Unit 2 Looking into the Future Video Time 教案-2024-2025学年高中英语人教版（2019）选择性必修第一册

教学设计 课程基本信息 学科 英语 年级 高一 学期 秋季 课题 Unit 2 Looking into the Future-Video Time 教学目标（Four-Dimensional Key Competencies） Knowledge & Skills: Grasp vocab related to future tech (e.g., "predictive technology") and understand the video’s main idea about future life changes. Process & Methods: Practice listening for specific details through note-taking and discuss future tech impacts in pairs. Affect & Values: Foster curiosity about future tech and critical thinking about its pros and cons. Cultural Awareness: Explore global perspectives on future tech development. 重难点（Key and Difficult Points） Key: Comprehending the video’s structure and core info; using target vocab to talk about future tech. 教学过程 Teacher: Good day, class! We've been exploring the fascinating world of the future in Unit 2. Today, we're going to have an exciting Video Time that will further enrich our understanding of what lies ahead. Are you all ready? 学生回应: Yes! Teacher: Great. First, let's briefly recall some of the key ideas we've covered so far in this unit. We've talked about various aspects of the future, such as technological advancements, changes in our daily lives, and how these might impact different fields. Can someone share one thing that stuck with them from our previous discussions? [Points to a student] Student 1: We learned about smart homes and how they can make our lives more convenient, like controlling appliances remotely. Teacher: Exactly! That's a very important aspect. Smart homes are indeed a significant part of our future. Now, the video we're about to watch is related to our theme of the future. But before we start, I want you to keep some questions in mind. While watching, think about what new technologies or changes in lifestyle are presented in the video. Also, consider how these might be similar or different from what we've already discussed in class. Are the concepts in the video realistic, or do they seem more like science fiction? Alright, let's start the video. [The teacher plays the video. It could be a documentary - style video about future transportation, for example, showing concepts like hyperloop trains, flying cars, or advanced public transportation systems.] Teacher: Okay, the video has ended. Now, let's have a group discussion. I'll divide you into groups of five. Share your initial thoughts about the video within your group. What did you find most interesting? What surprised you? And how do you think these future transportation ideas could affect our daily lives? You have five minutes to discuss. [Students form groups and start discussing. The teacher walks around, listening to the conversations and providing guidance when necessary.] Teacher: Time's up! Now, let's hear from each group. Group 1, would you like to start? Group 1 representative: In the video, the hyperloop train seemed really amazing. It can travel at extremely high speeds, which would save a lot of travel time. We think it could change long - distance travel completely. People could live in one city and work in another far - away city easily. Also, the flying cars were interesting, but we were a bit skeptical about how they would be regulated in the air. There could be a lot of traffic problems if everyone had a flying car. Teacher: That's a very comprehensive analysis. You've pointed out both the potential benefits and challenges. Group 2, your turn. Group 2 representative: We were surprised by the idea of the self - driving buses in the video. They can communicate with each other and the traffic system, which could make public transportation much more efficient. We think this could encourage more people to use public transport instead of driving their own cars, which would be good for the environment. However, we're worried about job losses for bus drivers. Teacher: Excellent points. You've not only considered the technological aspect but also the social and environmental implications. Now, let's focus on some specific vocabulary related to what we saw in the video. We heard words like "hyperloop", "autonomous vehicles", and "aerial transportation". Who can define "autonomous vehicles" for us? [Points to a student] Student 3: Autonomous vehicles are vehicles that can operate without a human driver. They use sensors, cameras, and computer systems to navigate. Teacher: Perfect! Now, can you use "autonomous vehicles" in a sentence that predicts something about the future? Student 3: In the future, autonomous vehicles will be the norm on our roads, reducing the number of traffic accidents caused by human error. Teacher: Great job! Now, let's move on to grammar. We've been studying future tenses in this unit. In the context of what we saw in the video, can you give an example using the future perfect tense? [Points to another student] Student 4: By 2050, scientists will have developed even more advanced autonomous vehicle technologies. Teacher: Very good. And an example with the future continuous tense? Student 5: In 20 years' time, people will be traveling in hyperloop trains, enjoying a fast and comfortable journey. Teacher: Excellent. Now, let's have a role - play activity. I'll assign different roles to each of you. Some of you will be scientists working on developing these future transportation technologies, some will be urban planners, and some will be ordinary citizens. You need to have a conversation about the future of transportation. Scientists, you can explain the new technologies you're working on. Urban planners, talk about how these technologies will fit into the city's infrastructure. And citizens, share your concerns and expectations. You have ten minutes to prepare your role - play. [Students start preparing for the role - play. The teacher helps with ideas and vocabulary as needed.] Teacher: Alright, let's start the role - plays. Group 3, you're up first. [Group 3 performs their role - play. For example:] Scientist: We're currently working on perfecting the hyperloop technology. It will revolutionize long - distance travel. Urban Planner: That sounds great. But we need to think about where to build the hyperloop stations. They'll need to be integrated with the existing public transportation system. Citizen: I'm worried about the cost. Will it be affordable for everyone? Scientist: Initially, the cost might be high, but as the technology matures, we expect the prices to come down. Teacher: Wonderful job, Group 3! You really got into your roles and had a great discussion. Group 4, your turn. [Group 4 performs their role - play. After all groups have presented, the teacher gives feedback on the language use, creativity, and the depth of the discussion.] Teacher: Now, let's do a short writing task. I want you to write a paragraph about the future transportation concept that you think is the most promising. Explain why you think it's the best, and also mention any potential challenges it might face. You have 15 minutes to write. [Students start writing. The teacher walks around, checking on the students' progress and offering help.] Teacher: Time's up. Let's ask some students to share their paragraphs. Student 6, would you like to read yours? Student 6: I think the self - driving buses are the most promising future transportation concept. They can carry a large number of passengers, which will reduce traffic congestion. Also, they're more environmentally friendly as they can be electric. However, one challenge is that people might be hesitant to trust a driverless bus. There could also be technical glitches that need to be overcome. Teacher: That's a well - written paragraph. You've clearly stated your opinion and provided good reasons and challenges. Student 7, your turn. [Student 7 reads their paragraph. After all students who want to share have done so, the teacher gives overall feedback on the writing, focusing on grammar, vocabulary, and the organization of ideas.] Teacher: Today's Video Time has been very productive. We've explored future transportation concepts, practiced vocabulary and grammar, and had great discussions and role - plays. I hope this has given you a deeper understanding of the future and how language can help us describe and discuss it. Remember to keep thinking about these ideas and how they might shape our world. For homework, I want you to research more about a future technology of your choice and write a short report about it. See you in the next class! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$