Unit 2 Looking Into The Future Using language 教学设计-2025-2026学年高中英语人教版选择性必修第一册

Teaching and Learning Design 选择性必修Book1 Unit2 Looking Into The Future 教学设计 Period 6 Teaching and learning contents: Using Language—Reading comprehension and language focus Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Read and comprehend the text to understand people’s different attitudes towards the development of technology; 2) Learn about the usage of the new language items in the text; Teaching and learning important points: 1) Reading comprehension of the text content, organization and language features; 2) Learning about the usage of the new language items in the text. Teaching and learning difficult point: 1) Reading comprehension of the text content, organization and language features; 2) Learning about the usage of the new language items in the text. Teaching and learning procedure: Step 1 Leading in Activity 1 Leading in Lead in the learning topic of this period and introduce the learning objectives. Step 2 Reading comprehension Activity 2 Pre-reading 1. Answer the following questions to activate the background information. 1) What’s your point of view on new technology? 2) What are some of the new devices or apps have you been using recently? Are they helpful or distracting? 2. Make a prediction—What do you expect to read from the text? According to the title of the passage, the writer will answer the question, express opinions, give arguments and give explanations. Activity 3 Reading comprehension 1. Read the text to find out the main idea of the text, and then decide whether the statements on page 21are true (T) or false (F). 1) Main idea of the text: The text mainly talks about the people’s attitudes to the advances in technology (by the examples of some people who live happily without new technology and some who benefit from new technology). 2) True (T) or false (F). Answers: 1-5 F F F T T 2. Read the text again to answer the following question to understand the content, structure and organization. 1) In which paragraph does the author: describe the issue?—Paragraph 1 give an opinion? —Paragraph 4 discuss the advantages? —Paragraph 3 discuss the disadvantages?—Paragraph 2 Text structure: Introduction Paragraph 1: An accident of a driverless car and different attitudes. Body—Different ideas on using new technology Paragraph 2: There are many different groups of people around the world who live happily in the absence of new technology. →People living a simple life and not using new technology. Paragraph 3: New technology has provided people everywhere with many benefits over the years. →People enjoying the life of new technology. Conclusion Paragraph 4: The writer’s opinion: I have benefited quite a lot from technological advances. 2. Underline the signpost words or phrases in the text. How do they help tell us the purpose of the paragraphs? Signpost words or phrases: hence, nevertheless; on the one hand; onthe other hand; for example;, moreover, personally, nevertheless. Some words and phrases are used as signposts to help show a paragraph’s purpose. These usually come at the beginning or end of a paragraph. They are used to introduce the pros andcons, and to introduce the author’s own opinion. 3. Why did the author decide to write about this topic? Because the author read a newspaper article and wanted to reflect on it. A passage’s writing purpose is something that arises people’s thinking. Usually it often lies in the first paragraph of a passage. Step 3 Language Focus Activity 4 Learning about the new language items 1. oppose vt. 反对；抵制；阻挠 opposed adj. 反对的；对立的；截然不同 oppose sth/(sb/sb’s) doing sth反对某事/(某人)做某事 as opposed to 而不是；(表示对比)而，相对于 be opposed to (sb/sb’s) (doing)... 反对(某人)(做)…… e.g. I would oppose abusing the law. 我反对滥用法律。 He was strongly opposed to using this in art. 他强烈反对在艺术中使用它。 The husband strongly opposed his wife going to the remote village alone. →The husband was strongly opposed to his wife going to the remote village alone. 这位丈夫强烈反对妻子独自去那个偏远的村子。 Could it be the pattern that two things make, as opposed to three? 这可能是两件事形成的模式，而不是三件事？ 2. Hence, we should cease accepting technology just because it is new. 因此，我们应该停止仅仅因为技术是新的就接受它。 1) hence adv. 因此；由此 e.g. Everyone wanted to see the teacher playing the piano. Hence they all came to the hall. The cost of transport is a major expense for an industry. Hence factory location is an important consideration. 2) cease vt. 停止；终止 cease to do / doing… 停止做…… e.g. You cease to grow once you stop learning. 一旦停止了学习，你就停止了成长。 3. absence n.不存在；缺乏；缺席 absent adj. 缺席的；不在的；缺乏的present adj. 出席的 in the absence of...在缺乏……的情况下 absence from work/school 缺勤/缺课 in/during sb’s absence 在某人不在时 absence of mind 心不在焉 be absent from... 缺席……；不在…… be absent from 缺席…… be present at 出席…… e.g. Many deliveries arrived in my absence. 我不在的时候，很多快递（货物）都到了。 In the absence of enough evidence, they had to let her go. 在没有足够证据的情况下，他们不得不放她走。 His repeated absences from school are worrying. 他一再缺课，令人担忧。 He predicted that some people would be absent from the meeting. 他预测，一些人会缺席会议。 Our monitor was absent from school today, and his absence was due to a high fever. In/During his absence, Mr White started a new chapter. 4. They advocate a simple life with an emphasis on hard work, family, and community. 他们提倡简单的生活，强调努力工作、家庭和社区。 1) advocate vt.提倡；支持；拥护n.提倡者；支持者；拥护者 advocation n. 拥护；支持 advocate (sb) doing sth. 提倡/支持(某人)做某事 advocate that... (should) do... 主张/提倡…… advocate for/of sb./sth. 某人/某物的拥护者或支持者 e.g. The group does not advocate the use of violence. 该团体不支持使用暴力。 Many experts advocate rewarding your child for good behaviour. 很多专家主张对小孩的良好表现加以奖励。 We advocate that we (should) quit smoking to keep fit. He was a strong advocate for free market. They advocate for a better environment by way of bicycling. 他们提倡骑自行车的方式，以改善环境。 With World Environment Day approaching, I advocate doing our part to protect the environment. →With World Environment Day approaching, I advocate that we (should) do our part to protect the environment. 2) emphasis n. 强调，重要性；重读 to put/lay/place emphasis on sth 强调/重视某事 emphasize vt. 强调；重视；使突出 e.g. We put much too emphasis on English learning in the past. His speech emphasized the importance of learning English. 他的发言强调了英语学习的重要性。 She emphasized that their plan would mean hard work. 她强调说他们的计划将意味着辛勤工作。 5. It could even be argued that the Amish’s quality of life is better since they live in and appreciate the natural environment rather than living in large, polluted cities. 甚至可以说，阿米什人的生活质量更好，因为他们生活在自然环境中，欣赏自然环境，而不是生活在被污染的大城市。 1) It＋be＋过去分词＋that...句式结构： It is/was reported/recorded/supposed/announced/known that... 据报道/记载/推测/宣布……/众所周知…… e.g. It is known that reading increases our knowledge and broadens our mind. 众所周知，阅读增加我们的知识，开阔我们的视野。 It is recorded that this summer is the wettest for 10 years. 据记载这是十年来雨量最多的夏季。 It is thought that the plot of the drama is very entertaining. 人们认为这出戏的情节很有趣。 该句型可转换为“sb/sth＋is/was＋过去分词＋不定式”。 e.g. It’s known to all that “Where there is a will，there is a way.” It was announced that an agreement had been reached at the end of the meeting. 据宣布，会议结束时达成了一项协议。 It is reported that the famous photographer founded a new studio. 据报道，这位著名的摄影师建立了一个新工作室。 2) rather than (而不是)的用法：(1) rather than连接两个并列成分作主语时，谓语动词应与rather than前面的成分在人称和数上保持一致。(相同用法的词还有as well as, together with, with等)。(2) 当rather than位于句首时，后常跟不带to的不定式。(3)用于prefer to do/would do…rather than do…结构中，意为“宁愿……而不愿做……”。 e.g. Peter rather than I doubts whether the problem is worth thinking about. Rather than go straight on to university why not get some work experience first? The boy prefers to take / would take the toy apart rather than throw it away. 这个男孩宁愿把玩具拆开也不愿扔掉。 6. Moreover, the Internet has made it possible for friends and family to keep in touch easily even if they are on opposite sides of the world. 此外，互联网使朋友和家人很容易保持联系，即使他们在世界的两端。 1) make＋it＋形容词/名词(＋for sb.)＋to do sth. ( make it possible for sb. to do sth.)结构中，it是形式宾语，动词不定式短语作真正的宾语，it后的形容词或名词作宾语补足语，for用于引出不定式的逻辑主语。可用于该句型的动词还有：think，consider，find，feel等。 e.g. He feels it his duty to help (help) others. She found it hard to give him an instant answer in that situation. I think/consider it quite useful for us students to read the English newspaper Youth for half an hour on a daily basis. As a consequence, I make it a rule to read it every day. 我认为每天读英文报Youth半小时对我们学生来说非常有用。因此，我养成了每天读英文报的习惯。 The bright room facing south makes it possible for us not only to enjoy ourselves in the sea of knowledge but bath in such pleasant sunshine. 朝南的明亮房间使我们不仅可以在知识的海洋中享受自己，还可以沐浴在这样宜人的阳光下。 2) even if 引导让步状语从句。 3) keep in touch (with...) (与……)保持联系；了解(某课题或领域的情况) be in touch with 与……有联系(状态) be out of touch with 与……失去联系(状态) get in touch with 与……取得联系(动作) lose touch with 与……失去联系(动作) e.g. Thank you once again for your help to me. I will definitely keep in touch with you after I return to China. 再次感谢您对我的帮助。我回中国后一定会与您保持联系。 If you are willing to study in China, get in touch with me and I will help you whenever you need me. 如果你愿意在中国学习，请联系我，我会在你需要我的时候帮助你。 We lost touch with each other two years ago; that is, we have been out of touch with each other for two years. 两年前我们失去了联系；也就是说，我们已经失去联系两年了。 7. prospect n. 前景；期望；景象 vi. 勘探（矿等）；有希望；有前途 vt. 找矿；对……进行仔细调查 prospective adj. 预期的；未来的；可能的；有希望的 e.g. There is no immediate prospect of peace. 短期内没有和平的可能。 Travelling alone around the world is an exciting prospect. 只身走遍世界是一个令人兴奋的前景。 The story should act as a warning to other prospective buyers. 这篇报道应该对其他潜在的购买者起到警示作用。 8. resist vi. & vt.抵制；反抗；抵挡；忍住 resistance n.抵制；反对；抗拒 resistant adj. 抵制的；有抵抗力的 resist doing sth. 反对做某事 can’t resist (doing) sth 忍不住(做)某事 be resistant to 抵制……；对……有抵抗力 e.g. She was on a diet, so she resisted eating sweet food. It’s believed that elderly people are always resistant to change. On seeing the painting with loving words. she couldn’t help bursting out crying. →On seeing the painting with loving words, she couldn’t resist bursting out crying. 9. occupation n.职业；占领 e.g. Every student faces the problem of choosing an occupation when graduating from university. 每个学生在大学毕业时都面临选择职业的问题。 The occupation of a country happens when it is controlled by a foreign army. Step 4 Summary and evaluation Activity 5 Summary and text reconstruction 1. Summarize the new language items learned in this period. 2. Try to reconstruct the text by retelling the text, using some of the new language items learned in this period. Activity 6 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor) 3. What will you do to consolidate the new language items after class? Homework： 1. Complete the reading comprehension exercises in the reference book 2. Complete the vocabulary and other exercises in the reference book 学科网（北京）股份有限公司 $$