外研版（2019）高中英语选择性必修第三册 Unit4A glimpse of the future Using Language(1) 名师教学设计
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| 名称 | 外研版（2019）高中英语选择性必修第三册 Unit4A glimpse of the future Using Language(1) 名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-06 19:14:09 | ||
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Unit 4 Using Language(1) 名师教学设计
课时内容
Subject-verb agreement (2)
主题语境：人与社会
主题群：科学与技术
子主题：科技发展与信息技术创新
语篇类型：图片、说明文、饼状图
文本分析：
[What]本节课的主要内容是Subject-verb agreement (2)。首先，探讨上篇文本的例句，引导学生发现有分数(百分数)、不定代词、否定词修饰的名词的主谓一致的用法；然后，选择正确的词汇，补全有关“基因检测”的语篇；最后，解读饼状图，运用主谓一致完成对未来理想的宜居星球的描述。
[Why]通过例句、习题和写作，进一步巩固学生对主谓一致的理解，提升学生在真实语境中的综合语言运用能力，进一步增强语法意识，形成“形式—意义—使用”三维动态语法观。
[How]本课时包含例句、小语篇、饼状图及写作，均与“主谓一致”相关，以多模态的形式，引导学生通过语篇活动、说写训练等具体语境，总结语法知识点。同时本课活动内容关于未来和科技，紧扣本单元主题。
课时目标
1. 引导学生通过观察例句，发现和总结有分数(百分数)、不定代词、否定词修饰的名词的主谓一致的用法，探究其基本意义和语用功能。
2. 学会解读饼状图，并能正确运用所获取信息及所学语法完成语篇活动。
3. 在具体语境中恰当地运用所学语法知识来理解和表达意义，进一步增强英语语法意识。
4. 根据已知，发挥合理想象，设计未来理想的宜居星球，培养创新思维和口头表达能力。
重点难点
重点：
有分数(百分数)、不定代词、否定词修饰的名词的主谓一致的用法。
难点：
1. 关注主谓一致的语用功能，学会在真实语境中对其进行正确运用。
2. 解读饼状图，获取信息，并完成描述。
教学准备
教师准备：
1. 有分数(百分数)、不定代词、否定词修饰的名词的主谓一致的形式和用法及习题。
2. 主谓一致所有知识点的思维导图。
学生准备：
1. 预习本课词汇。
2. 复习上一单元所学的主谓一致语法知识。
3. 预习有分数(百分数)、不定代词、否定词修饰的名词的主谓一致形式。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students to look at the following sentences from the reading passage Artificial Intelligence: A REAL THREAT and pay attention to the words in bold.
a ...50 per cent of my time was spent researching new restaurants. b Every recommendation she gives me is great... c ... almost 50 per cent of US jobs are at risk from automation in the next 20 years. d ...none of us is prepared for the challenges of AI.
2. Discuss the questions below and share in groups. Then check the answers.
·Why is 50 per cent singular in sentence (a) but plural in sentence (c)
·What are the subjects in sentences (b) and (d) Are they singular or plural
Suggested answers: ·Because in sentence (a), the part “50 per cent” is followed by the uncountable noun “time”, while in sentence (c), the part“50 per cent” is followed by the countable noun “job” in its plural form. ·In sentence (b), the part “Every recommendation” is the subject. In sentence (d), the part “none of us” is the subject. Both are singular.
3. Encourage students to look for more sentences following this rule in the reading passage Artificial Intelligence: A REAL THREAT and share in the class.
4. Have students summarise the use of subject-verb agreement in their own words.
【设计意图】首先阅读摘自上一篇文本的四个句子，关注句中的粗体部分，讨论主谓一致的形式和用法，总结有分数(百分数)、不定代词、否定词修饰的名词的主谓一致的用法，并在课文中找出更多类似情况的句子，引入本课语法知识，激发思考，为下一步阅读文本和系统学习语法做铺垫。
活动二：获取与梳理
1. Ask students to read the passage and try to understand it well.
Nowadays, there are many companies offering services in the domain of genetic testing for children’s talents. A large number of clients have/has been attracted to it. They are parents, eager to know what talents their children may have in the future, even though they may still be in kindergarten. The process is simple. Every child provide/ provides a small sample of blood or body tissue. This is/ These are analysed. Each of the children is/are given a report showing their possible talents. A recent example cited on the website is that one of the testing companies compare/compares the talents of twins Bobby and Benny. Bobby was assessed and his talents was/ were revealed to be mostly scientific: a 66% chance of success in chemistry and 54%in physics was/ were shown. Meanwhile, Benny’s highest score was/ were shown to be in an arts subject: the test gave him 68%forliterary studies. Is genetic testing reliable Some scientists say that more evidence is/are needed.
2. Encourage students to read the passage again and complete it by choosing the singular or plural form.
3. Encourage volunteer students to share their answers, then check the answers in class.
Suggested answers: have; provides; This is; is; compares; were; were; was; is
【设计意图】围绕语法知识点，要求学生阅读语篇，根据语法规则，选出正确的词汇，补全语篇，引导学生在真实情境下运用目标语法知识，巩固所学的语法知识。
活动三：概括与整合
Ask students to share what they learnt about subject-verb agreement to fill in the blanks.
主语 谓语 例句
主语被分数(百分数)、表示量的词汇等修饰 主语本身是可数名词单数或者不可数名词
主语是可数名词复数，或主语加上修饰语后整体表达的意义是复数概念
主语被不定代词修饰或主语本身是不定代词
主语被否定词修饰或主语本身是否定词
none作主语或主语被none修饰
Suggested answers:
主语 谓语 例句
主语被分数(百分数)、表示量的词汇等修饰 主语本身是可数名词单数或者不可数名词 单数形式 Around 10 per cent of the forest is destroyed each year.
主语是可数名词复数，或主语加上修饰语后整体表达的意义是复数概念 复数形式 A large number of people have applied for the job.
主语被不定代词修饰或主语本身是不定代词 根据主语加上修饰语后整体表达的意义来进行判断 Every means has been tried out without much result. All of the work is done by me.
主语被否定词修饰或主语本身是否定词 一般用单数形式 Nobody has got a ticket.
none作主语或主语被none修饰 一般用单数形式 None of the pizza is left.
如果主语为可数名词复数，在非正式表达中，也可用复数形式 None of the passengers was/ were aware of the danger.
【设计意图】通过概括与整合知识点，提高学生在既定的语境中理解语法知识的能力。
Step II应用实践
活动四：描述与阐释
1. Ask students to look at the charts on Page 41carefully and voice what they can see.
2. Ask students to complete the description according to the charts, paying attention to subject-verb agreement.
3. Encourage some students to read their description and check the answer as a class.
Suggested answer: Three quarters of the surface is made up of land, while the rest is sea, covering 25% of the surface. Half of the land is covered with trees. Residential area and arable land both account for the same proportion, 20% of the total land. The rest is desert, covering 10% of the total land. There are three kinds of people. Fifty per cent of the people are original residents, 30% are from Earth and 20% are from other planets.
【设计意图】通过解读和讨论饼状图呈现的信息的含义，引导学生运用主谓一致完成对未来理想的宜居星球的描述，进一步巩固学生对语法知识的掌握，激发学生的想象力，培养学生的创新能力。
活动五：分析与判断
1. Ask students to work in groups to share the usage of subject-verb agreement in class.
2. Instruct students to summarise the grammar.
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
活动六：内化与运用
1. Tell students to fill in the blanks.
①The rest of the lecture ________ (be) dull. ②Half of the apple ________ (be) rotten. ③About one third of the books ________ (be) worth reading. ④Each boy of this group ________ (get) a prize. ⑤Someone of the neighbourhood ________ (want) to buy the house. ⑥Each of the books ________ (cost) five yuan. ⑦Just a minute, someone of the department ________ (be) talking with manager. ⑧None of the books ________ (be) easy for us. ⑨Neither of us ________ (have) passed the examination.
Suggested answers: ①is ②is ③are gets ⑤wants ⑥costs ⑦is ⑧are/is ⑨has
2. Ask students to correct the following sentences.
①One-third of all high school graduates is entitled to an education at California State University. ②Every hour and (every) minute of learning are important. ③Over 30% of the students was absent from the meeting. ④Each of us have something to say about the subject. ⑤Each of Class Two have an English-Chinese dictionary. ⑥None of the information are useful. ⑦Either of them have known it. ⑧Each teacher and (each) student of the senior high school were given a book.
Suggested answers: ①is—are ②are—is ③was—were ④have—has ⑤have—has ⑥are-is ⑦have-has ⑧were-was
3. Let students translate the sentences below into English.
①地球的70%以上被水覆盖着。 __________________________________________________________________ ②到目前为止，工作已经完成了三分之二。 __________________________________________________________________ ③60%的学生已经到了。 __________________________________________________________________ ④这里四分之一的人口是工人。 __________________________________________________________________ ⑤他是沉迷于电脑游戏的学生之一。 __________________________________________________________________ ⑥他是学生中唯一喜欢侦探小说的人。 __________________________________________________________________
Suggested answers: ①More than 70 % of the Earth is covered with water. ②Two thirds of the work has been finished so far. ③60% of the students have arrived. ④One-fourth of the population here are workers. ⑤He is one of the students who are into computer games. ⑥He is the only one of the students who is into detective stories.
【设计意图】在系统地总结和学习语法知识后，通过填空﹑改错和翻译，学生在真实的语境下能够恰当地运用所学语法知识来理解和表达意义，进一步增强语法意识，形成以语言运用为导向的“形式—意义一使用”三维动态语法观。
Step III迁移创新
活动七：推理与论证
Mind map.
Ask students to review the grammar learnt in the last unit and draw mind maps to grasp all the points.
【设计意图】鼓励学生绘制思维导图,整体掌握主谓一致的用法，使语法知识更加系统化。
活动八：想象与设计
1. Encourage students to work in groups and design another ideal planet for people on Earth to live on in the 22nd century. Think about the conditions and features of the planet.
2. Ask students to brainstorm and describe their ideal planets in English as accurately as possible by themselves. Pay attention to subject-verb agreement.
3. Encourage students to evaluate other’s description in groups.
4. Invite some volunteers to share their description.
5. Teacher evaluates students’ description.
【设计意图】要求学生发挥想象力，描绘22世纪适宜人类居住的星球的外貌及特征等，并关注“是否正确地使用了主谓一致”，每个小组派代表在班级里分享，教师做出评价和建议，让学生在真实的语境中运用已学的主谓一致知识，实现知识和思维能力的拓展与迁移。
活动九：创造与分享
Create a grammar column.
Ask students to create a grammar column to introduce the grammar.
【设计意图】鼓励学生在班级里创设一个“语法专栏”，全员均可提供语法精讲知识点、习题例句等等，使学生主动积极地参与其中，充分调动学生的积极性，真正地做到以学生为中心。
板书设计
Unit 4 A glimpse of the future Period II Using language (1) I. 学习理解 活动一：感知与注意 1. Look at the sentences. 2. Discuss and answer the questions. 3. Look for more sentences using subject-verb agreement. 4. Summarise. 活动二：获取与梳理 1. Read the passage. 2. Read the passage and complete it. 3. Check the answers. 活动三：概括与整合 Fill in the blanks. Ⅱ. 应用实践 活动四：描述与阐释 1. Look at the charts. 2. Complete the description. 3. Check the answer. 活动五：分析与判断 1. Share the usage of subject-verb agreement. 2. Summarise the grammar. 活动六：内化与运用 1. Fill in the blanks. 2. Correct the sentences. 3. Translate the sentences. Ⅲ. 迁移创新 活动七：推理与论证 活动八：想象与设计 活动九：创造与分享
4 / 4
课时内容
Subject-verb agreement (2)
主题语境：人与社会
主题群：科学与技术
子主题：科技发展与信息技术创新
语篇类型：图片、说明文、饼状图
文本分析：
[What]本节课的主要内容是Subject-verb agreement (2)。首先，探讨上篇文本的例句，引导学生发现有分数(百分数)、不定代词、否定词修饰的名词的主谓一致的用法；然后，选择正确的词汇，补全有关“基因检测”的语篇；最后，解读饼状图，运用主谓一致完成对未来理想的宜居星球的描述。
[Why]通过例句、习题和写作，进一步巩固学生对主谓一致的理解，提升学生在真实语境中的综合语言运用能力，进一步增强语法意识，形成“形式—意义—使用”三维动态语法观。
[How]本课时包含例句、小语篇、饼状图及写作，均与“主谓一致”相关，以多模态的形式，引导学生通过语篇活动、说写训练等具体语境，总结语法知识点。同时本课活动内容关于未来和科技，紧扣本单元主题。
课时目标
1. 引导学生通过观察例句，发现和总结有分数(百分数)、不定代词、否定词修饰的名词的主谓一致的用法，探究其基本意义和语用功能。
2. 学会解读饼状图，并能正确运用所获取信息及所学语法完成语篇活动。
3. 在具体语境中恰当地运用所学语法知识来理解和表达意义，进一步增强英语语法意识。
4. 根据已知，发挥合理想象，设计未来理想的宜居星球，培养创新思维和口头表达能力。
重点难点
重点：
有分数(百分数)、不定代词、否定词修饰的名词的主谓一致的用法。
难点：
1. 关注主谓一致的语用功能，学会在真实语境中对其进行正确运用。
2. 解读饼状图，获取信息，并完成描述。
教学准备
教师准备：
1. 有分数(百分数)、不定代词、否定词修饰的名词的主谓一致的形式和用法及习题。
2. 主谓一致所有知识点的思维导图。
学生准备：
1. 预习本课词汇。
2. 复习上一单元所学的主谓一致语法知识。
3. 预习有分数(百分数)、不定代词、否定词修饰的名词的主谓一致形式。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students to look at the following sentences from the reading passage Artificial Intelligence: A REAL THREAT and pay attention to the words in bold.
a ...50 per cent of my time was spent researching new restaurants. b Every recommendation she gives me is great... c ... almost 50 per cent of US jobs are at risk from automation in the next 20 years. d ...none of us is prepared for the challenges of AI.
2. Discuss the questions below and share in groups. Then check the answers.
·Why is 50 per cent singular in sentence (a) but plural in sentence (c)
·What are the subjects in sentences (b) and (d) Are they singular or plural
Suggested answers: ·Because in sentence (a), the part “50 per cent” is followed by the uncountable noun “time”, while in sentence (c), the part“50 per cent” is followed by the countable noun “job” in its plural form. ·In sentence (b), the part “Every recommendation” is the subject. In sentence (d), the part “none of us” is the subject. Both are singular.
3. Encourage students to look for more sentences following this rule in the reading passage Artificial Intelligence: A REAL THREAT and share in the class.
4. Have students summarise the use of subject-verb agreement in their own words.
【设计意图】首先阅读摘自上一篇文本的四个句子，关注句中的粗体部分，讨论主谓一致的形式和用法，总结有分数(百分数)、不定代词、否定词修饰的名词的主谓一致的用法，并在课文中找出更多类似情况的句子，引入本课语法知识，激发思考，为下一步阅读文本和系统学习语法做铺垫。
活动二：获取与梳理
1. Ask students to read the passage and try to understand it well.
Nowadays, there are many companies offering services in the domain of genetic testing for children’s talents. A large number of clients have/has been attracted to it. They are parents, eager to know what talents their children may have in the future, even though they may still be in kindergarten. The process is simple. Every child provide/ provides a small sample of blood or body tissue. This is/ These are analysed. Each of the children is/are given a report showing their possible talents. A recent example cited on the website is that one of the testing companies compare/compares the talents of twins Bobby and Benny. Bobby was assessed and his talents was/ were revealed to be mostly scientific: a 66% chance of success in chemistry and 54%in physics was/ were shown. Meanwhile, Benny’s highest score was/ were shown to be in an arts subject: the test gave him 68%forliterary studies. Is genetic testing reliable Some scientists say that more evidence is/are needed.
2. Encourage students to read the passage again and complete it by choosing the singular or plural form.
3. Encourage volunteer students to share their answers, then check the answers in class.
Suggested answers: have; provides; This is; is; compares; were; were; was; is
【设计意图】围绕语法知识点，要求学生阅读语篇，根据语法规则，选出正确的词汇，补全语篇，引导学生在真实情境下运用目标语法知识，巩固所学的语法知识。
活动三：概括与整合
Ask students to share what they learnt about subject-verb agreement to fill in the blanks.
主语 谓语 例句
主语被分数(百分数)、表示量的词汇等修饰 主语本身是可数名词单数或者不可数名词
主语是可数名词复数，或主语加上修饰语后整体表达的意义是复数概念
主语被不定代词修饰或主语本身是不定代词
主语被否定词修饰或主语本身是否定词
none作主语或主语被none修饰
Suggested answers:
主语 谓语 例句
主语被分数(百分数)、表示量的词汇等修饰 主语本身是可数名词单数或者不可数名词 单数形式 Around 10 per cent of the forest is destroyed each year.
主语是可数名词复数，或主语加上修饰语后整体表达的意义是复数概念 复数形式 A large number of people have applied for the job.
主语被不定代词修饰或主语本身是不定代词 根据主语加上修饰语后整体表达的意义来进行判断 Every means has been tried out without much result. All of the work is done by me.
主语被否定词修饰或主语本身是否定词 一般用单数形式 Nobody has got a ticket.
none作主语或主语被none修饰 一般用单数形式 None of the pizza is left.
如果主语为可数名词复数，在非正式表达中，也可用复数形式 None of the passengers was/ were aware of the danger.
【设计意图】通过概括与整合知识点，提高学生在既定的语境中理解语法知识的能力。
Step II应用实践
活动四：描述与阐释
1. Ask students to look at the charts on Page 41carefully and voice what they can see.
2. Ask students to complete the description according to the charts, paying attention to subject-verb agreement.
3. Encourage some students to read their description and check the answer as a class.
Suggested answer: Three quarters of the surface is made up of land, while the rest is sea, covering 25% of the surface. Half of the land is covered with trees. Residential area and arable land both account for the same proportion, 20% of the total land. The rest is desert, covering 10% of the total land. There are three kinds of people. Fifty per cent of the people are original residents, 30% are from Earth and 20% are from other planets.
【设计意图】通过解读和讨论饼状图呈现的信息的含义，引导学生运用主谓一致完成对未来理想的宜居星球的描述，进一步巩固学生对语法知识的掌握，激发学生的想象力，培养学生的创新能力。
活动五：分析与判断
1. Ask students to work in groups to share the usage of subject-verb agreement in class.
2. Instruct students to summarise the grammar.
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
活动六：内化与运用
1. Tell students to fill in the blanks.
①The rest of the lecture ________ (be) dull. ②Half of the apple ________ (be) rotten. ③About one third of the books ________ (be) worth reading. ④Each boy of this group ________ (get) a prize. ⑤Someone of the neighbourhood ________ (want) to buy the house. ⑥Each of the books ________ (cost) five yuan. ⑦Just a minute, someone of the department ________ (be) talking with manager. ⑧None of the books ________ (be) easy for us. ⑨Neither of us ________ (have) passed the examination.
Suggested answers: ①is ②is ③are gets ⑤wants ⑥costs ⑦is ⑧are/is ⑨has
2. Ask students to correct the following sentences.
①One-third of all high school graduates is entitled to an education at California State University. ②Every hour and (every) minute of learning are important. ③Over 30% of the students was absent from the meeting. ④Each of us have something to say about the subject. ⑤Each of Class Two have an English-Chinese dictionary. ⑥None of the information are useful. ⑦Either of them have known it. ⑧Each teacher and (each) student of the senior high school were given a book.
Suggested answers: ①is—are ②are—is ③was—were ④have—has ⑤have—has ⑥are-is ⑦have-has ⑧were-was
3. Let students translate the sentences below into English.
①地球的70%以上被水覆盖着。 __________________________________________________________________ ②到目前为止，工作已经完成了三分之二。 __________________________________________________________________ ③60%的学生已经到了。 __________________________________________________________________ ④这里四分之一的人口是工人。 __________________________________________________________________ ⑤他是沉迷于电脑游戏的学生之一。 __________________________________________________________________ ⑥他是学生中唯一喜欢侦探小说的人。 __________________________________________________________________
Suggested answers: ①More than 70 % of the Earth is covered with water. ②Two thirds of the work has been finished so far. ③60% of the students have arrived. ④One-fourth of the population here are workers. ⑤He is one of the students who are into computer games. ⑥He is the only one of the students who is into detective stories.
【设计意图】在系统地总结和学习语法知识后，通过填空﹑改错和翻译，学生在真实的语境下能够恰当地运用所学语法知识来理解和表达意义，进一步增强语法意识，形成以语言运用为导向的“形式—意义一使用”三维动态语法观。
Step III迁移创新
活动七：推理与论证
Mind map.
Ask students to review the grammar learnt in the last unit and draw mind maps to grasp all the points.
【设计意图】鼓励学生绘制思维导图,整体掌握主谓一致的用法，使语法知识更加系统化。
活动八：想象与设计
1. Encourage students to work in groups and design another ideal planet for people on Earth to live on in the 22nd century. Think about the conditions and features of the planet.
2. Ask students to brainstorm and describe their ideal planets in English as accurately as possible by themselves. Pay attention to subject-verb agreement.
3. Encourage students to evaluate other’s description in groups.
4. Invite some volunteers to share their description.
5. Teacher evaluates students’ description.
【设计意图】要求学生发挥想象力，描绘22世纪适宜人类居住的星球的外貌及特征等，并关注“是否正确地使用了主谓一致”，每个小组派代表在班级里分享，教师做出评价和建议，让学生在真实的语境中运用已学的主谓一致知识，实现知识和思维能力的拓展与迁移。
活动九：创造与分享
Create a grammar column.
Ask students to create a grammar column to introduce the grammar.
【设计意图】鼓励学生在班级里创设一个“语法专栏”，全员均可提供语法精讲知识点、习题例句等等，使学生主动积极地参与其中，充分调动学生的积极性，真正地做到以学生为中心。
板书设计
Unit 4 A glimpse of the future Period II Using language (1) I. 学习理解 活动一：感知与注意 1. Look at the sentences. 2. Discuss and answer the questions. 3. Look for more sentences using subject-verb agreement. 4. Summarise. 活动二：获取与梳理 1. Read the passage. 2. Read the passage and complete it. 3. Check the answers. 活动三：概括与整合 Fill in the blanks. Ⅱ. 应用实践 活动四：描述与阐释 1. Look at the charts. 2. Complete the description. 3. Check the answer. 活动五：分析与判断 1. Share the usage of subject-verb agreement. 2. Summarise the grammar. 活动六：内化与运用 1. Fill in the blanks. 2. Correct the sentences. 3. Translate the sentences. Ⅲ. 迁移创新 活动七：推理与论证 活动八：想象与设计 活动九：创造与分享
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