Unit 2 Looking into the Future-Reading and Thinking 教案-2025-2026学年高中英语人教版选择性必修第一册

Unit 2 Looking into the Future-Reading and Thinking 内容导航 This section focuses on the theme of smart homes, with the text "Smart Homes to Make Life Easier" as the core. It starts with common daily troubles, introduces the background and theme of smart homes, explains their three key functions (intelligent control, regular health checks, and disaster prevention) in detail, and concludes that the smart home era has arrived but needs time to popularize. It guides students to explore the impact of technological innovation on daily life and think dialectically about the future of technology. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to smart homes and future technology, understand the structure and language features of popular science expository texts, and improve reading and expression skills. Cultural Awareness: Understand the global trend of technological development, recognize the impact of science and technology on human society, and cultivate an objective attitude towards technological progress. Thinking Quality: Develop logical thinking through sorting out text structure, and foster critical thinking by discussing the advantages and potential problems of smart homes. Learning Ability: Master reading strategies such as skimming and scanning, and improve the ability of independent learning and cooperative exploration on future technology topics. 2. 教学重难点 Key Points: Grasp the main content and structure of the text, understand the functions and advantages of smart homes; master core vocabulary (such as intelligent, sensor, monitor, leak, abnormal) and sentence patterns (future continuous tense, future perfect tense, and passive voice in technological contexts); master reading strategies for popular science expository texts. Difficult Points: Accurately understand and use future tenses to describe future scenarios; deeply analyze the dual impact of smart homes on life and express personal views in English; understand the logical connection between each part of the text and the writing purpose of the author. 教学过程 Step 1: Warming-up and Lead-in The warming-up activity is designed to arouse students' interest in the topic of smart homes, connect their daily life with the text content, and lay a foundation for the subsequent reading. First, the teacher will start a free discussion with students by asking practical questions: "Have you ever forgotten to lock the door when you went out? Or forgotten to turn off the TV or air conditioner after leaving home?" Guide students to talk about their own experiences or related phenomena around them. Then, the teacher will show some pictures or short videos of smart home products (such as voice-controlled lights, smart toilets, and automatic door locks) and ask: "What do you know about these products? How can they make our life easier?" During the discussion, the teacher will timely guide students to use English to express their views, and properly present some key words and phrases related to the text, such as "smart home", "intelligent control", "energy-saving", and "secure", helping students eliminate language barriers in advance. After the discussion, the teacher will summarize: "These smart products are changing our life little by little. Today, we will read a text about smart homes and explore how they will make our life easier in the future." Then, the teacher will present the title of the text "Smart Homes to Make Life Easier" and ask students to predict the main content of the text based on the title: "What do you think the text will talk about? What functions of smart homes will be introduced?" This link can cultivate students' ability to predict the text content based on the title, which is an important reading strategy. Step 2: Pre-reading In the pre-reading stage, the focus is on helping students master the key vocabulary and background knowledge related to the text, so as to ensure that they can read the text smoothly. First, the teacher will list the core vocabulary and phrases in the text, and explain their meanings and usages in combination with the context: 1. Core Vocabulary: intelligent (adj. 智能的), sensor (n. 传感器), monitor (v. 监测; n. 监视器), leak (v. 泄漏), abnormal (adj. 异常的), critical (adj. 严重的), integrate (v. 整合), routine (n. 日常惯例; adj. 常规的), preference (n. 偏好), command (n. & v. 指令; 命令) 2. Key Phrases: switch off (关掉), keep secure (保障安全), save energy (节省能源), in addition (此外), keep track of (跟踪), early on (提前), respond to (响应), integrated sensors (集成传感器), energy-efficient mode (节能模式), voice commands (语音指令) When explaining the vocabulary, the teacher will avoid mechanical memorization, but combine specific examples or sentences to help students understand. For example, when explaining "monitor", the teacher can say: "Our smart phones can monitor our steps every day. In the text, the smart home will monitor our health every day." For "abnormal", the teacher can give an example: "If your temperature is higher than 37.5℃, it is abnormal. The smart toilet in the text can find abnormal health conditions." Then, the teacher will briefly introduce the background knowledge of smart homes: "With the development of science and technology, smart homes are no longer a distant fantasy. Many new innovations in smart homes are already available and being used in some homes. The text will introduce the functions of smart homes in detail, which are closely related to our daily life." At the same time, the teacher will remind students of the genre of the text: "This is a popular science expository text. Its main purpose is to introduce knowledge and explain phenomena. When reading, we should pay attention to grasping the structure of the text and the key information." Step 3: While-reading The while-reading stage is the core of the teaching process, which is divided into three parts: skimming, scanning and careful reading. The purpose is to guide students to gradually deepen their understanding of the text, master the reading strategies and extract key information. First, Skimming: Ask students to read the whole text quickly, ignore the new words they don't understand temporarily, and answer two questions: 1. What is the main topic of the text? 2. What is the structure of the text? After students finish reading, invite several students to share their answers. The teacher will summarize: The main topic of the text is the functions and impacts of smart homes. The text adopts the BTEC structure of expository texts: the first paragraph introduces the background and theme; the second to fourth paragraphs explain the theme through three functions; the fifth paragraph is the conclusion. This link helps students establish the overall framework of the text and cultivate the skimming ability of grasping the main idea quickly. Second, Scanning: Ask students to read the text again quickly, find and underline the key information according to the following questions, and complete the form. The questions are: 1. What problems in daily life does the text mention? 2. What are the three main functions of smart homes? 3. What can each function do specifically? 4. What conclusion does the text draw about smart homes? The teacher will design a simple form on the blackboard or courseware, and ask students to fill in the form in groups of 4. After the group discussion, invite a representative of each group to present the results, and the teacher will correct and supplement them. Through this link, students can quickly find the specific information in the text, improve the scanning ability, and lay a foundation for the subsequent careful reading. Third, Careful Reading: Guide students to read each paragraph carefully, analyze the details, language features and logical connections of the text, and solve the difficult points in reading. Paragraph 1: Ask students to read the paragraph carefully and answer: "What is the background of the text? What is the theme of the text?" The teacher will guide students to find the key sentences: "These kinds of things happen to us all the time, waste resources, and can sometimes lead to problems." (background) and "These smart homes will keep us secure, save us energy, and provide a more comfortable environment to live in." (theme). At the same time, analyze the writing technique of this paragraph: it starts with two rhetorical questions, which can arouse readers' attention and resonate with readers. Paragraph 2 (Intelligent Controls): Ask students to read the paragraph and answer: "What is the difference between today's home appliances and future smart home appliances? What can the intelligent control function of smart homes do?" Guide students to sort out the key information: Today, we use switches, knobs and remote controls; in the future, smart homes will use integrated sensors and voice commands for automatic control, learn people's daily routines and preferences, and provide a convenient life. Then, focus on analyzing the sentence patterns in the paragraph: "In the future, we will be using advanced technology every day for automatic control of just about everything in our home." (future continuous tense, expressing the action that will be in progress in the future) and "Your home will also learn your daily routine and preferences, so everything will be ready for you when you get home each evening." (so-guided result clause). The teacher will explain the usage of the future continuous tense, and ask students to make sentences with it, such as "In the future, we will be living in a more intelligent world." Paragraph 3 (Regular Health Checks): Ask students to read the paragraph and discuss in groups: "What can the regular health check function of smart homes do? What are the benefits of this function?" After the discussion, invite students to share their views. The teacher will summarize the key points: The bed records sleep quality and body weight, sends warnings and suggestions to the phone; the smart toilet tracks health conditions, warns of abnormal situations or critical illnesses, and may save lives. Then, analyze the key words "constantly" and "early on" in the paragraph, and guide students to understand the accuracy of the language in popular science texts. Paragraph 4 (No More Disasters): Ask students to read the paragraph and find examples of how smart homes prevent disasters. Guide students to find: "If a water pipe starts leaking, or if there is a short circuit in the electrical system, your smart home will detect it and send you a warning." Then, ask students to think: "What other disasters can smart homes prevent? Please give examples." This link can stimulate students' imagination and deepen their understanding of the function. Paragraph 5 (Conclusion): Ask students to read the paragraph and answer: "What conclusion does the author draw? What is the author's attitude towards the development of smart homes?" Guide students to find the key sentence: "Many of these new innovations are already available and being used in some homes. In this sense, the home of tomorrow is already the home of today. However, it will take some time before most homes start using smart technology." The author's attitude is objective and positive, recognizing that smart homes have arrived but need time to popularize. In the careful reading process, the teacher will timely solve the difficulties encountered by students, such as the understanding of long sentences and the usage of tenses. For example, for the sentence "It will also be checking your body weight. If you start to have sleep or weight problems, it will send a warning to your phone.", the teacher will guide students to analyze the sentence structure: the first sentence uses the future continuous tense to express the continuous action in the future, and the second sentence is an if-guided conditional clause, using the simple present tense to express the future. Step 4: Post-reading The post-reading stage is designed to consolidate the reading results, improve students' language application ability, and extend the theme of the text, so as to realize the integration of reading and expression. This stage includes three activities: text retelling, group discussion and language practice. First, Text Retelling: Ask students to retell the main content of the text in their own words, with the help of the framework and key information sorted out in the while-reading stage. The teacher can first give a model retelling: "The text introduces smart homes, which can solve many daily troubles. They have three main functions: intelligent control, regular health checks and disaster prevention. Although smart homes are already used in some homes, they need time to be popularized." Then, ask students to retell in groups, and then invite several students to retell in front of the class. The teacher will comment on their retelling, affirm their advantages, and put forward suggestions for improvement, such as the use of key vocabulary and sentence patterns, and the logic of retelling. This activity can help students consolidate the understanding of the text and improve their oral expression ability. Second, Group Discussion: Divide students into groups of 4-5, and set up the discussion topic: "What are the advantages and potential problems of smart homes? Do you want to live in a smart home in the future? Why or why not?" Before the discussion, the teacher will give some tips to help students think: Advantages - convenient, energy-saving, secure, good for health; Potential problems - high cost, privacy leakage, over-reliance on technology, technical failures. During the discussion, the teacher will walk around the classroom, guide students to use English to express their views, and help them solve the language problems encountered in the discussion. After the discussion, each group will send a representative to make a report of 3-5 minutes, introducing the group's views. The teacher will make a summary after all groups finish the report, emphasizing that we should view the development of smart homes from an objective perspective, embrace technological progress, and also pay attention to solving potential problems. Third, Language Practice: Design two exercises to help students consolidate the key vocabulary and sentence patterns in the text. Exercise 1: Fill in the blanks with the correct form of the given words. (Words: monitor, leak, abnormal, respond, integrate) 1. The smart home can ______ our health condition every day. 2. If the water pipe ______, the smart system will send a warning immediately. 3. The doctor found some ______ signs in his body and advised him to have a further examination. 4. The smart home system can ______ to voice commands quickly. 5. We need to ______ all the resources to improve the efficiency of the smart home. Exercise 2: Rewrite the following sentences using the future continuous tense or future perfect tense. 1. We will use smart phones to control our homes in the future. (future continuous tense) 2. They will finish the development of the new smart home system by next year. (future perfect tense) 3. I will learn how to use a smart home in three months. (future perfect tense) After students finish the exercises, the teacher will check the answers, explain the key points and common mistakes, and help students master the usage of key vocabulary and sentence patterns. Step 5: Summary and Extension First, Summary: The teacher will lead students to summarize the key points of this class: 1. The main content and structure of the text: introducing the functions and impacts of smart homes through BTEC structure. 2. Core vocabulary and sentence patterns: mastering the vocabulary related to smart homes and the usage of future tenses. 3. Reading strategies: skimming to grasp the main idea, scanning to find key information, and careful reading to analyze details. 4. Attitude towards smart homes: objective and positive, dialectically viewing the advantages and potential problems. Then, Extension: The teacher will extend the theme of the text to a broader field: "Smart homes are just a part of the future technological development. What other technological innovations do you know that will change our future life? Such as artificial intelligence, driverless cars, space travel, etc." Invite students to share their knowledge and views, and guide students to realize that the future is created by human beings, and we should study hard to master scientific and technological knowledge and contribute to the development of the future. At the same time, assign after-class tasks: 1. Read the text again and recite the key sentences. 2. Write a short passage of 100-120 words about your vision of future smart homes. 3. Collect information about one kind of future technological innovation and prepare to share it in the next class. Step 6: Homework Feedback and Correction (Follow-up) In the next class, the teacher will feedback the after-class homework. For the recitation of key sentences, spot-check several students to ensure that they have mastered the key content. For the short passage writing, select some excellent works and problematic works to comment on. For the excellent works, affirm their advantages, such as correct use of vocabulary and sentence patterns, clear logic, and rich content; for the problematic works, point out the existing problems, such as incorrect use of tenses, inappropriate choice of words, and unclear logic, and give suggestions for modification. For the collection of information about future technological innovations, invite several students to share their collected information in English, so as to expand students' horizons and improve their oral expression ability. In addition, the teacher will sort out the common problems of students in this class, such as the incorrect use of future tenses, the unclear understanding of the logical structure of the text, and the insufficient ability to express personal views in English. In the subsequent teaching, targeted review and training will be carried out to help students solve these problems and improve their English language ability and core literacy. 1 / 1 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 $