Unit4 Future Living-Reading A-Digging in 讲义-2025-2026学年高中英语沪外版选择性必修第一册

Unit 4 Future Living-Reading A-Digging in 教学目标和重难点 教学目标 It focuses on language competence, cultivating students’ ability to grasp the text’s main idea and key information about future living. It develops cultural awareness, critical thinking and learning ability through analyzing and evaluating future life predictions. 教学重难点 Key: Understanding the text’s structure and core content about future housing and life; mastering related vocabulary and non-defining relative clauses. Difficulty: Applying language to comment on future living and forming personal views. 教学过程 Lead-in The teacher starts the class by showing students a series of pictures and short video clips about future living scenes, including smart houses, solar-powered buildings, and intelligent home appliances. Then the teacher asks two questions: “What do you think future living will be like? What changes will happen to our houses in the future?” The teacher invites 3-4 students to share their ideas freely in English. After that, the teacher briefly comments on students’ answers, guides them to focus on the theme of “future housing”, and naturally leads to the title of Reading A—Digging in. Finally, the teacher writes the title on the blackboard and asks students to guess the meaning of “Digging in” combined with the unit theme, prompting them to predict the main content of the text. Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the theme of future living, which conforms to the cognitive characteristics of senior high school students. Asking open questions encourages students to use existing knowledge and imagination to express their views, activating their prior knowledge reserve about future life. Guessing the meaning of the title and predicting the text content helps students establish a preliminary cognitive framework for the reading material, laying a foundation for the subsequent in-depth reading. At the same time, this link can also detect students’ existing English expression ability, providing a basis for adjusting the teaching rhythm in the following links. Pre-reading Vocabulary Preview: The teacher presents the key vocabulary in the text on the screen, including core nouns (dome, solar panel, robot, sensor), verbs (operate, adjust, monitor), adjectives (waterproof, energy-efficient, intelligent) and phrases (dig in, take control of, rely on). For each word or phrase, the teacher provides simple English definitions and example sentences related to future living, and invites students to read after the teacher to familiarize themselves with the pronunciation and usage. For difficult words such as “dome” and “sensor”, the teacher shows corresponding pictures to help students understand their specific meanings. Then, the teacher organizes a quick matching game: students match the words with their definitions in pairs, and the group that finishes correctly first wins a small reward. Background Briefing: The teacher briefly introduces the background of the text in simple English: “With the development of science and technology, people’s expectations for future living are constantly changing. This text mainly introduces a new type of future house—dome house, and its characteristics and advantages, as well as people’s life in such houses. It helps us understand how technology will change our living environment and lifestyle.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading can help students reduce reading obstacles, improve reading speed and comprehension efficiency. Using English definitions, example sentences and pictures to explain vocabulary conforms to the principle of “contextualized vocabulary teaching”, helping students understand and remember vocabulary in specific contexts. The matching game increases the interactivity of the class, mobilizes students’ enthusiasm, and makes vocabulary learning no longer boring. The brief background introduction helps students understand the text’s theme and context in advance, enabling them to better grasp the text’s core content in the subsequent reading process. While-reading This part is divided into three stages: skimming, scanning and intensive reading, guiding students to understand the text from shallow to deep. Skimming: The teacher asks students to read the text quickly (skimming) and answer two questions: (1) What is the main topic of the text? (2) What is the author’s attitude towards future living? After students finish reading, the teacher invites several students to share their answers, and then summarizes: “The text mainly introduces the features of dome houses in the future and people’s life in them, and the author holds a positive and optimistic attitude towards future living.” At the same time, the teacher guides students to find the topic sentence of each paragraph and mark them, helping students sort out the text’s overall structure. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the text’s main idea and overall structure. By asking targeted questions, students can focus on the core content during skimming, avoiding aimless reading. Finding topic sentences helps students understand the logical relationship between paragraphs, cultivate their ability to sort out text structure, and lay a foundation for subsequent intensive reading. Scanning: The teacher asks students to read the text again carefully (scanning) and complete a table about the characteristics of dome houses and future life. The table includes three columns: “Aspects of Future Living”, “Characteristics” and “Reasons/Advantages”. The teacher gives students appropriate guidance, reminding them to find key information in the text and fill in the table accurately. After students finish, the teacher invites a student to present the completed table, and corrects and supplements it together with the whole class, emphasizing the key information such as “dome-shaped structure is waterproof and windproof”, “solar panels provide energy”, “robots help with housework” and “sensors monitor the environment”. Design Intention: Scanning training helps students improve their ability to find specific information quickly and accurately, which is an important reading skill for senior high school students. The form of a table can help students sort out key information systematically, make the text’s content more intuitive and clear, and facilitate students’ memory and understanding. Through group correction and supplementation, students can check their own reading results, find out their own deficiencies, and deepen their understanding of the text’s key content. Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing difficult sentences, key words and the author’s emotional expression, and cultivating students’ ability to understand the text in depth. Paragraph 1: The teacher asks students to read the paragraph carefully and find the sentence that introduces the background of future housing. Then, the teacher analyzes the difficult sentence: “With the rapid development of technology, the way we live is changing dramatically, and the houses we live in will also become more intelligent and environment-friendly.” The teacher explains the structure “With the development of...”, and asks students to make sentences with this structure to consolidate their understanding. At the same time, the teacher guides students to understand the author’s intention of starting with the background: to lay a foundation for introducing dome houses. Paragraphs 2-3: These paragraphs mainly introduce the structure and characteristics of dome houses. The teacher focuses on explaining the key words “dome”, “waterproof”, “windproof” and “solar panel”, and analyzes the non-defining relative clause: “The dome house, which is made of special materials, is not only waterproof but also windproof.” The teacher explains the usage of non-defining relative clauses (giving extra information about a person or thing already identified), and asks students to find other non-defining relative clauses in the text and analyze their structures and meanings. Then, the teacher invites students to discuss: “What are the advantages of the dome structure compared with traditional houses?” to deepen their understanding of the characteristics of dome houses. Paragraphs 4-5: These paragraphs introduce the intelligent functions of future houses, such as robots helping with housework and sensors monitoring the environment. The teacher guides students to find the key verbs “operate”, “adjust”, “monitor” and “remind”, and asks students to use these verbs to describe the functions of intelligent houses. At the same time, the teacher asks students to think: “How do these intelligent functions change people’s daily life?” to guide them to connect the text content with real life. Paragraph 6: This is the concluding paragraph, which expresses the author’s expectations for future living. The teacher asks students to read the paragraph aloud, and guides them to understand the author’s emotional attitude—optimistic and positive. Then, the teacher analyzes the key sentence: “It is important that we embrace these changes and look forward to a better future life.” The teacher explains the structure “It is important that...”, and emphasizes the usage of the subjunctive mood in the clause (should + verb原形, should can be omitted). Finally, the teacher invites students to express their own views on this sentence. Design Intention: Intensive reading is the key link to help students understand the text in depth. By analyzing difficult sentences and key words, students can break through reading obstacles and master the usage of important language points. Analyzing non-defining relative clauses conforms to the unit’s grammar focus, helping students consolidate grammar knowledge while understanding the text. Asking discussion questions and guiding students to connect the text with real life can stimulate students’ thinking, cultivate their ability to analyze and solve problems, and at the same time, let students deeply feel the impact of technology on future life, which is conducive to the cultivation of their cultural awareness and critical thinking. Post-reading This part includes three activities: group discussion, language application and summary, aiming to help students consolidate the text content, apply the learned language knowledge, and improve their comprehensive language ability. Group Discussion: The teacher divides students into groups of 4-5, and assigns the discussion topic: “Do you want to live in a dome house like the one described in the text? Why or why not? What other characteristics do you think future houses should have?” Each group elects a leader to organize the discussion, and each student is required to express their own views in English. The teacher walks around the classroom, provides guidance for groups with insufficient ideas, and reminds students to use the vocabulary and sentence patterns learned in the text, such as “I think...”, “It is important that...”, “The advantage of... is...”, “I agree/disagree because...”. After the discussion, each group sends a representative to report the group’s views to the whole class, and the teacher makes comments and evaluations, affirming the advantages of each group and putting forward suggestions for improvement. Design Intention: Group discussion is an effective way to cultivate students’ oral expression ability and cooperative learning ability. The discussion topic is closely related to the text content and students’ real life, which can stimulate students’ enthusiasm for participation and enable them to actively use the learned language knowledge to express their views. The teacher’s guidance and comments can help students correct their oral expression mistakes, improve their oral English level, and at the same time, cultivate their ability to listen to and respect others’ views, which is conducive to the development of their social competence. Language Application: The teacher assigns a short writing task: “Write a short passage (about 80-100 words) to introduce your ideal future house, including its structure, characteristics and functions. You should use at least 5 key words and 1 non-defining relative clause learned in the text.” The teacher gives students appropriate writing guidance, reminding them to arrange the structure clearly (introduction, main body, conclusion) and pay attention to the correct use of vocabulary and grammar. After students finish writing, the teacher collects some students’ works, displays them on the screen, and comments on them together with the whole class, focusing on the use of vocabulary, grammar and the clarity of expression. For excellent works, the teacher gives praise and encouragement; for works with deficiencies, the teacher puts forward specific improvement suggestions. Design Intention: Writing is an important part of comprehensive language ability. This writing task is closely combined with the text content, which can help students consolidate the learned vocabulary and grammar knowledge, and improve their ability to apply language comprehensively. By displaying and commenting on students’ works, students can learn from each other, find out their own deficiencies in writing, and improve their writing level. At the same time, this task also encourages students to give full play to their imagination, which is conducive to the cultivation of their innovative thinking. Summary: The teacher invites students to summarize the main content of the text and the key language points learned in this class. Then, the teacher makes a comprehensive summary: “In this class, we have learned about the characteristics of future dome houses and people’s life in them. We have mastered some key vocabulary and non-defining relative clauses, and also expressed our own views on future living through discussion and writing. Technology is changing our life, and we should keep an open mind to embrace these changes and strive to create a better future life.” Design Intention: Summarizing the class content helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding. Inviting students to summarize first can cultivate their ability to generalize and express, and the teacher’s supplementary summary can ensure the comprehensiveness and accuracy of the summary, helping students clarify the key points of the class. Homework Read the text aloud for 3 times, and recite the key paragraphs (Paragraphs 2 and 5) to consolidate the text content and improve pronunciation and intonation. Finish the writing task assigned in the post-reading part, and revise it according to the teacher’s comments. Search for information about future living (such as intelligent cities, green energy houses) in English, and prepare a short speech (about 2 minutes) for the next class. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class. Reading aloud and reciting can help students familiarize themselves with the text’s language and improve their sense of language. Revising the writing task can help students correct their mistakes and improve their writing level. Searching for English information and preparing a speech can expand students’ horizons, cultivate their ability to collect and sort out information, and lay a foundation for the next class’s oral communication activity. 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 $