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 Using Language（1）
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
听懂关于AI、纳米机器人、克隆、自动化、全球变暖的访谈录音，抓取人物职业、未来预测、利弊三类核心信息，掌握will /be going to /will be doing等将来预测句型。
掌握predict, prediction, forecast, occupation等话题词汇，能辨析科技类核心名词含义并完成单词拼写练习。
围绕未来科技、环境问题开展双人访谈、小组思辨讨论，客观分析各类新技术带来的机遇与挑战，学会有理有据表达赞同或质疑的观点。
掌握听力预测答题策略，能在听前依托图片、标题预判听力内容，提升信息定位与筛选能力。
树立辩证科技观，认识科技发展是双刃剑，既要拥抱创新也要重视生态、伦理隐患，培养理性思辨的思维习惯。
二、教学设计依据
（一）教材分析
本课为Unit 2核心听说课时，承接Reading and Thinking智能家居科普阅读，围绕未来科技、环境危机设置访谈听力与口语输出任务，完整实现“读科技文本—听专家预测—说未来观点”语言闭环。
听力语篇：电台访谈形式，计算机科学家、建筑师两位专家分别对智能设备、水上漂浮城市做出预测，融合将来时态高频考点，为口语输出提供大量句型范本。
口语板块：设置图片匹配、小组思辨、模拟访谈三层任务，由词汇输入过渡到观点输出，梯度清晰。
前后关联：本课积累的将来预测句型、科技词汇，为本单元后续写作课“畅想未来”提供充足语言素材。
（二）学情分析
知识基础：学生对will be doing表预测用法还需要巩固；认识简单智能设备单词，对nanobot、clone等专业科技词汇陌生。
能力短板：听前不会主动预判听力内容，抓取职业、预测类关键信息速度慢；口语表达句式单一，缺少质疑、折中类预测句型。
兴趣特点：学生对AI、未来城市、太空科幻类素材好奇心强，图片匹配、模拟访谈、小组辩论类任务参与积极性高。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 掌握predict, predictable, occupation, artificial intelligence, nanobot, clone, automation等核心词汇，识记词形变换与固定句式It is predicted that...
② 熟练运用各类将来时态与预测类表达（I doubt... / My prediction is that...），听懂访谈并完成表格、单选、简答多题型听力任务。
③ 能参照模板完成双人未来职业访谈，围绕衣食住行、科技环境开展完整英文小组讨论。
2. 思维品质
① 通过听前图片预判、听力信息分层梳理，培养预判、归纳文本信息的逻辑思维；
② 辩证分析人工智能、克隆等技术的机遇与隐患，多角度评价未来发展趋势，形成独立客观观点；
③ 区分乐观、担忧两种预测态度，学会依托听力原文细节支撑自身观点。
3. 文化意识
① 了解全球变暖、生物克隆、智能机器人等全球性议题，建立人类命运共同体意识；
② 理性看待科技发展，明白技术创新需要配套伦理、环保约束，树立可持续发展观念。
4. 学习能力
① 掌握“看图预判—抓取关键词—核对细节”标准化听力解题步骤，自主运用表格梳理听力信息；
② 小组分工完成头脑风暴、双人访谈、课堂分享，主动整理话题词汇与预测句型；
③ 养成听前预习、课后复盘听力错题的自主学习习惯。
（二）教学重难点
教学重点
掌握预测类词汇、各类将来表达，落实听力预判答题策略。
听懂专家访谈，精准抓取人物职业、未来预测、潜在挑战三类关键信息。
熟练运用预测句型开展双人访谈与小组讨论，辩证谈论科技的机遇与弊端。
教学难点
听录音时快速区分不同专家的观点，不混淆人物与对应预测内容。
口语表达中灵活运用I doubt... / No doubt...等句式，有理有据表达正反两方观点。
结合全球变暖、克隆伦理等议题，输出逻辑完整、层次丰富的英文思辨段落。
四、教学准备
多媒体素材：未来科技图片；听力策略、听力表格/单选/简答题、预测句型汇总、口语讨论模板；Dr Han与Vincent Black完整电台访谈录音；
纸质学习资料：科技名词匹配、单词拼写习题、人物信息表格、选择题、简答填空；小组讨论提纲、双人访谈模板；
前置任务：预习artificial intelligence, clone, automation等新单词；思考1-2项你想象中的未来科技，准备简单英文短句。
五、教学过程设计
Step 1 Lead-in
1. The teacher plays a short video of futuristic cities and asks students to answer the core question: What do you think the future will be like
2. Students need to share simple ideas in pairs.
3. The teacher guides several pairs to speak out their opinions, then states the class theme: Today we will listen to two experts’ predictions about future technology and practice talking about future changes.
Step 2 Pre-listening
Task 1 Match pictures with technical words
1. The teacher displays five pictures: AI robot, nanobots, factory automation, cloned animals, and melting ice with polar bears.
2. The teacher asks students to match each picture with the given words: automation, nanobots, global warming, artificial intelligence, cloning.
③ automation
② nanobots
⑤ global warming
① artificial intelligence (AI)
④ cloning
Task 2 Group discussion
The teacher divides students into groups of four and asks students to discuss the three questions and take down key viewpoints on paper.
① How do you think these events or such technology might develop in the future
No doubt, AI will develop to the point that humans and computers will be able to interface effortlessly.
② What challenges might they bring
With the development of AI, there may come a time when it becomes a real issue as to whether a computer or machine has in fact achieved consciousness, and whether, as a conscious being, it deserves the same rights as a human being.
③ What opportunities might they bring
AI may help us solve problems that are currently too big and overwhelming for us to solve on our own. For example, complex AI models may be able to use given data to develop a workable solution to global warming.
Task 3 Learn listening strategy: Listen for predictions
1. The teacher shows the listening skill guidance and leads students to read the rule together.
2. The teacher asks students to underline all prediction words for later listening practice.
Listen for predictions:
When listening for predictions, you should listen for the use of the future tense, in particular the future tense with will or will be doing. Words such as predict, prediction, and forecast, are also used quite often when making predictions.
Step 3 While-listening
Task 1 First listening: Fill in experts’ information table
1. The teacher plays the complete interview audio for the first time.
2. The teacher asks students to listen carefully and fill the blank table with each expert’s occupation and core prediction.
Name Occupation Prediction
Dr Han computer scientist Computers will be cleverer than us in the future; people will also be programming computers to think like humans; we’ll be programming them to not think in ways that may harm humans; we’ll also be creating machines to help people internally.
Vincent Black architect There will be cities floating on water and people could move into housing in cities that float.
Task 2 Second listening: Multiple choice questions
1. The teacher displays four multiple-choice questions about the interview and asks students to read all options in advance to predict listening focus.
2. The teacher plays the audio for the second time.
① What is the interview about （A）
A. Future changes predictions B. Air pollution solutions C. City building plans
② What is Dr. Han’s attitude toward smart computers （C）
A. Worried B. Uncertain C. Optimistic
③ Why will cities float （A）
A. Polar ice melts B. Coal is used up C. AI develops fast
④ What inspires Vincent’s design （B）
A. A big ship B. A water lily C. A tall building
Task 3 Third listening: Short answer questions
1. The teacher shows three short questions about the radio programme and experts’ worries.
2. The teacher asks students to read the questions first to clarify listening targets.
3. The teacher plays the audio for the third time.
① What is the name of the radio programme
Future Changes.
② What is the radio host’s concern about smart computers
Would smart computers be dangerous to humans
③ According to Dr Han, how can this problem be avoided
Scientists will be programming smart computers to not think in ways that may harm humans and they’ll be creating machines to help people internally.
Task 4 Fourth listening: Complete detail filling chart
The teacher asks students to listen to the audio again and fill the missing words: cleverer, rise, bodies, floating, increased, sea.
Listening target Dr Han Vincent Black
Future problems Computers will be cleverer than us. The sea level will rise by many metres.
Possible solutions Nanobots will be put inside our bodies. Cities floating on the water will be built.
Possible effects Our abilities will be increased. People don’t need to move away from the sea.
Step 4 Post-listening
Task 1 Pair work: Judge experts’ predictions
1. The teacher puts forward the discussion task: Work in pairs. Discuss whether you think Dr Han and Vincent Black’s predictions are possible. Why or why not
2. The teacher selects several pairs to share their judgments with the whole class.
I agree on Dr Han’s idea that computers will be cleverer than us in the future. Actually there are already computers, like AlphaGo, that are smarter than most people.
I don’t agree on Vincent Black’s idea about floating cities, because I doubt that sea levels will rise that much.
Task 2 Group brainstorm: Future life in four aspects
1. The teacher asks students to brainstorm in groups and talk about four angles:
future events or problems the world might face
future technologies
how these things will change the way we live
the challenges and opportunities these things might bring
2. The teacher guided students to consider the future from four aspects: clothing, food, housing, and transportation.
Task 3 Pair interview: Future expert role-play
1. The teacher displays a list of prediction sentence frames for reference.
2. The teacher asks students to work in pairs and act as future experts to interview each other about personal predictions.
3. Students need to finish short interview drafts on their worksheet first, then practice the dialogue orally.
Step 5 Language Points
Explain key vocabulary items one by one, covering collocations, sentence patterns and blank-filling exercises:
predict; occupation
Step 6 Exercise
1. The teacher asks students to fill in the blanks based on the meaning of Chinese words, paying attention to word forms.
ChatGPT, according to OpenAI, uses artificial (人工的) intelligence to speak back and forth with human users on a wide range of subjects.
I agree to clone (克隆) the endangered species, because it really can bring us many benefits.
Sometimes, if the weather forecast (预报) is good, my friends and I drive to the countryside for a weekend break.
By this time tomorrow, Sandra will be predicting (预测) the outcome of the election based on the latest data.
When you grow up, you will need to choose a suitable occupation (职业) that matches your interests and skills.
2. Teacher checks all answers with the whole class and explains confusing points.
Step 7 Summary
Learn to listen for key information like people’s jobs and their predictions about the future.
Practice using prediction expressions such as “I think,” “I predict”, and “we will be doing” to share our own ideas.
Discuss different future technologies like AI, nanobots, and cloning, and talk about their challenges and opportunities.
Step 8 Homework
Write a short passage about one future technology (AI, nanobots or floating cities), using no less than three prediction expressions we learned.
六、板书设计
Unit 2 Looking into the Future (Using Language（1）)
1. Tech Words
AI, nanobot, clone, automation, global warming
2. Prediction signals
will / will be doing; predict / forecast / I doubt...
3. Listening Skill
catch future tense & prediction words
4. Discussion
Opportunities VS Challenges of future technology
七、教学评价与反思
（一）教学评价
1. 过程性课堂观察评价：全程观察学生图片匹配、各轮听力任务、小组头脑风暴、双人角色扮演的完成状态，主动记录课堂发言、上台展示的学生表现，对敢于开口的学生及时给予口头鼓励。
2. 书面成果综合评价：课后收集全套听力任务单、词汇拼写练习，汇总全班高频错题，梳理词汇混淆、听力信息遗漏等共性薄弱点，将其作为后续巩固重点。
3. 发展性观察评价：对比学生课前预习与课堂口语输出表现，以学生自身句型运用、听力抓取能力的进步作为评价依据，不进行班级学生水平的横向对比。
（二）教学反思
1. 课堂优势
课堂设计遵循“词汇输入—听力策略—多层听力训练—口语思辨”完整听说闭环，由输入逐步过渡到输出，难度梯度合理。多模态素材丰富，未来科幻视频、科技图片、角色扮演活动充分调动学生课堂积极性，听力分层多次播放降低信息抓取难度。落实辩证思维育人目标，不单一吹捧科技，引导学生同时讨论机遇与隐患，树立理性看待创新的价值观。
2. 常见课堂问题
多轮听力练习占用课时偏长，挤压后半段小组头脑风暴、角色扮演展示的时间，部分小组无法完整完成对话展示。基础薄弱的学生对nanobot、automation等长科技词汇认读困难，影响了听力理解速度。口语活动中部分学生只会套用模板，难以自主拓展个性化未来预测观点。
3. 优化改进方案
课前发放科技词汇预习清单，课堂仅快速核对单词，节省听力训练以外的讲解时长，预留充足口语展示时间。板书标注长科技词音标与拆分读法，降低认读门槛。补充拓展讨论提示句，给基础薄弱的学生提供更多观点备选句式，丰富口语表达。

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