Unit 2 Looking into the Future Reading and Thinking 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第一册

《Reading and Thinking-Exchange views on smart homes》 教学设计 一、教学目标 The teaching objectives: By the end of the class, the students are expected to: 1. Understand the main idea of the text and some important sentences. 2. Analyze the structure of the text by using title, subtitles and topic sentences in each paragraph and learn to draw a mind map to show the structure. 3. Dialectically analyze the relation between technology and future life and form their own opinions. 4. Be creative and put forward their imaginative inventions. 5. Know technological innovation makes the world a better place and try to make contributions to our country by studying hard. 二、教材分析 本单元的主题是“展望未来（Looking into the Future)”，阅读文本的话题是“智能家居使生活更加便利（Smart Homes to Make Life Easier)”。文中，作者介绍了未来家居的智能化水平，展示了科技发展能给生活带来很多便利，并引发读者思考这些变化可能产生的问题。在“未来”和“科技”的主题语境下，作者选择家居生活作为描写和说明的对象，缩短了读者与主题语境以及文本内容的距离，有利于引起阅读兴趣，引发读者共鸣。 本文是一篇科技说明文。全文五个段落呈现了说明类文本常见的BTEC的内容结构：第一段介绍了背景（Background)和主题（Topic),即在目前家居生活不够安全和节能等背景下，提出未来智能家居可以给我们提供更安全、更节能和更舒适的生活这一主题；第二至第四段用“智能控制、健康检查和防范灾害”三种功能解释了文本主题（ Explanation);第五段是总结（Conclusion),智能家居时代已经到来但其推广普及还需要一段时间。本文的写作目的是为了让读者了解未来家居的智能化水平及其为生活带来的便利，引导学生结合文章主题和内容形成对未来科技发展的积极期待和全面思考，形成对未来科技客观理性的态度。 三、学情分析 授课对象为沧州黄骅中学高二年级重点班，总体英语水平中等偏上，学习态度认真，有较高的学习热情。通过课前的词汇学习与课文预习，能很好的理解文章大意。但是批判性思维能力较弱，不会主动地辩证看待某一现象。此外语篇结构意识不强，把握文章结构，将阅读语篇的结构和语言迁移运用能力有待提高。因此本节课的重点落脚于引导学生提取文本的结构和段落中关键语言信息，迁移创新于介绍和设计新的智能家具任务中。同时通过提问的方式引导学生辩证的看待某些现象。 四、教学重难点 Main teaching and learning focus: 1.Analyze and understand the type and structure of the text and each paragraph. 2.Know about the advantages and characters about future smart homes by making a role play. Teaching difficulties: 1. Guide students to express their ideas logically by analyzing the structure and using key words 2. Discuss where smart homes will lead us and think critically about smart homes 五、教学过程 教师活动 学生活动 设计意图 1.Pre-reading Step1 Lead in: (1).Teacher introduces herself as an IT engineer and introduce the passage “ Smart Homes To Make Life Easier” (2).Set a small scene of LuBan traveling to my smart home . (3).The teacher uses smart home controlling system and opens the door, after which she asks students how she did that. (4).Through many smart devices, The teacher guides students to predict what is a smart home. 2.While-reading Background:Let students be the guide of LuBan. And use the passage to give students more information about smart home. Step 2 Skimming Teacher guides the students to analyze the purpose of the passage ,the type of the text and the intended audience based on its subtitles and layout. Step3 Scanning Teacher lead the students to draw a mind map to conclude the structure of the text and the structure of each paragraph by finding the topic sentences . Step 4 Careful-reading （1） Let students read para 1 and answer two questions. (2)Teacher let students read para2-4. ①Explore how these paragraphs develop? ②Let students do a role-play to introduce some smart devices ③Give students some tips. （3）Teacher asks what LuBan thinks of the smart devices. Is smart home a dream or a reality? (4)And continue to ask what kind of smart devices you want to design for smart home? Post-reading The teacher asks why it will take many years to use this technology in every home. Teacher guide students to know Technological innovation makes the world a better place and encourage students to study hard to be admitted into a key university to learn more knowledge of science and technology and make contributions to our country and our world one day. 1.Pre-reading Step 1 Lead in: (1).Students predict what will happen when seeing LuBan (2).Students brainstorm and summarize the definition of“smart” with examples 2.While-reading Step 2 Skimming Students skim for text and try to analyze the purpose of the passage , the type of the text and the intended audience based on its subtitles and layout. Step3 Scanning Students scan the text again . They are guided to draw a mind map to conclude the structure of the text and the structure of each paragraph by finding the topic sentences . Step 4 Careful-reading (1) Students read paragraph 1 and answer two important questions . (2) Students read paragraph 2-4 and learn how do these paragraphs develop. ① Students introduce smart home by making a role-play. ② Students play the role of smart TV, smart air-conditioner, smart light, smart bed, smart toilet, smart kitchen. And introduce how they make life easier. ③While preparing the task, students try to find some key information in each paragraph. Summarize their introduction by using topic sentences,examples, key words. and sentences patterns given by the teacher including some sentences from the text. ④ Students show their performance. (3)Students read paragraph and answer the question. (4)Students discuss in their groups to design a simple smart device and report their works. Post-reading Students predict the disadvantages of smart home. Pre-reading Step 1 Lead in (1).老师的角色变化和信息介绍唤起学生兴趣，为下文引出文章做铺垫 (2).设计鲁班穿越环节吸引学生兴趣，猜测鲁班来的目的。 (3) 通过智能手机，智能扫地机等例子，由已知推向未知，帮 助 学 生 更 好 地 理 解“something is smart” 中 ， “smart” 意 思 是 technologically intelligent (4).通过了解smart的含义和日常的智能产品，让学生猜测智能家居是什么，激发学生阅读兴趣，为语篇阅读做好热身。 2.While-reading 让学生做导游，赋予他们责任感和使命感，让他们成为主体。 Step 2 Skimming 引导学生关注标题，小标题，文章布局等细节信息，推测出文章的写作目的，体裁，和目标读者，帮助学生了解说明文的语篇特点，引出本阅读文章的主题，激发学生阅读兴趣。 Step3 Scanning 通过思维导图掌握文章结构，通过找出每段中心句， 学生能更快的掌握段落大意以及文章大意；培养学生分析语篇结构的意识和策略，提高学生把握语篇的逻辑层次能力。为接下来的介绍部分做好段落结构上的铺垫。 Step 4 Careful-reading 引导学生在阅读中完成不同任务，熟悉不同技能 1. 第一段通过回答问题知道第一段用两个问题开头是为了吸引读者兴趣。并且厘清智能家居的功能和优点 2. 第二,三，四段，三个并列段落设置闭环阅读。采用role-play,让学生在阅读理解的基础上，能够有兴趣的用语言表达内容，通过自述的方式，真正有效的理解智能家居的特点：自动化. 3.让学生角色扮演，自述智能家具的优点时使用段落结构和写作手法，并且加上教师提供的语言，可以让学生积累相关的词汇，句法和结构知识，为接下来的表达环节搭好脚手架。 学生通过小组合作，设计一个心仪的智能家居产品，然后介绍。让学生发挥创造性，迁移使用教材中语篇的结构和语言。引导学生将语篇和实际生活相联系. (4) ①通过一系列的思考智能家居潜在的问题，来发展学生批判性思维和辩证思维； ②立足单元大概念，从具体内容——智能家居与生活上升到抽象概念——科学技术与未来生活，引导学生辩证思考两者的关系； Post -reading 在学生预测智能家具的可能的缺点后，引导他们将来要好好学习，争取考入理想大学，为国家和社会的科技贡献自己的一份力量. 六、作业设计 Write an essay about how LuBan thinks of these smart devices. 七、教学反思 1.The teacher should give students enough time to read the passage. 2.The teacher should give more guidance when the students try to find the structure and the topic sentences of each paragraph. 学科网（北京）股份有限公司 $$