Unit 1 Looking Forwards-Starting out 教案-2025-2026学年高中英语外研版选择性必修第四册

Unit 1 Looking Forwards-Starting out 教学目标和重难点 1. 教学目标 Language Ability: Students can master basic vocabulary and sentence patterns related to future description, and initially express their views on the future in simple English. Cultural Awareness: They can understand the differences and commonalities of future outlooks in different cultures, and cultivate a global perspective. Thinking Quality: They can think dialectically about the impact of technology on the future and develop logical thinking and critical thinking. Learning Ability: They can actively participate in group discussions, master basic learning strategies and improve their independent learning ability. 2. 教学重难点 Key Points: Mastering core vocabulary such as ambition, alternative, participate and phrases like in the face of, make up one’s mind; grasping sentence patterns for future description, including will, be going to and might. Difficult Points: Using the learned vocabulary and sentence patterns to express future plans and views accurately and fluently; understanding the implied meaning in dialogues and pictures, and thinking deeply about future-related issues such as career choices and technological changes. 教学过程 Step 1: Lead-in (导入环节) Activity 1: Warm-up Discussion The teacher starts the class with an open question: “What do you think our world will be like in 10 years? And what kind of life will you live?” Then, the teacher invites 3-4 students to share their ideas freely. After each student’s sharing, the teacher gives simple comments and guidance, such as “That’s a creative idea! Why do you think so?” or “I agree with you. Technology will definitely change our life greatly.” Activity 2: Picture Observation The teacher shows the pictures in the Starting out part of the textbook on the screen. The pictures include scenes such as people working with AI, students learning online, and new energy vehicles running on the road. The teacher asks students to observe the pictures carefully and answer the following questions: “What can you see in the pictures? What do these pictures tell us about the future? Do you think these scenes will come true?” Students can discuss in pairs for 2 minutes first, then the teacher calls on several pairs to present their answers. Design Intention: The warm-up discussion with open questions can quickly arouse students’ interest in the theme of the future, stimulate their thinking and let them actively participate in the class. Picture observation combines the visual materials in the textbook, which is intuitive and vivid, helping students initially perceive the content related to the future and lay a foundation for the subsequent learning of vocabulary and dialogues. Pair discussion provides opportunities for students to practice oral English and cultivate their cooperative learning ability. Step 2: Vocabulary Learning (词汇学习环节) Activity 1: Core Vocabulary Presentation The teacher presents the core vocabulary of this section on the screen, including ambition, alternative, participate, complex, numerous, commercial, symbolize, arise, etc. For each word, the teacher pronounces it clearly and asks students to follow, then explains its meaning and usage with simple English and examples related to the future theme. For example, for “ambition”, the teacher says: “Ambition means a strong desire to achieve something. For example, my ambition is to become a renewable energy expert in the future.” For “alternative”, the teacher explains: “Alternative means a choice between two or more things. For example, when we choose a career, we have many alternatives, such as doctor, teacher, engineer.” Activity 2: Vocabulary Practice Practice 1: Match the words with their meanings. The teacher prepares some cards with words on one side and meanings on the other side, and asks students to come to the front of the class to match them. After matching, the teacher checks the answers and explains the difficult points again. Practice 2: Fill in the blanks with the correct words. The teacher designs sentences related to the future theme, such as “His ______ is to become a digital nomad and work anywhere in the world.” (ambition) “There are many ______ for us to choose when we plan our future.” (alternatives) Students complete the exercises individually, then the teacher checks the answers and asks students to read the sentences aloud to strengthen their memory. Design Intention: Presenting vocabulary with simple English and future-related examples helps students understand the meaning and usage of words in context, avoiding mechanical memorization. The matching and filling-in-the-blank exercises can consolidate students’ mastery of vocabulary, and let them apply the learned words to specific sentences, laying a foundation for the subsequent dialogue learning and oral expression. Step 3: Dialogue Learning (对话学习环节) Activity 1: Listening to the Dialogue The teacher plays the audio of the dialogue in the Starting out part twice. The first time, students listen carefully to get the main idea of the dialogue. The teacher asks: “What are the two speakers talking about?” (They are talking about their future plans and the impact of technology on their careers.) The second time, students listen again and fill in the blanks with the missing words. The blanks are mainly about the core vocabulary and sentence patterns learned in this section, such as “I’m not sure, but I ______ (might) become a software engineer.” “With the development of AI, many jobs ______ (will) change.” After listening, the teacher checks the answers and plays the audio again, asking students to follow along to imitate the pronunciation and intonation. Activity 2: Analyzing the Dialogue The teacher leads students to analyze the dialogue sentence by sentence. First, the teacher asks students to find the sentence patterns used to describe the future in the dialogue, such as “I will...”, “I might...”, “I’m going to...”. Then, the teacher explains the differences between these sentence patterns: “Will is used to express a prediction or a spontaneous decision; might is used to express a possibility; be going to is used to express a plan or a prediction based on evidence.” The teacher gives more examples to help students understand, such as “It’s going to rain, so I will take an umbrella.” “He might come late today.” Next, the teacher asks students to find the key phrases in the dialogue, such as “take a leaf out of one’s book”, “in the face of”, “make up one’s mind”. The teacher explains the meaning of these phrases and asks students to make sentences with them. For example, “We should take a leaf out of those successful people’s book and work hard.” “In the face of difficulties, we should never give up.” Activity 3: Role-play the Dialogue Students are divided into groups of two, and each group role-plays the dialogue. The teacher walks around the classroom to guide students, correct their pronunciation and intonation, and help them use the vocabulary and sentence patterns correctly. After 5 minutes, the teacher invites 2-3 groups to perform in front of the class, and gives comments and encouragement, such as “You did a great job! Your pronunciation is very standard and you used the sentence patterns correctly.” Design Intention: Listening to the dialogue helps students improve their listening ability and understand the application of vocabulary and sentence patterns in context. Analyzing the dialogue enables students to master the key sentence patterns and phrases, and clarify their usage differences. Role-play allows students to practice oral English in a real context, improve their oral expression ability, and deepen their understanding of the dialogue content. Step 4: Cooperative Exploration (合作探究环节) Activity 1: Group Discussion The teacher divides students into groups of 4-5, and assigns a discussion topic: “With the rapid development of technology, what changes will happen to our future careers? What abilities do we need to develop to adapt to the future?” The teacher gives students 8 minutes to discuss, and asks each group to assign a recorder to record the key points of the discussion and a presenter to present the group’s views. During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to think deeply, and helps them use the learned vocabulary and sentence patterns to express their views. For example, if a group is stuck, the teacher can prompt: “What do you think about AI? Will it replace some jobs? What jobs do you think are not easy to be replaced?” Activity 2: Group Presentation Each group’s presenter presents the group’s discussion results in front of the class. The presentation time of each group is about 2 minutes. After each presentation, other groups can ask questions or give supplements. The teacher makes a summary after all groups have presented, affirming the advantages of each group and putting forward suggestions for improvement. For example, “Group 1 has a very comprehensive view. They mentioned that we need to develop innovative ability and learning ability. That’s very important. Group 2 can add more specific examples to make their views more convincing.” Activity 3: Thinking and Sharing The teacher asks students to think about their own future plans: “What do you want to do in the future? What abilities do you need to develop to achieve your goals?” Students can think independently for 3 minutes, then share their ideas with their deskmates. The teacher invites several students to share their future plans with the whole class, and gives positive comments and guidance, such as “Your future plan is very clear. I believe you can achieve your goal if you work hard.” Design Intention: Group discussion cultivates students’ cooperative learning ability and critical thinking ability, allowing them to think deeply about future-related issues and apply the learned knowledge to practice. Group presentation provides opportunities for students to show themselves, improve their oral expression ability and logical thinking ability. Thinking and sharing about their own future plans helps students clarify their goals and stimulate their motivation to learn. Step 5: Consolidation and Extension (巩固拓展环节) Activity 1: Sentence Making Practice The teacher writes the key sentence patterns on the screen: will, be going to, might, not only...but also..., on/upon doing sth. The teacher asks students to make sentences with these sentence patterns, combining their own future plans or views on the future. Each student makes 3-4 sentences, then exchanges their sentences with their deskmates and corrects each other’s mistakes. The teacher collects some typical sentences and comments on them in class, correcting the wrong usage and affirming the good sentences. Activity 2: Reading Extension The teacher provides a short passage about future life, which is closely related to the theme of the unit and contains the core vocabulary and sentence patterns learned in this section. The passage mainly introduces the changes of future life, such as smart homes, online education and new energy. Students read the passage silently and answer the following questions: “What changes will happen to future homes? How will people study in the future? What are the advantages of new energy?” After reading, the teacher checks the answers and asks students to read the passage aloud to improve their reading ability. Activity 3: Writing Practice The teacher asks students to write a short passage about their future plans, with 80-100 words. The passage should include their future career, the reasons for choosing this career, and the abilities they need to develop. The teacher reminds students to use the vocabulary and sentence patterns learned in this section. Students write independently, then the teacher collects some compositions and comments on them in class, pointing out the advantages and shortcomings, and giving suggestions for improvement. For example, “This composition is well-written. You used many key words and sentence patterns, and your ideas are clear. You can add more specific examples to make it more vivid.” Design Intention: Sentence making practice consolidates students’ mastery of key sentence patterns, allowing them to flexibly apply them to specific contexts. Reading extension enriches students’ knowledge about the future theme, improves their reading ability and expands their vision. Writing practice integrates listening, speaking and reading, helps students improve their writing ability, and enables them to use the learned knowledge comprehensively. Step 6: Summary and Homework (总结与作业环节) Activity 1: Class Summary The teacher summarizes the content of this class with the help of students. The teacher asks: “What did we learn today? What key vocabulary and sentence patterns did we master? What did we discuss about the future?” Students answer one by one, and the teacher supplements and sorts out, emphasizing the key and difficult points of this class. Finally, the teacher encourages students: “The future is full of possibilities. I hope you can keep exploring, work hard and realize your dreams.” Activity 2: Homework Arrangement Homework 1: Review the core vocabulary and sentence patterns learned in this class, and recite them. Write 5 sentences with each key sentence pattern. Homework 2: Finish the writing practice in class, revise it according to the teacher’s comments, and hand it in the next class. Homework 3: Talk with your family about their views on the future, and write a short report about it (about 50 words). 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 $