Unit 4 Living with Technology-Grammar and usage 教案-2025-2026学年高中英语译林版选择性必修第二册

Unit 4 Living with Technology-Grammar and usage 教学目标和重难点 1. 教学目标 It focuses on language competence, enabling students to master the target grammar; develops learning ability through independent exploration; cultivates cultural awareness by linking technology and life; and promotes thinking quality via logical analysis and practical application. 2. 教学重难点 Key point: Mastering the form and basic usages of the future continuous tense. Difficult point: Distinguishing it from the simple future tense and flexibly using it in real technological contexts to express future actions. 教学过程 Step 1: Lead-in (Lead-in and Perception) The teacher starts the class by showing a short video about drones, which lasts for about 2 minutes. The video shows the application of drones in daily life, such as delivering food, taking photos, and participating in disaster relief. After playing the video, the teacher asks students two questions in English: “What did you see in the video?” “What will drones do in our life in the future?” Students are invited to answer the questions freely. During the answering process, the teacher guides students to use simple future expressions, and then deliberately uses the future continuous tense to supplement and correct. For example, if a student says “Drones will deliver food to our homes”, the teacher can respond: “Yes, and in a few years, drones will be delivering food to our homes every day.” Then the teacher writes this sentence on the blackboard and asks students to observe the difference between the two expressions. After the students’ observation, the teacher introduces the topic of this lesson: “Today we will learn a new grammar tense—the future continuous tense, which can help us describe future actions more accurately, especially in the context of technological development.” Design Intention: Taking drones, a hot technological topic closely related to the unit theme “Living with Technology”, as the entry point, the video can quickly attract students’ attention and arouse their interest in learning. By asking questions and guiding students to compare different future expressions, it naturally leads to the target grammar, laying a foundation for the subsequent exploration of rules. At the same time, it connects the grammar learning with the unit theme, helping students realize the practical value of grammar in expressing technological topics. Step 2: Exploration and Induction (Exploring Grammar Rules) First, the teacher asks students to open the textbook and read the talk in Part A on Page 48 carefully. The task is to find out all the sentences using the future continuous tense and underline them. After students finish reading and underlining, the teacher invites several students to share their answers, and writes the key sentences on the blackboard one by one: 1. Today I’ll be speaking to you about drones. 2. Before long many people will be using drones to deliver daily supplies like food and drink. 3. We will be entering the age of personal flying vehicles. 4. We’ll all be interacting with drones on a daily basis. Then, the teacher guides students to explore the form of the future continuous tense. The teacher asks questions: “Look at these sentences, what is the structure of the predicate verb?” “What auxiliary verbs are used?” “What form is the main verb?” Students are organized to discuss in groups of 4 for 5 minutes. During the discussion, the teacher walks around the classroom, listens to students’ opinions, and provides appropriate guidance for students who have difficulties. After the discussion, each group sends a representative to report the discussion results. The teacher summarizes and concludes the form of the future continuous tense: The basic form is “shall/will + be + doing”. Among them, “shall” is usually used for the first person (I, we), and “will” can be used for all persons; the negative form is “shall/will + not + be + doing” (abbreviated as shan’t/won’t + be + doing); the interrogative form is to put “shall/will” at the beginning of the sentence, that is “Shall/Will + subject + be + doing?”. Next, the teacher guides students to explore the usages of the future continuous tense based on the underlined sentences. The teacher asks students to analyze each sentence one by one: “What does each sentence express? When will the action happen? Is the action ongoing?” For the first sentence “Today I’ll be speaking to you about drones”, the teacher guides students to understand that it expresses an action that will be in progress at a specific time in the future (when the speaker is giving the talk). For the second sentence “Before long many people will be using drones to deliver daily supplies like food and drink”, it expresses a future action that is the result of a routine or arrangement, implying that using drones to deliver supplies will become a common thing in the future. For the third and fourth sentences, they also express future ongoing actions or arranged future actions closely related to technological development. On this basis, the teacher summarizes the main usages of the future continuous tense: 1. To describe an action that will be in progress at a specific moment or period in the future. 2. To express a future action that is arranged or will happen regularly, which is more polite and natural than the simple future tense. 3. To make predictions about future actions, which is more objective and less certain than the simple future tense. Then, the teacher supplements the common time adverbials of the future continuous tense, such as “this time tomorrow”, “at 9 p.m. next Sunday”, “in a week”, “tomorrow morning”, etc., and gives examples to help students understand and remember. Design Intention: This link adopts the student-centered teaching method, guiding students to find and analyze sentences through independent reading, group discussion and other activities, and independently summarize the form and usages of the future continuous tense. This not only helps students deepen their understanding of grammar rules, but also cultivates their ability of observation, analysis and induction, which is in line with the requirements of learning ability in the core literacy. At the same time, combining the sentences in the textbook with the unit theme of technology ensures the relevance of grammar learning and contextual learning. Step 3: Differentiation and Consolidation (Distinguishing and Practicing) First, the teacher focuses on helping students distinguish the future continuous tense from the simple future tense, which is the difficult point of this lesson. The teacher writes two groups of contrastive sentences on the blackboard: Group 1: ① I will visit my grandparents tomorrow. ② I will be visiting my grandparents at 3 p.m. tomorrow. Group 2: ① He will finish his homework tonight. ② He will be finishing his homework at 8 p.m. tonight. The teacher asks students to discuss in groups: “What’s the difference between the two sentences in each group? What does each sentence emphasize?” After the discussion, the teacher explains the key points of differentiation: The simple future tense (will + do) mainly expresses a future action that will happen or a decision made at the moment of speaking, emphasizing the result or occurrence of the action; the future continuous tense (will + be + doing) mainly expresses a future action that will be in progress at a specific moment, emphasizing the process of the action. In addition, the future continuous tense is more polite when asking about others’ future plans, while the simple future tense is more direct. To help students better master the difference, the teacher gives a situational example: “If you want to ask your classmate if he will be free tomorrow afternoon, which sentence is more polite? A. Will you do your homework tomorrow afternoon? B. Will you be doing your homework tomorrow afternoon?” Students are invited to choose and explain the reason. The teacher summarizes that sentence B is more polite because it uses the future continuous tense, which does not directly ask about the other person’s plan but implies concern, avoiding the sense of intrusion. After the differentiation explanation, the teacher arranges three levels of exercises to consolidate the students’ mastery of the future continuous tense, and each exercise is explained and corrected in time. Step 4: Application and Expansion (Practical Application) In this link, the teacher arranges a group cooperative task to let students apply the learned grammar knowledge to practical communication. The task theme is “Predict the Impact of Technology on Our Daily Life in 10 Years”, and the specific requirements are as follows: 1. Students are divided into groups of 5, and each group chooses a technological field closely related to daily life, such as artificial intelligence, smart home, online education, etc. 2. Each group discusses and predicts the changes that the chosen technological field will bring to people’s daily life in 10 years, and uses at least 5 sentences with the future continuous tense to describe the predictions. 3. Each group prepares a 3-minute speech to share their predictions with the whole class. During the speech, students should use the future continuous tense correctly and clearly express their ideas. After assigning the task, the teacher gives students 10 minutes to prepare. During the preparation process, the teacher walks around the classroom, provides guidance for each group, helps students solve the problems encountered in using the future continuous tense, and reminds students to combine the unit theme and use appropriate vocabulary related to technology (such as “artificial intelligence”, “smart home”, “online education”, etc.). After the preparation, each group sends a representative to give a speech. After each speech, the teacher makes comments: first affirm the advantages of the speech (such as correct use of grammar, clear logic, close combination with the theme, etc.), then point out the existing problems (such as incorrect use of the future continuous tense, inappropriate vocabulary, etc.), and give suggestions for improvement. At the same time, other students are invited to evaluate the speeches, focusing on whether the future continuous tense is used correctly. After all groups finish their speeches, the teacher summarizes: “All groups have made wonderful predictions, and most of you can use the future continuous tense correctly to describe the impact of technology on our lives. This shows that you have mastered the key points of this lesson. Technology is constantly developing, and we should keep learning and adapt to the changes brought by technology.” In addition, the teacher arranges an extended task: Ask students to write a short passage of 80-100 words after class, titled “My Prediction of Future Technology Life”, requiring the use of at least 3 sentences with the future continuous tense. The passage should be closely related to the unit theme and reflect their own understanding of the relationship between technology and life. Design Intention: The group cooperative task and speech activity not only provide students with a platform to apply grammar knowledge, but also cultivate their oral expression ability and cooperative learning ability. The theme of the task is closely related to the unit theme “Living with Technology”, which helps students deepen their understanding of the impact of technology on life and cultivate their cultural awareness and thinking quality. The after-class extended task can consolidate the knowledge learned in class, extend the learning context, and improve students’ writing ability and ability to use grammar flexibly in practical situations. Step 5: Summary and Reflection (Summary and Feedback) First, the teacher invites students to summarize the key points of this lesson independently: “What have we learned today? What are the form and usages of the future continuous tense? What is the difference between it and the simple future tense?” Students are invited to answer one by one, and the teacher supplements and improves, sorting out the key points of the lesson clearly on the blackboard. Then, the teacher guides students to reflect on their learning process: “Did you master the form of the future continuous tense? Did you have any difficulties in distinguishing it from the simple future tense? How did you solve these difficulties?” Through reflection, students can have a clear understanding of their own learning situation, find out their own deficiencies, and put forward improvement methods. Finally, the teacher makes a summary of the whole lesson: “Today we learned the future continuous tense, which is a very useful grammar tense in expressing future actions, especially in the context of technological development. By mastering this tense, we can describe future life and technological changes more accurately and vividly. I hope you can continue to practice after class and apply the knowledge learned to real communication, so as to improve your English language ability.” Design Intention: The summary link allows students to sort out the knowledge learned in class independently, which helps them form a systematic knowledge framework and deepen their memory of grammar rules. The reflection link guides students to pay attention to their own learning process, cultivate their self-reflection ability, and lay a foundation for their future independent learning. The teacher’s summary not only consolidates the key points of the lesson, but also encourages students to apply grammar knowledge in practice, which is in line with the requirements of core literacy training. 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 $