资源简介

(共28张PPT)
Unit 4
Digital life
Reading for writing
学习目标
To get the main idea and structure of the passage and learn to make predictions.
01
To write a short passage to describe people’s digital life in 50 years’ time.
02
新课讲授
What do you think schools will be like in the future
Do you you like to study in future schools
Pre-reading
1
Look at the two pictures and compare the two schools. Use the words to help you.
book
screen
teacher
classroom
people
machine
2
Read the passage. Who teaches Margie
While-reading
3
Complete the table.
About the real book
1) Who found the real book
2) What was the book like
Tommy.
It was very old, with yellow pages, and the words stood still instead of moving like on a screen.
About the real book
3) What did Margie and Tommy think of the book
4) What was the book about
Thought it was a waste because you throw it away after reading, unlike their digital books.
It was about school—an old kind of school from centuries ago.
About the school
1) Why did the writer of the book write about school
Because it described an old-fashioned school system from long ago, which was different from Margie and Tommy’s time.
About the school
2) What was Margie's school like
Her school was at home, with a mechanical teacher on a screen. She had to submit homework through an opening, and
lessons were automated.
About the school
3) What were Margie's thoughts about the old schools
She imagined them as fun places where kids learned together, played, and had human teachers. She thought students in the past
must have loved school.
4
Answer the questions.
1 How might Margie feel when she saw a "real book"
She might feel excited.
While-reading
2 Were the children familiar with “real books" How can you tell
No, they were not familiar with real books. Tommy thought they were a waste because you had to throw them away after reading, unlike their digital books. Margie also found the concept of a physical book unusual.
Post reading
Think and share
1 Do you want to go to a school like Margie's Why or why not
No, I wouldn’t want to go to a school like Margie’s. While having a mechanical teacher at home might seem convenient, it would be lonely and boring. Margie’s school lacks real human interaction—no friends to laugh with, no group projects, and no teachers who understand emotions. Learning from a machine all day would feel cold and impersonal. Plus, sitting alone in a room with just a screen sounds isolating, unlike the fun, social experience of a traditional school.
2 What do you think schools will be like in 50 years
In 50 years, schools will likely be a mix of advanced technology and human interaction:
Virtual & Augmented Reality (VR/AR)/AI Teachers & Personalized Learning/Global Classrooms.
Learning to think for question 2
To make smart predictions about future schools，you need to consider the development of technology and social changes.
Writing task
Write a short passage to describe digital life in 50 years' time.
Step 1 Organise your ideas with the chart below.
Opening
........
Body
Ending
........
........
Opening
In general, will life be more digital in 50 years' time
Body
Ending
How digital will... be
Will this change be good or bad for people in the future
Step 2 Write your passage with the help of the chart.
Step 3 Check. Did you:
describe some parts of digital life in the future
use the words and expressions from the reading passage
give your opinion about digital life in the future



Step 4 Share your passage with the class.
People's digital life in 50 years' time
In general, life will become far more digital in 50 years. Technology will blend seamlessly into daily routines, making the physical and virtual worlds almost indistinguishable.
Homes will be fully automated, with AI managing everything from meals to health checks. Education will rely on holographic teachers and VR classrooms, while work will happen in immersive virtual offices. Social interactions may shift to lifelike avatars in digital spaces, reducing face-to-face contact. Even leisure activities—like travel or concerts—could be experienced through hyper-realistic simulations.
While this digital future offers convenience and limitless possibilities, it also brings risks. Over-reliance on technology might weaken human connections and creativity. Striking a balance will be key—embracing progress without losing what makes us truly human. Ultimately, whether this change is good or bad depends on how wisely we use it.
Language points
strange adj. 奇怪的；奇特的
1. It was strange to read the words. 看到这些字的时候感觉很奇怪。
It is strange to do sth. 做……感觉很奇怪
It is strange that... ……很奇怪
e.g. He had a strange way of talking.
e.g. It is strange to wear a suit on such a hot day.
e.g. It’s strange that we have never met before.
(2) stranger［名词］陌生人
e.g. A stranger said something strange to me on my way
to school this morning. 今天早上在我去学校的路上，
一个陌生人对我说了一些奇怪的话。
(1) strange［形容词］陌生的；不熟悉的
be strange to sb. 对某人来说是陌生的
e.g. At first the place was strange to me.
throw（threw/thrown）/θr / v. 投，扔，抛，掷
2. “When you finish the book, you just throw it away, I guess...”
“我想，当你读完这本书，你就会把它扔掉……”
throw away/out 扔掉
throw...at 向……扔……
throw-throw down 扔下
throw sb.sth./throw sth.to sb. 把某物扔给某人
anyone / eniw n/ pron. 有人，任何人
3. “Why would anyone write about school ”
“为什么会有人写关于学校的事情？”
是由“any+one”构成的复合不定代词,相当于anybody,常用于疑问句或否定句中。如果用在肯定句中，则表示“无论谁，随便哪个人”。
e.g. Nancy didn’t know anyone in the new school.
e.g. I believe anyone like me will learn a lot from these books.
anyone与any one
anyone 仅指人, 后不能接表示范围的of短语。 He told her not to tell anyone.
他叮嘱她不要告诉任何人。
any one 既可指人，也可指物； 后可接表示范围的of短语。 — Which pen would you like？
— Any one will do. （指物）
I don’t know any one of the students.
（指人）
4. Margie was thinking about how the students must have loved school
in the old days. 玛吉在想，学生们在过去一定非常喜欢学校。
must have done sth. 一定做过某事
该结构表示对过去事情的肯定推测，只用于肯定句中。
如果表示否定推测要用can’t have done sth. “不可能做过某事”。
e.g. It’s already eight at night. He must have eaten dinner.
e.g. She can’t have left school, for her bike is still here.
I can
get the main idea and structure of the passage and learn to make predictions.
write a short passage to describe people’s digital life in 50 year’s time.
Reflecting
Homework
Review the key words, expressions and
sentence patterns in today’s lesson.
Write a short passage to describe people's
digital life in 50 years' time.

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