新人教版高中英语选择性必修一Unit 2大单元整体教学设计
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| 名称 | 新人教版高中英语选择性必修一Unit 2大单元整体教学设计 |
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| 更新时间 | 2026-02-28 00:00:00 | ||
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人教版高中英语选择性必修一Unit 2单元整体教学设计
基本信息
单元名称 Looking into the Future 学校 汉滨高中
年 级 高二 教科书版本及章节 人教版选择性必修一 Unit 2
单元教学设计
单元学习主题 本单元围绕“展望未来”（Looking into the Future） 这一主题展开，内容取材广泛，从智能家居的发展到设备的自动化，从纳米机器人到无人驾驶汽车，从克隆技术到人体器官的复制，等等。本单元在鼓励学生在人与社会、人与自我的主题下，多角度地关注科技进步对未来社会的影响，展望时代发展的方向，辩证地思考人类在未来可能面对的问题以及能够发挥的作用。
单元设计理念 单元话题：展望未来 主题语境：人与社会、人与自我 单元大观念：学会展望，态度积极，创造未来
单元内容整合关联
交流对智能家居的看法 用将来进行时预测未来的变化 欢迎或拒绝未来的变化？用一篇议论文阐述自己观点 为未来职业和科技发展做好充分准备并持续努力 学会展望，态度积极，创造未来 The best way to predict the future is to create it. --Peter Drucker
学情分析
高二阶段是高中英语学习的关键期，学生已经具备一定的语言基础，但同时也面临词汇量剧增、语法难度提升、阅读和写作要求提高等挑战。
方面 优点 弱点
知识掌握 已掌握基础语法（如时态、从句）和常用词汇（约2000-2500词）。 词汇量不足：高考要求3500-4000词，但部分学生仅停留在2000词左右，影响阅读和写作。
具备基本的阅读和听力理解能力，能应对中等难度的文章和对话。 语法体系不扎实：长难句分析能力弱，非谓语动词、虚拟语气等易错点较多。
写作能力初步形成，能写简单的议论文和应用文（如书信、邮件）。 阅读速度慢：信息定位能力差，遇到科技、社科类文章时理解困难。
写作模板化：句式单一，逻辑性不强，缺乏高级词汇和复杂句型。
学习态度与习惯 兴趣分化明显：部分学生对英语学习有热情（如喜欢看美剧、听英文歌），但另一部分因基础薄弱而抵触。
依赖刷题，忽视积累：部分学生习惯通过刷题提分，但词汇背诵、错题整理等基本功不足。
听说能力普遍较弱：受应试环境影响，口语和听力训练较少，部分学生“哑巴英语”现象严重。
单元学习教学目标
语言能力
词汇
能正确使用下列单词和词块
phrase, persuade, switch, distant, secure, remote, automatic, integrate, efficient, mode, routine, … switch off/on, in the not-too-distant future, remote control, air conditioner, energy-efficient mode, … on the opposite sides of the world, get into the best shape, look on the positive side等
语法
能够在具体语境中正确地理解和使用将来进行时
语篇
阅读和理解杂志专栏文章，了解此类文章的语篇结构和语言特点。
阅读和理解议论文，学习如何在议论文中引出问题、阐述观点并进行论证，掌握议论文的一般写法。
听懂并理解预测未来科技和生活的访谈。
表达
能够运用表示预测的语言功能项目谈论未来的工作和生活。
能够以口头和书面的形式，有条理地分析科技发展对未来的影响，表达自己的观点。
能够运用正反两方面的观点和论据,完成讨论未来科技发展利弊的议论文的写作。
学习能力
能够根据文体和语言特点判断文章的目标读者和写作目的。
能够在听力语篇中抓取表示预测的时态和句子结构，获取主要信息。
能够根据主题表达的需要，利用语篇衔接手段，有逻辑地组织信息。
文化意识
了解科技发展，尤其是智能家居对人类生活的重要影响和意义。
了解科技进步对未来社会的影响，理解人们对此的不同态度。
思维品质
能够对科学技术的发展保持好奇心，对科技改变未来生活的场景充满想象。
能够围绕未来生活的主题主动收集、整理相关信息，有逻辑地阐述自己的观点。
能够批判性地分析有关科技改变未来生活的不同观点，在充分论证的基础上形成自己的观点。
单元目标与课时安排
语篇 课型 课时 分课时目标 教学逻辑 单元内容
Opening page Reading and Thinking Build up your vocabulary 阅读课 第1-2课时 展望未来，知晓人们对智能家居的看法；了解科技发展，尤其是智能家居对人类生活的重要影响和意义； 理解主题意义（重点） 了解未来
Discovering Useful Structures 语法课 第3课时 运用将来进行时来表达事情按计划发展； 深化主题意义 预测未来
Listening and Talking 听说课 第4课时 运用表示预测的语言功能项目谈论未来的工作和生活； 拓展、表达 主题意义
Reading for Writing 读写课 第5-6课时 能够运用正反两方面的观点和论据，完成讨论未来科技发展利弊的议论文的写作； 应用主题意义 表达看法
Assessing Your Progress 实践课 第7课时 厘清自己对技术进步的态度和观点，联系自身实际反思本单元的主题意义； 迁移主题意义（难点） 付诸行动
Video Time 视听课 第8课时 理解任何梦想的实现和科技的进步都需要持续的努力和执着的付出。
小单元一（第1-4课时）；小单元二（第5-6课时）；小单元三（第7-8课时）
教学设计
第一课时：Reading and Thinking
Teaching objectives: At the end of the class, students are expected to:
Obtain factual information and identify purpose and the intended audience of the text;
Read the details, and describe the functions and advantages of smart homes;
Understand the significant impact of smart homes on human life;
Maintain curiosity about science and technology and hold a rational attitude towards the development of advanced technology.
Teaching key points:
Identify the writing purpose and the intended audience of the text;
Understand the characteristics of exposition and logically organize information according to the needs of thematic expression;
Rationally think and positively look forward to the development of advanced technology.
Teaching difficult points：
Logically organize information according to the needs of thematic expression.
Teaching procedures:
教学目标 教学活动及互动方式 设计 意图 活动 层次 效果评价
通过分析文章来理解文章的主旨 Activity 1 Brainstorming What are some smart devices in life？ What does it mean when we say that something is “smart” What do you think a “smart” house can do that other houses cannot 引入话题，激发学生兴趣 感知与注意 学生能够对“smart”含义有所了解，并为后面smart homes文章学习做好铺垫。
Activity 2阅读和分析文本 Step I: Fast reading (1) Read the title and the three subtitles and answer the following questions. 1. What is the type of this text 2. What is the purpose of the text 3. Who is the intended audience of this text (2) Match each paragraph with the main idea. (3) Figure out the structure. 互动方式：学生快速浏览文章标题和小标题，回答问题并总结文本结构。 通过速读和略读确定文章体裁、写作目的和目标读者，明晰文章结构。寻读关键词，快速匹配段落主旨，为下一步的精读做铺垫。 获取与梳理，分析与判断，概括与整合 学生能够通过关键信息确定文章体裁，写作目的，并推测文章的目标读者，把握文章结构。学生能够快速找到关键词汇，理解文章主旨，形成对文章主题的明确概念。
Step II: Detailed reading (1) Read Paragraph 1 and answer the questions. 1. Why does the author start with two questions 2. What are the advantages of smart homes mentioned in this passage (2) Read Paragraph 2 and compare intelligent controls between today and the future. This paragraph is developed by _______ and listing. (3) Read Paragraph 3＆4 and answer the question. Paragraph 3＆4 are developed by _____. (4) Read Paragraph 5 and complete the following tasks. 1. How do you understand “the home of tomorrow already the home of today” 2. What’s the author’s attitude towards “smart homes” A. positive but rational B. negative C. neutral D. indifferent互动方式：学生细读文章，完成不同类型题目。 (5) Retell the passage through a mind map. 通过细读文本，理清文本的细节信息，围绕文本主题设置不同类型题目，引导学生分析文本写作手法，锻炼学生使用英语表达意图的能力。 获取与梳理，分析与判断，描述与阐述 学生能够跟随文章脉络，使用归纳性语言回答问题，完成表格，建立个人与主题的联系，并由不同的写作手法体会说明文的写作特点。
讨论智能家居可能存在的缺点，形成批判性思维，表达自己的观点。 Activity 3 探究与讨论 1. Watch a video about the embarrassment caused by advanced technology. 2. What are possible challenges or disadvantages of “smart homes” 互动方式：学生观看视频，小组讨论后进行展示。 引导学生体会智能家居可能存在缺点，培养学生发现问题的能力。 分析与判断，描述与阐述 学生能够描述智能家居的缺点，并进行批判性思考，说明自己对于智能家居的观点。
Activity 4 讨论与评价 1. Group discussion What is your attitude towards “smart homes” 2. Make comments on classmate’s performance. 互动方式：学生展示，同学听完后进行评价。 学生展示自己的观点，对同学的展示进行评价，深化文本主题。 评价与批评，内化与运用 学生能够展示自己的观点，能够对同学的展示进行总结之后做出评价，促进语言表达能力，锻炼思维能力。
Homework:
Level A: Write a passage to describe your dream smart home.
Level B: If you are able to create a smart device for your home, what will create Write about your creation.
Teaching reflection:
1. This lesson has basically achieved the learning objectives, and students are able to think and discuss under the guidance of teacher’s questions, and develop a critical thinking awareness to express their own opinions.
2. In classroom activities, there is good interaction between teachers and students, and the classroom atmosphere is harmonious. Teacher student evaluation and student evaluation are integrated into the entire teaching activity, achieving integrated teaching evaluation in the classroom.
3. More attention should be paid to students who do not actively take part in the activities and motivate their enthusiasm.
Blackboard Design
smart homes
Intelligent controls
Regular health checks
No more disasters
make life easier
第二课时：Discover useful structures
Teaching objectives: At the end of the class, students are expected to:
identify and analyze the usages of the future progressive tense.
master the usages of the future progressive tense through self-study and practice.
use the future progressive tense to express your ideas.
Teaching key points:
Master the usages of the future progressive tense through self-study and practice.
Teaching difficult points：
Use the future progressive tense to express your ideas.
Teaching procedures:
步骤 教学活动 设计意图 时间
Warm up-to discover
Step 1 Do you still remember what we’ve learned last period What will smart homes do in the future 承接上一个课时的内容，用一张图吸引学生注意，激活学生原有知识，引出本课即将讲授的知识点, 并展示例句。 2 min
Focus on the form and the meanings as well as corresponding practice
Step 2 Ss find more sentences using the future progressive tense from the previous text and sum up the form and meanings of the tense. 通过让学生在课文中找出更 多例子的活动，引导学生观 察及总结目标语法的形式和意义。 5 min
Step 3 Read the passage about Jack’s everyday routine and complete the following sentences. 通过练习题，强化学生对将来进行时形式与意义的理解。 5 min
Step 4 Make a comparison between simple future tense and future continuous tense. 使用列表比较一般将来时和将来进行时的不同之处。 5 min
Step 5 Fill in the blanks with the proper forms of the verbs in brackets. 体会一般将来时、将来进行时、过去将来时的用法及不同。 5 min
Focus on the application
Step 1 Work in pairs. Read the travel plan and make up a conversation using the future continuous tense. 运用目标语法，让学生结对完成活动 4 8 min
Homework Workbook Page 69 Exercises 1-3 帮助学生课后巩固将来进行态的正确使用，达到能根据具体的语境使用正确的时态 完成句子的学习目标。 13 min
Blackboard Design
Future continuous tense: shall/will be doing
持续性 continuous
计划性 planned
委婉性 euphemistic
第三课时：Listening and Speaking
Teaching objectives
At the end of the class, students are expected to:
Extract information about predicting technological development by listening to an interview.
Organize expressions related to prediction in listening, and be able to use these expressions to express predictions about the future.
Able to apply background knowledge to discuss the pros and cons of future technological development.
Teaching key points:
1. Inspire students to explore the trends of technological development.
2. Use predictive expressions to express predictions about the future.
Teaching difficult point:
How to properly use predictive expressions to express predictions about the future.
Teaching Procedures:
教学目标 教学活动及互动方式 设计 意图 活动 层次 效果评价
通过提问引入今天话题 Step 1: Lead in T: What impresses you most in this year’s AI development 通过对2025年科技最新发展动态引入话题 感知与注意 学生能够通过图片提示回顾今年最新科技发展，对今天听力话题有所预知。
通过图片激活学生背景知识，熟悉话题词汇。 Step 2 Before listening Task 1 : Match the words with the pictures. 互动方式：学生描述图片内容，将图片和词汇相匹配。 通过图片对话题进行预热，学生把事件和图片连线，激活相关背景知识。 感知与注意 学生能够通过观察和描述图片进行预测，将图片与词汇进行匹配，激活相关背景知识，并熟悉听力中的部分话题词汇。
通过反复听对话：听取大意、听职业、听预测、听结构、听目标。 Step 3: While listening Task 2 Listen for the main idea and choose the correct answer. Task 3. Listen for structure and fill in the table below. Task 4. Listening for language: listen again and fill in the blanks. 互动方式：学生听对话，完成表格和填空。 引导学生完成访谈大意的听取，两位嘉宾的预测描述，学习预测内容的表述方法，使用特定句子结构或特定时态表达预测。 获取与梳理，概括与整合，描述与阐述 学生能够完成两位嘉宾的预测描述。根据教师的引导，观察并总结出在表示预测时会用到的方法，有意识地学习和应用，使用特定句子结构或特定时态表达预测。
通过多种活动引导学生大胆预测科技发展可能引起的变化，恰当运用句子结构和语法结构。 Step 4: Post listening Task 5 Pair-work Do you think Dr Han and Vincent Black’s predictions are possible Why or why not 互动方式：学生小组讨论两位嘉宾的预测是否可能，并说明原因。 Task 6 Perform an interview. One student of the group is the host to interview the rest of the group members. The others tell your job and make your predictions about future changes. 互动方式：学生进行访谈，了解对方对未来职业的选择和预测。 学生判断两位嘉宾预测的可能性，发表自己的评价，开拓思维。通过创编访谈节目，综合运用所学内容，展示创造性和想象力。 分析与判断，推理与论证，内化与运用，想象与创造 学生能够关于嘉宾的预测给出自己的判断，并对此给出合理的原因作为支撑，提升语言表达能力。能够完成预测未来的访谈节目，在完成角色任务的同时，内容体现个性化和想象力。
Homework
Write a letter from the present you to the future you, presenting a potential problem in your future career that might be caused by future advances in technology. You are required to include:
· the name of your possible future career;
· the potential problem that is caused by future advances in technology;
· the possible effects of the problem.
Teaching Reflection
Students are able to extract information through listening to interviews, organize and predict expressions related to the development of future technology, and use these expressions to express predictions about the future. The classroom atmosphere is harmonious, and the evaluation of teachers and students is organically integrated into the entire teaching activity. However, there are still students having poor oral skills are unwilling to express their opinions using spoken language. Therefore, it is necessary to increase oral practice and give them more opportunities to showcase themselves.
Blackboard design
make predictions
future tense: will do/will be doing
words: predict, prediction, forecast
第四课时：Should We Fight New Technology (Reading)
Teaching objectives:
At the end of the class, students are expected to:
1. Sort out people’s different attitudes towards driverless cars and new technology;
2. summarize the structure of argumentative writing and be familiar with the signposts appeared in the text.
3. know about the way to write an argumentative essay
Teaching key points:
1. Sort out people’s different attitudes towards driverless cars and new technology;
2. Summarize the structure of the text and become familiar with signposts;
Teaching difficult point:
1. know about the way to write an argumentative essay
Teaching Procedures:
教学目标 教学活动及互动方式 设计 意图 活动 层次 效果评价
通过视频使学生了解新科技带来的变化和挑战。 Step 1: Lead in Watch a video about driverless cars and talk about its benefits and the challenges it faces. 互动方式：学生观看视频，谈论无人驾驶汽车的优缺点。 创设语境，引入主题。 感知与注意，获取与梳理 学生观看视频后，可以激活相关话题知识，了解新科技带来变化的同时，也带来挑战，激发学生的辩证思维。
通过语篇阅读，了解文章结构和文章内容。 Step 2: Pre-reading 1. What are some of the new devices or apps have you been using recently Are they helpful or distracting 2. What do you expect to read from the text 互动方式：学生回答问题，预测文章内容。 预测文章内容，引起学生对文章的思考。 获取与梳理 学生能够预测文章内容，更快地思考文章相关主题。
Step 3: While-reading 1. Read the text and decide whether the statements are right or wrong. ·A person died in an accident while driving a car. ·The Amish avoid new technology because they do not want to have good lives. ·Many disasters have been prevented by weather-tracking computer programmes. ·Building large networks through social media helps us find new opportunities. ·The author uses a health monitor to know how much exercise he/she needs. 2. Read the text and fill in the forms. (1) Read para 1 and figure out attitudes and opinions of different sides towards driverless cars. (2) Read para 2-4 and find out the topic sentence and supporting details. (3) Answer the following questions about the text. · Which one shows the structure of the text · Why did the author write about this topic (4) Underline the signpost words or phrases in the text. How do they help tell us the purpose of the paragraphs
互动方式：学生阅读语篇，完成正误判断、填写表格、回答问题等活动。 引导学生完成语篇阅读，了解文章细节内容，文章结构，写作手法。 获取与梳理，概括与整合，描述与阐述，内化与运用 学生能够形成对新科技发展的批判性认知，新科技的发展具备优势，也有挑战性。对议论文的结构形成基本认识。
Step 4: Post-reading 1. Summarize the structure of the argumentative writing. The issue – people’s opinions – author’s opinion 互动方式：学生小组找出标识性语言并回答问题，总结议论文的结构。 2. Debate on: should we fight new technology 学生寻找标识性语言并分析其作用，总结议论文结构。 概括与整合 学生能够体会标识性语言的作用，通过对文章结构的分析，总结出议论文的篇章结构。 通过口头辩论，为后续写作任务打开思路，积累素材。
Homework
Surf on the Internet to find more information about the advantages and disadvantages of new technology.
Retell the text.
Teaching Reflection
Students can learn the writing methods of argumentative essays by analyzing the structure of text through reading. Through language accumulation and analysis of the structure, students are able to imitate and write a well-structured argumentative essay. But students have limited reading volume and insufficient application of argumentative language.
Blackboard Design:
Argumentative writing:
P1: introduction
P2: advantages and disadvantages
P3: your opinion
signposts: on the one hand, on the other hand, personally, …
第五课时：Writing
Teaching objectives:
At the end of the class, students are expected to:
revise the structure and signpost of an argumentative essay.
write an essay about changes caused by advances in technology.
hold a rational and reasonable attitude towards future changes.
Teaching key point:
Revise the structure and signpost of an argumentative essay.
Teaching difficult point:
Write an essay to express opinions about changes caused by advances in technology
Teaching procedures:
Step 1 Pre-writing
Revision
Try to recall the structure of an argumentative essay
Think about the signposts that can be used in an argumentative essay
Brainstorm some future advances in technology, and their possible advantages and disadvantages.
Form personal opinions
Why do you want to write about this topic
What is your opinion on the topic
Step 2 While writing
Write an argumentative essay to express your opinion.
Step 3 Post writing
Self-check: check writing, spelling, grammar, punctuation, conjunctions, capital letters and so on
Peer-check: use the checklist to review your partner’s draft.
Take your draft back and revise it.
Share your essay with the rest of the class.
Homework:
Surf on the Internet to find more information about the advantages and disadvantages of the changes brought about advanced technology.
Rewrite your essay based on the feedbacks given by your partner.
Blackboard Desgin:
Argumentative writing
Describe the issue
Disadvantages + supporting evidence
Advantages + supporting evidence
Your opinion
基本信息
单元名称 Looking into the Future 学校 汉滨高中
年 级 高二 教科书版本及章节 人教版选择性必修一 Unit 2
单元教学设计
单元学习主题 本单元围绕“展望未来”（Looking into the Future） 这一主题展开，内容取材广泛，从智能家居的发展到设备的自动化，从纳米机器人到无人驾驶汽车，从克隆技术到人体器官的复制，等等。本单元在鼓励学生在人与社会、人与自我的主题下，多角度地关注科技进步对未来社会的影响，展望时代发展的方向，辩证地思考人类在未来可能面对的问题以及能够发挥的作用。
单元设计理念 单元话题：展望未来 主题语境：人与社会、人与自我 单元大观念：学会展望，态度积极，创造未来
单元内容整合关联
交流对智能家居的看法 用将来进行时预测未来的变化 欢迎或拒绝未来的变化？用一篇议论文阐述自己观点 为未来职业和科技发展做好充分准备并持续努力 学会展望，态度积极，创造未来 The best way to predict the future is to create it. --Peter Drucker
学情分析
高二阶段是高中英语学习的关键期，学生已经具备一定的语言基础，但同时也面临词汇量剧增、语法难度提升、阅读和写作要求提高等挑战。
方面 优点 弱点
知识掌握 已掌握基础语法（如时态、从句）和常用词汇（约2000-2500词）。 词汇量不足：高考要求3500-4000词，但部分学生仅停留在2000词左右，影响阅读和写作。
具备基本的阅读和听力理解能力，能应对中等难度的文章和对话。 语法体系不扎实：长难句分析能力弱，非谓语动词、虚拟语气等易错点较多。
写作能力初步形成，能写简单的议论文和应用文（如书信、邮件）。 阅读速度慢：信息定位能力差，遇到科技、社科类文章时理解困难。
写作模板化：句式单一，逻辑性不强，缺乏高级词汇和复杂句型。
学习态度与习惯 兴趣分化明显：部分学生对英语学习有热情（如喜欢看美剧、听英文歌），但另一部分因基础薄弱而抵触。
依赖刷题，忽视积累：部分学生习惯通过刷题提分，但词汇背诵、错题整理等基本功不足。
听说能力普遍较弱：受应试环境影响，口语和听力训练较少，部分学生“哑巴英语”现象严重。
单元学习教学目标
语言能力
词汇
能正确使用下列单词和词块
phrase, persuade, switch, distant, secure, remote, automatic, integrate, efficient, mode, routine, … switch off/on, in the not-too-distant future, remote control, air conditioner, energy-efficient mode, … on the opposite sides of the world, get into the best shape, look on the positive side等
语法
能够在具体语境中正确地理解和使用将来进行时
语篇
阅读和理解杂志专栏文章，了解此类文章的语篇结构和语言特点。
阅读和理解议论文，学习如何在议论文中引出问题、阐述观点并进行论证，掌握议论文的一般写法。
听懂并理解预测未来科技和生活的访谈。
表达
能够运用表示预测的语言功能项目谈论未来的工作和生活。
能够以口头和书面的形式，有条理地分析科技发展对未来的影响，表达自己的观点。
能够运用正反两方面的观点和论据,完成讨论未来科技发展利弊的议论文的写作。
学习能力
能够根据文体和语言特点判断文章的目标读者和写作目的。
能够在听力语篇中抓取表示预测的时态和句子结构，获取主要信息。
能够根据主题表达的需要，利用语篇衔接手段，有逻辑地组织信息。
文化意识
了解科技发展，尤其是智能家居对人类生活的重要影响和意义。
了解科技进步对未来社会的影响，理解人们对此的不同态度。
思维品质
能够对科学技术的发展保持好奇心，对科技改变未来生活的场景充满想象。
能够围绕未来生活的主题主动收集、整理相关信息，有逻辑地阐述自己的观点。
能够批判性地分析有关科技改变未来生活的不同观点，在充分论证的基础上形成自己的观点。
单元目标与课时安排
语篇 课型 课时 分课时目标 教学逻辑 单元内容
Opening page Reading and Thinking Build up your vocabulary 阅读课 第1-2课时 展望未来，知晓人们对智能家居的看法；了解科技发展，尤其是智能家居对人类生活的重要影响和意义； 理解主题意义（重点） 了解未来
Discovering Useful Structures 语法课 第3课时 运用将来进行时来表达事情按计划发展； 深化主题意义 预测未来
Listening and Talking 听说课 第4课时 运用表示预测的语言功能项目谈论未来的工作和生活； 拓展、表达 主题意义
Reading for Writing 读写课 第5-6课时 能够运用正反两方面的观点和论据，完成讨论未来科技发展利弊的议论文的写作； 应用主题意义 表达看法
Assessing Your Progress 实践课 第7课时 厘清自己对技术进步的态度和观点，联系自身实际反思本单元的主题意义； 迁移主题意义（难点） 付诸行动
Video Time 视听课 第8课时 理解任何梦想的实现和科技的进步都需要持续的努力和执着的付出。
小单元一（第1-4课时）；小单元二（第5-6课时）；小单元三（第7-8课时）
教学设计
第一课时：Reading and Thinking
Teaching objectives: At the end of the class, students are expected to:
Obtain factual information and identify purpose and the intended audience of the text;
Read the details, and describe the functions and advantages of smart homes;
Understand the significant impact of smart homes on human life;
Maintain curiosity about science and technology and hold a rational attitude towards the development of advanced technology.
Teaching key points:
Identify the writing purpose and the intended audience of the text;
Understand the characteristics of exposition and logically organize information according to the needs of thematic expression;
Rationally think and positively look forward to the development of advanced technology.
Teaching difficult points：
Logically organize information according to the needs of thematic expression.
Teaching procedures:
教学目标 教学活动及互动方式 设计 意图 活动 层次 效果评价
通过分析文章来理解文章的主旨 Activity 1 Brainstorming What are some smart devices in life？ What does it mean when we say that something is “smart” What do you think a “smart” house can do that other houses cannot 引入话题，激发学生兴趣 感知与注意 学生能够对“smart”含义有所了解，并为后面smart homes文章学习做好铺垫。
Activity 2阅读和分析文本 Step I: Fast reading (1) Read the title and the three subtitles and answer the following questions. 1. What is the type of this text 2. What is the purpose of the text 3. Who is the intended audience of this text (2) Match each paragraph with the main idea. (3) Figure out the structure. 互动方式：学生快速浏览文章标题和小标题，回答问题并总结文本结构。 通过速读和略读确定文章体裁、写作目的和目标读者，明晰文章结构。寻读关键词，快速匹配段落主旨，为下一步的精读做铺垫。 获取与梳理，分析与判断，概括与整合 学生能够通过关键信息确定文章体裁，写作目的，并推测文章的目标读者，把握文章结构。学生能够快速找到关键词汇，理解文章主旨，形成对文章主题的明确概念。
Step II: Detailed reading (1) Read Paragraph 1 and answer the questions. 1. Why does the author start with two questions 2. What are the advantages of smart homes mentioned in this passage (2) Read Paragraph 2 and compare intelligent controls between today and the future. This paragraph is developed by _______ and listing. (3) Read Paragraph 3＆4 and answer the question. Paragraph 3＆4 are developed by _____. (4) Read Paragraph 5 and complete the following tasks. 1. How do you understand “the home of tomorrow already the home of today” 2. What’s the author’s attitude towards “smart homes” A. positive but rational B. negative C. neutral D. indifferent互动方式：学生细读文章，完成不同类型题目。 (5) Retell the passage through a mind map. 通过细读文本，理清文本的细节信息，围绕文本主题设置不同类型题目，引导学生分析文本写作手法，锻炼学生使用英语表达意图的能力。 获取与梳理，分析与判断，描述与阐述 学生能够跟随文章脉络，使用归纳性语言回答问题，完成表格，建立个人与主题的联系，并由不同的写作手法体会说明文的写作特点。
讨论智能家居可能存在的缺点，形成批判性思维，表达自己的观点。 Activity 3 探究与讨论 1. Watch a video about the embarrassment caused by advanced technology. 2. What are possible challenges or disadvantages of “smart homes” 互动方式：学生观看视频，小组讨论后进行展示。 引导学生体会智能家居可能存在缺点，培养学生发现问题的能力。 分析与判断，描述与阐述 学生能够描述智能家居的缺点，并进行批判性思考，说明自己对于智能家居的观点。
Activity 4 讨论与评价 1. Group discussion What is your attitude towards “smart homes” 2. Make comments on classmate’s performance. 互动方式：学生展示，同学听完后进行评价。 学生展示自己的观点，对同学的展示进行评价，深化文本主题。 评价与批评，内化与运用 学生能够展示自己的观点，能够对同学的展示进行总结之后做出评价，促进语言表达能力，锻炼思维能力。
Homework:
Level A: Write a passage to describe your dream smart home.
Level B: If you are able to create a smart device for your home, what will create Write about your creation.
Teaching reflection:
1. This lesson has basically achieved the learning objectives, and students are able to think and discuss under the guidance of teacher’s questions, and develop a critical thinking awareness to express their own opinions.
2. In classroom activities, there is good interaction between teachers and students, and the classroom atmosphere is harmonious. Teacher student evaluation and student evaluation are integrated into the entire teaching activity, achieving integrated teaching evaluation in the classroom.
3. More attention should be paid to students who do not actively take part in the activities and motivate their enthusiasm.
Blackboard Design
smart homes
Intelligent controls
Regular health checks
No more disasters
make life easier
第二课时：Discover useful structures
Teaching objectives: At the end of the class, students are expected to:
identify and analyze the usages of the future progressive tense.
master the usages of the future progressive tense through self-study and practice.
use the future progressive tense to express your ideas.
Teaching key points:
Master the usages of the future progressive tense through self-study and practice.
Teaching difficult points：
Use the future progressive tense to express your ideas.
Teaching procedures:
步骤 教学活动 设计意图 时间
Warm up-to discover
Step 1 Do you still remember what we’ve learned last period What will smart homes do in the future 承接上一个课时的内容，用一张图吸引学生注意，激活学生原有知识，引出本课即将讲授的知识点, 并展示例句。 2 min
Focus on the form and the meanings as well as corresponding practice
Step 2 Ss find more sentences using the future progressive tense from the previous text and sum up the form and meanings of the tense. 通过让学生在课文中找出更 多例子的活动，引导学生观 察及总结目标语法的形式和意义。 5 min
Step 3 Read the passage about Jack’s everyday routine and complete the following sentences. 通过练习题，强化学生对将来进行时形式与意义的理解。 5 min
Step 4 Make a comparison between simple future tense and future continuous tense. 使用列表比较一般将来时和将来进行时的不同之处。 5 min
Step 5 Fill in the blanks with the proper forms of the verbs in brackets. 体会一般将来时、将来进行时、过去将来时的用法及不同。 5 min
Focus on the application
Step 1 Work in pairs. Read the travel plan and make up a conversation using the future continuous tense. 运用目标语法，让学生结对完成活动 4 8 min
Homework Workbook Page 69 Exercises 1-3 帮助学生课后巩固将来进行态的正确使用，达到能根据具体的语境使用正确的时态 完成句子的学习目标。 13 min
Blackboard Design
Future continuous tense: shall/will be doing
持续性 continuous
计划性 planned
委婉性 euphemistic
第三课时：Listening and Speaking
Teaching objectives
At the end of the class, students are expected to:
Extract information about predicting technological development by listening to an interview.
Organize expressions related to prediction in listening, and be able to use these expressions to express predictions about the future.
Able to apply background knowledge to discuss the pros and cons of future technological development.
Teaching key points:
1. Inspire students to explore the trends of technological development.
2. Use predictive expressions to express predictions about the future.
Teaching difficult point:
How to properly use predictive expressions to express predictions about the future.
Teaching Procedures:
教学目标 教学活动及互动方式 设计 意图 活动 层次 效果评价
通过提问引入今天话题 Step 1: Lead in T: What impresses you most in this year’s AI development 通过对2025年科技最新发展动态引入话题 感知与注意 学生能够通过图片提示回顾今年最新科技发展，对今天听力话题有所预知。
通过图片激活学生背景知识，熟悉话题词汇。 Step 2 Before listening Task 1 : Match the words with the pictures. 互动方式：学生描述图片内容，将图片和词汇相匹配。 通过图片对话题进行预热，学生把事件和图片连线，激活相关背景知识。 感知与注意 学生能够通过观察和描述图片进行预测，将图片与词汇进行匹配，激活相关背景知识，并熟悉听力中的部分话题词汇。
通过反复听对话：听取大意、听职业、听预测、听结构、听目标。 Step 3: While listening Task 2 Listen for the main idea and choose the correct answer. Task 3. Listen for structure and fill in the table below. Task 4. Listening for language: listen again and fill in the blanks. 互动方式：学生听对话，完成表格和填空。 引导学生完成访谈大意的听取，两位嘉宾的预测描述，学习预测内容的表述方法，使用特定句子结构或特定时态表达预测。 获取与梳理，概括与整合，描述与阐述 学生能够完成两位嘉宾的预测描述。根据教师的引导，观察并总结出在表示预测时会用到的方法，有意识地学习和应用，使用特定句子结构或特定时态表达预测。
通过多种活动引导学生大胆预测科技发展可能引起的变化，恰当运用句子结构和语法结构。 Step 4: Post listening Task 5 Pair-work Do you think Dr Han and Vincent Black’s predictions are possible Why or why not 互动方式：学生小组讨论两位嘉宾的预测是否可能，并说明原因。 Task 6 Perform an interview. One student of the group is the host to interview the rest of the group members. The others tell your job and make your predictions about future changes. 互动方式：学生进行访谈，了解对方对未来职业的选择和预测。 学生判断两位嘉宾预测的可能性，发表自己的评价，开拓思维。通过创编访谈节目，综合运用所学内容，展示创造性和想象力。 分析与判断，推理与论证，内化与运用，想象与创造 学生能够关于嘉宾的预测给出自己的判断，并对此给出合理的原因作为支撑，提升语言表达能力。能够完成预测未来的访谈节目，在完成角色任务的同时，内容体现个性化和想象力。
Homework
Write a letter from the present you to the future you, presenting a potential problem in your future career that might be caused by future advances in technology. You are required to include:
· the name of your possible future career;
· the potential problem that is caused by future advances in technology;
· the possible effects of the problem.
Teaching Reflection
Students are able to extract information through listening to interviews, organize and predict expressions related to the development of future technology, and use these expressions to express predictions about the future. The classroom atmosphere is harmonious, and the evaluation of teachers and students is organically integrated into the entire teaching activity. However, there are still students having poor oral skills are unwilling to express their opinions using spoken language. Therefore, it is necessary to increase oral practice and give them more opportunities to showcase themselves.
Blackboard design
make predictions
future tense: will do/will be doing
words: predict, prediction, forecast
第四课时：Should We Fight New Technology (Reading)
Teaching objectives:
At the end of the class, students are expected to:
1. Sort out people’s different attitudes towards driverless cars and new technology;
2. summarize the structure of argumentative writing and be familiar with the signposts appeared in the text.
3. know about the way to write an argumentative essay
Teaching key points:
1. Sort out people’s different attitudes towards driverless cars and new technology;
2. Summarize the structure of the text and become familiar with signposts;
Teaching difficult point:
1. know about the way to write an argumentative essay
Teaching Procedures:
教学目标 教学活动及互动方式 设计 意图 活动 层次 效果评价
通过视频使学生了解新科技带来的变化和挑战。 Step 1: Lead in Watch a video about driverless cars and talk about its benefits and the challenges it faces. 互动方式：学生观看视频，谈论无人驾驶汽车的优缺点。 创设语境，引入主题。 感知与注意，获取与梳理 学生观看视频后，可以激活相关话题知识，了解新科技带来变化的同时，也带来挑战，激发学生的辩证思维。
通过语篇阅读，了解文章结构和文章内容。 Step 2: Pre-reading 1. What are some of the new devices or apps have you been using recently Are they helpful or distracting 2. What do you expect to read from the text 互动方式：学生回答问题，预测文章内容。 预测文章内容，引起学生对文章的思考。 获取与梳理 学生能够预测文章内容，更快地思考文章相关主题。
Step 3: While-reading 1. Read the text and decide whether the statements are right or wrong. ·A person died in an accident while driving a car. ·The Amish avoid new technology because they do not want to have good lives. ·Many disasters have been prevented by weather-tracking computer programmes. ·Building large networks through social media helps us find new opportunities. ·The author uses a health monitor to know how much exercise he/she needs. 2. Read the text and fill in the forms. (1) Read para 1 and figure out attitudes and opinions of different sides towards driverless cars. (2) Read para 2-4 and find out the topic sentence and supporting details. (3) Answer the following questions about the text. · Which one shows the structure of the text · Why did the author write about this topic (4) Underline the signpost words or phrases in the text. How do they help tell us the purpose of the paragraphs
互动方式：学生阅读语篇，完成正误判断、填写表格、回答问题等活动。 引导学生完成语篇阅读，了解文章细节内容，文章结构，写作手法。 获取与梳理，概括与整合，描述与阐述，内化与运用 学生能够形成对新科技发展的批判性认知，新科技的发展具备优势，也有挑战性。对议论文的结构形成基本认识。
Step 4: Post-reading 1. Summarize the structure of the argumentative writing. The issue – people’s opinions – author’s opinion 互动方式：学生小组找出标识性语言并回答问题，总结议论文的结构。 2. Debate on: should we fight new technology 学生寻找标识性语言并分析其作用，总结议论文结构。 概括与整合 学生能够体会标识性语言的作用，通过对文章结构的分析，总结出议论文的篇章结构。 通过口头辩论，为后续写作任务打开思路，积累素材。
Homework
Surf on the Internet to find more information about the advantages and disadvantages of new technology.
Retell the text.
Teaching Reflection
Students can learn the writing methods of argumentative essays by analyzing the structure of text through reading. Through language accumulation and analysis of the structure, students are able to imitate and write a well-structured argumentative essay. But students have limited reading volume and insufficient application of argumentative language.
Blackboard Design:
Argumentative writing:
P1: introduction
P2: advantages and disadvantages
P3: your opinion
signposts: on the one hand, on the other hand, personally, …
第五课时：Writing
Teaching objectives:
At the end of the class, students are expected to:
revise the structure and signpost of an argumentative essay.
write an essay about changes caused by advances in technology.
hold a rational and reasonable attitude towards future changes.
Teaching key point:
Revise the structure and signpost of an argumentative essay.
Teaching difficult point:
Write an essay to express opinions about changes caused by advances in technology
Teaching procedures:
Step 1 Pre-writing
Revision
Try to recall the structure of an argumentative essay
Think about the signposts that can be used in an argumentative essay
Brainstorm some future advances in technology, and their possible advantages and disadvantages.
Form personal opinions
Why do you want to write about this topic
What is your opinion on the topic
Step 2 While writing
Write an argumentative essay to express your opinion.
Step 3 Post writing
Self-check: check writing, spelling, grammar, punctuation, conjunctions, capital letters and so on
Peer-check: use the checklist to review your partner’s draft.
Take your draft back and revise it.
Share your essay with the rest of the class.
Homework:
Surf on the Internet to find more information about the advantages and disadvantages of the changes brought about advanced technology.
Rewrite your essay based on the feedbacks given by your partner.
Blackboard Desgin:
Argumentative writing
Describe the issue
Disadvantages + supporting evidence
Advantages + supporting evidence
Your opinion