资源简介

基础信息
（一）核心基础信息
项目 内容
课题 人教版（2019）高中英语选择性必修第一册 Unit 2 Assessing Your Progress & Project & Video Time
课时 1课时（45 分钟）
授课年级 高二年级
课型 新授课
授课教师
授课时间
（二）课标要求
掌握luxury、rural、absence、prediction等单元名词、形容词核心词，能根据词形变换规则完成填空练习；读懂Future Library科普短文，抓取项目时间、实施规则等关键信息并完成阅读理解。
掌握书信写作规范格式，能以50岁未来自己的身份写职业主题书信，客观辩证分析未来各类职业的利弊与科技带来的行业变化。
理解Peter Drucker名言内涵，观看RoboBee微型机器人专题视频，完成预判、信息填空、人物引言配套习题，梳理微型机器人研发背景与多元应用场景。
结合未来科技、职业素材开展小组讨论，培养预判、归纳、辩证思辨的思维能力，树立“行动创造未来”的成长观。
掌握词汇归类、文本表格梳理、书信提纲规划的自主学习方法，形成单元课后复盘习惯。
二、教学设计依据
（一）教材分析
本课为Unit 2收尾综合课，按照Assessing Your Progress、Project、Video Time三大板块，整合词汇语法检测、书信写作、科技影视赏析，复盘单元全部语言与主题内容。
Assessing Your Progress板块：集中巩固单元主题词汇，依托Future Library说明文实现词汇、时态综合运用，以习题形式检测学生阅读信息提取能力，查漏补缺单元薄弱点；
Project板块：以“写给未来的自己”书信写作为核心，围绕未来职业、科技变革展开小组讨论，提供书信范文模板，完成“话题讨论—框架搭建—完整写作—课堂展示”书面输出闭环；
Video Time板块：以RoboBee微型机器人科普视频为载体，配套预判、听力填空、引言习题，拓展前沿科技素材，深化单元“展望未来”主题；
前后关联：串联智能家居、无人驾驶、微型机器人全部单元科技素材，汇总未来职业、科技利弊全套表达，为本单元单元检测做好铺垫。
（二）学情分析
知识基础：学生已掌握基础将来时态，但absence、prediction等名词变形易出错；不熟悉英文书信标准格式；对微型机器人前沿科技认知较少。
能力短板：科普长文本信息梳理速度慢；书信写作结构混乱，缺少对职业利弊的辩证论述；视听材料专业词汇抓取困难。
兴趣特点：学生对机器人、未来职业话题好奇心强，图片观察、视频观看、小组书信分享类任务参与积极性更高。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 熟练运用luxury, rural, absence, prediction, prospect, essay, network、emphasis等核心词汇，掌握词形变形、固定搭配，完成句子填空；
② 读懂Future Library科普说明文，梳理项目百年规划脉络，完整回答细节问答题；
③ 掌握英文私人书信标准格式（称呼、正文、落款），能围绕未来职业完成完整书信写作；
④ 听懂RoboBee专题视频音频，抓取研发团队、功能、研发难点信息，完成配套填空习题。
2. 思维品质
① 通过词汇填空、短文阅读训练，培养归纳、筛选文本信息的逻辑思维；
② 辩证分析AI、自动化对不同职业的冲击与赋能，客观讨论未来职业的优缺点；
③ 结合RoboBee案例思考微型机器人的应用价值与研发困境，学会全面评价科技发明；
④ 解读“预测未来最好的方式是创造未来”名言，建立知行合一的成长思维。
3. 文化意识
① 了解挪威Future Library艺术环保项目，感受国外文学与生态结合的创新文化；
② 知晓哈佛大学微型机器人研发成果，认识全球前沿科技研发趋势；
③ 理解科技改变职业，但个人努力仍是创造美好未来的核心。
4. 学习能力
① 学会利用表格梳理阅读、视听文本的零散信息；
② 小组分工完成话题讨论、书信构思、课堂展示等任务，提升合作探究效率；
③ 课后自主整理单元词汇、书信句型、视频核心表达等内容，完成单元知识复盘。
（二）教学重难点
教学重点
熟练运用单元核心词汇，读懂Future Library短文并完成配套习题；
掌握书信完整格式，能结合科技变革、职业利弊等内容完成未来主题书信；
观看RoboBee视频，提取研发背景、功能、研发难点等信息，完成配套听力习题。
教学难点
在科普长文中精准定位时间、规则类细节，准确完成问答题；
在书信中均衡论述职业优势与弊端，合理运用科技类句型支撑观点；
听懂视频内的专业科技表述，完整复述RoboBee的多元应用场景。
四、教学准备
多媒体素材：词汇填空习题、Future Library森林项目视频、各类职业卡通配图、RoboBee机器人视频及配套预判习题、写给过去的自己的书信参考范文；
纸质学习资料：词形填空、Future Library阅读短文与问答题、职业讨论提纲、书信格式模板、书写草稿区、视频预判选择题、听力填空题；
前置任务：预习luxury、rural、absence、prediction等单元生词；提前思考1个自己感兴趣的未来职业，简单梳理优缺点。
五、教学过程设计
Step 1 Assessing Your Progress
Task 1 Complete sentences with the correct forms of given words
1. The teacher displays the word bank: luxury, rural, absence, prediction, prospect, essay, network, emphasis and eight blank sentences.
2. The teacher asks students to finish the word transformation exercise independently.
3. The teacher invites several students to read their answers one by one and guides students to analyze each word’s collocation and word family.
① A: Why are you so concerned
B: We can’t win the case in the absence of relevant evidence.
② A: It’s difficult to make accurate predictions about the effects on the environment.
B: I couldn’t agree more. We should place more emphasis on environmental protection.
③ A: What are you working on
B: I’m writing an essay on how to integrate individuals’ values and society’s needs.
④ A: How do you find working in your new office
B: It’s great! The office network allows users to share files and software, and to use a central printer.
⑤ A: I don’t quite understand your choice. What might be the advantages of living in remote rural areas
B: The prospect of getting a high-paying job is low, but I find it more meaningful to help people there. In addition, I have the luxury of breathing fresh air every day.
Task 2 Read Future Library passage and fill blanks with proper verb forms
1. The teacher leads students to skim the whole text first to get the general idea of the 100-year literary project.
2. The teacher asks students to read carefully and fill in the blanks with correct tenses of cut down, keep, use, write, and read.
3. Students need to mark time clues beside each blank.
The Future Library is a project by the artist Katie Paterson. It began with the cutting down of trees in a forest north of Oslo, Norway, in 2014. The Future Library Trust used wood from these trees to build a special room — the Silent Room—in the Oslo Public Library. In place of the trees that had been cleared, 1,000 new trees were planted. Every year from 2014 until 2114, a different popular author will be writing / will write one original story, and the librarians will be keeping / will keep all the stories in the Silent Room, where visitors can look at them but not read them. In 2114, the organisers will be cutting down / will cut down the 1,000 trees that were planted back in 2014. They will then use the wood for publishing the 100 books in the Silent Room. So, in 2114, people will be reading / will read books that were made from trees that are growing right now.
Task 3 Comprehension questions about Future Library
1. The teacher puts forward two reading questions and guides students to find supporting details from the passage to organize complete answers.
① According to the text, what is the main purpose of the Future Library Trust cutting down trees in 2014 and planting new ones in their place
The trees cut down in 2014 were used to build the Silent Room in the Oslo Public Library. The 1,000 new trees were planted to grow for 100 years, until 2114, when they will be cut down to publish the 100 stories written during the project.
② Why does the text mention that visitors can only look at the stories in the Silent Room but cannot read them
Because the stories are kept unpublished until 2114. They will only be printed into books using the wood from the trees planted in 2014, so no one can read them before that year.
2. The teacher showed a video about Norway’s Future Library to help students understand the cultural context.
Task 4 Reflecting
1. The teacher divides the whole class into groups of four. Ask students to discuss four reflective questions about the whole unit. Students need to combine RoboBee, smart home and other tech examples to express real thoughts.
What new advances in technology introduced in this unit interested you
How have your opinions about advances in technology changed because of this unit
What advances in technology would you like to learn more about
Overall, I thought this unit was cool useful so-so difficult.
2. The teacher leads students to exchange group opinions and makes a general conclusion about students’ gains from this unit.
Step 2 Project — Write a letter to yourself from the future
Task 1 Group discussion about future careers
The teacher asks students to imagine what a letter about their future career development would contain if sent by someone aged 50. Then, the teacher shows cartoon illustrations depicting various professions and asks students to discuss the following questions:
① Which careers are you interested in
② How might future advances in technology change those careers
③ What are the advantages and disadvantages of these future careers
④ How might you best prepare for your future careers
Task 2 Appreciate sample letters of future self
1. The teacher displays a sample letter written by future 50-year-old Bingbing.
2. The teacher guides students to read the sample silently and mark four essential components of a personal letter: greeting, career description, advantages and disadvantages, suggestions and closing signature.
3. Students need to underline reusable sentence patterns about future careers for their own writing.
Task 3 Draft writing of future self letter
1. The teacher shows clear writing requirements and asks students to pick one career from group discussion results, draw a brief outline first and finish the full letter.
2. Students need to include:
a description of the future career
the advantages and disadvantages of the career
the preparations that are (or are not) needed for the career
drawings or photos illustrating the career
a greeting and closing
Task 4 Group presentation & class vote
1. The teacher asks each group to select one representative to read their complete letter aloud in front of the class.
2. After all presentations, the teacher guides the whole class to vote for the most creative and interesting future career letter.
Step 3 Video Time
Task 1 Read and discuss the famous quote
1. The teacher shows Peter Drucker’s quote “The best way to predict the future is to create it” with Chinese translation.
The best way to predict the future is to create it.
—Peter Drucker
中文翻译：预测未来最好的方式，就是去创造未来。
——彼得·德鲁克
2. The teacher asks students to work in pairs to talk about the deep meaning of this sentence.
3. The teacher guides volunteers to share opinions and summarizes the core idea: personal efforts create the future.
This famous saying means that we shouldn’t just imagine or guess what the future will be like. Instead, we should take action right now. The future is not something waiting for us; it is something we build with our own hands. If we want a good career and a bright future, we need to keep learning and working hard today.
Task 2 Before you watch: Predict and circle key words
1. The teacher displays five multiple-choice prediction questions about RoboBee.
① RoboBees are like bees in that they fly independently / together, but all work independently/ together.
② Robert Wood is an explorer / a roboticist.
③ In the future, RoboBees could help explorers / policemen and doctors / photographers.
④ All of the RoboBees have crashed / flown successfully.
⑤ Like bees, every RoboBee has a job to do / obeys a queen bee.
2. The teacher asks students to read each question and circle reasonable words based on common sense before watching the video.
3. Students need to keep their predictions in mind for later checking.
Task 3 While you watch: Check predictions & complete Robert Wood’s quotes
1. The teacher plays the complete RoboBee video for the first time.
2. The teacher asks students to cross out wrong predictions and fill missing words in five quotes on task sheet while watching.
① ... robotics is the next Internet. It’s the next big thing to impact our lives in areas from medicine to even things like space exploration.
② We use nature to inspire the robots that we build.
③ ... they can be quite useful for applications where you wouldn’t want to put a human or an animal ...
④ If you don’t fail, you don’t learn enough.
⑤ If you want to make something fly, a solution already exists in nature.
3. If students miss some information, the teacher leads students to replay key video segments to finish all blanks.
Task 4 While you watch: Write a brief introduction to RoboBee
1. The teacher asks students to watch the video for the second time and extract information about developer, features and real-life applications.
2. Students need to finish a brief introduction independently.
RoboBees are small flying robots that are being developed at the Wyss Institute of Harvard University by a team headed by Robert Wood. They can be used for search and rescue, space exploration, hazardous environment exploration, assisted agriculture. For example, if a building was blown down in a storm, they could fly into the wreckage and check for survivors. All in all, they can be quite useful for applications where you wouldn’t want to put a human or an animal.
Task 5 After you watch: In-depth group discussion
The teacher puts forward three thinking questions about RoboBee technology development and guides students to combine video details to exchange group opinions.
① What might be some advantages of having many small robots that work together rather than one large robot
A large robot often takes up too much space and has difficulty in moving. Small robots working together can easily enter a small space and move around.
② Specifically, how might RoboBees be used in a future application
They might be useful in rescue after a disaster. For example, if a building was blown down in a storm, they could fly into the wreckage and check for survivors.
③ What other kinds of robots can be created from nature (e.g., a robotic lion or snake) How might these robots be used
A robotic spider could be useful as it could carry things across difficult uneven surface where wheeled vehicles can’t go.
Step 4 Exercise
The teacher distributes the cloze worksheet about upgraded RoboBee X-Wing to every student. Ask students to finish the passage independently. Remind students to pay attention to verb tenses, non-finite verbs and logical conjunctions.
Researchers have long expected to use tiny flying robots to do important tasks. However, fitting the heavy electronics required to power and control the wings into the tiny robots has been 1. challenging (challenge). Now, there is hope, thanks to RoboBee X-Wing the world's lightest aerial vehicle (飞行器) that can fly without relying 2. on a heavy power source.
3. Shown (show) by Harvard researchers, the insect-inspired robot is controlled by muscle-like plates. Six small solar cells provide the power. To test its flying capabilities, 4. the team put the RoboBee X-Wing's solar cells in a 5. combination (combine) of halogen (卤素) and LED lighting. The tiny robot's wings began to flap, and it rose. The flight lasted for about half a second. 6. Though/Although it was not completely successful, its unassisted flight 7. was considered (consider) as a huge milestone for the future of tiny flying robots.
Of course, we draw lessons from the test: The robot has no navigation capabilities and, more 8. importantly (important), it requires light three times brighter 9. than the sun to work. Additionally, it is not equipped to stand even a slight breeze, let alone the strong wind it is likely to meet as it goes about performing important tasks.
The Harvard researchers are not the only scientists trying to create flying robots. Other researchers also hope to experiment with other power sources and to add more advanced "brains" and sensor systems that will enable future flying robots 10. to accomplish (accomplish) tasks independently.
Step 5 Summary
Master words related to future careers and technology and apply correct verb forms in context and practice the future tense.
Draft personal letters about future careers, and organize content with descriptions and pros/cons.
Understand videos about RoboBees, extract technical details, and discuss future tech applications in groups.
Step 6 Homework
1. Sort out all vocabulary and grammar points of Unit 2 in notebooks for full review.
2. Preview the content of the next lesson in advance.
六、板书设计
Unit 2 Looking into the Future (Assessing Your Progress & Project & Video Time)
1. Core Words
luxury, rural, absence, prediction, prospect, essay, network, emphasis
2. Letter Structure
Greeting → Career intro (Advantages & Disadvantages) → Personal suggestions → Closing & Signature
3. RoboBee
Developer: Harvard Wyss Institute
Functions: rescue, agriculture, space exploration
Problems: light power supply, wind resistance
七、教学评价与反思
（一）教学评价
1. 过程性课堂观察评价：全程观察学生单词变形、Future Library阅读、职业头脑风暴、视频预判任务的完成状态，记录课堂发言、书信展示参与情况，对积极参与、取得进步的学生及时口头鼓励。
2. 书面成果综合评价：课后收集词汇习题、阅读问答题、书信草稿、视频填空任务单四类书面材料，汇总词汇变形错误、时态混用、书信结构混乱等共性薄弱点，作为后续专项巩固内容。
3. 发展性观察评价：对比学生课前预习与课堂输出表现，以学生自身词汇运用、文本提取、英文写作能力的进步幅度为评价依据，不横向对比班级学生分数高低。
（二）教学反思
1. 课堂优势
课堂形成“词汇阅读复盘—书信书面输出—前沿机器人视听拓展”完整教学闭环，同步落实语言夯实、写作训练、科技育人三维目标。任务由浅入深分层设计，单词填空、阅读简答为基础保底任务，书信创作、机器人思辨讨论为拔高拓展任务，兼顾不同基础学生学习需求。素材兼顾挪威人文环保项目与哈佛前沿机器人科研成果，拓宽学生国际视野，引导学生树立依靠自身努力创造未来的正确价值观。多模态教学融合图片、科普短文、书信范文、英文短视频，打破复习课枯燥刷题模式，提升学生课堂参与度。
2. 现存问题
词汇、阅读习题讲解占用时长偏多，挤压书信打磨、机器人深度小组讨论时间，部分学生仅完成书信基础框架，缺少利弊论述段落。部分学生梳理Future Library百年时间线索混乱，各类将来时态灵活运用存在较多错误。书信写作学生过度依赖模板，自主拓展科技相关表达的能力不足。
3. 优化改进方案
课前发放词汇预习清单与Future Library简易时间轴，课堂只统一讲解全班共性错题，节省基础讲解课时，预留充足写作、讨论时间。增设将来时态微型改写小练习，课堂当堂巩固一般将来时、将来进行时的适用场景差异。板书补充科技改变职业万能句型，给基础学生提供写作拓展素材。

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