Unit 1 Looking Forwards-Using language 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-Using language 教学目标和重难点 1. 教学目标 Language Ability: Master future-tense structures (will, be going to, might) and career-related vocabulary to express future plans and predictions. Cultural Awareness: Understand global citizens’ responsibilities in the digital age and respect diverse views on future life. Thinking Quality: Develop critical thinking by analyzing future-related issues and logical reasoning in discussions. Learning Ability: Cultivate autonomous learning and cooperative inquiry skills through task-based activities. 2. 教学重难点 Key Points: Master the usage of future tenses (simple future, past future) and functional expressions for predicting and planning; grasp core vocabulary like career path, digital nomad and global citizenship. Difficult Points: Distinguish and correctly use different future expressions in specific contexts; integrate grammar and vocabulary to express personal future plans logically and fluently in speaking and writing. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Brainstorming - "My Future Vision" Teachers display pictures of different future scenarios, including future careers (e.g., renewable energy expert, AI researcher), future life styles (e.g., digital nomad, smart home life) and global issues (e.g., environmental protection, cross-cultural communication). Then ask students to work in pairs and discuss the following questions: 1. What do you think you will be doing in ten years? 2. What changes do you think will happen in our daily life in the future? 3. What qualities do we need to adapt to the future world? After 5 minutes of pair discussion, invite 3-4 groups to share their ideas with the whole class. During the sharing, the teacher writes down key words and expressions on the blackboard, such as "be going to be", "will work", "digital nomad", "global awareness", "innovative ability". Design Intention: This activity aims to activate students’ prior knowledge and interest in the theme of "Looking Forwards". By brainstorming and group discussion, students can naturally involve themselves in the future-related topic, which lays a foundation for the subsequent language learning. Meanwhile, the key words and expressions collected in the activity can help students build a preliminary vocabulary framework for the lesson, reducing the difficulty of subsequent listening and speaking tasks. In addition, pair discussion can improve students’ oral expression ability and cooperative learning awareness at the initial stage of the class. Activity 2: Vocabulary Preview Teachers present the core vocabulary of this section, including career-related words (career path, goal setting, lifetime career planning, digital nomad, renewable energy expert) and future-related expressions (predict, anticipate, plan, intend to, be likely to). For each word and expression, the teacher provides simple and easy-to-understand definitions and example sentences, and invites students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, for "digital nomad", the teacher explains: "A digital nomad is a person who works remotely using digital technology, often traveling to different places." And gives an example sentence: "Many young people want to be digital nomads and work freely around the world." Then, ask students to make simple sentences with the given words and expressions in pairs, and check their answers randomly. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before formal teaching can help students avoid language barriers in subsequent listening, speaking, reading and writing activities. By providing definitions and example sentences, students can understand the meaning and usage of words more clearly. Making sentences in pairs can help students consolidate the newly learned vocabulary and improve their ability to use vocabulary flexibly, laying a solid foundation for the subsequent language application. Step 2: Listening Practice (Input & Comprehension) Activity 1: Pre-listening Preparation Teachers introduce the listening material background: The listening material is a dialogue between two students, Li Hua and Tom, who are talking about their future career plans and views on future career trends. Then, ask students to look at the listening tasks (multiple choice and blank filling) and predict the possible content of the dialogue according to the task prompts. For example, for the blank filling task "Li Hua plans to be a ______ in the future", students can predict possible answers such as "doctor", "teacher", "renewable energy expert" based on the theme of the unit. Design Intention: Pre-listening preparation can help students clarify the listening objectives and predict the content of the listening material, which can improve their listening efficiency. Predicting the content according to the task prompts can activate students’ relevant knowledge reserves and make them more focused during the listening process, laying a foundation for accurate understanding of the listening material. Activity 2: While-listening (First Listening) Play the listening material for the first time. Ask students to listen carefully and finish the multiple-choice questions, which mainly focus on the main idea of the dialogue and the general views of the two speakers. After listening, invite students to share their answers and explain the reasons briefly. If there are wrong answers, the teacher does not correct them immediately, but plays the listening material again for students to check and revise their answers. Design Intention: The first listening focuses on the overall understanding of the listening material, helping students grasp the main idea and key information of the dialogue. By completing the multiple-choice questions, students can test their overall listening comprehension ability. Playing the listening material twice can give students more opportunities to understand the content, reduce their listening pressure, and help them correct their mistakes in time. Activity 3: While-listening (Second Listening) Play the listening material for the second time. Ask students to listen carefully and finish the blank filling task, which focuses on the key details of the dialogue, such as the specific career plans of Li Hua and Tom, the reasons for their choices, and the expressions they use to talk about the future. After listening, the teacher checks the answers with the whole class, explains the key points and difficult points in the listening material, such as the usage of "be going to" and "will" in the dialogue, and the pronunciation points that need attention (such as weak reading, linking sounds). Design Intention: The second listening focuses on the details of the listening material, helping students grasp the specific information in the dialogue. The blank filling task can train students’ ability to capture key information. Explaining the key points and difficult points in the listening material can help students consolidate the knowledge of future tenses and improve their listening ability in details. At the same time, explaining pronunciation points can help students improve their listening and speaking pronunciation. Activity 4: Post-listening Retelling Ask students to work in groups of three. Based on the listening material, retell the dialogue between Li Hua and Tom, focusing on their future career plans and views. The teacher provides key prompts on the blackboard, such as "Li Hua - renewable energy expert - reason: protect the environment; Tom - digital nomad - reason: work freely; their views on future careers". After 5 minutes of group preparation, invite 2-3 groups to perform the retelling in front of the class. The teacher comments on their retelling, affirming their advantages and putting forward suggestions for improvement, such as adding more details or using more accurate future expressions. Design Intention: Post-listening retelling is an important link to consolidate listening input and convert it into oral output. By retelling the dialogue, students can deepen their understanding of the listening material, consolidate the key vocabulary and expressions learned, and improve their oral retelling ability. Group cooperation can make students help each other, complement each other’s advantages, and improve their cooperative learning ability. The teacher’s comments can help students find their own shortcomings and improve their oral expression ability in time. Step 3: Speaking Practice (Output & Application) Activity 1: Language Focus Explanation Teachers focus on explaining the key language points in this section, mainly including the usage of future tenses and functional expressions for talking about the future. 1. Simple Future Tense (will/shall do): Explain that it is used to express future actions or states that are not planned in advance, or predictions based on personal judgment. Give example sentences from the listening material, such as "I will travel around the world and work remotely." 2. Be going to do: Explain that it is used to express future plans or intentions that have been decided, or predictions based on obvious signs. Example sentence: "I am going to study renewable energy in college because I want to protect the environment." 3. Functional Expressions: Introduce expressions for predicting (It is likely that..., I think..., I anticipate that...), expressing plans (I plan to..., I intend to..., My goal is to...) and expressing opinions (In my opinion..., As far as I am concerned...). Then, ask students to practice these expressions by making sentences with the given topics (e.g., future study, future career, future life). Design Intention: Explaining the key language points can help students clarify the differences and usages of different future expressions, which is the key to improving their oral and written expression ability. Combining example sentences from the listening material can help students connect the language points with the actual context, making the learning more vivid and easy to understand. Practicing making sentences can help students consolidate the language points and lay a foundation for the subsequent speaking task. Activity 2: Group Discussion - "Future Career Planning Seminar" Divide students into groups of 4-5. Assign each group a topic related to future career planning: 1. What kind of career do you want to pursue in the future? Why? 2. What skills and qualities do you need to develop to achieve your career goals? 3. How do you think AI will affect future careers? What should we do to adapt to these changes? Ask each group to discuss the topic in detail, and require each student to speak at least twice, using the future expressions and functional expressions learned in this lesson. During the discussion, the teacher walks around the classroom, observes the students’ performance, provides guidance for students who have difficulties in expression, and reminds students to use the key vocabulary and expressions correctly. Design Intention: Group discussion is an effective way to improve students’ oral expression ability and cooperative learning ability. The topics designed are closely related to the theme of the unit and students’ real life, which can stimulate students’ enthusiasm for participation. Requiring each student to speak at least twice can ensure that every student has the opportunity to practice oral expression. The teacher’s guidance can help students solve the problems encountered in the discussion in time, improve the efficiency of the discussion, and ensure that students can correctly use the language points learned. Activity 3: Class Presentation Each group selects a representative to present the results of their group discussion to the whole class. The presentation time is 3-4 minutes per group. The representative needs to introduce the group’s views clearly, using the future expressions and functional expressions learned. After each presentation, other students can ask questions or put forward their own views, and the group representative answers the questions. The teacher makes comments on each group’s presentation, focusing on the correctness of language use, the clarity of expression and the rationality of views, and gives positive affirmation and constructive suggestions. Design Intention: Class presentation can provide students with a platform to show their oral expression ability and group discussion results, which can enhance their confidence in speaking English. Asking questions and putting forward views can stimulate students’ thinking and improve their ability to respond to questions. The teacher’s comments can help students further improve their oral expression ability and clarify their shortcomings in language use, which is conducive to their subsequent improvement. Step 4: Reading Practice (Input & Deep Understanding) Activity 1: Pre-reading Guide Teachers introduce the reading material: The reading passage is an article titled "Global Citizenship in the Digital Age", which discusses the importance of global citizenship in the future digital age, the qualities that global citizens should have, and how young people can cultivate global citizenship awareness. Then, ask students to look at the title and the pictures in the passage, and predict the main content of the article. For example, ask students: "What do you think the article will talk about according to the title? What qualities do you think global citizens need?" Design Intention: Pre-reading guide can help students understand the background of the reading material and predict the main content, which can improve their reading efficiency. Predicting the content according to the title and pictures can activate students’ relevant knowledge reserves and make them more focused during the reading process, laying a foundation for deep understanding of the article. Activity 2: Fast Reading Ask students to read the article quickly within a certain time (no time limit required) and finish the following tasks: 1. Find the main idea of the article. 2. Divide the article into three parts and summarize the main content of each part. After reading, invite students to share their answers. The teacher sorts out the main idea and structure of the article with the whole class: Part 1 (Paragraph 1): The importance of global citizenship in the digital age. Part 2 (Paragraphs 2-3): The qualities that global citizens should have (cross-cultural communication ability, digital literacy, sense of responsibility). Part 3 (Paragraph 4): How young people can cultivate global citizenship awareness. Design Intention: Fast reading focuses on training students’ ability to grasp the main idea and structure of the article. By completing the tasks, students can quickly understand the core content of the article and establish a clear framework of the article, which is conducive to their deep understanding of the article in the subsequent careful reading. Activity 3: Careful Reading Ask students to read the article carefully and finish the following tasks: 1. Answer the detailed questions: ① What is global citizenship in the digital age? ② What qualities do global citizens need to have? ③ How can young people cultivate global citizenship awareness? 2. Underline the key sentences and difficult sentences in the article, and discuss with their deskmates to understand their meanings. After students finish the tasks, the teacher checks the answers with the whole class, explains the difficult sentences in the article, such as complex sentences with attributive clauses and adverbial clauses, and the usage of key words and expressions (e.g., global citizenship, digital literacy, cross-cultural communication, cultivate awareness). At the same time, guide students to analyze the author’s attitude towards global citizenship and the logical relationship between paragraphs. Design Intention: Careful reading focuses on training students’ ability to capture detailed information and understand difficult sentences. Answering detailed questions can help students deeply understand the content of the article. Underlining key sentences and difficult sentences and discussing with deskmates can improve students’ ability to analyze and solve problems independently and cooperatively. Explaining difficult sentences and key words can help students eliminate reading barriers and consolidate the knowledge learned. Analyzing the author’s attitude and logical relationship between paragraphs can help students improve their logical thinking ability and reading comprehension ability. Activity 4: Post-reading Discussion Ask students to work in groups of 4 and discuss the following questions: 1. Do you agree with the author’s views on global citizenship? Why or why not? 2. As a high school student, what can you do to cultivate your global citizenship awareness? 3. How can we balance our own development and the needs of global society in the future? During the discussion, the teacher walks around the classroom, provides guidance for students, and encourages students to express their own views freely. After the discussion, invite 2-3 groups to share their views with the whole class. The teacher makes comments and summaries, guiding students to establish a correct view of global citizenship. Design Intention: Post-reading discussion can help students deepen their understanding of the article and combine the content of the article with their own real life, which can improve their critical thinking ability and ability to express their own views. The topics designed are closely related to students’ growth and the theme of the unit, which can stimulate students’ enthusiasm for participation. The teacher’s guidance and summary can help students establish a correct view of global citizenship and achieve the goal of cultivating cultural awareness and thinking quality. Step 5: Writing Practice (Output & Consolidation) Activity 1: Writing Guide Teachers introduce the writing task: Write a short passage (about 150 words) titled "My Future Plan", which should include your future career plan, the reasons for your choice, the skills and qualities you need to develop, and your views on the future. Then, guide students to sort out the writing ideas: 1. Opening paragraph: Briefly introduce your future career plan. 2. Body paragraph: Explain the reasons for your career choice, and the skills and qualities you need to develop. 3. Closing paragraph: Express your determination to achieve your plan and your expectations for the future. Then, present the key vocabulary and expressions that can be used in writing, such as "My future plan is to...", "I choose this career because...", "I need to develop... skills and qualities", "I believe that...", "I will work hard to...". At the same time, give a sample passage for students to refer to, and analyze the structure and language features of the sample passage. Design Intention: Writing guide can help students clarify the writing task and writing ideas, which can reduce their writing pressure. Providing key vocabulary and expressions can help students use the language points learned flexibly in writing. The sample passage can give students a clear reference, help them understand the writing requirements and language features, and improve their writing ability. Activity 2: Independent Writing Ask students to write the short passage independently, according to the writing guide and sample passage. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties in writing, such as guiding them to organize their ideas, correct grammar mistakes, and improve the expression of sentences. Remind students to pay attention to the correctness of grammar, the appropriateness of vocabulary, and the fluency of the passage. Design Intention: Independent writing is an important link to consolidate the language points learned and improve students’ writing ability. By writing independently, students can apply the vocabulary, grammar and functional expressions learned in this lesson to practice, and improve their ability to organize language and express ideas. The teacher’s guidance can help students solve the problems encountered in writing in time, improve the quality of their writing, and ensure that each student can complete the writing task smoothly. Activity 3: Peer Review Ask students to exchange their written passages with their deskmates and review each other’s works according to the following evaluation criteria: 1. Is the structure clear? (opening, body, closing) 2. Are the vocabulary and grammar used correctly? 3. Is the content complete? (including career plan, reasons, skills and qualities, views on the future) 4. Is the passage fluent? Ask students to put forward suggestions for improvement on their deskmates’ works. After peer review, students revise their own passages according to the suggestions. Design Intention: Peer review can help students learn from each other, find their own shortcomings in writing, and improve their writing ability. By evaluating others’ works, students can deepen their understanding of the writing requirements and language standards, and improve their ability to judge and modify articles. Revising their own passages according to the suggestions can help students consolidate the knowledge learned and improve the quality of their writing. Activity 4: Writing Evaluation The teacher collects some students’ written passages (including excellent works and works with common problems), and evaluates them in front of the whole class. For excellent works, the teacher affirms their advantages, such as clear structure, correct language use and fluent expression, and asks students to learn from them. For works with common problems, the teacher points out the problems (such as grammar mistakes, inappropriate vocabulary, unclear structure) and gives correct suggestions for modification. Then, ask students to revise their passages again based on the teacher’s evaluation. Design Intention: The teacher’s evaluation can help students further clarify their shortcomings in writing and master the correct writing methods. By evaluating excellent works and works with common problems, students can have a clearer understanding of the writing standards, which is conducive to their subsequent writing. Revising the passages again can help students consolidate the knowledge learned and improve their writing ability. Step 6: Summary & Extension Activity 1: Class Summary The teacher leads students to summarize the key content of this lesson: 1. Vocabulary: Career-related words and future-related expressions. 2. Grammar: The usage of future tenses (will/shall do, be going to do) and functional expressions for talking about the future. 3. Skills: Listening comprehension, oral expression, reading comprehension and writing ability related to the future theme. 4. Core Literacy: Through this lesson, we have improved our language ability, cultivated our cultural awareness of global citizenship, developed our critical thinking ability, and enhanced our autonomous learning and cooperative learning ability. Design Intention: Class summary can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding of the knowledge. At the same time, summarizing the core literacy cultivated in this lesson can help students realize the connection between language learning and personal development, and enhance their sense of learning motivation. Activity 2: Homework Extension Assign the following homework: 1. Review the key vocabulary, grammar and functional expressions learned in this lesson, and make a vocabulary and grammar notebook. 2. Revise the written passage according to the teacher’s and deskmate’s suggestions, and submit it in the next class. 3. Surf the Internet to find more information about global citizenship and future career trends, and write a short English report (about 100 words) to share in the next class. 4. Have a conversation with your partner in English about your future plans, using the expressions learned in this lesson. Design Intention: Homework extension is an important link to consolidate the knowledge learned in class and extend the learning content. Reviewing vocabulary and grammar can help students consolidate the knowledge learned. Revising the written passage can help students improve their writing ability. Looking for information and writing a short report can expand students’ horizons, improve their ability to collect and process information, and cultivate their autonomous learning ability. Having a conversation with partners can help students further practice their oral expression ability and consolidate the functional expressions learned. Step 7: Reflection & Feedback At the end of the class, ask students to think about the following questions and write a short reflection (about 50 words) on their study in this lesson: 1. What have you learned in this lesson? 2. What difficulties have you encountered? 3. What do you need to improve in the future? The teacher collects students’ reflections after class, understands their learning situation, and adjusts the teaching plan and methods according to the feedback, so as to improve the teaching effect of the next class. Design Intention: Reflection and feedback can help students realize their own learning situation, find their own shortcomings, and clarify the direction of future efforts. For teachers, students’ reflections can provide valuable feedback information, help teachers understand the effect of teaching, find the problems in teaching, and adjust the teaching plan and methods in time, so as to improve the teaching quality. 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 $