Unit4 Future Living-Reading B-Further Exploration 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-Further Exploration 教学目标和重难点 教学目标 It focuses on developing students’ language competence to grasp future-life-related vocabulary and complex sentences, cultural awareness to reflect on technological impact, thinking quality to analyze and evaluate future life predictions, and learning ability to conduct independent and cooperative exploration. 教学重难点 Key points: Master core vocabulary about future life and robot technology, understand the text’s theme and logical structure. Difficult points: Analyze the author’s implied attitude and comment on technological development’s pros and cons in English. 教学过程 Pre-reading: Lead-in and Preview (Lead-in to the Theme, Activate Prior Knowledge) Activity 1: Theme Discussion. The teacher starts the class with an open question: “What do you imagine future life will be like? Will it be more convenient or more challenging?” Then, the teacher shows some pictures and short video clips about future living scenes, such as intelligent houses, robot helpers, lab-grown food and interconnected tunnels, which are closely related to the content of Reading B. After watching, students are asked to work in pairs to discuss their impressions of these future scenes and share their own predictions about future life. During the sharing, the teacher guides students to use simple English expressions to express their ideas, such as “I think future houses will be smart” or “Robots may help us do all the housework.” Design Intention: This activity is designed to activate students’ prior knowledge and life experience about future life. By presenting vivid audio-visual materials, it can quickly arouse students’ interest in the theme, reduce their psychological distance from the text, and lay a good foundation for the subsequent reading. At the same time, it provides students with an opportunity to practice oral expression, helping them build confidence in using English to discuss related topics. Activity 2: Vocabulary Preview. The teacher presents the core vocabulary of the text, including “automatically, wardrobe, laboratory, overpopulation, metallic, tunnel, extinction, recycled” and key phrases such as “take over, refer to...as..., deal with.” For each word and phrase, the teacher provides simple definitions and example sentences related to future life, such as “Automatically means doing something by itself without people’s operation. For example, the lights in the future house will turn on automatically.” Then, students read the words and example sentences aloud together, and the teacher corrects their pronunciation and intonation. After that, students are asked to match the words with their Chinese meanings in pairs to check their understanding. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students avoid being blocked by new words during the reading process, improve their reading speed and comprehension efficiency. By combining example sentences with the theme of future life, students can better understand the usage of words in context, laying a solid language foundation for the in-depth reading of the text. While-reading: In-depth Comprehension (Grasp the Text Content and Structure, Improve Reading Ability) Activity 1: Skimming for Main Idea. The teacher asks students to read the text quickly and answer two questions: 1. What is the main scene described in the text? 2. What are the key elements of future life mentioned in the text? After students finish reading, the teacher invites several students to share their answers, and then summarizes the main idea of the text: The text describes a day in the life of a student in 2050, introducing the characteristics of future life such as intelligent houses, robot helpers, lab-grown food, and tunnel-connected cities, while implicitly reflecting on the impact of technological development. Design Intention: Skimming is an important fast reading skill. This activity aims to train students’ ability to grasp the main idea of the text quickly. By setting simple and targeted questions, it can guide students to focus on the core content of the text, avoid getting bogged down in details, and help them form an overall understanding of the text structure and theme. Activity 2: Scanning for Specific Information. The teacher divides the text into four parts according to the logical sequence: morning life, kitchen and food, robots in daily life, and the outside environment. Then, students are asked to read each part carefully and fill in the following table with specific information from the text: Parts Specific Content Morning Life Lights turn on automatically; the housekeeper robot Lina prepares the uniform (washed, ironed and hung up) Kitchen and Food Breakfast is planned with controlled quantity; food is grown in laboratories; no more vegetable gardens or market shopping Robots in Daily Life Robots are called “zoids”; they do almost everything (work in labs, factories, perform surgeries); the author’s father used to be a surgeon Outside Environment Only buildings and interconnecting tunnels; identical grey skyscrapers; recycled air; students have never been outside; lecture on animal extinction After students finish filling in the table, they work in groups to check their answers and discuss any unclear points. The teacher walks around the classroom to provide guidance and help students sort out the key information. Design Intention: Scanning is a skill to find specific information quickly. By dividing the text into parts and designing a table, it can help students sort out the text structure clearly and grasp the key details of each part. Group discussion can promote students’ cooperative learning, let them learn from each other, and deepen their understanding of the text content. At the same time, it lays a foundation for analyzing the author’s attitude and the theme of the text in the next step. Activity 3: Close Reading for Implied Meaning. The teacher guides students to read the text again carefully and focus on the author’s emotional expression and implied attitude. The teacher puts forward the following questions for students to discuss in groups: 1. How does the author feel about the future life described in the text? Find the sentences in the text to support your opinion. 2. What is the author’s attitude towards the development of technology? Is it completely positive or negative? 3. What does the author want to convey through the description of “children who have never been outside” and “animal extinction”? After group discussion, each group sends a representative to share their views, and the teacher makes comments and summaries. The teacher emphasizes that the author does not simply praise or criticize future technology, but reflects on it: while technology brings convenience, it also brings problems such as environmental damage, animal extinction and the loss of natural life. Design Intention: Close reading is the key to in-depth understanding of the text. This activity aims to train students’ ability to analyze the author’s implied meaning and emotional attitude, which is also the difficulty of this lesson. By setting hierarchical questions, it can guide students to think deeply, go beyond the surface meaning of the text, and understand the deep theme of the text. Group discussion can stimulate students’ thinking, let them express their views freely, and improve their critical thinking ability. Activity 4: Sentence Analysis. The teacher selects several complex sentences in the text that are difficult for students to understand, such as “It had been washed, ironed, and hung up the night before by lina x15 — my family ’s housekeeper.” and “I find it strange that even with all our technology, we couldn’t save them.” For each sentence, the teacher analyzes its structure, explains the usage of key grammar points (such as passive voice and object clause), and guides students to translate the sentences into English orally. Then, students are asked to find other complex sentences in the text and analyze them in pairs. Design Intention: Complex sentences are one of the difficulties in students’ reading. By analyzing typical complex sentences, it can help students master the key grammar points, break through the reading difficulties, and improve their ability to understand complex sentences. Letting students analyze sentences in pairs can enhance their participation and deepen their understanding of grammar usage in context. Post-reading: Consolidation and Application (Apply Knowledge, Improve Comprehensive Language Ability) Activity 1: Vocabulary and Sentence Practice. The teacher designs two exercises to consolidate the core vocabulary and grammar learned in the lesson. Exercise 1: Fill in the blanks with the correct form of the core vocabulary. For example, “The lights in the smart house turn on ______ (automatic) every morning.” “Robots have ______ (take) over many jobs in factories.” Exercise 2: Rewrite the sentences using the learned grammar points. For example, “Lina washed, ironed and hung up the uniform. ” → “The uniform had been washed, ironed and hung up by Lina.” After students finish the exercises, the teacher checks the answers and explains the common mistakes. Design Intention: This activity aims to consolidate the vocabulary and grammar knowledge learned in the lesson, help students master the usage of words and grammar in practice, and improve their ability to use language accurately. The design of exercises is closely related to the text content, which can help students connect the knowledge they have learned with the text, achieving the effect of integrating learning and application. Activity 2: Theme Discussion. The teacher puts forward the topic: “Do you agree with the future life described in the text? What are the advantages and disadvantages of technological development for human life?” Students are asked to discuss this topic in groups of 4-5. Each group needs to list at least 2 advantages and 2 disadvantages, and prepare a short report to share with the whole class. During the discussion, the teacher provides some useful expressions to help students express their views, such as “The advantage of technological development is that...”, “The disadvantage is that...”, “In my opinion,...”, “I agree/disagree because...”. After each group shares their report, the teacher makes comments, affirming their positive views and guiding them to look at technological development from a comprehensive perspective. Design Intention: This activity is designed to connect the text content with real life, guide students to think about the impact of technological development on human life, and cultivate their critical thinking ability and cultural awareness. Group discussion and report sharing can improve students’ oral expression ability and cooperative learning ability. Providing useful expressions can help students overcome the difficulty of oral expression and express their views more fluently and clearly. Activity 3: Writing Practice. The teacher asks students to write a short passage titled “My Ideal Future Life” with 80-100 words. The passage should include the following elements: 1. The characteristics of future houses or daily life. 2. The role of technology in future life. 3. Your attitude towards future life. Before writing, the teacher guides students to sort out their ideas and list the key points. During writing, the teacher walks around the classroom to provide individual guidance for students who have difficulties. After writing, students exchange their passages in pairs and give suggestions for revision. Then, the teacher selects several typical passages (both excellent and with common mistakes) to comment on, emphasizing the correct use of vocabulary and grammar, and the clarity of ideas. Design Intention: Writing is an important way to test students’ comprehensive language ability. This activity aims to let students apply the vocabulary, grammar and theme-related knowledge learned in the lesson to writing, improve their writing ability. Pair revision can help students find their own mistakes and learn from each other. Teacher’s comment can help students summarize their strengths and weaknesses, and improve their writing level effectively. Summary and Extension (Summarize Knowledge, Expand Vision) Activity 1: Lesson Summary. The teacher invites students to summarize what they have learned in this lesson, including core vocabulary, key grammar points, the main content and theme of the text. Then, the teacher makes a comprehensive summary, emphasizing that this lesson not only helps students master the language knowledge related to future life, but also guides them to think about the impact of technological development, and cultivates their critical thinking ability and cultural awareness. Design Intention: Letting students summarize the lesson can help them sort out the knowledge they have learned, strengthen their memory, and improve their ability to summarize and sort out information. The teacher’s summary can help students form a systematic understanding of the knowledge of the lesson and highlight the key points and difficulties. Activity 2: Extension Activity. The teacher assigns an after-class task: Ask students to collect information about the latest technological developments related to future life (such as artificial intelligence, space exploration, environmental protection technology) and prepare a short speech (2-3 minutes) to share in the next class. At the same time, students are encouraged to read more English articles about future life to expand their vocabulary and vision. Design Intention: This extension activity aims to extend the classroom teaching to after-class, stimulate students’ interest in learning English and exploring future technology, and improve their ability to collect and process information. Reading English articles and preparing speeches can help students improve their reading and oral expression ability, and lay a foundation for their long-term English learning. 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 $