Unit 2 Looking into the Future-Using Language 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-Using Language 内容导航 This section focuses on the theme of "looking into the future", integrating listening, speaking, reading and writing. It involves future technology, life changes and related discussions, helping students master relevant vocabulary and sentence patterns to express predictions and views on the future. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary like predict, combine and oppose, and key sentence patterns to express future predictions. Cultural Awareness: Understand the impact of technological development on different cultures and establish a global perspective. Thinking Quality: Develop critical thinking by analyzing the pros and cons of future technologies. Learning Ability: Cultivate autonomous and cooperative learning skills through group discussions and practical tasks. 2. 教学重难点 Key Points: Master the usage of future-related vocabulary and sentence patterns; be able to listen for key information about future predictions, speak out personal views and write short passages about future life. Difficult Points: Accurately use future tenses (future perfect tense, future continuous tense) in different contexts; express complex views on future technology logically and fluently. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students' interest in the theme of "looking into the future", activate their prior knowledge and lay a foundation for the subsequent learning of listening, speaking, reading and writing. First, the teacher will show some pictures and short videos about future life, such as smart homes, driverless cars, space travel and green cities. These materials are closely related to the unit theme and can quickly attract students' attention. After watching, the teacher will ask students to discuss in pairs: "What do you think our life will be like in 20 years? Which future technology are you most looking forward to?" During the discussion, the teacher will walk around the classroom, listen to students' conversations, and give appropriate guidance. For example, if a student mentions "smart home", the teacher can further ask: "What functions do you think a smart home will have?" to help students expand their ideas. After the pair discussion, invite 2-3 groups to share their views with the whole class. When students speak, the teacher will record the key words and expressions they use on the blackboard, such as "smart home", "artificial intelligence", "environmentally friendly", "convenient" and so on. Then, the teacher will introduce the new lesson: "Today, we will learn Using Language of Unit 2 Looking into the Future. Through this lesson, we will master more words and sentences to talk about the future, and learn to express our predictions and views more accurately and fluently." Step 2: Vocabulary and Sentence Pattern Learning (Input) This step focuses on helping students master the core vocabulary and key sentence patterns related to the theme of the future, which is the basis for their subsequent listening, speaking, reading and writing. First, the teacher will present the core vocabulary of this section, including verbs (predict, combine, oppose, advocate, resist, cease), nouns (preference, command, security, absence, prediction), adjectives (secure, available, opposed) and phrases (keep track of, switch off, in the absence of, be opposed to, combine...with...). For each word and phrase, the teacher will explain its meaning, pronunciation and usage in detail, and give typical examples combined with the theme of the future. For example, when teaching the word "predict", the teacher will say: "Predict means to say what you think will happen in the future. For example, Some scientists predict that AI will replace many jobs in the future. We can also use the structure 'It is predicted that...', such as It is predicted that the global temperature will rise in the next 50 years." Then, the teacher will ask students to make their own sentences with the word "predict" to consolidate their understanding and usage. For the phrase "be opposed to", the teacher will explain: "It means to disagree with something. Note that 'to' here is a preposition, so we should use a gerund after it. For example, Many people are opposed to using AI in education because they think it will reduce the interaction between teachers and students." After learning the vocabulary, the teacher will introduce the key sentence patterns of this section, which are mainly used to express future predictions and views. The key sentence patterns include: 1. What do you think...will be like? 2. It is predicted that... 3. I believe/think/suppose that... 4. If we..., we will... 5. On the one hand..., on the other hand... 6. There is no doubt that... For each sentence pattern, the teacher will explain its structure and usage, and give examples related to future technology and life. For example, for the sentence pattern "On the one hand..., on the other hand...", the teacher will give an example: "On the one hand, future technology will bring great convenience to our life; on the other hand, it may also bring some problems, such as job loss." To help students master these sentence patterns, the teacher will organize a group activity: each group is given a topic related to the future, such as "future transportation", "future education", "future environment", and requires students to discuss the topic using the learned sentence patterns. Each group has 3-4 students, and the discussion lasts for 5 minutes. After the discussion, each group will send a representative to make a short speech (about 1-2 minutes) using the sentence patterns they have learned. The teacher will comment on students' speeches, affirm their advantages, and point out the problems in the use of vocabulary and sentence patterns, so as to help students correct and improve. Step 3: Listening Practice (Input and Comprehension) Listening practice is an important part of Using Language, which aims to train students' ability to obtain key information about future predictions from listening materials and improve their listening comprehension. Before listening, the teacher will briefly introduce the background of the listening material: "The listening material is a conversation between two students, Tom and Lucy. They are talking about their predictions about future life, including smart homes, environmental protection and jobs." Then, the teacher will put forward some pre-listening questions to guide students to predict the content of the listening material: 1. What are Tom and Lucy talking about? 2. What predictions do they make about future homes? 3. Do they have the same views on future jobs? Next, the teacher will play the listening material for the first time. After listening, ask students to answer the pre-listening questions and check their predictions. Then, play the listening material for the second time, and ask students to finish the listening tasks designed by the teacher. The listening tasks include two parts: Part 1 is to fill in the blanks with the key words and phrases heard in the listening material, such as "smart home", "renewable energy", "job loss", "remote work"; Part 2 is to judge whether the following sentences are true (T) or false (F) according to the listening material. For example: 1. Tom thinks that smart homes will be very common in 20 years. (T) 2. Lucy is opposed to using renewable energy. (F) 3. They both think that AI will replace all jobs. (F) After students finish the tasks, the teacher will check the answers with the whole class, and play the listening material again for the parts that students find difficult to understand, explaining the key sentences and pronunciation points (such as liaison and weak form) in detail. For example, if students can't catch the phrase "keep track of", the teacher will play that part again, and explain: "Keep track of means to keep informed about something. In the listening material, Tom says 'We can keep track of our health through smart watches', which means we can know our health status at any time through smart watches." In order to further consolidate the listening content and train students' oral expression ability, the teacher will organize a role-play activity: ask students to pair up, play the roles of Tom and Lucy, and retell the conversation according to the listening material. Students can add their own ideas on the basis of the original conversation. During the role-play, the teacher will walk around the classroom, give guidance to students who have difficulties in expression, and correct their pronunciation and grammar mistakes. After the role-play, invite 2-3 pairs to perform in front of the whole class, and the teacher will make comments and evaluations. Step 4: Reading Practice (Input and Deep Comprehension) Reading practice aims to help students improve their reading comprehension ability, master the structure and key information of the passage, and accumulate language materials for subsequent writing. The reading material of this section is an article titled "The Future of Our Planet", which mainly discusses the possible changes of the earth in the future, including environmental protection, technological development and human life, and puts forward some suggestions on how to create a better future. Before reading, the teacher will ask students to look at the title and pictures of the article, and predict the main content of the article: "What do you think the article will talk about? What changes will happen to our planet in the future?" Then, guide students to read the article quickly (skimming) to get the main idea of the article. After skimming, ask students to answer: "What is the main idea of the article?" (The article discusses the possible changes of the earth in the future and puts forward suggestions on creating a better future.) Next, guide students to read the article carefully (scanning) to find key information. The teacher will design some reading tasks to help students grasp the details of the article: 1. What are the two main changes mentioned in the article about the future of the earth? (Environmental protection and technological development.) 2. What suggestions does the article put forward to create a better future? (Protect the environment, develop renewable energy, and use technology wisely.) 3. What is the author's attitude towards the future of the earth? (Optimistic.) After students finish the tasks, the teacher will organize a class discussion: "Do you agree with the author's views on the future of the earth? What do you think we can do as high school students to create a better future?" During the discussion, the teacher will guide students to use the learned vocabulary and sentence patterns to express their views, and encourage students to put forward their own ideas. For example, a student may say: "I agree with the author. I think we can save water and electricity in our daily life to protect the environment. On the one hand, it can reduce energy consumption; on the other hand, it can help us form a good habit." In addition, the teacher will analyze the structure of the article with students: the first paragraph introduces the theme of the future of the earth; the middle paragraphs discuss the possible changes and put forward suggestions; the last paragraph expresses the author's optimistic attitude towards the future. Through the analysis of the article structure, help students master the writing method of argumentative articles, which lays a foundation for their subsequent writing. At the same time, the teacher will pick out some long and difficult sentences in the article, explain their structure and meaning, and help students improve their ability to understand complex sentences. For example, the sentence "The integration of AI in environmental protection, while promising, raises some ethical dilemmas that we need to solve." The teacher will analyze: "This sentence is a complex sentence. 'While promising' is an adverbial clause of concession, which means 'though it is promising'; 'that we need to solve' is an attributive clause, modifying 'ethical dilemmas'." Step 5: Speaking Practice (Output and Application) Speaking practice is an important link to test students' language application ability, which aims to help students use the learned vocabulary, sentence patterns and knowledge to express their views on the future fluently and logically. The theme of the speaking practice is "Future Life: Opportunities and Challenges", which is closely related to the unit theme and can fully stimulate students' enthusiasm for expression. First, the teacher will divide students into groups of 4-5, and assign different sub-themes to each group, such as: Group 1: Future Education; Group 2: Future Transportation; Group 3: Future Environment; Group 4: Future Jobs. Each group needs to discuss their sub-theme from the aspects of "opportunities" and "challenges", and prepare a group report (about 3-5 minutes). The teacher will give the following guidance to help students organize their ideas: 1. What opportunities will the future bring to this field? 2. What challenges will we face? 3. How can we deal with these challenges? During the group discussion, the teacher will walk around the classroom, participate in the discussion of each group, give guidance to students who have difficulties in thinking or expression, and help them sort out their ideas. For example, if a group is discussing "Future Education", the teacher can guide them: "What opportunities will online education bring? (Convenient, flexible.) What challenges will it bring? (Lack of face-to-face interaction, difficulty in supervising students' learning.) How can we solve these challenges? (Combine online and offline education, improve the supervision mechanism.)" After the group discussion (about 10 minutes), each group will send a representative to make a group report in front of the whole class. When making the report, the representative should express the group's views clearly and logically, and use the learned vocabulary and sentence patterns as much as possible. Other students should listen carefully and take notes. After each group's report, the teacher will organize other students to ask questions or put forward their own views, such as: "Do you think online education will completely replace offline education in the future?" "What other challenges do you think future jobs will bring?" After all groups finish their reports, the teacher will make a summary and evaluation. The teacher will affirm the advantages of each group, such as clear ideas, fluent expression, and proper use of vocabulary and sentence patterns, and point out the areas that need improvement, such as insufficient logical connection, incorrect use of tenses, and lack of specific examples. At the same time, the teacher will sort out the key views and expressions put forward by each group, and emphasize the key points of oral expression, such as how to express views clearly, how to use logical connectives (however, therefore, in addition) to connect ideas, and how to respond to others' questions politely. Step 6: Writing Practice (Output and Consolidation) Writing practice is the comprehensive application of listening, speaking and reading, which aims to help students use the learned vocabulary, sentence patterns and knowledge to write a short passage about the future, and improve their writing ability. The writing task of this section is to write a short passage titled "My Prediction for the Future Life", with a requirement of about 120-150 words. The passage should include the following points: 1. Your prediction about future life (such as home, work, environment); 2. The opportunities and challenges brought by these changes; 3. Your views on the future. Before writing, the teacher will guide students to sort out their ideas. First, ask students to think about their own predictions about future life, and list the key points. Then, guide students to choose appropriate vocabulary and sentence patterns to express these key points. For example, if a student wants to write about future homes, he can use the words "smart home", "convenient", "automated", and the sentence patterns "I predict that...", "On the one hand..., on the other hand...". The teacher will also give a sample passage to help students understand the writing requirements and methods. The sample passage is as follows: My Prediction for the Future Life I predict that our life will be greatly changed in the future. Smart homes will become very common, and we can control all household appliances through voice commands, which will make our life more convenient. On the one hand, technological development will bring many opportunities, such as remote work and online education, which will save us a lot of time. On the other hand, it will also bring some challenges, such as job loss caused by AI. In my opinion, we should learn to adapt to these changes, master new skills, and use technology wisely to create a better future. After showing the sample passage, the teacher will analyze its structure and language points with students, such as how to start the passage, how to arrange the content, and how to use vocabulary and sentence patterns properly. Then, students will start to write their own passages independently. During the writing process, the teacher will walk around the classroom, provide help to students who have difficulties in writing, such as how to express a certain idea, how to correct grammar mistakes, and how to improve the logical connection of the passage. After students finish writing, the teacher will collect some students' passages (including excellent passages and passages with common problems) and comment on them in class. For excellent passages, the teacher will praise them and let students learn from them; for passages with problems, the teacher will point out the mistakes and give correction suggestions, such as incorrect use of tenses, improper choice of words, and unclear logical connection. Then, ask students to revise their own passages according to the teacher's comments and their classmates' excellent examples. In addition, the teacher will arrange a peer review activity: students exchange their passages with their deskmates, and help each other correct mistakes and put forward improvement suggestions. This activity can not only help students find their own mistakes, but also improve their ability to evaluate and modify passages. Step 7: Summary and Extension In this step, the teacher will summarize the key content of this lesson with students, including the core vocabulary, key sentence patterns, listening skills, reading methods, speaking skills and writing requirements. The teacher will emphasize: "In this lesson, we have learned a lot of words and sentences related to the future, and practiced listening, speaking, reading and writing. We should remember that language learning is for application, so we should actively use the learned knowledge to express our views on the future in daily life." Then, the teacher will arrange some extension tasks to help students consolidate the knowledge learned in this lesson and expand their horizons. The extension tasks include: 1. After class, read more articles about future technology and life, and accumulate relevant vocabulary and expressions; 2. Record your own predictions about the future in English, and share them with your classmates in the next class; 3. Discuss with your family members about their predictions about the future, and write a short report in English based on the discussion. Finally, the teacher will encourage students: "The future is full of possibilities. I hope you can keep a curious and positive attitude towards the future, study hard, and use your knowledge and skills to create a better future. At the same time, I hope you can continue to practice your English, improve your language ability, and become a person with an international perspective." Step 8: Evaluation and Feedback Evaluation and feedback are important links to improve teaching effect and help students understand their own learning situation. The evaluation of this lesson includes formative evaluation and summative evaluation. Formative evaluation is carried out in the whole teaching process, such as evaluating students' performance in group discussions, role-plays, speeches and writing, focusing on their participation and progress. Summative evaluation is carried out through the writing task and extension tasks, focusing on students' mastery of knowledge and application ability. After the class, the teacher will sort out the students' learning situation, summarize the advantages and existing problems of the students, and give targeted feedback and guidance. For students who perform well, the teacher will give praise and encouragement, and encourage them to continue to make progress; for students who have difficulties, the teacher will communicate with them individually, understand their problems, and give specific help and guidance, such as helping them make up for the weak points in vocabulary and sentence patterns, and guiding them to improve their listening and speaking skills. At the same time, the teacher will also collect students' feedback on the lesson, such as what they think is difficult, what they like most, and what suggestions they have for the teaching. This feedback can help the teacher adjust the teaching plan and method, and improve the teaching effect of the next lesson. 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 $