Unit4 Future Living-Reading B-Writing 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 B-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use future-life-related words and sentences, cultural awareness to respect technological and cultural diversity, thinking quality to analyze and evaluate future life predictions, and learning ability to master reading and writing strategies independently. 教学重难点 Key points: Master core vocabulary and sentence patterns about future living, understand the structure and features of Reading B, and grasp the writing framework of describing future life. Difficult points: Use complex sentences flexibly and express personal views logically in writing. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures and short video clips about future life, including intelligent robots doing housework, solar-powered skyscrapers, lab-grown food and recycled air. Then the teacher asks a series of guiding questions in English: “What do you think future life will be like? Have you ever imagined living in a world where robots help you with everything? What changes do you expect most in future living?” After raising the questions, the teacher invites 3-4 students to share their ideas freely. During the sharing, the teacher listens carefully, gives positive comments and guides students to use simple English expressions related to future life, such as “robot”, “intelligent house”, “environment-friendly” and so on. Then the teacher naturally leads to the topic of this lesson: “Today we will read a passage about future life in 2050 and learn to write our own predictions about future living.” Design Intention: The combination of pictures and video clips can intuitively present the theme of future living, which helps to activate students’ prior knowledge and life experience about future life. The guiding questions stimulate students’ thinking and desire to express, and lay a foundation for the subsequent reading and writing activities. Meanwhile, guiding students to use simple related vocabulary in advance can reduce their language barriers in the following learning process. Pre-reading: Preview Vocabulary and Clarify Reading Objectives First, the teacher presents the core vocabulary and phrases in Reading B on the blackboard or multimedia, including “prediction”, “robot-supported”, “intelligent”, “efficient”, “identical”, “interconnected”, “extinct”, “recycled”, “laboratory-grown” and so on. For each word or phrase, the teacher explains its meaning in simple English, combines it with the context of future living to give example sentences, and guides students to read aloud to familiarize themselves with the pronunciation and usage. For example, when explaining “interconnected”, the teacher says: “If two things are interconnected, they are connected with each other. In the future, skyscrapers will be interconnected by tunnels, which means people can go from one building to another through tunnels easily.” Then, the teacher clarifies the reading objectives to the students: “After reading the passage, you should be able to: 1. Figure out the main idea of Reading B and the aspects of future life mentioned in it. 2. Understand the author’s attitude towards future life. 3. Master the key information and core vocabulary in the passage.” Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before reading helps students avoid being distracted by new words during reading, so that they can focus more on understanding the content of the passage. Explaining vocabulary in English and combining it with the theme context helps students understand and memorize words better, and lays a solid foundation for their reading comprehension and subsequent writing. Clarifying reading objectives enables students to have a clear direction in reading and improve reading efficiency. While-reading: Reading and Comprehend the Passage in Depth Skimming: Get the Main Idea The teacher asks students to read the passage quickly (skimming) and answer two questions: “What type of writing is this passage? What is the main idea of the passage?” After students finish reading, the teacher organizes a class discussion to check their answers. The expected answers are: “It is a science fiction passage. It mainly describes the predictions of future life in 2050, including future housework, food, jobs, buildings and environment.” During the discussion, the teacher guides students to find the topic sentence of the passage and summarize the main idea in their own words, helping them grasp the overall framework of the passage. At the same time, the teacher reminds students to pay attention to the structure of the passage—introduction, details about different aspects of future life, and the author’s attitude. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main idea of the passage and form an overall understanding of the text. By answering questions and discussing, students can deepen their understanding of the passage type and main content, and cultivate their ability to summarize and generalize information, which is in line with the requirements of developing students’ thinking quality and language ability. Scanning: Extract Key Information The teacher asks students to read the passage again carefully (scanning) and fill in a table about the aspects of future life and the corresponding predictions. The table is as follows: Aspects of Future Life Predictions Future Housework Robots will do most of the housework. Future Food Food is grown in laboratories, and every house receives just enough food—no more, no less. Future Jobs Robots will do almost everything, working in labs, factories, fixing teeth and performing surgeries. Future Buildings Future buildings will be grey identical skyscrapers interconnected by tunnels. Future Environment Many species of animals will be extinct, and people will have to breathe recycled air. After students finish filling in the table, the teacher invites several students to present their answers on the blackboard, checks and corrects them, and emphasizes the key information and core vocabulary in each part. For example, when talking about future environment, the teacher highlights the words “extinct” and “recycled” and asks students to make sentences with these words to deepen their understanding and memory. Design Intention: Scanning helps students extract specific information from the passage accurately and quickly, improving their ability to find key points. Filling in the table makes the key information of the passage more systematic and clear, which is convenient for students to review and use later. By asking students to present their answers and make sentences, the teacher can timely check their mastery of key information and vocabulary, and strengthen the application of language knowledge. Intensive Reading: Analyze the Author’s Attitude and Language Features The teacher asks students to read the passage for the third time, focusing on analyzing the author’s attitude towards future life. The teacher puts forward guiding questions: “Does the author have a positive or negative attitude towards future life in 2050? What words or sentences in the passage can support your opinion?” Students are allowed to discuss in groups of 4-5 for a while, and then each group sends a representative to share their views. The teacher guides students to find supporting evidence from the passage, such as the description of convenient life brought by robots (positive) and the negative phenomena such as animal extinction and air pollution (negative). Finally, the teacher summarizes: “The author’s attitude towards future life is mixed. On one hand, he acknowledges the convenience and efficiency brought by technology; on the other hand, he also worries about the negative impacts of technological development on the environment and biodiversity.” Then, the teacher guides students to analyze the language features of the passage. The teacher asks: “What language features do you find in this passage? For example, what tense is mainly used? What types of sentences are often used?” Students discuss and summarize, and the teacher supplements and combs: “This passage mainly uses the future tense to describe predictions about future life. It uses a lot of simple sentences and compound sentences to make the description clear and logical. At the same time, it uses some descriptive words to make the content more vivid, such as ‘grey identical skyscrapers’ and ‘recycled air’.” Design Intention: Intensive reading helps students understand the passage in depth, including the author’s emotional attitude and language features. Group discussion encourages students to communicate and cooperate, and cultivates their ability to express and exchange views in English. Analyzing the author’s attitude helps students develop critical thinking, which is an important part of developing thinking quality. Analyzing language features lays a foundation for students to imitate the writing style in the subsequent writing link. Post-reading: Consolidate Vocabulary and Link to Writing Vocabulary Consolidation After students finish the activities, the teacher checks the answers, explains the common mistakes and emphasizes the correct usage of vocabulary and sentence patterns. For students who make mistakes, the teacher gives patient guidance and asks them to correct the mistakes by themselves. Design Intention: Vocabulary consolidation activities help students deepen their memory and mastery of core vocabulary, and improve their ability to use vocabulary flexibly in sentences. Translating sentences from Chinese to English helps students connect their mother tongue with English, and enhances their ability to use English to express practical meanings, which is conducive to the development of their language ability. Discussion: Share Personal Predictions The teacher asks students to discuss in groups: “Do you agree with the author’s predictions about future life? What are your own predictions about future living? You can talk about any aspect, such as future transportation, education, health care and so on.” During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to use the vocabulary and sentence patterns learned in the passage, and helps them organize their language logically. After the discussion, each group selects one or two representatives to share their group’s predictions with the whole class. The teacher gives positive comments on their sharing, affirms their creative ideas, and corrects their language mistakes appropriately. For example, if a student says “I think future cars can fly”, the teacher can guide them to say “I predict that future cars will be able to fly, which will make our travel more convenient.” Design Intention: Group discussion provides students with more opportunities to practice oral English, and cultivates their ability to communicate and cooperate in English. Sharing personal predictions not only stimulates students’ imagination and creativity, but also links the reading content with their own thinking, laying a foundation for the subsequent writing. The teacher’s guidance and comments help students improve their oral expression ability and logical thinking ability. Writing: Guide to Write and Improve Writing Ability Clarify Writing Requirements and Framework The teacher clarifies the writing task to the students: “Based on the reading passage and our discussion, write a short passage about your predictions of future living. The passage should be about 120-150 words, including at least 3 aspects of future life. You should use the vocabulary and sentence patterns learned in this lesson, and express your own views on future life clearly.” Then, the teacher guides students to sort out the writing framework. The teacher says: “We can divide the passage into three parts. The first part is the introduction, which can briefly introduce the topic of future living. The second part is the main body, which describes your predictions about different aspects of future life in detail. The third part is the conclusion, which expresses your attitude towards future life.” At the same time, the teacher presents some useful sentence patterns on the multimedia to help students write, such as: “I predict that in the future, ...”, “With the development of technology, ...”, “On one hand, ...; on the other hand, ...”, “In my opinion, future life will be ...” Design Intention: Clarifying writing requirements and framework helps students have a clear direction in writing, avoid writing randomly. Providing useful sentence patterns reduces students’ writing difficulties, helps them use the language knowledge learned flexibly, and improves their writing fluency. The writing framework is consistent with the structure of the reading passage, which is conducive to students imitating and learning, and realizing the connection between reading and writing. Students’ Independent Writing Students start to write independently according to the writing requirements and framework. During the writing process, the teacher walks around the classroom, provides timely help to students who have difficulties. For example, some students may not know how to express a certain idea in English, and the teacher can guide them to use the learned vocabulary and sentence patterns to express it; some students may have problems with the logical structure, and the teacher can help them sort out their ideas. The teacher also reminds students to pay attention to the correct usage of vocabulary and grammar, the coherence of sentences, and the clarity of views. At the same time, students are encouraged to use their imagination and write creative content. Design Intention: Independent writing is an important link to improve students’ writing ability. It allows students to apply the language knowledge and writing skills learned in the lesson to practice. The teacher’s timely help ensures that students can solve problems in the writing process smoothly, and improves their confidence in writing. Encouraging students to be creative helps to cultivate their thinking quality and innovation ability. Peer Evaluation and Teacher Feedback After students finish writing, the teacher asks them to exchange their compositions with their deskmates for peer evaluation. The teacher provides an evaluation standard: 1. Are the predictions clear and specific? 2. Are the vocabulary and sentence patterns used correctly? 3. Is the structure coherent? 4. Is the attitude towards future life clearly expressed? Students evaluate their deskmates’ compositions according to the standard, and put forward suggestions for revision. After peer evaluation, the teacher collects several representative compositions (including excellent ones and those with common problems) and comments on them in class. For excellent compositions, the teacher reads them aloud, analyzes their advantages, such as correct vocabulary usage, coherent structure and creative ideas, and encourages other students to learn from them. For compositions with problems, the teacher points out the common mistakes, such as grammar errors, inappropriate vocabulary usage and unclear logic, and guides students to correct them together. Then, students revise their own compositions according to the peer evaluation and teacher’s feedback. After revision, they can submit their compositions to the teacher for further review. Design Intention: Peer evaluation helps students learn from each other, find their own problems and advantages through evaluating others’ compositions, and improve their ability to appreciate and evaluate compositions. Teacher’s feedback is targeted, which helps students clearly understand their own problems and master the methods of revision. Revising compositions after evaluation helps students consolidate their writing skills and improve their writing level continuously. This link also cultivates students’ learning ability, making them learn to reflect and improve themselves. Summary and Homework Lesson Summary The teacher summarizes the content of this lesson with the students: “In this lesson, we read a science fiction passage about future life in 2050, mastered the core vocabulary and sentence patterns related to future living, understood the author’s mixed attitude towards future life, and learned to write our own predictions about future living. We also practiced our reading, speaking and writing skills, and developed our thinking quality and learning ability.” The teacher also emphasizes: “Future life is full of possibilities. Through this lesson, we should not only learn English knowledge, but also pay attention to the development of science and technology, think about the impact of technology on our life, and establish a correct view of technology and life.” Design Intention: Summarizing the lesson helps students sort out the knowledge and skills learned in this lesson, form a systematic understanding, and strengthen memory. Emphasizing the connection between the lesson content and real life helps students realize the practical significance of English learning, cultivate their cultural awareness and sense of social responsibility, and achieve the goal of cultivating core literacy. Homework Arrangement 1. Revise the composition again according to the revision suggestions, and submit it to the teacher the next day. 2. Read Reading B again and recite the core vocabulary and key sentences. 3. Surf the Internet to find more information about future living, and write a short English note (about 50 words) to record one interesting prediction. 4. Discuss with family members about their predictions of future life, and try to express them in English. Design Intention: The homework is designed to consolidate the knowledge and skills learned in the lesson. Revising the composition helps students further improve their writing ability. Reciting vocabulary and sentences strengthens the mastery of language knowledge. Looking for extra-curricular information expands students’ horizons and cultivates their ability to collect and process information independently. Discussing with family members encourages students to use English in real life, improving their practical language application ability and learning interest. 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 $