简介

基础信息
（一）核心基础信息
项目 内容
课题 人教版（2019）高中英语选择性必修第一册 Unit 2 Learning About Language
课时 1课时（45 分钟）
授课年级 高二年级
课型 新授课
授课教师
授课时间
（二）课标要求
积累未来生活主题“动词+名词”搭配词组，掌握abnormal, automatic, available等形容词词义与语境用法，借助思维导图拓展科技类话题词汇。
辨析一般将来时与将来进行时的语义差异，掌握将来进行时四种核心用法，能在单句、对话、短文中正确选用两种时态。
结合北京旅行任务完成口语对话，在真实语境中运用将来进行时描述未来时段正在发生的活动。
培养分类归纳词汇、对比辨析语法规则的学习习惯，辩证思考智能科技对生活的双重影响。
在语言操练中了解故宫、长城、京剧等中华文旅文化，增强传统文化认同感。
二、教学设计依据
（一）教材分析
本节课为Unit 2语言巩固专项课时，分为词汇积累、语法探究、配套练习三大核心板块，承接Reading and Thinking智能家居阅读语篇，实现输入后语言内化。
词汇板块：以“动词+名词”搭配、形容词填空、分层思维导图为载体，集中巩固单元科技核心词，搭建未来生活完整词汇体系，为听说写作铺垫语料。
语法板块：核心语法为将来进行时，通过例句对比、规则总结、句型改写、情景对话层层拆解，对比一般将来时，解决时态混用难点。
情景输出板块：依托北京旅行真实计划表创设口语情境，实现语法知识从习题到真实对话的迁移运用。
前后关联：本课词汇、时态全部服务单元“展望未来”主题，为本单元Using Language听说、写作提供语言支撑。
（二）学情分析
知识基础：学生已掌握基础一般将来时，但未系统学习将来进行时；认识少量智能家居单词，缺少系统动名搭配积累，不会分类拓展话题词汇。
能力短板：易混淆两种将来时态的使用场景，口语表达只会单纯用will do；词汇零散，无法自主归类整理；创编对话时句式单一。
兴趣特点：学生对未来科技、城市旅行话题兴趣浓厚，词组游戏、思维导图、情景对话类任务参与度更高。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 熟练掌握单元“动词+名词”固定搭配，能运用给定形容词完成句子填空；借助思维导图分类拓展家居、交通、健康、安全等科技主题词汇。
② 牢记将来进行时句型结构，区分一般将来时与将来进行时表意差别，能完成时态改写、语法填空、句型转换习题。
③ 能参照旅行计划表，运用将来进行时双人创编完整英文对话，流畅描述行程安排。
2. 思维品质
① 通过词组配对、思维导图梳理，建立分类归纳词汇的逻辑思维。
② 对比两种将来时态使用场景，辨析句式细微语气差异，形成精准的语法辨析思维。
③ 结合智能设备素材，辩证讨论科技带来的便利与隐患，形成独立观点。
3. 文化意识
① 通过北京旅行对话任务了解颐和园、故宫、长城、梅兰芳大剧院等文化地标，感受传统文旅魅力。
② 体会智能家居、无人驾驶等现代科技如何重塑日常，理解科技与传统文化可以融合发展。
4. 学习能力
① 学会使用思维导图自主梳理话题词汇，掌握对比表格整理语法规则的学习方法。
② 小组合作完成词组配对、对话创编任务，主动整理课堂词汇、语法错题。
（二）教学重难点
教学重点
掌握单元“动词+名词”词组与科技形容词，会借助思维导图拓展分类词汇。
牢记将来进行时结构与四大用法，分清一般将来时、将来进行时语义区别。
能结合旅行计划表，运用将来进行时创编完整双人对话。
教学难点
准确区分两种将来时态的语气与场景差异，在语境中灵活选用。
自主拓展思维导图分支，丰富未来生活主题词汇储备。
口语对话中自然交替使用两种将来时态，表达委婉提问、时段动作。
四、教学准备
多媒体资源：词汇配对、形容词填空习题、时态对比例句、思维导图模板、北京旅行计划表、语法填空练习题。
纸质学案：“动词+名词”配对、形容词填空、空白思维导图模板、改写习题、旅行对话、课后综合练习卷。
前置预习任务：复习阅读课文中智能设备相关单词；预习将来进行时。
五、教学过程设计
Part 1 Build up your vocabulary
Task 1 Match verbs with nouns to form phrases
1. The teacher displays the verb list and noun list and asks students to match “verb+noun” phrases independently.
2. The teacher invites students to read out the phrases one by one and supplements Chinese meanings.
Verbs: detect, integrate, leak, switch on/off, monitor, cure, have, become, issue, encourage, repair, reject
Nouns: a preference, routine, a warning, cancer, learning, the heater, air quality, potential dangers, oil, innovation, the electrical wiring, fantasies
Example: detect potential dangers, have fantasies, ...
detect air quality; detect potential dangers; integrate learning; integrate the electrical wiring; leak oil; switch on/off the heater; monitor air quality; monitor the electrical wiring; cure cancer; have a preference; have cancer; become routine; issue a warning; encourage learning; encourage innovation; repair the heater; repair the electrical wiring; reject a warning; reject innovation
Task 2 Complete sentences with given adjectives
The teacher shows the ten blanks with adjective word bank and asks students to fill in proper words according to context. Then the teacher checks answers with the whole class and explains the usage of each adjective.
① Big data will become much more relevant in solving crimes in the future.
② Many smart watches can provide instant fitness data.
③ It is possible that this technological fantasy will come true in the distant future.
④ After the accident, both drivers are in critical condition.
⑤ The fridge keeps food at a constant low temperature.
⑥ The air conditioner works in automatic mode.
⑦ It is important to make food and water available to the survivors.
⑧ Houses with advanced appliances will keep us secure and healthy.
⑨ We find the German transport system to be one of the most efficient in Europe.
⑩ The sensors can detect anything abnormal and automatically call someone to come and fix it.
Task 3 Translate English sentences into Chinese
The teacher asks students to translate sentences silently, then picks students to share their translations.
未来，大数据在破案中的作用将更加重要。
许多智能手表可以提供即时健身数据。
这种技术幻想有可能在遥远的将来实现。
事故发生后，两名司机的情况都很危急。
冰箱使食物保持恒定的低温。
空调以自动模式工作。
为幸存者提供食物和水是很重要的。
拥有先进设备的房屋将保证我们的安全和健康。
我们发现德国的交通系统是欧洲效率最高的交通系统之一。
传感器可以检测到任何异常情况，并自动叫人来修理。
Task 4 Paraphrase sentences with given phrases
The teacher puts five original sentences and hint words and asks students to rewrite sentences using the given expressions.
① Care will also be taken to combine the building and surrounding architecture together to form an effective system. (integrate)
Care will also be taken to integrate the building and surrounding architecture together to form an effective system.
② We will probably benefit from remote-controlled houses. (potentially)
We will potentially benefit from remote-controlled houses.
③ He insisted that everything in the smart home would be all right. However , I could not help but feel anxious. (nevertheless)
He insisted that everything in the smart home would be all right. Nevertheless, I could not help but feel anxious.
④ It is a good habit to make certain that you know what is happening with your blood pressure. (keep track of)
It is a good habit to make certain that you keep track of your blood pressure.
⑤ The monitoring system sends out warnings as soon as the car begins to leak oil. (the instant)
The monitoring system sends out warnings the instant the car begins to leak oil.
Task 5 Complete mind maps about future life
1. The teacher shows a mind map (Future Life: Houses / Transport / Health / Security / Work / Entertainment) and asks students to add more related words and phrases to each branch.
2. The teacher invites several students to share their word lists and supplements more expressions.
Part 2 Discover useful structure
Task 1 Compare simple future & future progressive sentences
1. The teacher displays two contrast sentences about smart home technology and asks students to read the two sentences and find structural differences.
In the future, we will use advanced technology every day for automatic control of just about everything in our home.
In the future, we will be using advanced technology every day for automatic control of just about everything in our home.
2. The teacher guides students to sum up the basic structures of two tenses.
simple future tense→will+动词原形
future progressive tense→will be+动词-ing
Task 2 Learn forms & usages of future progressive tense
将来进行时
将来进行时的基本结构
肯定句 主语+will/shall+be+v.-ing+其他.
否定句 主语+will/shall+not+be+v.-ing+其他.
一般疑问句 Will/Shall+主语+be++v.-ing+其他
特殊疑问句 W(H)-+will/shall+主语+be++v.-ing+其他
I will be working at home this time tomorrow. 明天这个时候我将在家里工作。
She will not be sleeping when you arrive tonight. 你今晚到达的时候，她将不会在睡觉。
Will you be using the computer this afternoon 今天下午你会用电脑吗？
What will you be doing at 8 o’clock tomorrow evening 明晚8点你将在做什么？
将来进行时的用法
表示将来某一时间正在进行的动作，一般与表示将来的时间状语连用，如：at this time tomorrow/the day after tomorrow、by then。
We will be having a meeting at three o’clock tomorrow afternoon.
明天下午三点我们正在开会。
He will be driving home at this time the day after tomorrow.
后天这个时候他正在开车回家。
表示现在正在进行的动作，但这个动作会持续到将来。
He will be staying in the city until the end of this month. 他会在这座城市一直待到月底。
I guess it will still be blowing strong wind tomorrow. 我猜明天大风还会继续刮。
表示预定的将来发生的动作或对将来的预测。
The teacher will be holding a parent meeting this Friday. 这位老师本周五将召开家长会。
She will be taking part in a singing competition next week. 她下周将要参加歌唱比赛。
The team will be playing against our school tomorrow. 这支队伍明天会和我们学校对战。
He will be visiting several cities on his business trip. 他出差期间会走访好几座城市。
表示委婉语气。
Will you be leaving early today 你今天会早点走吗？
Will you be joining us for dinner tonight 今晚愿意和我们一起用餐吗？
You’ll be delivering the report this afternoon, won’t you 今天下午由你来做报告，是吗？
将来进行时与一般将来时的区别
一般将来时是指将来某个时间将要发生的动作和状态，基本结构是：主语+will/shall do；将来进行时是指将来某个时间正在进行的动作，基本结构是：主语+will/shall+be doing。
I’ll read a book tomorrow. 明天我要看书。
I’ll be reading a book at 10:00 tomorrow. 明天十点我将正在看书。
将来进行时通常表示的是对将来事实的简单陈述，而一般将来时除表示时间概念外，带有感彩。
Tom will be cutting grass tomorrow. 汤姆明天将正在割草。
Tom will cut the grass tomorrow. 汤姆明天愿意割草。
两者均可表示将来，但用将来进行时语更委婉。
When will you pay back the money 你什么时候还钱？（似乎在直接讨债）
When will you be paying back the money 这钱你什么时候还呢？（委婉地商量）
将来进行时与现在进行时的区别
现在进行时表示说话时正在进行的或现阶段正在进行的某一动作。将来进行时表示将来某个时刻或某段时间正在进行的动作。
We are having class now. 我们现在正在上课。
I will be having a meeting at this time tomorrow. 明天这个时间我将在开会。
在口语中，将来进行时用得较多，而且可以与现在进行时互换，意义无区别。
I’ll be meeting Mary tomorrow. = I’m meeting Mary tomorrow. 我明天将和玛丽见面。
Task 3 Rewrite sentences: switch between two future tenses
1. The teacher asks students to find more sentences using the future progressive tense from the unit.
2. Students need to rewrite them into simple future tense.
① However, in the not-too-distant future, we will be living in smart homes that will lock the door for us when we are away and remember to switch off the TV when we forget.
However, in the not-too-distant future, we will live in smart homes that will lock the door for us when we are away and remember to switch off the TV when we forget.
② In addition, your smart home will be monitoring your health for you every day.
In addition, your smart home will monitor your health for you every day.
③ It will also be checking your body weight.
It will also check your body weight.
④ Smart toilets will be keeping constant track of your health as well.
Smart toilets will keep constant track of your health as well.
Task 4 Multiple choice based on daily schedule
1. The teacher shows Jack’s daily routine passage and five multiple-choice questions and asks students to choose the correct tense form for each blank.
2. Students need to mark evidence in the text for each answer.
Jack goes to school every weekday. He leaves home at 6:45 and arrives at school at about 7:30. His morning classes begin at 8:00 and continue until 12:15. Then he has lunch, which takes about half an hour. His classes begin again at 1:30 in the afternoon and end at 3:50. He goes to the school’s football club at 4:30 and finishes practice at 6:00. He arrives home at about 6:45. Every day he follows the same routine and tomorrow will be no exception.
① At 6:30 a.m. tomorrow, B . A. he’ll be leaving the house. B. he’ll be at home.
② At 8:10 a.m. tomorrow, A . A. he’ll be having a class. B. he’ll have a class.
③ At 12:30 tomorrow, A . A. he’ll be having lunch. B. he’ll have lunch.
④ At 5:00 p.m. tomorrow, A . A. he’ll be practising football. B. he’ll practise football.
⑤ At 6:45 p.m. tomorrow, A . A. he’ll be arriving home. B. he’ll arrive home.
Task 5 Fill blanks with correct verb forms
The teacher displays five short fill-in sentences and asks students to use proper forms of given verbs to finish the task.
① You can call me then. I won’t be sleeping (not sleep).
② They set off at 9:00 a.m. and thought they would reach (reach) the airport an hour later.
③ Will you wait (wait) for me until I find the electrical wires
④ Better not hang out with Sam then. He will be working (work) on his article on critical thinking.
⑤ I guess most parents will support (support) the new plan at the meeting tomorrow.
Task 6 Make dialogues with travel timetable
1. The teacher shows the seven-day Beijing travel plan. Then asks students to read the travel plan and make up a conversation using the future progressive tense.
Monday Fly to Beijing from Melbourne, arrive at 10:00 a.m.; Visit the Summer Palace in the afternoon
Tuesday Morning: visit the Palace Museum; Afternoon: go to Wangfujing Street
Wednesday Go to the Great Wall, three hours’ drive there and back
Thursday Go sightseeing in Shichahai; Visit National Museum of China
Friday Trip to Zhangjiakou
Saturday Back to Beijing in the afternoon; Watch Beijing Opera at the Mei Lanfang Theatre.
Sunday Return to Melbourne
2. The teacher invites several pairs to perform their dialogues in front of the class.
Jane: So do you have your plan for the trip
Sam: Oh, yes. It’s all been organised.
Jane: When will you be arriving in Beijing
Sam: Around ten in the morning. Then I’ll be visiting the Summer Palace.
Jane: After such a long trip You’ll be pretty tired.
Sam: Yeah, but I can’t wait to go. And then on Tuesday, I’ll be visiting the Palace Museum in the morning, and I’ll be buying souvenirs in Wangfujing Street in the afternoon.
Jane: When will you be climbing the Great Wall
Sam: Wednesday. Since it takes three hours to drive there and back, I won’t have other arrangements that day.
Jane: Then what will you be doing on Thursday
...
Part 3 Language Points
The teacher focuses on the key word “combine” and its word family.
The teacher asks students to take down collocations: combine A with B, combination n., in combination with.
The teacher asks students to fill the blank with the correct form of combine.
Part 4 Exercise
1. The teacher asks students to use future progressive tense to fill each blank.
At this time tomorrow, the research team will be analyzing (analyze) the survey data, so they won’t be available.
When you arrive at the station at exactly 6:30 tomorrow evening, a guide will be waiting (wait) for you at the east exit with a yellow flag.
I can’t attend the meeting at 3 p.m. tomorrow because I will be discussing (discuss) the annual business plan at that time with my team.
From 9 a.m. to 11 a.m. tomorrow, all the employees will be attending (attend) the annual conference in the main hall.
This time next week, the experts will be assessing (assess) the environmental impact of the new project.
You’d better not phone our manager from three to four this afternoon. He will be preparing (prepare) for a meeting then.
2. The teacher asks students to translate complete English sentences with learned words and tenses.
① 在未来，我们将每天使用先进技术对家中几乎一切东西进行自动化控制。
In the future, we will be using advanced technology for automatic control of just about everything in our home.
② 你什么时候能帮我解决这个问题？
When will you be helping me solve my problem
③ 明天整个下午，我们将一直就一些环境问题进行讨论。
We will be having a discussion on some environmental issues all afternoon tomorrow.
④ 智能马桶也会持续记录你的健康状况。
Smart toilets will be keeping constant track of your health as well.
3. Teacher checks all answers with the whole class and explains common mistakes and confusing grammar points.
Part 5 Summary
Recite core verb-noun collocations and key adjectives;
Retell the mind map branches of future life vocabulary;
State the structure and four usages of future progressive tense;
Tell the differences between simple future and future progressive tense.
Part 6 Homework
Sort out vocabulary and grammar knowledge learned in this lesson in notebooks.
六、板书设计
Unit 2 Looking into the Future (Learning About Language)
1. Verb + Noun collocations
detect dangers; switch the heater; monitor air quality...
2. Key Adjectives
abnormal, automatic, available, critical, efficient
3. Grammar
Simple Future: will + do
Future Progressive: will be + doing
七、教学评价与反思
（一）教学评价
1. 过程性课堂观察评价：全程观察学生词组配对、思维导图填充、时态习题、双人对话练习的完成状态，主动记录课堂发言、上台展示的学生表现，及时口头鼓励有进步的学生。
2. 书面成果综合评价：课后收集词汇练习、语法习题、对话草稿三类书面材料，汇总全班时态混淆、词组搭配错误等共性问题，作为后续巩固重点。
3. 发展性观察评价：对比学生课前预习与课堂输出表现，以学生自身词汇积累、语法辨析能力的提升作为评价依据，不横向对比班级学生水平。
（二）教学反思
1. 课堂优势
词汇与语法分层递进设计，先词汇输入积累，再语法规则探究，最后情景对话输出，实现“词—句—对话”语言内化闭环。思维导图、旅行情景对话等任务趣味性强，兼顾词汇归纳与语法实操，兼顾基础薄弱生与拔高学生。融合北京长城、故宫、梅兰芳大剧院传统文化素材，在语法口语操练中渗透文化意识，落实学科育人。
2. 课堂现存问题
词汇思维导图拓展环节耗时较长，挤压后半语法对话操练时间，部分学生对话创编不够充分。双人对话练习时，部分基础学生只会套用模板，无法自主拓展旅行细节。
3. 优化改进方案
课前发放简易思维导图空白模板，课堂仅补充拓展词汇，节省绘图时长，预留更多口语练习时间。增加时态对比微型短句练习，板书清晰标注两种时态使用场景区别，强化辨析记忆。

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