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

该高中英语教案聚焦“未来观点呈现”，核心知识点包括未来表达的核心词汇（如breakthrough, sustainable）、句型（如will probably..., It’s predicted that...）及观点呈现语篇结构。课堂导入通过“我的未来愿景”头脑风暴激活学生经验，结合3分钟未来生活视频讨论，搭建从已有知识到新内容的学习支架。 该教案以核心素养为导向，语言能力上通过词汇句型教学与口头（未来职业展示）、书面（未来生活预测写作）、小组展示（未来趋势研讨会）结合提升表达；思维品质上引导辩证分析未来趋势利弊；学习能力上小组项目分工合作。如“未来趋势研讨会”需收集信息、制作PPT，培养综合能力，助力学生语言应用与思维发展，为教师提供结构化教学方案。

Unit 1 Looking Forwards-Presenting ideas 教学目标和重难点 1. 教学目标 Language Competence: Students master core vocabulary and sentence patterns related to future expression, and can present ideas fluently and accurately in oral and written forms. Cultural Awareness: They understand diverse views on the future in different cultures, respect cultural differences, and establish a global perspective. Thinking Quality: They learn to analyze and evaluate future-related issues dialectically, develop logical thinking and critical thinking. Learning Ability: They cultivate the ability to independently collect information, cooperate with others, and continuously improve their language application and idea-presentation skills through practice. 2. 教学重难点 Key Points: Mastering vocabulary (e.g., breakthrough, sustainable, cutting-edge) and sentence patterns for presenting future ideas (e.g., will probably..., be likely to..., It’s predicted that...); being able to present personal views on future trends or life choices with clear logic and appropriate language. Difficult Points: Using the target language flexibly and accurately in real contexts; structuring ideas coherently when presenting; cultivating critical thinking to analyze the pros and cons of future trends and avoid one-sided views. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Brainstorming - "My Future Vision" The teacher starts the class by asking open-ended questions: "What do you think the world will be like in 20 years? What kind of career do you want to pursue in the future? What changes will happen in our daily life?" Then, students are invited to share their initial ideas freely in pairs. After 5 minutes of pair discussion, 3-4 groups are selected to present their ideas to the whole class. The teacher writes down key words and expressions mentioned by students on the blackboard, such as "AI, renewable energy, digital nomad, smart home, sustainable development" and sentence patterns like "I think... will...", "Maybe...", "It’s possible that...". Design Intention: This activity aims to activate students’ prior knowledge and life experience related to the "future" theme. By brainstorming and pair discussion, students can quickly enter the unit context, arouse their learning interest, and lay a foundation for the subsequent idea-presentation tasks. Meanwhile, the teacher can timely grasp students’ existing language level and common expression habits, providing targeted guidance for the following teaching. Activity 2: Video Appreciation and Discussion The teacher plays a 3-minute short video about future life, which shows the possible changes in technology, environment, and careers (e.g., AI doctors, vertical farms, remote work). After watching the video, students are asked to discuss in groups of 4: "Which part of the future life in the video impresses you most? Do you agree with the predictions in the video? Why or why not?" Each group assigns a recorder to take notes of the key points of the discussion. Then, each group sends a representative to report the group’s views, and the teacher makes appropriate comments and supplements, guiding students to use more accurate expressions to present their opinions. Design Intention: The short video is intuitive and vivid, which can better stimulate students’ interest in the theme of the future. Through group discussion, students can exchange different views, broaden their thinking, and gradually learn to express their own opinions and support their views with reasons. This activity also helps students accumulate more vocabulary and sentence patterns related to future expression, laying a solid language foundation for the subsequent teaching links. Step 2: Presentation of Key Knowledge (Language Input) Activity 1: Vocabulary Focus Based on the key words collected in the lead-in part, the teacher focuses on explaining the core vocabulary and phrases needed for presenting ideas about the future, including nouns (breakthrough, innovation, collaboration, trend), adjectives (sustainable, cutting-edge, promising), verbs (predict, advocate, promote), and phrases (be likely to, be bound to, in the years to come, down the road). For each word and phrase, the teacher provides accurate definitions, typical examples related to the future theme, and guides students to make sentences by themselves. For example, for "breakthrough", the teacher gives the example: "Scientists predict a major breakthrough in AI technology in the next decade." Then, students are asked to make sentences with "breakthrough" combined with their own predictions about the future. For confusing words such as "probably" and "likely", the teacher explains their differences in usage (probably is an adverb, used before verbs; likely is an adjective, used in the structure "be likely to do") and provides contrastive examples to help students distinguish and master them. Design Intention: Vocabulary is the foundation of language expression. By focusing on explaining the core vocabulary and phrases related to the theme, students can master the necessary language tools for presenting ideas. The combination of definitions, examples and sentence-making exercises enables students to understand and apply the vocabulary in context, avoiding mechanical memory. The explanation of confusing words helps students use the language more accurately, laying a solid foundation for their subsequent oral and written expression. Activity 2: Sentence Pattern and Discourse Structure Guidance The teacher introduces the common sentence patterns and discourse structures for presenting ideas about the future. First, the teacher lists the key sentence patterns for expressing predictions (It’s predicted that..., There is a high possibility that..., We can expect that...), expressing opinions (From my point of view..., As far as I am concerned..., I hold the view that...), and supporting views (For one thing..., For another..., On the one hand..., On the other hand..., In addition, Besides, Moreover). Then, the teacher presents a model passage about "The Future of Renewable Energy", which uses the above sentence patterns and discourse structures. The teacher analyzes the structure of the model passage: opening (putting forward the topic and main view) → body (supporting the view with reasons and examples) → conclusion (summarizing the view and looking forward to the future). Then, the teacher guides students to read the model passage aloud, pay attention to the use of sentence patterns and the logical connection of the discourse, and discuss the advantages of this structure in groups. Design Intention: Sentence patterns and discourse structure are the key to presenting ideas clearly and logically. By introducing common sentence patterns and analyzing the model passage, students can understand how to organize their ideas and express their views in a standardized and logical way. Reading aloud helps students feel the rhythm and logic of the discourse, and group discussion enables students to deeply understand the advantages of the discourse structure, which is conducive to their subsequent application in practical expression. Step 3: Guided Practice (Language Output) Activity 1: Oral Practice - "Future Career Presentation" (Pair Work) Students are asked to work in pairs to complete a short oral presentation about their future career. The requirements are as follows: ① Clearly state the future career they want to pursue; ② Explain the reasons for choosing this career (at least 2 reasons); ③ Predict the development trend of this career in the future; ④ Use at least 5 new words and 3 key sentence patterns learned in this class. Before the practice, the teacher provides a simple outline for students to refer to: 1. Opening: I want to be a... in the future. 2. Reasons: For one thing..., For another... 3. Prediction: It’s predicted that..., This career will be... 4. Closing: I believe I can... Then, students have 10 minutes to prepare their oral presentations in pairs, and the teacher walks around the classroom to provide guidance, helping students solve problems in vocabulary, sentence patterns and logic. After preparation, each pair takes turns to present their work in front of the class, and the other students listen carefully and make comments on their expression (accuracy of vocabulary and sentence patterns, clarity of logic, fluency of expression). The teacher makes a summary comment, affirming the advantages of each pair and pointing out the areas that need improvement. Design Intention: This activity is a guided oral output practice, which aims to help students apply the vocabulary, sentence patterns and discourse structures learned in this class to practical oral expression. The outline provided by the teacher can help students organize their ideas better, reduce the difficulty of practice, and enhance their confidence in expression. Pair work enables students to help each other, exchange ideas, and improve their cooperative learning ability. The comments from peers and teachers can help students find their own problems and improve their oral expression ability in a targeted way. Activity 2: Semi-controlled Writing - "My Prediction for Future Life" (Individual Work) Students are required to write a short passage (about 120 words) titled "My Prediction for Future Life". The requirements are as follows: ① Choose one aspect of future life (such as technology, environment, education, transportation) to make predictions; ② Use the key vocabulary and sentence patterns learned in this class; ③ The discourse is logical and coherent, with clear opening, body and conclusion. Before writing, the teacher shows a sample passage and analyzes its structure and language features again to help students clarify the writing requirements. Then, students start writing independently, and the teacher walks around to provide individual guidance, such as helping students choose appropriate vocabulary and sentence patterns, adjusting the logical structure of the passage, and correcting grammatical errors. After writing, students exchange their passages with their deskmates and revise each other’s works according to the evaluation criteria (vocabulary accuracy, sentence pattern application, logical coherence, grammatical correctness). Then, the teacher selects 2-3 excellent passages and 2-3 passages with common problems to comment on in class, analyzing the advantages and disadvantages of the passages and guiding students to revise and improve their own works. Design Intention: This activity is a semi-controlled writing practice, which connects oral expression with written expression, helping students further consolidate the language knowledge learned and improve their written expression ability. The sample passage and evaluation criteria can help students clarify the writing requirements and direction. Individual writing enables students to exercise their independent thinking and language organization ability, while peer revision and teacher’s comment can help students find their own problems, learn from each other’s advantages, and continuously improve their writing level. Step 4: Independent Exploration and Cooperation (Deepening Practice) Activity 1: Group Project - "Future Trend Seminar" (Group Work) Students are divided into groups of 5-6, and each group chooses a topic related to future trends (optional topics: The Future of AI, Sustainable Development in the Future, The Future of Education, The Future of Transportation). The task of each group is to complete a group presentation (8-10 minutes) about their chosen topic. The specific requirements are as follows: ① Collect relevant information about the topic (including current situation, future predictions, advantages and disadvantages, etc.); ② Organize the information into a logical discourse, including opening (introducing the topic), body (presenting different views and supporting evidence) and conclusion (summarizing the views and putting forward personal suggestions); ③ Use the key vocabulary, sentence patterns and discourse structures learned in this class; ④ Make a simple PPT to assist the presentation (including key points, pictures, data, etc.). The teacher assigns the topics and explains the task requirements in detail, then gives students 20 minutes to complete the group project. During the preparation process, the teacher walks around the classroom to provide guidance, helping groups solve problems in information collection, discourse organization, and PPT production. Each group assigns different roles: leader (organizing the group discussion), information collector (collecting relevant information), writer (organizing the discourse), speaker (responsible for the presentation), and PPT producer (making the PPT). This ensures that every student participates in the group project. Design Intention: This group project is an in-depth practice of idea-presentation, which integrates information collection, cooperation and communication, language expression and logical thinking. By choosing topics that students are interested in, it can fully arouse their enthusiasm and initiative in learning. The division of roles enables every student to participate in the activity, exercise their respective abilities, and improve their cooperative learning ability. The process of collecting information and organizing discourse helps students broaden their horizons, cultivate their ability to analyze and solve problems, and deepen their understanding of the future theme. The PPT production can also improve students’ information technology application ability, which is in line with the requirements of quality-oriented education. Activity 2: Group Presentation and Interactive Evaluation Each group takes turns to give their group presentation, and the other groups listen carefully and fill in the evaluation form (the evaluation content includes: clarity of theme, logicality of discourse, accuracy of vocabulary and sentence patterns, fluency of expression, quality of PPT, etc.). After each group’s presentation, the other groups can ask questions (e.g., "Why do you think AI will replace most jobs in the future?" "What measures can we take to promote sustainable development?") and put forward their own suggestions. The group that gives the presentation answers the questions and accepts the suggestions. Finally, the teacher makes a comprehensive comment, affirming the efforts and achievements of each group, pointing out the advantages and common problems in the presentation (such as unclear logic, improper use of vocabulary and sentence patterns, lack of supporting evidence), and putting forward targeted improvement suggestions. The teacher also selects the best group and awards small prizes to encourage students. Design Intention: Group presentation is an important link to show the results of group cooperation and test students’ comprehensive language application ability. Interactive evaluation by peers can help students learn from each other, find their own shortcomings, and improve their ability to appreciate and evaluate. Asking and answering questions can further deepen students’ understanding of the topic, stimulate their critical thinking, and make the class atmosphere more active. The teacher’s comprehensive comment and encouragement can enhance students’ confidence in learning, stimulate their learning motivation, and help them sum up experience and improve their idea-presentation ability. Step 5: Summary and Extension (Consolidation and Application) Activity 1: Class Summary The teacher leads students to summarize the key content of this class: ① Core vocabulary and phrases related to presenting ideas about the future; ② Common sentence patterns and discourse structures for presenting ideas; ③ The steps and methods of presenting ideas clearly and logically (putting forward views → supporting views with reasons and examples → summarizing views). The teacher also emphasizes the key and difficult points of this class, reminding students to pay attention to the accurate use of vocabulary and sentence patterns, and the logical coherence of discourse when presenting ideas. Then, the teacher invites students to share their gains and feelings in this class, and talk about the problems they encountered and how to solve them. Design Intention: Class summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding and memory of the key content. Inviting students to share their gains and feelings can help the teacher understand students’ learning situation, and also enable students to reflect on their own learning process, improve their learning ability. Activity 2: Homework Extension The teacher assigns two types of homework: ① Individual homework: Revise the short passage written in the guided practice part according to the teacher’s and deskmate’s comments, and expand it into a 150-word passage, adding more details and supporting evidence. ② Group homework: Based on the group project presentation, revise and improve the PPT and presentation script, and record a 5-8 minute presentation video, which will be shared in the next class. In addition, the teacher suggests that students read more English articles about future trends after class, collect more relevant vocabulary and sentence patterns, and accumulate materials for future idea-presentation. Design Intention: Homework extension is an important link to consolidate the knowledge learned in class and extend the learning content. Individual homework helps students further improve their written expression ability, while group homework enables students to continue to deepen their understanding of the topic and improve their oral expression and information technology application ability. Reading English articles about future trends after class can help students expand their horizons, accumulate language materials, and lay a foundation for their long-term language learning. Activity 3: Emotional and Value Guidance At the end of the class, the teacher makes a short speech: "The future is full of possibilities and challenges. Through today’s class, we have learned to express our predictions and views on the future in English. I hope you can not only master the language skills, but also establish a positive attitude towards the future, cherish the present, study hard, and strive to realize your dreams and make contributions to the future of the world." This guides students to establish a positive outlook on life and values, and integrates emotional education into language teaching. Design Intention: Language teaching is not only to impart language knowledge and skills, but also to carry out emotional and value education. Through this speech, students can be guided to establish a positive attitude towards the future, stimulate their motivation to study, and realize the organic combination of language teaching and moral education, which is in line with the requirements of the new curriculum standard for English teaching. 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 $