Unit 4 A Glimpse of the Future-Using language 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-Using language 内容导航 This section focuses on subject-verb agreement and future time expressions, combining texts about genetic testing and ideal livable planets. It helps students master grammar rules and vocabulary, enabling them to express views on future technology in real contexts. 教学目标和重难点 1. 教学目标 Language Competence: Master subject-verb agreement and future-related vocabulary to improve listening, speaking, reading and writing. Cultural Awareness: Understand the impact of technological progress on society and develop a dialectical view of future technology. Thinking Quality: Cultivate inductive, analytical and creative thinking through grammar exploration and topic discussion. Learning Ability: Enhance autonomous and cooperative learning skills by completing interactive tasks and summarizing knowledge actively. 2. 教学重难点 Key Points: Master the usage of subject-verb agreement when modified by fractions, percentages, indefinite pronouns and negative words; grasp future-related phrases and use them in simple communication. Difficult Points: Correctly use subject-verb agreement in real contexts considering its pragmatic functions; interpret pie charts to obtain information and complete descriptive tasks; express personal views on future technology logically. 教学过程 Stage 1: Lead-in (Warm-up & Activation) Activity 1: Theme Review and Discussion The teacher starts the class by showing pictures of AI, genetic testing and future livable planets, and asks students the following questions: “What did we learn in the previous lesson about the future? Do you know anything about genetic testing? What kind of future planet do you imagine?” Then, invite 3-4 students to share their answers with the whole class. After that, the teacher summarizes students’ ideas and leads to the topic of this lesson: “Today, we will learn how to use correct grammar and vocabulary to talk about future technology and related topics through the Using Language section.” Design Intention: This activity reviews the unit theme “A Glimpse of the Future” to help students connect prior knowledge with the new lesson, activating their existing language reserves and interest in the topic. By asking open-ended questions, it encourages students to express their thoughts freely, creating a relaxed English learning atmosphere and laying a foundation for the subsequent grammar learning and language practice. Activity 2: Vocabulary Preview The teacher presents new vocabulary in this section on the screen, including core words such as assess, client, reliable, horizon, bound, affect and phrases like be bound to, on the horizon, bank on, have talents for. For each word and phrase, the teacher provides accurate pronunciation, English definitions and example sentences related to future technology (e.g., “Genetic testing can assess a child’s potential talents.” “A new era of AI is just on the horizon.”). Then, organize students to read the words and phrases aloud in pairs, correcting their pronunciation and intonation in time. After that, conduct a quick matching game: show Chinese meanings on one side and English words/phrases on the other, and ask students to match them quickly in groups. The group that finishes correctly first wins a small reward. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary in advance helps students remove language barriers in subsequent reading and grammar learning. The combination of pronunciation guidance, example sentences and interactive games makes vocabulary learning more interesting and efficient, helping students memorize and master the usage of words and phrases in context, and laying a solid foundation for the following teaching activities. Stage 2: Grammar Learning (Subject-verb Agreement) Activity 1: Observation and Exploration The teacher presents four sentences extracted from the previous reading passage “Artificial Intelligence: A REAL THREAT” on the screen, with key parts in bold: a. 50 per cent of my time was spent researching new restaurants. b. Every recommendation she gives me is great. c. Almost 50 per cent of US jobs are at risk from automation in the next 20 years. d. None of us is prepared for the challenges of AI. Then, ask students to work in groups of 4 to discuss the following questions: 1. Why is “50 per cent” singular in sentence (a) but plural in sentence (c)? 2. What are the subjects in sentences (b) and (d)? Are they singular or plural? 3. Can you find any rules from these sentences? After 5 minutes of group discussion, invite representatives from each group to share their findings. The teacher listens carefully, comments on students’ answers, and summarizes the basic rules of subject-verb agreement involved in the sentences: 1. When fractions or percentages are used as subjects, the verb form depends on the noun they modify (singular if the noun is uncountable or singular countable, plural if the noun is plural countable). 2. Indefinite pronouns such as every, each, none are usually followed by singular verbs. Design Intention: This activity adopts the “observation-exploration-summary” teaching method, which conforms to the cognitive law of senior high school students. By letting students explore grammar rules independently through group discussion, it not only deepens their understanding of the rules but also cultivates their inductive thinking and cooperative learning ability. Extracting sentences from the previous reading passage ensures the connection between knowledge and context, avoiding isolated grammar teaching. Activity 2: Rule Expansion and Explanation On the basis of the previous exploration, the teacher expands other important rules of subject-verb agreement related to this lesson, combining specific examples related to future technology to help students understand and remember: 1. “A number of + plural nouns” is followed by a plural verb, while “the number of + plural nouns” is followed by a singular verb. Example: A number of clients are interested in genetic testing. The number of AI companies is increasing rapidly. 2. When the subject is followed by phrases such as with, together with, as well as, the verb form is consistent with the main subject. Example: The scientist together with his team is researching future energy sources. 3. Clauses, infinitives or gerunds as subjects are usually followed by singular verbs. Example: Predicting the future of technology is not easy. For each rule, the teacher explains it in simple English, emphasizes key points, and invites students to make their own sentences using the rules, which are then checked and corrected by the teacher and other students. Design Intention: Expanding grammar rules on the basis of students’ exploration helps them form a systematic knowledge framework of subject-verb agreement. Using examples related to the unit theme makes grammar learning closely combined with the topic, improving students’ ability to use grammar in context. Asking students to make their own sentences enhances their active participation and helps the teacher timely grasp their mastery of the rules. Activity 3: Controlled Practice The teacher distributes practice worksheets to students, which include two parts: Part 1: Fill in the blanks with the correct form of the verb in brackets. 1. 30 per cent of the water in this area (be) polluted, which affects people’s health. 2. Every student in our class (be) looking forward to the future technology exhibition. 3. A number of new robots (be) invented to help people with daily work. 4. The number of people using self-driving cars (be) growing year by year. 5. None of the students (know) the answer to this question about AI. Part 2: Choose the correct answer. 1. —How many people will attend the meeting? —I’m not sure. But every one of the students (is/are) invited. 2. 60 per cent of the land (is/are) covered with forests, which is good for the environment. 3. The teacher together with her students (is/are) visiting the science museum tomorrow. Students complete the exercises independently. After finishing, the teacher checks the answers with the whole class, explains the wrong questions in detail, and emphasizes the key points and easily confused points again. For students who make more mistakes, the teacher communicates with them individually after class to help them make up for their deficiencies. Design Intention: Controlled practice is an important link in grammar learning, which helps students consolidate the learned grammar rules and improve their accuracy in using the rules. The exercises are designed closely around the key rules of this lesson, with appropriate difficulty, which can help students check their own learning effects and find out their weak points in time. The teacher’s detailed explanation and individual guidance ensure that every student can master the grammar rules. Stage 3: Text Learning and Language Application Activity 1: Reading Comprehension (Genetic Testing Text) The teacher presents the text about genetic testing in the Using Language section on the screen, and asks students to read it silently first, then answer the following questions: 1. What service do many companies offer nowadays? 2. Who are the main clients of these companies? 3. What is the controversy about genetic testing? After students finish reading, invite them to answer the questions one by one. The teacher corrects their answers and helps them understand difficult sentences in the text (e.g., “Nowadays, there are many companies offering services in the domain of genetic testing for children’s talents.”). Then, ask students to read the text aloud in groups, paying attention to the pronunciation, intonation and pauses. After that, organize students to find out the sentences in the text that use the subject-verb agreement rules they just learned, and analyze them together. Design Intention: This activity combines reading training with grammar consolidation. By reading the text about genetic testing, students not only improve their reading ability of expository texts but also review and apply the learned subject-verb agreement rules in context. Answering questions helps students grasp the main content of the text, and analyzing grammar sentences in the text strengthens the connection between grammar and context, improving students’ ability to use grammar in actual reading. Activity 2: Cloze Test (Genetic Testing Text) The teacher modifies the genetic testing text into a cloze test, deleting some verbs and key vocabulary related to the lesson (e.g., assess, reliable, bound, be, have). Students are asked to complete the cloze test independently, using the correct form of the given words or the learned grammar rules. After finishing, students check their answers in pairs, and then the teacher explains the key points and difficult points in the cloze test, emphasizing the correct use of subject-verb agreement and vocabulary. For example, the cloze test may include: “A large number of clients (have/has) been attracted to genetic testing services. They are parents eager to know their children’s talents. Some people think genetic testing is (reliable/reliably), while others doubt its accuracy. It is (bound/binding) to cause more discussions in the future.” Design Intention: The cloze test integrates vocabulary, grammar and reading comprehension, which can comprehensively test students’ ability to use language. By completing the cloze test, students can further consolidate the learned vocabulary and grammar rules, and improve their ability to understand and use the text in context. Pair checking and teacher’s explanation help students find out their mistakes and deepen their understanding of the knowledge points. Activity 3: Pie Chart Interpretation and Description The teacher presents a pie chart on the screen, which shows the proportion of different elements of an ideal livable planet in the future (e.g., 40% clean energy, 30% green space, 20% residential area, 10% public facilities). First, the teacher teaches students how to interpret a pie chart: pay attention to the title, the labels of each part and the proportion of each part. Then, ask students to work in pairs to discuss the pie chart, and then describe it in English, using the subject-verb agreement rules and future-related phrases they have learned. The teacher provides some sentence patterns for reference: 1. The pie chart shows the proportion of different elements of an ideal livable planet in the future. 2. 40 per cent of the planet is covered with clean energy, which is very important for people’s life. 3. A large number of green spaces (30%) are designed to improve the environment. 4. The number of residential areas accounts for 20% of the planet. After 10 minutes of pair discussion and preparation, invite several pairs to present their descriptions to the whole class. The teacher comments on their performances, affirming their strengths and pointing out the problems in grammar, vocabulary and expression, and gives corresponding suggestions for improvement. Design Intention: This activity combines data interpretation with language expression, which is in line with the requirements of the Using Language section. By interpreting and describing the pie chart, students can not only improve their ability to process and express data but also flexibly use the learned subject-verb agreement rules and future-related phrases, realizing the application of language knowledge in practical communication. Pair cooperation and class presentation enhance students’ oral expression ability and cooperative learning ability. Stage 4: Comprehensive Application (Speaking & Writing) Activity 1: Group Discussion The teacher divides students into groups of 5, and assigns the discussion topic: “What will our life be like in 50 years? Please talk about it from the aspects of technology, environment, transportation and education, using the grammar and vocabulary we have learned today.” Before the discussion, the teacher provides some key words and sentence patterns for reference: technology (AI, robot, genetic testing, self-driving cars), environment (clean energy, green space, less pollution), transportation (flying cars, high-speed trains), education (online courses, intelligent teaching). Sentence patterns: 1. I think... will be... in 50 years. 2. A number of... will be used to... 3. 50 per cent of... will be... 4. It is bound to... Students discuss in groups for 15 minutes, and each student in the group should speak at least once, sharing their own ideas. The teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance for students who have difficulties in expression, helping them use the correct grammar and vocabulary. Design Intention: Group discussion is an important form of oral communication training, which can provide students with more opportunities to speak English. The discussion topic is closely related to the unit theme and the knowledge learned in this lesson, which can effectively stimulate students’ imagination and enthusiasm for expression. Providing key words and sentence patterns helps students overcome language barriers and improve the fluency and accuracy of their oral expression. The teacher’s on-site guidance ensures the effectiveness of the discussion. Activity 2: Writing Practice On the basis of group discussion, ask students to write a short passage titled “My Vision of Life in 50 Years”, with a requirement of 100-120 words. The passage should include at least 3 aspects mentioned in the group discussion, and correctly use the subject-verb agreement rules and future-related phrases learned in this lesson. Before writing, the teacher reminds students to pay attention to the structure of the passage (beginning: put forward the topic; body: describe the vision from different aspects; ending: express their feelings or expectations) and the correct use of grammar and vocabulary. Students write independently, and the teacher walks around to provide guidance for students who have difficulties in writing, such as helping them organize their ideas or correct grammar mistakes. After students finish writing, collect some representative compositions (including excellent ones and those with common mistakes) and display them on the screen. The teacher comments on them together with the whole class, affirming the advantages of excellent compositions and analyzing the common mistakes (such as incorrect use of subject-verb agreement, improper use of vocabulary), and teaches students how to correct them. Then, ask students to revise their own compositions according to the teacher’s comments. Design Intention: Writing practice is an important way to test students’ comprehensive language ability. Combining group discussion with writing, it helps students transform their oral ideas into written language, improving their writing ability. The teacher’s guidance and comment help students find out their problems in writing and improve their writing level. Revising their own compositions enables students to deepen their understanding of the knowledge points and improve their ability to correct mistakes. Stage 5: Summary and Homework Activity 1: Lesson Summary The teacher invites students to summarize the key points of this lesson independently, including the rules of subject-verb agreement, core vocabulary and phrases, and the ability to express views on future technology. Then, the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson, and combing the knowledge framework of the lesson: lead-in → vocabulary preview → grammar exploration and practice → text learning → comprehensive application (speaking & writing). Finally, the teacher encourages students to use the knowledge learned in this lesson to observe and discuss the future technology around them, so as to realize the migration and application of knowledge. Design Intention: Letting students summarize the lesson independently helps them sort out the knowledge they have learned, deepen their memory and understanding, and improve their ability to summarize and sort out knowledge. The teacher’s supplementary summary helps students form a systematic knowledge framework, ensuring that they grasp the key points of the lesson. Encouraging students to apply knowledge to real life enhances the practicality of language learning. Activity 2: Homework Arrangement 1. Finish the revised composition and submit it to the teacher. 2. Review the rules of subject-verb agreement and core vocabulary and phrases learned in this lesson, and make a mind map of the grammar rules. 3. Find a news report about future technology, read it carefully, and underline the sentences that use subject-verb agreement, and write a 50-word summary of the news. 4. Discuss with your family or friends about their visions of future life, and try to express your views in English using the knowledge learned today. Design Intention: The homework is designed to consolidate the knowledge learned in the lesson, expand students’ learning scope and improve their comprehensive language ability. Finishing the revised composition helps students further improve their writing level. Making a mind map helps students sort out grammar knowledge systematically. Reading news reports and discussing with others enables students to apply the learned knowledge to real life, realizing the integration of learning and application. 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 $