2026-2027学年高二上学期 人教选择性必修1 unit 2 Using Language教学设计

该高中英语教学设计聚焦议论文结构（呈现议题—分析利弊—阐明立场）与逻辑衔接，通过30秒“萝卜快跑”自动驾驶视频导入引发辩论，激活学生科技认知，再以小组分段分析、结构图表构建学习支架，衔接文本分析与写作应用。 此资料亮点在于AI工具深度融合，如模板构建环节学生自主归纳后与AI生成模板对比，培养学习能力与思维品质，写作任务结合同伴互评与AI反馈提升语言能力，贴近生活话题（数字旅游、校园无现金支付）增强真实交际，助力教师高效教学，促进学生批判性思维与写作能力协同发展。

人教选择性必修1 unit 2 Using Language教案设计 本课时语篇分析 主题语境 人与社会（科技发展与人类生活的关系） 语篇类型 议论类文本 【What】本文以“Should We Fight New Technology?”为题，文章开头通过一起无人驾驶汽车交通事故案例，引发读者对新技术利弊的思考，且在后续段落中分别阐述了支持与反对新技术的具体理由。第二段以阿曼门诺派为范例，论证了 “没有新技术，人们依然能实现安居乐业” 的观点。第三段着重列举了新技术的诸多好处，例如在挽救生命、促进社交媒体进步等方面的重要作用。文章结尾部分，作者清晰地表明个人观点：尽管科技或许会彻底改变人类的生活方式，但仍应怀着积极态度接纳它。 【Why】本文的核心目标是通过探讨新兴技术的优势与不足，帮助学生认识到技术发展对生活的深远影响，且让学生在阅读过程中拓宽知识视野。文章对正反两方观点进行了均衡呈现，核心意图是引导学生以先客观呈现、再理性判断的辩证视角分析科技议题，避免非黑即白的思维，通过作者虽承认科技风险，但仍积极接纳的立场表达，体会议论文理性平衡的情感倾向。这种行文方式最大限度减少了对学生思维的干预，有助于培育其独立的批判性思维能力，进而切实提升学生的学科核心素养。 【How】这篇以新技术为主题的议论文，结构清晰且脉络分明。文章开头引用一则无人驾驶汽车造成乘客死亡的新闻报道，以此作为切入点，开启对新兴科技的讨论。随后，作者自首段第二句起，阐述了公众对该事件的不同态度，并顺畅过渡到第二段对反对观点的论证环节。在第二、三段中，作者运用对比论证+举例论证结合的方式：第二段以阿曼门诺派不依赖高科技仍能维持稳定生活为例，论证反对新技术的立场；第三段以天气预报助力防灾、社交媒体促进沟通等为例，论证支持新技术的立场，两组案例从传统生活稳定性与现代科技进步性两个维度形成对比，既客观呈现科技的双重属性，又为后文作者积极接纳科技的立场提供辩证支撑 —— 通过承认反方合理之处（如对简单生活的追求），使正方观点（科技推动社会）更具说服力。文末，作者基于前文的分析总结核心观点，重申其积极拥抱新兴科技的立场。 学情分析 1.语言基础：经过必修课程及选择性必修一前期单元的学习，学生对科技类话题词汇已有一定接触和积累，具备基础的阅读理解能力，可清晰把握课文《Should We Fight New Technology?》的主旨与作者核心观点。并且，学生已掌握英语简单句和常见复合句的结构，能够围绕科技话题完成简单的观点阐述，但缺乏多维度论证与逻辑衔接。 2.主题认知：学生对未来科技兴趣浓厚，借助影视、新闻等渠道，已对智能家居、自动驾驶等概念形成初步了解。不过，他们在进行未来预测时，常常缺乏依托现实数据的推断意识，常提出缺乏现实依据的空想式设想（比如未来家居可实现瞬间移动），未形成基于现有科技趋势推导未来的理性预测意识。同时，学生对科技影响的认知还存在片面性，更多关注其带来的便利，而对潜在风险（比如隐私安全问题）往往视而不见。 3.现存短板与本节关联： （1）前学生在抽象概念词汇（比如resistance抵制、advocate支持）、观点立场类词汇及逻辑连接词的掌握上存在应用瓶颈——多数仅能辨识理解，无法在口语和书面表达中自主提取、精准匹配，导致语义传递不精确、逻辑关联不清晰，这与本课时议论文逻辑衔接的重点直接相关。​ （2）虽然通过阅读输入已了解议论文的基本框架，但学生的论证体系构建仍显薄弱：观点阐述多呈现为二元化立场标记（例如I agree/disagree.）或事实堆砌现象，缺乏对典型案例举证、量化数据支撑、因果链条推演等深化手段的系统运用，例如在讨论自动驾驶的优势时，仅能表达“It’s safe.”，无法结合某品牌自动驾驶事故率低于人类驾驶等案例或数据增强说服力。 （3）段落与篇章的建构过程中，学生对逻辑关系标记词（涵盖转折、因果、递进、让步等类型）的运用意识较弱，难以依托恰当的衔接手段清晰展现句群间/段落间的思维关联，继而造成整体表达的连贯性不足与逻辑链断裂。 本课时教学目标 学完本课，学生能够： 1.剖析并阐释议论文的基础语篇框架及其核心论点。 2.辨识议论文的标志性文体属性及其情感倾向的呈现方式。 3.综合所学内容总结立场类议论文的结构模型，并独立构思一篇传递主观见解与情感倾向的短篇议论文。 教学重难点 教学重点：引导学生掌握议论文的基本结构（呈现议题—分析利弊—阐明立场），并能够撰写一篇论点突出、论证有据的短文。 教学难点：引导学生掌握语篇衔接手段（如路标词）的识别与适配运用，使其在运用确切且有说服力的语言传递观点与态度时，能够自然呈现论证的逻辑推进与内容层次。 教学过程 Objectives Learning Activities (Time) Activity Types Assessment of Learning Objective 1: Activate prior knowledge and introduce the topic of technological ambivalence through a provocative debate. Step 1: Lead-in (3 minutes)​​ Activity 1(1 minute) Please watch the English short video about ‘Luobo Kuai Pao’ (a self-driving taxi service). It will only last 30 seconds.Then divide into two teams—the pro side and the con side—to debate and vote on whether to support this service. Activity 2(2 minutes) Each side will have one representative present their key arguments. What a wonderful debate we just had! All of you have expressed clear stances on new technology, just like true critical thinkers. Now, how does a professional writer explore this issue in a more logical and convincing way? Let’s turn ourselves into “writing detectives” and analyze the text《Should We Fight New Technology?》together to see what “writing secrets” we can learn from this author. Our first task is to crack the structural code of this article. Interactive Lead-in Monitor and assess students’ prior knowledge through oral responses and discussion engagement. Objective 2: Analyze the structure and language features of an argumentative essay.​ Step 2: Reading for some information(11 minutes)​​ Activity 1(3 minutes) Divide all students into 4 groups. Group 1 takes Paragraph 1, Group 2 takes Paragraph 2, and so forth.Each group will summarize the core content of their assigned paragraph using one imperative sentence—start with the base form of a verb.Afterward, the teacher randomly selects one student per group to present and gives feedback on: (1) Are the sentences imperative? (2) Do they capture the core? Para1:Describe an issue. Para 2-3:Discuss the disadvantages and advantages. Para 4:Give an opinion. Activity 2(1 minute) Select one student at random to summarize the structure of the passage based on the summaries from Activity 1,presenting it on the blackboard as a 3-box diagram (Issue→Pros & Cons→Opinion).”After that, ask another student to assess: (1)Does the diagram include all three key parts (Issue, Pros & Cons, Opinion)? (2)Is the order logical? Meanwhile,the teacher can add some information. 3.Language features: Activity 3(5 minutes) (1)All-participants Treasure Hunt Game(2 minutes) The teacher asks: How does the author connect his ideas? Let’s find the ‘signposts’. All students quickly circle logical connectors based on their functions (e.g., contrast: nevertheless; example: for example; addition: moreover) in the text. The teacher invites volunteers to share findings, which are listed on the blackboard. Para 1:hence, nevertheless Para 2:on the one hand Para 3:on the other hand,for example,moreover Para 4:personally,nevertheless (2)Synonym Replacement Challenge(2.5 minutes) The teacher invites the whole class to brainstorm and write down synonyms for the signpost words listed on the blackboard.The teacher then guides a discussion on the subtle differences in tone and usage between the various synonym replacements. Para 1:thus,however Para 2:in the first place Para 3:in the second place,for instance,furthermore Para 4:in my view,nonetheless Activity 4(2 minutes) (1 minute) The teacher asks: (1)Besides the obvious signpost words, which words directly show the author’s attitude toward technology (e.g., advocate= support)? (2)Are their emotional overtones strong or mild? (1 minute) After students quickly search for and share their answers, the teacher conducts a summary assessment, clarifying how these words together construct the author’s dialectical stance. Collaborative Analysis & Genre Study The mind map and graphic organizer serve as visible evidence of students’ understanding of the text’s macro-structure and micro-language features. Teacher observes group discussions to gauge comprehension and provide immediate clarification. Objective 3: Guide students in outlining their own essays.​ Step 3: Collaborative Template Creation (10 minutes) Activity 1(5 minutes) We’ve uncovered the structure and signposts of a great essay. Now, let's work in groups to create our own template that can guide us to write about any controversial topic clearly and logically. Group Summary:In groups, students collaboratively summarize an argumentative essay template. The template should guide them to introduce a phenomenon, present both supportive and opposing viewpoints, and state their own opinion by integrating previously learned knowledge.In the process,The teacher circulates among groups to offer targeted assistance. Activity 2(1 minute) AI-Assisted Generation:Using the AI tool (e.g., Doubao) on the interactive whiteboard, one group selected by drawing lots generates a standard template for reference and comparison. Tip：The generated template is applicable to general controversial topics (such as technology, the environment, etc.) and include a description of the phenomenon, pros and cons, as well as the author’s stance. Activity 3(4 minutes) Comparison and Refinement:The other groups compare their self-summarized template with the AI-generated one, discussing the similarities and differences to refine their understanding.Finally,Discuss which part of the AI-generated template is most worth learning from within 1 minute.​ Example template:​​ 第一段：With social development, many have come to realize the issue that___________ [Describe the event]. Opinions are divided on this matter. 第二段：On the one hand, some advocate that_________________[Viewpoint 1], reasoning that___________________________[Reason]. On the other hand, others argue that___________________[Viewpoint 2], because... [Reason]. 第三段：Personally, I support that_________________ [Your opinion].For example,______________ [Supporting example]. Tip：Students are expected to create multiple templates (e.g., 4 variations), though only one example is provided here. Collaborative Inquiry & Technology Integration The teacher circulates to observe the group discussion and the templates they create, providing immediate, targeted feedback on their logic and structure. Objective 4: Enable students to write, evaluate, and refine an argumentative essay by applying acquired knowledge and collaborative tools.​ Step 4: Guided Writing & Collaborative Evaluation (14 minutes)​​ Activity 1: (6 minutes) Now that you have your own powerful template, it’s time to put it to the test! Let’s see how you can use it to write a fantastic essay of your own on a new topic: Digital Tourism. Drafting:​​ Students individually write the first draft of their essay based on their outline, focusing on the structure and target language learned. 假定你是李华，你班近期围绕“是否应该倡导数字旅游”开展了辩论赛。 正方观点：数字旅游（如VR全景游览、线上博物馆）打破了时空限制，让更多人能便捷、低成本地接触文化遗产。 反方观点：数字体验无法替代身临其境的真实感，可能削弱人们亲身旅行的意愿，反而不利于当地旅游业。 请你结合辩论中的正反方观点，为班级英语墙《科技话题专栏》写一篇议论文，读者是全班同学，需清晰呈现正反方观点及个人立场，便于同学阅读后参与讨论。 字数：80词左右，可运用之前学习的议论文模板。 Tip:The teacher circulates to provide assistance. Activity 2: (5 minutes) Peer Feedback with a Focused Checklist: 1-Minute Marking:After exchanging drafts, students use a pencil to quickly check off issues on the checklist(e.g., “Lack of logical connectives”) 4-Minute Discussion:For the checked-off issues, students put forward specific suggestions to each other (e.g.,“You can add 'However' between the second and third paragraphs for cohesion”). Activity 3: (3 minutes) AI-Powered Teacher Review:​ The teacher quickly selects one student's draft, projects it, and uses the Doubao AI tool to generate an instant grammatical correction and a brief comment on one strength and one area for improvement.The teacher facilitates a brief class discussion to contrast the peer, AI, and teacher perspectives. Guided Writing & Collaborative Evaluation Formative Assessment:​The teacher circulates during drafting to identify common challenges for just-in-time support. The peer feedback checklist serves as a quick comprehension check. The live AI review demonstrates the application of evaluation criteria and provides a model for future self-editing. Objective 5: Consolidate the key structure and language features of an argumentative essay.​ Step 5: Summary & Consolidation (2 minutes)​​Activity 1: (1 minute) Quick Recall & Self-assessment​ The teacher points to the text structure mind map on the blackboard and asks: What are the three key moves in a balanced argumentative essay?​ Students chorally or individually answer: ​​Introduce the issue, discuss both sides, state the opinion. Activity 2: (1 minute) The teacher concludes: What we’ve learned today is not just a way to write English essays, but more importantly, a powerful thinking tool: present the phenomenon, analyze its pros and cons, and clarify your stance. In the future, whether you’re reflecting on social hot topics or making important decisions, this framework will help you move beyond one-sided views, think comprehensively, and make you a more persuasive person. Consolidation & Reflection Quick Check:​​ The teacher assesses students’ instant recall of the text structure through their oral response, gauging overall class understanding. Intentions:This instructional design employs a multimodal approach to foster the synergistic development of language proficiency and critical thinking. The pedagogical intentions are threefold: 1.To contextualize and motivate learning:An engaging video clip activates students’ prior knowledge on technology, sparking curiosity and establishing an authentic context for textual analysis. 2.To cultivate deep reading and analytical habits:Guided close reading and structural analysis of the text enhance students’ skills in information processing and logical reasoning, encouraging a critical examination of technology's dual impact. 3.To bridge comprehension with application:By analyzing key linguistic features (e.g., signal words, attitudinal phrases), students build a repertoire for written output. Scaffolded writing tasks then ensure a seamless transition from receptive understanding to productive use. In essence, this technology-themed design creates a cohesive learning journey that intertwines motivation, cognitive challenge, and language practice, aiming for the integrated advancement of students’ cognitive and linguistic capacities. 板书设计 Unit 2 Look into the Future 一.语篇结构 Para 1:Describe an issue(a specific event+different views) Para 2-3:Discuss the disadvantages and advantages(topic sentence+examples+make contrast) Para 4:Give an opinion(topic sentence+examples) 二.逻辑连接词（功能分类举例） 1. 转折：nevertheless, however 2. 举例：for example, for instance 3. 递进：moreover, furthermore 4. 立场：personally, in my view 三.议论文写作模板（简化框架） 1. Introduce the issue: With the development of..., people have different views on... 2. Discuss pros & cons: On the one hand,... On the other hand,... 3. State your opinion: Personally,... For example,... 课时作业 背课文中“正反方观点论证”段落（Para 2-3），重点掌握“逻辑连接词”的用法；随后完成以下写作任务： 近期，学校小卖部计划推行“无现金支付”（仅支持刷脸）。班长李华需要收集同学们的意见并整理成一篇短文，提交给后勤部门。请你以李华的名义，写一份80词左右的议论文，提交给后勤部门并建议张贴在班级公告栏。 要求： ①包含正反方理由； ②用至少两个逻辑连接词（比如however, for example）； ③明确你的建议（比如“保留现金支付通道，同时增设支付安全提示”）。 课后反思 本节课围绕“如何构建有理有据的议论文”这一核心问题展开，旨在通过递进式活动实现语言能力与思维品质的协同发展。本次教学也是一次融合数字化工具、合作学习与批判性思维培养的有效实践。 一.教学亮点​ 1.深度融合AI工具，培养探究与批判精神：本课最大亮点在于将AI工具（豆包）深度融入教学。在“模板构建”环节，学生经历了“自主归纳—技术验证—对比优化”的完整探究循环。该设计不仅激发了学生的主动性与好奇心，更引导他们批判性地审视技术输出，有效同步提升了数字素养与批判性思维能力。 2.贯彻“以终为始”，形成学习闭环：教学设计目标明确，从导入辩论激活思辨，到文本分析提供范本，再到写作输出应用知识，最后通过同伴互评与教师/AI示范进行反馈，构成了一个有效的学习闭环，确保了教学目标的达成。 3.聚焦高阶思维，实现学用一体：课堂活动超越了语言表层学习。学生在分析文本论证逻辑、权衡科技利弊以及进行写作创造的过程中，持续开展分析、评价与创造等高阶思维活动，真正实现了将语言作为思考与解决问题工具的教学目标。 二.不足之处与改进策略​ 1.同伴互评深度不足：课堂内的同伴互评因时间限制，深度有待加强。理想的互评应是一个延续性的过程。 改进策略1（同伴互评）：比如使用“钉钉班级群” 的“作业互评”功能，设置评分量规（比如：逻辑连接词使用3分、案例真实性3分、观点清晰度4分，学生课后完成初稿互评（每人评2份），AI工具（比如豆包）辅助语法检查，教师次日针对共性问题（比如：案例不具体）在课堂集中反馈，学生修改后提交终稿。 2.写作话题的真实性可进一步增强：所选作文话题虽贴合课本主题，但与学生的校园生活存在一定距离，话题相对陌生。 改进策略：强化写作任务的真实性与交际目的。例如，将任务设置为“为学校科技主题英文博客投稿”，使写作拥有更真实的读者和目的，从而提升学生的写作内驱力与交际意识。 3.学生论证深度存在差异：在巡回指导中，注意到学生在论证的深度上存在差异。 改进策略：未来考虑设计分层写作任务，如为需要帮助的学生提供更细致的句型支架，为学有余力的学生设置“在论证中引用一项数据或研究”等更高阶的挑战任务。 本次反思让我对“双新”背景下的英语教学优化有了更清晰的认知。后续将围绕“学生主体、思维引领、实践落地” 的原则，不断完善“输入—分析—输出”的教学链条，通过更贴合校园生活的话题设计、更具指导性的评价体系，打造能充分激发学生主动性、助力其全面发展的英语学习场景。同时，深化分层教学，给基础薄弱的同学提供句型提示卡，加强输入。 学科网（北京）股份有限公司 $