Unit4 Future Living-Reading A-Listening,Viewing and Speaking 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-Listening,Viewing and Speaking 教学目标和重难点 教学目标 It focuses on language ability, cultivating students’ skills in listening, speaking and reading about future living. It develops thinking quality by guiding critical discussion. It strengthens cultural awareness through comparing future life at home and abroad and promotes learning ability via independent and cooperative learning. 教学重难点 Key points: Master core vocabulary about future living, understand the main idea of Reading A and listening materials, and express views on future life. Difficult points: Use target language fluently in discussions and comprehend implicit information in listening and viewing materials. 教学过程 Lead-in The teacher starts the class with an open-ended question: “What do you think our future life will be like? Will we live in smart houses or travel by flying cars?” Then, the teacher shows some pictures and short video clips about future living, including solar-powered domes, robot servants and intelligent home devices, which are closely related to the content of Reading A and listening materials. After watching, the teacher invites 3-4 students to share their initial thoughts on future living in simple English. During the sharing, the teacher positively responds to students’ answers, guides them to use basic expressions related to future predictions, such as “I think...”, “It is likely that...”, and writes down key words mentioned by students on the blackboard, such as “smart home”, “robot”, “solar energy”. Design Intention: This lead-in links students’ daily imagination of future life with the teaching content, which can quickly arouse students’ learning interest and enthusiasm. The visual materials (pictures and video clips) help students build a preliminary cognitive framework of future living, lay a foundation for the subsequent reading, listening, viewing and speaking activities. Meanwhile, by inviting students to share their views, the teacher can understand students’ existing language level and cognitive status, so as to adjust the teaching progress and depth appropriately in the following links. In addition, guiding students to use simple prediction expressions can imperceptibly pave the way for the oral expression link later. Reading A: Pre-reading Before reading the text, the teacher first introduces the background of the text briefly: “Today we will read an article titled ‘Dome, Sweet Dome!’, which introduces a new type of future home—a dome house. It has many amazing features that can make our life more comfortable and convenient.” Then, the teacher presents the core vocabulary and phrases in Reading A, such as “dome”, “solar-powered”, “weather-proof”, “intelligent control”, “household robot”, “energy-saving”. For each word and phrase, the teacher explains its meaning in simple English, combines it with the pictures shown in the lead-in link to help students understand, and gives simple example sentences, such as “The dome house is solar-powered, so it can save a lot of energy.” “The weather-proof feature of the dome can protect us from heavy rain and strong wind.” After explaining the vocabulary, the teacher asks students to predict the main content of the text according to the title and the core vocabulary: “Based on the title ‘Dome, Sweet Dome!’ and the words we just learned, what do you think the article will talk about? What features of the dome house will it introduce?” Students are allowed to discuss in pairs for a short time, and then several groups are invited to share their predictions. The teacher summarizes students’ predictions and guides them to focus on the key points of the text, such as the structure, features and advantages of the dome house. Design Intention: The pre-reading link is designed to help students remove language obstacles and lay a solid foundation for smooth reading. By introducing the text background, students can have a clear understanding of the theme of the text, so as to read with purpose. The explanation of core vocabulary combines visual materials and simple example sentences, which conforms to the cognitive characteristics of senior high school students and helps them remember and understand vocabulary in context. Predicting the main content of the text can stimulate students’ reading motivation, cultivate their ability of logical reasoning and prediction, and make them more active in the subsequent reading process. Reading A: While-reading Skimming: The teacher asks students to read the text quickly and answer two questions: (1) What is the main topic of the article? (2) What is the author’s attitude towards the dome house? After students finish reading, the teacher invites them to answer the questions. The teacher confirms the correct answers: The main topic is the introduction of the dome house—a future home with many advantages; the author’s attitude is positive and supportive. Then, the teacher guides students to find the topic sentence of each paragraph, helps them sort out the structure of the text: Introduction of the dome house (Paragraph 1) → Features of the dome house (Paragraphs 2-4) → Advantages of the dome house (Paragraph 5) → Prospect of the dome house (Paragraph 6). Scanning: The teacher asks students to read the text again carefully and complete a detailed information form. The form includes the following columns: Features of the dome house, Specific descriptions, Advantages. Students need to find relevant information from the text and fill in the form independently. After completing, students exchange their forms in groups to check and correct each other’s answers. The teacher walks around the classroom to guide students who have difficulties, and then invites a group to present their form on the blackboard, explains and corrects the key points together with the whole class. For example, for the “weather-proof” feature, the text mentions that “the special material of the dome can resist heavy rain, strong wind and even small earthquakes”, and its advantage is “ensuring people’s safety and living comfort”. Close reading: The teacher focuses on analyzing difficult sentences and key paragraphs in the text. For example, the sentence “With intelligent control systems, the dome house can automatically adjust the temperature, humidity and lighting according to the residents’ needs.” The teacher parses the sentence structure: “With intelligent control systems” is a prepositional phrase as an adverbial, “the dome house” is the subject, “can automatically adjust” is the predicate, “the temperature, humidity and lighting” is the object, “according to the residents’ needs” is a prepositional phrase as an adverbial. Then, the teacher asks students to imitate the sentence structure to make their own sentences, such as “With the help of AI, future cars can automatically avoid obstacles and drive safely.” In addition, the teacher guides students to pay attention to the author’s rhetorical methods, such as personification and exaggeration, and analyzes how these rhetorical methods make the text more vivid and interesting. Design Intention: The while-reading link is designed to help students gradually deepen their understanding of the text from shallow to deep. Skimming helps students grasp the main idea and text structure quickly, cultivate their fast reading ability. Scanning enables students to find specific information accurately, improve their ability of information extraction and sorting. Close reading focuses on difficult sentences and rhetorical methods, which helps students break through reading difficulties, master the correct sentence structure and improve their language analysis ability. The group exchange link not only can help students find and correct their mistakes in time, but also can cultivate their cooperative learning ability and communication ability. Reading A: Post-reading Discussion: The teacher divides students into groups of 4-5, and puts forward the discussion topic: “Do you want to live in such a dome house? Why or why not? What improvements would you like to make to the dome house?” Students discuss the topic in groups, and the teacher requires each student to speak at least once, using the core vocabulary and sentence structures learned in the text. During the discussion, the teacher walks around the classroom, listens to students’ discussions, guides them to express their views clearly and fluently, and helps students who have difficulty in expression. After the discussion, each group selects a representative to share the group’s views with the whole class. The teacher makes comments on students’ performances, affirms their advantages, and puts forward suggestions for improvement, such as how to use more complex sentence structures to express views. Summary: The teacher invites students to summarize the main content of Reading A independently. Then, the teacher makes a comprehensive summary, sorting out the core content of the text again, emphasizing the key vocabulary and sentence structures, and helping students consolidate what they have learned. At the same time, the teacher guides students to think about the significance of the dome house: it reflects the development of science and technology, and brings a more comfortable and environmentally friendly life to human beings, which paves the way for the subsequent listening, viewing and speaking activities. Design Intention: The post-reading link is designed to help students consolidate the knowledge learned in reading, and apply the language knowledge to practical communication. The group discussion topic is closely related to the text content and students’ real life, which can stimulate students’ thinking, cultivate their critical thinking ability and oral expression ability. The summary link helps students sort out the knowledge system, deepen their understanding of the text, and lay a foundation for the connection between reading and the following listening, viewing and speaking activities. The teacher’s comments and guidance can help students find their own shortcomings and improve their language application ability in time. Listening Pre-listening: The teacher introduces the background of the listening material: “Next, we will listen to a conversation between two students, Tom and Lucy. They are talking about their predictions about future living, including future transportation, education and work.” Then, the teacher presents the key vocabulary and phrases in the listening material, such as “flying car”, “online education”, “remote work”, “artificial intelligence”, “autonomous driving”. The teacher explains the meaning of these words and phrases briefly, and combines them with simple example sentences to help students understand. In addition, the teacher guides students to predict the content of the listening material according to the background introduction and key vocabulary: “What do you think Tom and Lucy will talk about? What predictions will they make about future transportation, education and work?” While-listening: The teacher plays the listening material twice. For the first time, students are asked to listen carefully and answer the main idea question: “What is the main content of the conversation?” For the second time, students are asked to listen again and complete a filling-in-the-blank exercise. The exercise includes key information about Tom and Lucy’s predictions, such as “Tom thinks that flying cars will be widely used in the future, which can help people save a lot of time.” “Lucy predicts that online education will become more popular, and students can study at home with the help of AI teachers.” After listening, the teacher checks the answers with the whole class, explains the difficult points in the listening material, such as the weak reading of function words and the connection of sentences, and plays the relevant parts again to help students understand. Post-listening: The teacher asks students to retell the conversation in pairs. Each student retells one part of the conversation (Tom’s predictions or Lucy’s predictions), using the key vocabulary and sentence structures learned in the listening material. After retelling, the teacher invites several pairs to perform their retelling in front of the class, and makes comments on their performances, focusing on the accuracy of information, fluency of expression and the use of target language. Then, the teacher asks students to discuss: “Do you agree with Tom and Lucy’s predictions? What other predictions do you have about future transportation, education and work?” Design Intention: The listening link is designed to cultivate students’ listening comprehension ability, and enable them to extract key information and understand implicit information from listening materials. The pre-listening link helps students remove language obstacles and predict the listening content, which can improve their listening efficiency. Playing the listening material twice conforms to the listening teaching rules: the first time to grasp the main idea, the second time to extract detailed information, which helps students gradually deepen their understanding of the listening material. The post-listening retelling and discussion links help students consolidate the listening content, apply the target language to oral expression, and connect listening with speaking organically. Viewing Pre-viewing: The teacher tells students: “Now we will watch a short video about artificial intelligence in future living. The video will show us how artificial intelligence helps people with housework, work and study.” Then, the teacher presents the key words related to the video, such as “artificial intelligence (AI)”, “smart assistant”, “voice control”, “automated housework”. The teacher explains these words briefly, and guides students to predict the content of the video: “What do you think the video will show us? How will artificial intelligence help people in future living?” While-viewing: The teacher plays the video twice. For the first time, students are asked to watch carefully and answer the question: “What aspects of future living does the video mainly introduce the application of artificial intelligence?” For the second time, students are asked to watch again and take notes on the specific applications of artificial intelligence, such as “AI smart assistant can help people make schedules, answer questions and control home devices by voice.” “AI can automatically complete housework such as cleaning, cooking and washing clothes.” After watching, students exchange their notes in groups, and the teacher invites several students to share their notes with the whole class, supplementing and correcting the key points together. Post-viewing: The teacher puts forward the discussion topic: “What impact will artificial intelligence have on future living? Will it bring more convenience or problems to human beings?” Students discuss the topic in groups, and the teacher guides them to think from both positive and negative aspects. For example, positive impacts: saving time and energy, improving work and study efficiency; negative impacts: reducing people’s labor, leading to unemployment, and relying too much on AI may make people lazy. After the discussion, each group selects a representative to share the group’s views, and the teacher makes comments, guiding students to have a comprehensive and objective understanding of the impact of artificial intelligence on future living. Design Intention: The viewing link combines audio and video materials, which is more vivid and intuitive than pure listening, and can better arouse students’ interest. The pre-viewing link helps students build a preliminary understanding of the video content, and lay a foundation for smooth viewing. Watching the video twice helps students grasp the main content and detailed information step by step. Taking notes can cultivate students’ ability of information extraction and sorting. The post-viewing discussion guides students to think critically, cultivate their critical thinking ability and comprehensive analysis ability, and at the same time, enable students to apply the target language to in-depth discussion, improving their oral expression ability. Speaking Language Input: The teacher summarizes the key expressions used in the previous reading, listening and viewing links, especially the expressions for making predictions and expressing views, such as “I think / believe / guess that...”, “It is likely / possible that...”, “Maybe / Probably / Perhaps...”, “In my opinion...”, “As far as I’m concerned...”, “I agree / disagree with... because...”. The teacher gives example sentences for each expression, and asks students to read the example sentences aloud to familiarize themselves with the usage of the expressions. For example: “I think that future homes will be more intelligent, and we can control everything by voice.” “As far as I’m concerned, artificial intelligence will bring more convenience to our life, but we should not rely too much on it.” Speaking Practice 1: Pair Work. The teacher asks students to work in pairs, and gives them a task: “Talk about your ideal future life with your partner. You can talk about home, transportation, education, work, environment and other aspects, using the key vocabulary and expressions we have learned today.” The teacher provides a sample dialogue for students to refer to: Student A: “What do you think our future home will be like?” Student B: “I think our future home will be solar-powered and weather-proof, just like the dome house in Reading A. It can automatically adjust the temperature and lighting.” Student A: “I agree with you. And I believe that there will be more household robots to help us with housework. What about future transportation?” Student B: “I think flying cars will be very common, and we can travel to any place quickly.” During the practice, the teacher walks around the classroom to guide students, helps them solve the problems encountered in expression, and encourages them to use more complex sentence structures and rich vocabulary. Speaking Practice 2: Group Presentation. The teacher divides students into groups of 4-5, and asks them to prepare a group presentation with the topic “Our Ideal Future Living”. Each group needs to assign roles: one host, one speaker for home, one speaker for transportation, one speaker for education/work. The group members discuss and prepare the content of the presentation together, using the knowledge and language learned in this class. After preparation, each group presents their work in front of the class, and the presentation time is 3-5 minutes. Other students listen carefully and take notes. After each presentation, the teacher and other students make comments, focusing on the content richness, language accuracy, fluency of expression and team cooperation. Design Intention: The speaking link is designed to integrate the language knowledge learned in reading, listening and viewing, and improve students’ oral expression ability and comprehensive language application ability. The language input link helps students master the key expressions for oral communication, providing a basis for their speaking practice. Pair work is a low-pressure speaking practice, which can help students build confidence and adapt to expressing their views in English. Group presentation not only can improve students’ oral expression ability and logical thinking ability, but also can cultivate their team cooperation ability and organizational ability. The comment link helps students find their own shortcomings and learn from each other, improving their speaking level comprehensively. Summary and Homework Summary: The teacher leads students to summarize the content of this class comprehensively. First, review the main content of Reading A—the introduction of the dome house, including its features, advantages and prospect. Then, review the key points of listening and viewing—predictions about future living and the application of artificial intelligence. Finally, sort out the key vocabulary, sentence structures and expressions learned in this class, emphasizing that students should master and apply these language knowledge flexibly. At the same time, the teacher emphasizes the four-dimensional core literacy cultivated in this class, guiding students to realize that learning this unit not only improves their language ability, but also develops their thinking quality, cultural awareness and learning ability. Homework: (1) Read Reading A aloud for 3 times, and recite the key paragraphs. (2) Finish the listening exercise again, and retell the conversation to your family in English. (3) Prepare a short speech (1-2 minutes) about “My Prediction of Future Living”, using the key vocabulary and expressions learned today. (4) Surf the Internet to find more information about future living, and share it with the class in the next class. Design Intention: The summary link helps students sort out the knowledge system of this class, consolidate what they have learned, and deepen their understanding of the teaching content and core literacy. The homework is designed to consolidate the knowledge learned in class and extend the learning content. Reading aloud and reciting help students consolidate vocabulary and sentence structures, improve their pronunciation and intonation. Retelling the conversation and preparing a short speech help students apply the target language to practical communication, improving their oral expression ability. Surfing the Internet to find relevant information can cultivate students’ autonomous learning ability and expand their horizons, laying a foundation for the next class. 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 $