Unit 4 A Glimpse of the Future-Starting out 教案-2025-2026学年高中英语外研版选择性必修第三册

Unit 4 A Glimpse of the Future-Starting out 内容导航 Starting out of Unit 4 “A Glimpse of the Future” mainly consists of sci-fi movie posters and video discussions, aiming to introduce the theme of future technology. It stimulates students’ interest through visual and interactive activities, activates their prior knowledge, and lays a foundation for subsequent in-depth learning of AI and future life impacts. 教学目标和重难点 1. 教学目标 Language Competence: Students master future-technology-related vocabulary and expressions, and improve their ability to talk about future life in English. Cultural Awareness: They understand the development of global science and technology, cultivate a scientific perspective, and reflect on the relationship between technology and human society. Thinking Quality: They develop divergent and critical thinking by imagining future scenarios and discussing technology’s pros and cons. Learning Ability: They enhance autonomous and cooperative learning skills through group discussions and interactive activities, forming effective learning strategies for theme-based English learning. 2. 教学重难点 Key Points: Master core vocabulary and phrases related to future technology (e.g., artificial intelligence, self-driving, virtual reality) and basic sentence patterns for describing future scenarios; understand the theme of the unit through video watching and group discussions. Difficult Points: Using the learned vocabulary and sentence patterns to express personal views on future technology fluently and accurately; cultivating critical thinking to dialectically view the opportunities and challenges brought by technological development, and avoiding one-sided views on future technology. 教学过程 Step 1: Lead-in (Warm-up & Theme Introduction) Activity 1: Brainstorming - “Imagine the Future” The teacher starts the class by asking open-ended questions in English: “What will our future life be like? Can you think of any new technologies that may appear in the future? For example, how will we travel, work or study in 50 years?” Then, the teacher invites students to share their ideas freely, and writes down the key words and expressions they mention (such as flying cars, smart homes, AI assistants, online education) on the blackboard or multimedia screen. During the sharing process, the teacher corrects students’ pronunciation and grammar mistakes gently, and supplements relevant vocabulary if necessary, such as “artificial intelligence (AI)”, “automation”, “virtual reality (VR)”. Design Intention: This activity aims to stimulate students’ interest in the theme of “future technology” at the beginning of the class. By asking familiar and interesting questions, it lowers students’ psychological threshold for speaking English, activates their prior knowledge and imagination about the future, and lays a foundation for the subsequent learning of the unit. Meanwhile, it helps the teacher understand students’ existing vocabulary reserve related to future technology, so as to adjust the teaching focus in the following links. Activity 2: Visual Aids - Appreciation of Sci-fi Movie Posters The teacher shows several classic sci-fi movie posters on the multimedia screen, such as “Blade Runner 2049”, “Her”, “Interstellar” and other works related to future technology. Then, the teacher guides students to observe the posters carefully and asks them to answer the following questions in groups of 4: “What can you see in the posters? What kind of future world do these posters show? Do you think the technologies in the movies will come true one day? Why or why not?” After group discussion for a few minutes, each group sends a representative to share their views with the whole class. The teacher listens carefully, gives positive comments, and guides students to focus on the core elements of future technology reflected in the posters, such as AI, space exploration, and intelligent life. Design Intention: Sci-fi movies are closely related to students’ daily life and can easily arouse their emotional resonance. By appreciating movie posters, students can intuitively feel the charm of future technology, further deepen their understanding of the unit theme, and cultivate their ability to observe and express. Group discussion allows every student to participate in the activity, exercise their cooperative learning ability and oral expression ability, and create a positive and active classroom atmosphere. Step 2: Presentation (Key Vocabulary & Sentence Patterns) Activity 1: Vocabulary Learning - Core Words and Phrases Based on the brainstorming and poster appreciation activities, the teacher sorts out and focuses on teaching the core vocabulary and phrases of the Starting out part: artificial intelligence (AI), self-driving, virtual reality (VR), automation, breakthrough, potential, convenience, threat, be bound to, around the corner. For each word and phrase, the teacher explains its meaning clearly, gives simple and easy-to-understand example sentences combined with future scenarios, and guides students to read aloud repeatedly to master the correct pronunciation and intonation. For example, when teaching “be bound to”, the teacher gives the example sentence: “With the development of science and technology, AI is bound to change our lives greatly.”; when teaching “around the corner”, the example sentence is: “The era of intelligent life is around the corner, and we need to prepare well for it.” In addition, the teacher introduces word formation rules appropriately, such as the negative prefixes “il-” and “im-” (illegal, immoral), and the derivation of words (assistant → assist → assistance; potential → potentially), to help students master vocabulary more efficiently. After explaining, the teacher organizes a quick response game: the teacher says the Chinese meaning, and students say the corresponding English words or phrases quickly; or the teacher says the English words, and students make sentences orally. Design Intention: Vocabulary is the foundation of language learning. Combining the previous activities to teach core vocabulary can help students connect new knowledge with existing experience, improve the efficiency of vocabulary memory. The example sentences closely related to the theme of future technology can help students understand the usage of words in specific contexts, laying a foundation for their subsequent oral expression and writing. The quick response game increases the fun of vocabulary learning, mobilizes students’ enthusiasm, and helps them consolidate the learned vocabulary in a relaxed atmosphere. Activity 2: Sentence Pattern Learning - Describing Future Scenarios On the basis of mastering vocabulary, the teacher focuses on teaching several basic sentence patterns commonly used to describe future scenarios, which are closely related to the Starting out part and the subsequent learning of the unit: 1. In the future, people will be able to... 2. It is likely that... will... 3. With the development of..., we will... 4. ...be bound to bring great changes to... 5. While..., it may also... For each sentence pattern, the teacher explains its structure and usage in detail, gives example sentences combined with future technology scenarios, and guides students to practice. For example, for the sentence pattern “While..., it may also...”, the teacher gives the example: “While AI can bring great convenience to our life, it may also bring some challenges, such as job loss.” Then, the teacher asks students to practice making sentences with these sentence patterns, using the core vocabulary they just learned. Students can practice individually first, then pair up to check each other’s sentences, and finally the teacher invites several students to share their sentences with the whole class and makes appropriate comments and corrections. Design Intention: Sentence patterns are the basis of oral and written expression. Teaching sentence patterns related to describing future scenarios can help students organize their language more standardizedly when expressing their views on future technology. The combination of example sentences and vocabulary learning realizes the integration of knowledge, and the practice of individual and pair work ensures that every student can participate in the learning process, improving their ability to use sentence patterns flexibly. Step 3: Practice (Interactive Activities & Consolidation) Activity 1: Video Watching - Understand the Theme in Context The teacher plays a short video (3-5 minutes) about future technology. The video content is closely related to the unit theme, showing the possible forms of future life, such as intelligent homes, self-driving cars, AI assistants, and space travel. Before playing the video, the teacher puts forward 3 guiding questions to help students focus on the key information: 1. What new technologies are shown in the video? 2. How will these technologies change people’s life? 3. What are the advantages and possible disadvantages of these technologies? After playing the video twice (the first time for students to get a general idea, the second time for them to catch key information), the teacher invites students to answer the guiding questions one by one. For students who have difficulty answering, the teacher gives appropriate hints and guidance, and supplements the key information in the video. Then, the teacher organizes students to discuss in groups: “Which technology in the video do you think is the most useful? Why? Do you have any worries about this technology?” Design Intention: Video watching is an effective way to improve students’ listening comprehension ability and contextual understanding ability. The short video with vivid images and concise language can help students better understand the theme of future technology, and the guiding questions can guide students to watch the video with purpose, improving their ability to capture key information. Group discussion further deepens students’ understanding of the impact of future technology, exercises their oral expression ability and cooperative learning ability, and lays a foundation for cultivating their critical thinking. Activity 2: Role-play - “Future Life Interview” The teacher divides students into groups of 3: one student acts as the interviewer, one acts as the interviewee (a scientist who studies future technology), and the third acts as the recorder. The interviewer designs 5-6 questions related to future technology and interviews the scientist, such as “What kind of technology do you think will be most popular in the next 20 years?”, “How will AI change people’s work and study?”, “What measures should we take to avoid the negative impacts of future technology?”. The interviewee answers the questions using the learned vocabulary and sentence patterns, and the recorder records the key points of the interview. After the role-play, each group sends a representative to present their interview process to the whole class. The teacher evaluates each group’s performance from the aspects of vocabulary and sentence pattern usage, oral expression fluency, and question design rationality, and gives suggestions for improvement. Design Intention: Role-play is a practical and interesting interactive activity that can effectively improve students’ oral expression ability and flexible application ability of language knowledge. By simulating the interview scene, students can apply the learned vocabulary and sentence patterns to practical communication, deepen their understanding and memory of knowledge. At the same time, it cultivates students’ cooperative learning ability and innovation ability, and makes the classroom learning more vivid and interesting, enhancing students’ sense of participation and achievement. Activity 3: Group Competition - “Future Technology Prediction” The teacher divides the whole class into 4 groups and announces the competition rules: each group needs to predict a kind of future technology that may appear in the next 30 years, introduce its functions, advantages and possible impacts on human life, and use at least 5 core vocabulary and 3 sentence patterns learned in this class. Each group has 5 minutes to prepare, and then sends a representative to make a 2-3 minute speech. The teacher scores each group according to the standards of vocabulary and sentence pattern usage, content rationality, oral expression fluency and teamwork. The group with the highest score wins a small reward (such as extra points, praise, etc.). During the preparation process, the teacher walks around the classroom, provides guidance for each group, helps them sort out their ideas, and reminds them to use the learned knowledge correctly. After the speeches, the teacher makes a summary comment, affirms the advantages of each group, points out the existing problems, and supplements relevant knowledge and ideas to help students expand their thinking. Design Intention: Group competition can fully mobilize students’ enthusiasm and initiative, stimulate their competitive awareness and teamwork spirit. Through predicting future technology and making speeches, students can not only consolidate the learned vocabulary and sentence patterns, but also exercise their logical thinking ability, oral expression ability and innovation ability. The reward mechanism can enhance students’ sense of achievement and motivation for learning, making the consolidation of knowledge more effective. Step 4: Consolidation & Extension Activity 1: Summary - Sort Out Knowledge System The teacher invites students to summarize the key content of this class independently: including core vocabulary, key sentence patterns, and the main theme of the Starting out part. Then, the teacher makes a supplement and sorting out, helps students form a complete knowledge system, and emphasizes the key and difficult points of this class, such as the correct usage of vocabulary and sentence patterns, and the dialectical view of future technology. At the same time, the teacher connects the content of this class with the subsequent learning of the unit, tells students that the Starting out part is the introduction of the unit theme, and in the following sections, they will learn more about the development of AI and the relationship between technology and human society, laying a foundation for students’ subsequent learning. Design Intention: Summarizing the knowledge of the class by students themselves can help them review and consolidate the learned content, improve their ability to sort out and summarize knowledge. The teacher’s supplement and sorting out can help students correct their misunderstandings, form a correct and complete knowledge system, and clarify the connection between this class and the whole unit, helping students establish a holistic learning concept. Activity 2: Extension - Individual Reflection & Sharing The teacher asks students to think about the following questions independently: “After today’s class, what do you think of future technology? Do you have any new ideas or worries about the future? What can we do to adapt to the development of future technology?” Students write down their reflections in a short paragraph (50-80 words), using the learned vocabulary and sentence patterns. After finishing, students can voluntarily share their reflections with the whole class. The teacher listens carefully, gives positive comments, and guides students to establish a positive and rational attitude towards future technology, emphasizing that while we look forward to the convenience brought by technology, we should also pay attention to its possible negative impacts and take active measures to avoid them. Design Intention: Individual reflection can help students deepen their understanding of the unit theme, cultivate their critical thinking and independent thinking ability. Writing a short paragraph can not only consolidate the learned vocabulary and sentence patterns, but also improve students’ written expression ability. Sharing reflections allows students to exchange ideas with each other, learn from each other, and further shape their correct views on future technology, realizing the cultivation of cultural awareness and thinking quality. Activity 3: Homework Arrangement The teacher assigns appropriate homework to consolidate the learning effect of this class, and the homework is closely related to the content of the class and the unit theme: 1. Memorize the core vocabulary and key sentence patterns learned in this class, and make 5 sentences with the sentence patterns. 2. Write a short passage (80-100 words) about your vision of future life, using at least 6 core vocabulary learned in this class. 3. Watch a sci-fi movie or a short video about future technology after class, and write a 30-50 word comment on the technology shown in it. Design Intention: Homework is an important link to consolidate classroom learning and extend learning effect. The designed homework covers vocabulary memory, sentence pattern practice, written expression and extracurricular extension, which can help students consolidate the learned knowledge in multiple dimensions, improve their language application ability, and connect classroom learning with extracurricular life, stimulating students’ long-term interest in learning the unit theme. Step 5: Teaching Feedback (Implicit & Explicit) During the whole teaching process, the teacher pays close attention to students’ performance in each activity, including their participation in brainstorming, group discussion, role-play and competition, their mastery of vocabulary and sentence patterns, and their ability to express views. For students who perform well, the teacher gives timely praise and encouragement; for students who have difficulties, the teacher provides patient guidance and help, and records their existing problems. After the class, the teacher sorts out the feedback information, including students’ performance in class activities, the completion of homework, and their reflections and questions, so as to adjust the teaching plan and methods in the subsequent teaching, and better meet the learning needs of students. At the same time, the teacher communicates with students individually if necessary, understands their learning difficulties and suggestions, and continuously optimizes the teaching process. Design Intention: Teaching feedback is an important part of the teaching process, which helps the teacher timely grasp the effect of classroom teaching and students’ learning situation. Through implicit feedback in class and explicit feedback after class, the teacher can find out the problems in teaching and learning, adjust the teaching strategies in time, improve the teaching effect, and better help students master the knowledge and improve their ability, realizing the all-round development of students’ 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 $