Unit 2 Looking into the Future Reading for Writing 教学设计说课 逐字稿-2025-2026学年高中英语人教版选择性必修第一册

Interpretation: Elective Book 1 Unit 2 Looking into the Future

Should We Fight New Technology?

(Reading for Writing )

Brief introduction:

Good morning, distinguished judges and teachers. It’s my great honor and pleasure to be here to share my teaching design with you. The topic of my lesson is Looking into the Future. It is from New Version Senior English for China, Elective Book 1 Unit 2 (Reading for Writing) and the text is an argumentative essay about new technology. The class lasts 40 minutes, and the main task is to understand the structure and language features of an argumentative essay on technology and learn to write a short argumentative essay expressing a balanced view on a technological issue.

This presentation will cover nine parts: Part1：Teaching Principle (教学原则); Part2：Analysis of the teaching material (教材分析）；Part3：Analysis of the students(学情分析)； part4：Teaching objectives (教学目标)；Part5：teaching key points and difficult points（教学重点和难点）；Part 6: Teaching methods and strategy（教学方法）；Part 7 : Teaching procedures (教学过程 40分钟) forty minutes (.... steps); Part 8: Blackboard Design(板书设计); Part 9: teaching reflection(教学反思)。

Part 1: teaching principle(教学原则)

My teaching principle is mainly derived from the English Curriculum Standards, which were released in 2017 and revised in 2020. It attaches great importance to cultivating students' core competencies. To cultivate these competencies, it advises teachers to adopt an English curriculum content that integrates six components and an Activity-based approach. Therefore, it encourages me to enhance student learning through a series of integrated, relevant, and practical activities. These activities also promote the integration of teaching, learning and assessment.

Part 2：Analysis of the teaching material (教材分析）

This unit focuses on the topic of "Looking into the Future". The theme context is "Man and Society" (specifically, the impact of technology). The text type is a piece of argumentative writing. We will be required to learn about the structure and language of argumentative essays discussing technological issues. Today, we will deal with the second part and the writing-focused period of the teaching material. In this period, after the warming-up, students will first be guided to share their understandings about the pros and cons of new technology. Then they will be helped to practice writing a short argumentative essay based on the text structure and language. It's about expressing a balanced view on a technological issue (like the Internet or WeChat study groups)..

Part 3：Analysis of the students (学情分析)

1. Senior high school students, especially in Grade 2, have acquired a certain amount of English vocabulary and grammar knowledge. They possess a degree of text comprehension skills and show interest in English learning and expressing their own ideas. They are generally interested in the topic of technology.
2. Regarding argumentative writing, students often face difficulties due to relatively limited vocabulary, insufficient grammar knowledge, and a lack of prior training in analyzing text structure and language for writing purposes.
3. Students may struggle to write a well-structured, comprehensive, and stylistically appropriate argumentative essay.
4. Students are curious about new technologies. This lesson aims to enhance students’ motivation for writing about real-world issues, helping them develop the ability to solve practical problems through writing, specifically by constructing a balanced argument.

 

Part 4: Teaching Objectives (教学目标)

According to the New Curriculum Standard and the syllabus, the teaching objectives are as follows:

1. Students will be able to extract the reading material's logical structure, appropriate language expressions (including signposts and attitude expressions), and core details supporting arguments.
2. Students will skim and scan the text to identify basic information like the main issue, arguments for and against, supporting evidence, and the author's conclusion. They will analyze the typical structure of an argumentative essay discussing pros and cons.
3. Students will critically analyze different viewpoints on technology, form their own reasoned opinions, and understand the significant impact of technological development on human life and different attitudes towards it.
4. Students will apply the acquired structure and language to complete a 60-80 word argumentative essay expressing a balanced view on a given technological issue (e.g., the Internet).

Part 5：Teaching Key Points and Difficult Points (教学重难点)

1. Teaching Key Points:

Guiding students to identify and learn useful language features for argumentative writing, including signposts and expressions for stating viewpoints.

2. Teaching Difficult Points:

Assisting students in deeply analyzing and thinking critically about the pros and cons of technological development. Guiding students to apply the learned structure and language effectively in their own argumentative writing.

Part 6: Teaching methods / strategies（教学方法/策略）

Activity-based approach. Throughout the entire teaching process, I have designed a series of learning and understanding activities (e.g. lead-in discussion, reading for details/structure/language), applying and practicing activities (e.g., language analysis, further discussion), and transforming and creating activities (writing practice) to guide students in grasping the core content of the argumentative essay, mastering its structural and linguistic features, as well as exploring the impacts of technology and forming their own reasoned opinions.

Part 7: Teaching procedures , forty minutes  (教学过程 40分钟)

There are 5 steps in this part.

Step 1: Lead-in（3 mins） 

Step 1: Lead-in (5 mins)

Activity1: Quick discussion based on a visual/video prompt about new technology (e.g., AI). Questions: What new tech/apps do you use? Are they helpful or distracting? What's your initial view on new tech's influence?

(Purpose: This step aims to stimulate students' interest through visual aids, connect the topic to their personal experiences, activate their prior knowledge about technology, and encourage initial expression of views to establish a foundation for subsequent reading and writing activities.)

Step 2: Pre-writing / Reading & Analysis (15 mins)

Focus on reading materials to extract structure, language, and details that directly support subsequent writing tasks:

Activity 2: Read for Structure (5 mins)

Guide students to analyze the text structure:

 Para 1 (Describe issue & introduce debate) 

(Purpose: Integrate warm-up and pre-writing prediction; help students build awareness of disaster news structure through visual and title cues, laying a foundation for subsequent targeted reading and writing.) 

Part 8: Blackboard Design（板书设计）

 

Unit 2 Should We Fight New Technology?

Structure                                    Language

 

Beginning: Para.1 issue

Body：Para.2 Pros + Para.3 Cons

Ending: Para.4 Your opinion

 

 

Signposts

• hence,

• nevertheless,

• moreover,

• personally,...

 

Expressions

• oppose the idea of

• cease doing...

• advocate...

• make it possible for...to..