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 Reading and Thinking
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switch、preference、secure、critical、relevant、available等智能家居主题核心词汇，识记搭配与词形变化，能在句子、短文中灵活运用。
识别科普说明文的文体特征，梳理文章结构，从文本中提取智能家居各项功能的关键信息。
辩证区分智能科技的优势与潜在隐患，理性思考科技发展对日常生活带来的影响。
掌握略读、扫读阅读策略，独立完成文本配套习题；通过小组讨论，完整用英文表达对智能科技的个人看法。
培养客观辩证看待科技的思维，树立正确的科技发展观。
二、教学设计依据
（一）教材分析
本课单元主题为展望未来，阅读语篇是标准科普说明文，为本单元核心精读篇目。
文本结构：总分总结构，第一段引入智能家居话题；第二段介绍自动智能操控；第三段介绍健康监测功能；第四段介绍灾害预警防护；第五段客观说明智能设备尚未全面普及。行文逻辑清晰，是科普文体的典型范文。
语言价值：大量科技类名词、形容词，穿插祈使句、定语从句，为科技类话题读写积累充足语料。
育人价值：文章客观一分为二介绍智能技术，引导学生不盲目追捧科技，学会理性辩证分析新事物。
前后关联：为本单元后续听说、写作铺垫话题词汇与文本分析方法。
（二）学情分析
知识基础：学生日常接触智能手机等智能设备，但缺少智能家居专业词汇；能完成简单扫读，不熟悉科普说明文文体特点。
能力短板：文本多层信息梳理能力薄弱；看待科技容易片面，小组讨论时难以全面分析优缺点。
兴趣特点：学生对未来智能生活充满好奇，视频、图片、文本信息梳理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 熟练掌握switch、distant、secure、preference、command、warning、critical、relevant、available核心词汇，熟记搭配、派生词与标准例句；
② 学会运用略读把握文章框架、扫读定位细节，完成填空、正误判断、短文概括等阅读任务；
③ 能组织完整英文语句，在小组交流中清晰阐述智能家居的利弊。
2. 思维品质
① 总结科普说明文写作特点，梳理文章分层逻辑，形成条理化文本梳理阅读思维；
② 辩证分析智能生活带来便利的同时存在各类隐患，形成客观、全面看待科技的独立观点；
③ 结合自身生活体验，对智能家居未来发展提出个性化想法。
3. 文化意识
① 了解现代智能家居技术发展趋势，体会科技优化日常生活的价值；
② 建立理性科技观：科技带来便利的同时，需要重视系统故障、信息泄露等安全隐患。
4. 学习能力
① 掌握略读、扫读两种基础阅读策略，学会用表格整理分散文本信息；
② 小组分工完成讨论、展示任务，课后自主整理单元单词与核心句型。
（二）教学重难点
教学重点
掌握单元核心词汇及固定搭配，熟练运用略读、扫读阅读技巧；
梳理文章脉络，全面掌握智能家居各类功能；
小组讨论中完整分析智能科技的优势与不足。
教学难点
精准辨别科普说明文文体特征，准确判断写作目的与目标读者；
用逻辑完整的英文段落客观评价智能家居的利弊；
灵活运用本课生词、长难句描述各类智能设备。
四、教学准备
多媒体素材：现代智能家居实景短片、智能家居实景图、文章结构图；词汇讲解、课堂讨论问题、略读扫读习题、单词语法练习题；
纸质学习资料：读前讨论任务单、读中信息整理表格、读后小组讨论记录纸、词汇语法练习卷；
前置任务：预习新单词，思考一件日常使用的智能设备，准备简单英文介绍。
五、教学过程设计
Step 1 Lead-in
1. The teacher plays a short video showing real scenes of smart homes on the screen.
2. Students need to discuss these four questions in pairs and prepare simple answers.
① What do you think of John’s home
It’s smart, intelligent, convenient, and it makes life easier, ...
② In your eyes, what is a “smart home”
A smart home is the home that is controlled by a computer so that it appears to act in an intelligent way.
Step 2 Pre-reading
Group discussion about the meaning of “smart”
1. The teacher shows the discussion question, asks students to work in groups of four and exchange ideas.
2. The teacher guides group representatives to share answers and supplements standard definitions.
① What does it mean when we say that something such as a phone is “smart”
To say that something is smart means that it can make decisions on its own without a human telling it what to do, and that it can also learn how to do things itself.
② What do you think a “smart” house can do that other houses cannot
I would expect that a smart house could control room temperature and lights, for example.
Step 3 While-reading
Task 1 Skim and finish multiple choice questions
1. Students need to complete three independent multiple-choice tasks about text type, source and text structure.
① What is the type of this text （B）
A. A narration. B. A popular science exposition. C. An argumentation.
② Where is the text likely to be taken from （A）
A. A science magazine. B. A research report.
C. A health magazine. D. A book review.
③ Which of the following shows the structure of the text （B）
A B C D
2. The teacher invites students to give answers one by one, then guides the whole class to summarize the features of the popular science exposition.
科普说明文是用以介绍和普及科学知识的一种文体。它一般发表在科普杂志、报纸或专门的科普专著中。
特点：
说明性。科普说明文的写作目的在于介绍科学知识。是科普说明文，就要介绍科学知识。
单一性。一篇科普说明文，一般只说明一个科学现象，介绍一种科学知识。
通俗性。科普说明文介绍的知识多是普及性的，所以要求用通俗有趣的语言,深入浅出地进行说明。
Task 2 Identify text purpose and intended audience
The teacher asks students to locate key sentences to figure out the writer’s purpose and target readers.
① What is the purpose of the text
The purpose of the text is to introduce and get people excited about the idea of smart homes.
② Who is the intended audience of this text
Home owners.
Identify purpose and audience
The types of phrases used in a passage help identify its purpose. For example, the phrase in my opinion tells us that the passage is likely meant to persuade. And a text that uses imperatives is likely meant to instruct. A passage’s content helps identify its audience. For example, a passage that gives tips on looking after pets would have pet owners as its audience.
Task 3 Match each paragraph with its main idea
The teacher asks students to scan the passage and match paragraphs with corresponding themes.
Para. 1→e. Smart homes will bring us safe, energy-saving and comfortable life in the future.
Para. 2→d. Intelligent controls in the home system.
Para. 3→a. Smart homes will monitor your health and offer advice.
Para. 4→b. Smart homes will prevent serious damage from accidents.
Para. 5→c. Despite the advancement of smart homes, it will take time before they become reality.
Task 4 Read each paragraph and finish targeted exercises
1. Read Paragraph 1. Students need to extract key phrases to answer two comprehension questions.
① Why does the writer start the paragraph with two questions
Because the writer wants to arouse readers’ interest or attention.
② What are the advantages of smart homes mentioned in the first paragraph
Keep us secure, save us energy and provide a more comfortable environment to live in.
2. The teacher asks students to read Paragraph 2 and fill in blanks according to original text.
① How do we control things in our home in the future
With automatic control.
② How does the future home work
Use integrated sensors to tell when you leave home each morning, and then go into an energy-efficient mode all by itself.
Learn your daily routine and preferences. Everything will be ready for you when you get home.
All controls will respond to voice commands.
3. Read Paragraph 3. The teacher asks students to read the health monitoring part to pick the wrong description of smart beds.
The teacher guides students to find original sentences as evidence.
If you start to have sleep or weight problems, your bed will do the following things except _______.（D）
A. give you advice about how to sleep better B. give you suggestions on a healthier diet
C. send a warning to your phone D. ring a doctor immediately
4. Students need to select the right answer based on Paragraph 4 details.
How will your smart home prevent serious damage from accidents （A）
A. By detecting the problem and provide you with the relevant information.
B. By fixing the problem by itself before your home becomes a disaster.
C. By using new technology to keep track of your health.
D. By providing a more comfortable environment to live in.
5. The teacher asks students to discuss three open questions in pairs.
① Why does the writer mention that this smart technology is not a fantasy
Because the time of smart homes has already come.
② Are smart homes popular now Why or why not
No, because of the high cost, imperfect technology, risk of danger, ...
③ What’s the writer’s attitude to smart homes （C）
A. Objective. B. Negative. C. Positive. D. Uncertain.
Task 5 True or false judgment about full text
The teacher asks students to scan the whole text again and mark T or F for each statement.
People living in smart homes will not worry about whether they turn off the TV. T
In the future, advanced technology will be used in few appliances. F
You will change your routine by raising your voice. T
Smart homes will show the condition of your body. T
Smart toilets will possibly save your life. T
It will be impossible to avoid a flood when the pipe leaks in a smart home. F
Task 6 Fill in the table of smart home functions
The teacher asks students to extract information about doors, beds, toilets and pipelines from the text.
In the future, what will smart homes do about ...
doors lock the door for us when we are away dinners prepare dinner for us
TVs, computers switch off TVs and computers when we forget beds record how well we sleep every night, check our body weight, send a warning to our phones when we have sleep or weight problems, and give us suggestions on a healthier diet and how to sleep better
water pipes, electrical wires detect if there is a problem and provide us with the relevant information toilets keep constant track of our health and warn us early on if there is something wrong
lights, favourite music, or TV programmes come on the instant we enter the door
Task 7 Read for the structure
The teacher guides students to conclude the total-part-total tree-shaped structure of this popular science article.
Task 8 Complete text summary with proper word forms
The teacher displays a blank summary paragraph and asks students to fill blanks.
A smart home is one that integrates computers into the structure of the building itself. In this way, many of the things that we now do ourselves will become automatic. For example, the smart home could control the air conditioning and lights so that you would no longer have to turn switches on and off, making your home more energy-efficient. The smart home could also monitor itself to make sure that everything is working as it should, and send you warnings if there is a problem. Such smart homes could even be programmed to detect your health problems, and then give you relevant advice as to the food you should eat or if you should see a doctor. So, in a sense, smart homes will lead us to living smarter lives.
Step 4 Post-reading
The teacher puts forward two deep thinking questions and asks students to discuss in groups of four.
① In what way is the home of tomorrow already the home of today
Many of the new innovations are already used in some homes today. This is true especially of automatic controls for things such as lights and air conditioners.
② What might be some of the disadvantages of smart homes
One disadvantage is that if there is a problem with the system, you may find yourself locked out of the house, or unable to turn your TV off or on. Security is another big concern, as strangers may be able to hack into the system to collect information about your life and use that for evil purposes.
Step 5 Language Points
Explain key vocabulary items one by one, covering collocations, sentence patterns and blank-filling exercises:
persuade; switch; distant; secure; preference; command; warning; critical; available
Step 6 Exercise
1. Word spelling: Fill in words according to Chinese hints;
Please tell me whether the information you provided is relevant (相关的) to the topic we are researching.
This view is contrary to the aims of critical (批判性的) social research for a number of reasons.
This efficient (高效率的) data management network provides free automatic quality controlled data to climate scientists.
If you suspect a gas leak (泄漏), do not strike a match or even turn on an electric light.
The task is extremely challenging and filled with difficulties. Nevertheless (尽管如此), it is worth our every effort.
It’s such a fantastic chance to improve your communication skills and reach your full potential (潜力) in speaking that you can’t afford to miss it.
2. Grammar blank filling: Fill in the correct form of given words.
The test showed abnormal (normal) sugar levels in the blood, so the doctor advised him to have a further examination.
They have strong preference (prefer) for using smart home appliances to make their lives easier and healthier.
Many of these new innovations (innovative) are already available and being used in some homes.
She was not satisfied with his explanation and intended to persuade (persuade) the matter further.
This should serve as a warning (warn) that people should be aware of their surroundings, especially when crossing roads.
When we arrived in the deep night, we found there was no food available (availability) as all the shops were shut.
3. Teacher checks all answers with the whole class and explains common mistakes and confusing grammar points.
Step 7 Summary
Extract details about smart homes (functions, features);
Discuss smart-home topics, practice expressing opinions about technological advancements;
Understanding the role of technology in shaping modern lifestyles.
Step 8 Homework
1. Draw a mind map independently to show the whole process of artemisinin discovery, with key time points and experimental steps marked clearly.
2. Search for related materials and write down 5 short English notes about the practical effects of artemisinin on malaria treatment in Africa.
六、板书设计
Unit 2 Looking into the Future (Reading and Thinking)
1. Core Vocabulary
persuade; switch; distant; secure; preference; command; warning; critical; available
2. Text Type: Popular science exposition
3. Tree-shaped Structure:
4. Smart Home Functions
Safe, energy-saving, comfortable / Health monitoring / Accident detection
5. Views on Smart Tech
Advantages: convenient & efficient
Disadvantages: system fault, data leakage risk
七、教学评价与反思
（一）教学评价
1. 过程性课堂观察评价：全程观察学生观看视频、小组讨论、完成各类阅读任务的参与状态，对有进步的学生及时口头鼓励。
2. 书面成果综合评价：课后收集学生阅读表格、词汇练习等书面材料，整理全班共性错题，梳理整体知识薄弱点。
3. 发展性观察评价：对比学生本节课前后文本信息提取能力，以学生个人自身进步作为评价标准，不横向对比班级学生水平。
（二）教学反思
1. 课堂优势
采用“读前输入—读中分层提取信息—读后思辨讨论”完整闭环设计，同步落实语言训练与科技理性思维培养。任务由浅入深分层设计，基础词汇、扫读习题适配学困生，文本分析、开放讨论满足优等生需求。文本兼顾智能技术利弊，引导学生辩证看待新科技，完成学科育人目标。
2. 常见课堂问题
读中多类习题占用时长较多，压缩读后小组深度讨论时间，学生观点无法充分表达。科普文体特征讲解较为简略，部分学生仍无法区分说明文与记叙文。部分学生生词运用薄弱，讨论时只能使用简单基础句表达想法。小组发言集中在少数学生，内向学生参与度较低。
3. 优化改进方案
课前布置单词预习任务，课堂仅统一讲解共性错题，节省讨论时长。增设文体对比小练习，帮助学生区分科普说明文与记叙文。板书补充观点类万能句型，辅助学生运用本课新词表达看法。

展开更多......

收起↑