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

Unit 2 Looking into the Future-Assessing Your Progress 教学目标 Knowledge: Master future-related vocabulary (e.g., "predict", "prospect") and grammatical structures (future tense, modal verbs for speculation). Skills: Discuss future trends fluently, analyze texts about future technologies, and write a short prediction on social changes. Affect: Foster critical thinking about technological impacts and develop a positive attitude toward future challenges. Culture: Understand global perspectives on future development and compare Eastern-Western outlooks. 重点难点 Key: Using future-related language accurately in communication; grasping the main ideas of future-themed texts. Difficult: Distinguishing subtle differences between future tenses (e.g., "will" vs. "be going to"); expressing logical predictions with supporting details. 教学内容 备注 Teacher: Good morning, class! Today, we are going to focus on Assessing Your Progress in Unit 2 Looking into the Future. This is a very important part as it helps us check how well we have understood and mastered the knowledge and skills in this unit. So, let's get started. 词汇部分（Vocabulary） Teacher: First, let's review the key vocabulary. Who can tell me what "predict" means? [Points to a student] Student 1: "Predict" means to say or estimate that (a specified thing) will happen in the future. Teacher: Excellent! You've got it. Now, can you give an example sentence using "predict"? Student 1: Scientists predict that there will be more extreme weather in the future. Teacher: Great job! That's a perfect example. Now, let's move on to another word, "distant". What's the meaning of this word, and can you use it in a sentence? [Points to another student] Student 2: "Distant" means far away in space or time. For example, The stars in the sky seem so distant. Teacher: Well done! Now, let's have a small group activity. I'll divide you into groups of four. Each group needs to make a list of as many vocabulary words from this unit as you can remember in five minutes. Then, choose one word from your list and create a short story using that word. Go ahead! [Students form groups and start the activity. The teacher walks around the classroom, observing and providing guidance if needed.] Teacher: Time's up! Now, let's ask each group to share their story. Group 1, would you like to start? Group 1 representative: We chose the word "innovation". Once upon a time, there was a small town where people lived a traditional life. One day, a young inventor came to the town with his new innovation - a machine that could clean the streets automatically. At first, people were skeptical, but as they saw the machine working efficiently, they started to accept and appreciate this new innovation. Teacher: That's a very creative story! Group 2, your turn. [Group 2 shares their story, and so on. After all groups have shared, the teacher gives feedback and praise.] 语法部分（Grammar） Teacher: Next, let's focus on the grammar we learned in this unit. We mainly studied the future continuous tense and the future perfect tense. Who can tell me the structure of the future continuous tense? [Points to a student] Student 3: The structure is "will be + verb - ing". Teacher: Right! And what about its usage? Student 3: It is used to describe an action that will be in progress at a specific time in the future. Teacher: Exactly! Now, can you give an example sentence? Student 3: At this time tomorrow, I will be flying to New York. Teacher: Great! Now, let's move on to the future perfect tense. What's the structure and usage? [Points to another student] Student 4: The structure is "will have + past participle". It is used to express an action that will be completed by a certain time in the future. Teacher: Perfect! Give us an example. Student 4: By the end of this year, I will have finished reading ten English novels. Teacher: Very good. Now, let's do some grammar exercises. I'll show you some sentences on the screen, and you need to fill in the blanks with the correct form of the verb using either the future continuous tense or the future perfect tense. [The teacher shows sentences on the screen, such as: "By 2030, scientists ______ (find) a cure for this disease." "At 8 o'clock tonight, we ______ (watch) a movie at the cinema." Students write down their answers on a piece of paper. After a few minutes, the teacher asks students to share their answers.] Teacher: Let's check the answers. For the first sentence, "By 2030, scientists will have found a cure for this disease." Because it indicates an action that will be completed by a specific time in the future. And for the second sentence, "At 8 o'clock tonight, we will be watching a movie at the cinema." Since it describes an action that will be in progress at a specific time in the future. Are there any questions? Students: No. Teacher: Good. If you have any doubts later, don't hesitate to ask. 阅读部分（Reading） Teacher: Now, let's turn to the reading part. We've read several texts about the future in this unit. Let's think about the text "Smart Homes to Make Life Easier". Can someone briefly summarize the main idea of this text? [Points to a student] Student 5: The text is mainly about the features and benefits of smart homes in the future. It says that smart homes can keep us secure, save energy, and provide a more comfortable living environment. It also mentions some functions like smart control, health check, and disaster prevention. Teacher: Very well - summarized. Now, let's look at some detailed questions. In the text, it mentions that smart homes can save energy. How do they do that? [Asks the whole class] Student 6: Smart homes can automatically switch off electrical appliances when they are not in use, which helps save energy. Teacher: Correct. Another question, what are the potential problems of smart homes according to the text? Student 7: There may be issues with the security of personal information as smart homes rely on a lot of data. Also, the initial cost of setting up a smart home system might be high. Teacher: Excellent. Now, let's do a reading comprehension activity. I'll give each of you a short passage about future transportation. Read it carefully and answer the questions below. [The teacher distributes the passages and questions. Students start reading and answering. After about ten minutes, the teacher goes through the answers with the students.] Teacher: Let's check the answers together. For question 1, "What is the main advantage of the new - type subway mentioned in the passage?" The answer is that it travels at a much higher speed, which can save a lot of travel time. For question 2... [The teacher continues to check the answers, explains any difficult points, and asks students if they have any questions about the reading.] 写作部分（Writing） Teacher: Moving on to the writing part. In this unit, we learned how to write about our predictions for the future. Let's first review the key points. When writing about future predictions, we should use appropriate vocabulary and grammar, and also support our predictions with reasons. Now, I want you to write a short essay about your predictions for the future of education. You can think about aspects like teaching methods, learning tools, and the role of teachers. You have 15 minutes to write. Start! [Students start writing. The teacher walks around, offering help and encouragement.] Teacher: Time's up. Now, let's ask some students to share their essays. Student 8, would you like to read your essay to the class? Student 8: In the future, I think education will change a lot. Teaching methods will become more interactive. Teachers will use virtual reality technology to make lessons more vivid. For example, in history classes, students can experience historical events as if they were there. Learning tools will also be more advanced. Tablets will replace textbooks, and students can access a vast amount of knowledge online. As for the role of teachers, they will not only be knowledge - transmitters but also guides to help students develop critical thinking skills. Teacher: That's a wonderful essay! You've used great examples to support your predictions. Now, let's ask another student. Student 9, your turn. [Student 9 reads their essay. After that, the teacher gives overall feedback on the writing, pointing out common mistakes and good points.] 口语部分（Speaking） Teacher: Finally, let's have some oral practice. I'll divide you into pairs. Each pair needs to have a conversation about your future plans. You can talk about your career goals, travel plans, or any other future - related topics. Try to use the vocabulary and grammar we've learned in this unit. You have 10 minutes to practice. Then, we'll ask some pairs to come to the front and perform your conversation. [Students form pairs and start the conversation. The teacher walks around, listening and offering suggestions.] Teacher: Time's up. Let's invite Pair 1 to come to the front and show us their conversation. [Pair 1 comes to the front and has a conversation. For example:] Student A: Hi, what are your plans for the future? Student B: Well, I'm really interested in environmental protection. So, in the future, I will be studying environmental science at university. What about you? Student A: I want to be a software engineer. By the time I graduate, I hope I will have mastered several programming languages. Teacher: Very good! You both used the future tenses correctly and had a great conversation. Pair 2, your turn. [Pair 2 performs their conversation. After several pairs have presented, the teacher gives feedback on the oral performance, emphasizing pronunciation, fluency, and the use of appropriate language.] Teacher: That's all for today's assessment of progress. I hope you all have a better understanding of the knowledge and skills in Unit 2. Remember to keep practicing and improving. If you have any questions or need further help, come to me during the break or after class. See you next time! ( 第 1 页 共 1 页 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$