联系本站客服加+微信号15139388181 或QQ：983228566 |
视频标签：Simple Futur
所属栏目：高中英语优质课视频
视频课题：外研版高二必修4The Simple Future Tense in Writing贵州省 - 黔西南
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
外研版高二必修4The Simple Future Tense in Writing贵州省 - 黔西南
The Simple Future Tense in Writing教学设计
—学生英语写作核心素养教学设计
Analysis of Teaching Material (教材分析):
本次课的教学内容主要是训练学生在写作中能正确的使用一般将来时。基于对学生英语
核心素养的认识，秉着在写作课中体现学生核心英语素养的目标，特设计了写作中的一般将来时的作文写作训练课程设计。课时45分钟。 这是一节设置紧跟在语法课之后的写作训练课。一般将来时的基本用法与练习在上一节课中已经完成，这一节课主要分为一般将来时的三种表示方法的简单复习、与一般将来时相关的句子写作训练以及与一般将来时有关的短文写作训练三大部分。
Analysis of Students (学情分析):
授课班级为高二(16)班，该班是文科重点班，学生总体英语基准较好，写作水平在高二个
年级中偏中上等。具备完成教学目标的知识及技能储备。
Core Qualities（核心素养）: Language Ability（语言目标）：
To consolidate the usages of the simple future tense by writing.
通过写作来巩固学生对一般将来时用法的运用是本次课的主要语言目标。 Learning Ability(学习能力)：
Students can improve their writing skill by active, cooperate and inquiry learning methods. 学生能够通过主动、合作以及探究性学习的方法来提高他们的写作学习能力。
Quality of thinking(思维品质)：
(1). To improve students’ abilities of observing, analyzing, and summarizing.
提高学生的观察、分析以及总结的思维品质。
(2). To develop students’ rational critical spirit and express their own views. 培养学生批判性思维能力以及善于表达自己观点的思维品质。
Cultural Character(文化品格):
(1). We should have our own views and treat new things correctly and we shouldn’t go with the
stream all the time.
“对于新事物，必须有自己的看法且正确地对待他们；并且不能随大流”这是学生在本次课上应该学会的第一种文化品格。
(2). It is their hard working that guarantees their success in the future.
“学生们今天的努力学习保证了他们日后的成功”为学生在本次课上该学会的第二个文化品格。
(3). Never give up without having a try.
学生被期望学会的第三个文化品格为“永远都不能没有尝试就放弃”。
Teaching important Points:
(1). To make students summarize three ways to express the simple future tense according to a
short passage related with the simple future tense.
通过一篇与一般将来时有关的短文的阅读，让学生总结一般将来时的三种基本用法，提高他们总结的思维品质。
(2). To make students consolidate the usage of the simple future tense by writing； meanwhile, to improve their writing skill.
学生可以通过写作来巩固一般将来时的三大基本用法。同时，也可以提高写作技能。
2
Teaching Difficult Points:
How to develop students’ awareness of active learning, co-operative learning and inquiry learning.
怎样培养学生主动学习、合作学习以及探究学习的意识。
Teaching Method；
Task-based Teaching Method(任务型教学法), Practice Teaching Method(练习型教学法), Total Situational Action Teaching Method(TSA情景教学法); the Main body of students and the leading role of the teacher(学生为主体，教师为主导).
Learning Method:
Students are encouraged to solve problems by observing, summarizing, practising, discussing and Cooperating.
教师鼓励学生通过观察、总结、练习、讨论以及合作的方法来解决问题。
Teaching Aids:
The multimedia, a short video, some pictures, papers.
Teaching Procedures: Step 1 （12分钟） Greeting and Lead-in
Teacher ：It is such a delight to have friends coming from afar. Let’s use our warm applause to welcome our guests.
Situation 1 A New Trend of Future Fitting
Show the following picture to students and ask questions. (Individual Task)
Question 1: What can you see in this picture?
Student A: A young lady is looking into the mirror. Question 2: Is there something strange?
Student B: The woman wears a red dress, but the color of the dress is black in the mirror. Question 3: Why does this happen?
Student C: due to/ because of the mirror.
Teacher： In fact, …….. “Virtual Fitting Room”— the new trend of future fitting. Play a short video to let students know the” Virtual Fitting Room”. （2分15秒）
活动设计解读：图片的展示，可以快速地引发学生的学习兴趣；而视频的播放则将学生的注意力完全拉入课堂中来，引起他们的兴趣，唤起他们的思考。
Task 1 Brainstorm of the “Virtual Fitting Room” (Individual Task)
Watch a short video first, then use one word or short phrases to describe the “Virtual Fitting Room”.
3
time-saving, magical, unbelievable, cool, creative, high-tech, smart, have a wide market, amazing, be popular with, easily accepted, convenient……..
活动设计解读：在观看视频之后，进行“有关虚拟试衣镜词汇头脑风暴”的这一活动设计，为学生接下来的写作练习做好了词汇储备。
Task 2 Three ways to express the Simple Future Tense (Individual Task)
Read the passage first, then ask students to combine the passage with what they have learnt in last class to make a summary of three ways to express the simple future tense. Passage :
A “Virtual Fitting Room”(虚拟试衣镜) will be popular in the future. This new invention will use virtual technology(虚拟技术). A lot of people will be attracted by the convenience of the “Virtual Fitting Room”. People will be allowed to try on clothes without putting on them. When shoppers stand before the screen, the “Virtual Fitting Room” will project(投射) a 3D image of the item of clothing(衣服的3D影像) onto them. Lots of time will not be wasted due to this new technology, so it is going to be a fashion trend of fitting in the future.
Three ways to express the Simple Future Tense （1）________________, 表示 主动语态（Active Voice）: ________________________ 被动语态(Passive Voice) :
_________________________ 否定句( Negative sentence ): ___________________________
可表示将来发生的_____或______； 或征询对方______；或表示客气的______。
(2). ______________,表示____________的将要发生的动作以及________表明必将发生的某事（有一个先兆）。译为“打算；就要”。
(3). 在__________________中，用___________来表示将来时态，而主句中用_________。 Answers:
(1) will/ shall + do; will/ shall + do; will/shall + be done(p.p.); will/ shall + not + do; 动作；状
态；邀请；意见
(2) be going to + do；事先考虑过；已有迹象
(3) 时间/条件状语从句；一般现在时态；will + do
活动设计解读：这是一篇教师基于高二学生的理解水平自己撰写的有关“虚拟试衣镜”的英语介绍短文。通过让学生阅读使用了一般将来时三种基本用法的文章，不仅可以帮助学生更好地理解“虚拟试衣镜”，也更好地帮助他们他们通过真实的语境更好地体会一般将来时的三种基本用法的使用情况。最重要的是，这一活动设计环节，很好地培养了学生的观察、总结的思维素养。 Teacher
Question 4：As we can see, the “Virtual Fitting Room” has lots of advantages, do you want to say more about it?
Student D: We can have a try on new things, but we should treat them correctly.
Student E: We may spend lots of time trying on clothes, so that it may waste a lot of time too. So
4
we should treat it correctly when using it.
Teacher: We should have our own views to new things. That is to say, we shouldn’t go with the stream all the time.
活动设计解读：通过教师提问引发学生思考，进而实现培养他们“对于新事物，必须有自己的看法并且能够正确地对待新事物；不能随大流”的文化素养品格及批判思维品格。
Step 2 （15分钟）
Situation 2 Improvements of Future Cars
Task 3 Describe the improvements of future cars in one sentence. (Group Task)
Divide the whole class into 7 groups. Give each group one picture and ask every group to write one sentence to describe the improvements of future cars. Students need to analyze and summarize information on every picture before writing a sentence.
Task for Group 1
Task for Group 2
hydrogen
energy-saving(adj.)
Power 50%
?
rely more on
5
Task for Group 3
Task for Group 4
Cars in the future will have more function.
Task for Group 5
跑得更快、对环境更友善
subsidies
6
Task for Group 6
Task for Group 7
Group 1: Future Cars will be energy-saving.
Group 2: They will be mainly powered by hydrogen and electricity. Group 3: They also will rely more on solar or wind power.
Group 4: So such cars will run faster and be more friendly to environment. Group 5: They will not only fly in the sky, but also they will swim underwater.
Group 6: Ordinary people will afford to buy future energy-saving cars due to government subsidies.
Group 7: Cars will be automatically controlled by a computer.
活动设计解读：在这一环节中，以小组为单位进行写作练习的任务分配。学生需要就各组所得到的图片、数字及文字信息进行讨论，之后分析、总结以及整合所得信息，进而写出句式结构完整的句子。在临场考试写作时，学生往往不能就所得的信息进行合理的分析，挑选及进行高效地整合，以至于写出来的作文往往成了直接翻译的效果，没有自己的特色。因此培养学生分析及整合信息的能力也是教师在平时写作训练中亟待解决的。通过该活动设计，提高学生的观察、分析以及总结的思维品质。
Put all the sentences written by students together and make a little change then get a short passage about the description of the improvement of future cars. Task 4 Fill in some linking words to make the whole text compact. (Individual Task)
(1)_____________, future cars will be energy-saving. (2)_____they will be mainly powered by hydrogen and electricity. (3)________ they also will rely more on solar, wind or biofuel(生物能源). (4)____ such cars will run faster and be more friendly to environment.
(5)_______________ cars in the future will have more functions . They will not only fly in the sky, but also they will swim underwater. (6)_________
ordinary people will afford to buy future energy-saving cars due to government subsidies. (7)_______ cars will be automatically controlled by a computer, so all the driver will have to do is to say where to go and computer will do the rest.
Answers: (1) On the on hand; (2) First; (3) Besides; (4) So/ As a result; (5) On the other hand; (6)
Automatically controlled
7
In addition; (7) Finally/Eventually
活动设计解读：该环节主要是为了让学生知道在写作中，怎么“连句成段”以及怎样运用具有承上启下的连接词或短语把所写的句子连成行文紧密的短文。
Task 5 Article Appreciation (Individual Task)
Requirements: Please make a comment on this article. Useful sentences patterns.
We think/ consider this article is good/ perfect/ beautiful/ wonderful/ nice... Because :
The use of …. ( which tense) is right.
It uses many good words and phrases, such as ……. It uses correct linking words like ….
It has many beautiful sentences, for example……
活动设计解读：设置该环节，一是为了培养学生的作文赏析能力；而是为了培养学生善于表达自己观点的思维品质。
Task 6 Analyze the Writing Features
Ask students to analyze the structure of the short passage in Step 4.
活动设计解读：通过让学生来分析Step 4 的短文的结构，让他们明白在平时的写作练习中，需要进行“谋篇布局”方面的提前思考：即在开始写作前，需要首先考虑文章将写几段，每一段的主题分别是什么。在平时的写作训练中，教师应培养学生“分段写作”的意识，以避免他们在考试时总是写一段式作文的情况。
Step 3 （Situation 3）（15分钟，其中10分钟写作，5分钟作文呈现） Task 7 Writing (Group Task)
(2014 全国二卷)
一家英文报社向中学生征文，主题为“十年后的我” 。请根据下列要求和你的想象完成短文。 1. 家庭； 2. 工作； 3. 业余生活
注意：1. 词数100词左右；2. 可适当增加细节， 以使行文连贯；3. 开头语已为你写好。
Ask two groups to write a short paragraph about Future Work, two groups for Future Family and
Advantages /
Improvements of future cars
The first aspect
The Second aspect
8
two groups for life in spare time. The Group left can choose any part of this passage to write.
After finishing the paragraph writing, let the two groups that write the same topic to exchange their writings, correct errors then read the writing they think beautiful to the whole class. 活动设计解读：该写作活动设计主要是为了锻炼学生段落写作的能力以及让他们真实地感受高考英语写作的真实写作话题。通过小组活动，让他们通过主动、合作以及探究性学习的方式来提高他们的写作核心能力素养。让学生互改作文提高了他们在写作中发现语法或表达错误的能力；让学生阅读他们认为写的优美的小组的段落写作，提高了他们对优美英语作文赏析的能力。
Step 4（3分钟）
Conclusion and Homework
Teacher: According to this class’s learning, we know that life in the future is beautiful, it is your
hard studying that guarantees your beautiful future, so never give up without having a try. 活动设计解读：教师总充满启迪性的结束语意在唤起学生对未来美好生活的向往及鼓励他们为了未来不轻易放弃的决心。 Homework:
Please write a short passage about Houses in the Future about 100 words. Your essays are expected to include the following aspects: 1. Appearance of the future houses; 2. Materials of future houses; 3. Price of the future houses.
活动设计解读：该家庭作业的任务布置，旨在巩固学生对一般将来时用法的掌握。
Step 5 教学反思
总体来说，这是一节成功的体现了英语学生核心素养写作课。这一教学设计所设置的所
有的教学活动在实际上课过程中均有效完成，围绕“英语写作中学生核心素养的培养”是本节写作课的最大亮点，本人经过对英语学生核心素养要求的学习和认识，确定了在本人写作课程教学中的具体的学生英语写作素养，在某种程度上说是既是一次大胆地尝试也是一次试探性的创新。本人不仅培养及训练学生“句—段—篇”的写作技能，也培养写作时，学生所需的思维、学习、文化品格素养。教师所设置的核心素养教学目标都基本实现。以“一般将来时的三大基本用法”在写作中的运用为主线的教学设计以及围绕这一主线所展开的所有的教学活动，均以“学生为主体，教师为引导”，体现了英语学生核心素养要求下的写作课程的新探究。但是，如果将Step 3中的写作话题“十年后的我” 和 Step 4 中的“Houses in the Future”对换，将更好一些。这样从体现了未来生活“穿衣”方面进步的“虚拟试衣镜”任务完成来了解一般将来时的三大基本用法。再利用体现了未来生活交通“行”方面的进步—“improvements of the future cars”的话题写作任务来巩固学生对一般将来时用法的掌握以及掌握写作技能——怎样由句到篇中连接词的运用技巧。同时，也注重培养学生的“谋篇布局”技巧的培养。最后再由体现了未来生活“住” 方面—“Houses in the future”的进步来强化学生对一般将来时三大基本用法在写作中的运用以及帮助他们构建对未来美好生活的向往及燃起他们欲为之奋斗的斗志。所有的这些都为家庭作业“十年后的我”，做
9
好了内容及态度方面的铺垫，这样，课后学生们都能轻松地完成整片作文的写作。
视频来源：优质课网 www.youzhik.com
