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（2）
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
读懂议论文《SHOULD WE FIGHT NEW TECHNOLOGY 》，识别文章四段式论证结构，掌握on the one hand、nevertheless等逻辑路标词，区分利弊论证段落功能。
掌握oppose、absence、advocate、keep in touch核心词族，辨析介词搭配，能完成单词变形、中英翻译练习。
梳理无人驾驶、陪伴机器人等科技案例，辩证分析新技术利弊，树立理性看待科技的思维。
掌握议论文标准写作框架，能使用路标词完成80词以上观点类作文，做到论点清晰、论据充分。
理解阿米什人极简生活文化，尊重不同群体的生活价值，培养包容多元的文化意识。
二、教学设计依据
（一）教材分析
本课承接Unit 2 Using Language (1)听说课，以议论文阅读为载体，落地观点类写作训练，是单元输出核心课时。
语篇价值：《SHOULD WE FIGHT NEW TECHNOLOGY 》是标准议论文，结构清晰，包含引入、反方弊端、正方优势、个人观点四段，路标词密集，是写作绝佳范文。
育人价值：通过正反案例对比引导学生理性看待科技，不盲目追捧也不全盘抵制，同时介绍阿米什文化，尊重不同生活选择。
前后关联：整合本单元智能家居、AI、无人驾驶全部科技话题词汇，巩固将来时态表达，为单元检测写作储备完整素材。
（二）学情分析
知识基础：学生能读懂简单说明文，但对议论文论证结构陌生；不会使用路标词衔接句子，oppose、be opposed to介词搭配极易混淆。
能力短板：阅读时无法快速区分利弊段落；写作只会单一站队，缺少正反对比论证；作文无实例支撑，内容空洞。
兴趣特点：无人驾驶事故、陪伴机器人等生活化科技话题吸引力强，头脑风暴、范文仿写、同伴互改活动参与度高。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 能快速梳理议论文段落功能，识别各类逻辑路标词并分析其衔接作用；
② 熟练运用oppose、absence、advocate等词汇及固定搭配，完成句子翻译、词形转换习题；
③ 掌握议论文“引入事件—弊端—优势—个人观点”四段式结构，能使用路标词串联论据；
④ 独立完成科技主题观点作文，做到观点明确、正反论据均衡、结尾升华。
2. 思维品质
① 通过段落功能匹配、路标词梳理训练逻辑论证思维；
② 结合无人驾驶事故、阿米什生活等案例辩证思辨科技双面性，拒绝极端化判断；
③ 自主搭建写作提纲，学会用实例支撑个人观点，提升说理逻辑。
3. 文化意识
① 了解阿米什族群远离现代科技的生活方式，理解多元生活价值观；
② 结合国内外无人驾驶真实事故案例，明白科技发展需要配套规则约束，建立可持续发展观念。
4. 学习能力
① 掌握议论文阅读解题方法，学会利用路标词快速定位段落主旨；
② 小组头脑风暴、互改作文，借助写作核查清单自主修改语病与逻辑漏洞；
③ 养成阅读标注逻辑词、写作先列提纲的学习习惯。
（二）教学重难点
教学重点
梳理议论文四段结构，识别并掌握各类逻辑路标词；
掌握观点议论文写作框架，能结合案例完成利弊类作文。
教学难点
区分不同路标词的转折、递进功能并自主运用到写作；
写作均衡兼顾正反两面论据，避免观点偏激。
四、教学准备
多媒体素材：APP图片、无人驾驶视频、议论文原文、段落匹配习题、国内外无人驾驶事故案例、写作框架、范文、互评清单。
纸质学习资料：段落匹配、正误判断、路标词标注题；头脑风暴表格、写作提纲；词汇练习卷。
前置任务：预习本节课的词汇；回忆至少2种现代科技产品，提前梳理利弊各1点。
五、教学过程设计
Step 1 Lead-in
1. The teacher presents pictures, such as Duolingo, TEMU, TikTok...
2. The teacher asks students to look at the pictures and answer the question: What are some of the new devices or apps have you been using recently
3. The teacher guides several pairs to share ideas and leads into today’s topic: Today we will read an argumentative essay about whether we should fight new technology and learn to write an opinion passage.
Step 2 Pre-writing
Task 1 Discussion: Pros & cons of driverless cars
1. The teacher shows a short video about driverless car technology.
2. The teacher asks students to watch the video and work in groups to list advantages and disadvantages of driverless vehicles.
Advantages:
avoid human errors 规避人为失误
reduce traffic jams 缓解交通拥堵
save travel time 节约出行时间
bring more convenience 出行更便利
free up drivers’ hands 解放驾乘人员
cut fuel consumption 降低油耗
Disadvantages:
immature technology 技术尚不成熟
high manufacturing cost 制造成本高昂
hidden cyber risks 存在网络安全隐患
unclear liability for accidents 事故责任界定模糊
lack of emergency handling ability 应急处理能力不足
lead to job losses 造成相关岗位流失
Task 2 Skim and identify text type & structure
1. The teacher asks students to skim the article and finish two multiple-choice questions: text type & paragraph structure.
2. Students need to mark the function of each paragraph beside the text.
① What is the type/genre of the text （B）
A. Narrative B. Argumentation C. Exposition D. Practical writing
② Which one shows the structure of the text And what’s the main idea of each paragraph （B）
A B C
Para. 1: describe the issue
Para. 2: discuss the disadvantages
Para. 3: discuss the advantages
Para. 4: give an opinion
Task 3 Skim the text and find out the main idea
1. The teacher displays the essay title “SHOULD WE FIGHT NEW TECHNOLOGY ” together with the Amish horse-drawn carriage picture.
2. The teacher explains the skim requirement: you only need to read the title, beginning and ending paragraphs quickly to grasp the overall theme.
The text mainly talks about people’s attitudes towards the advances in technology by the examples of some people who live happily without new technology and some who benefit from new technology.
Task 4 Finish True or False exercises
The teacher asks students to read the passage and mark T or F. Students need to find original sentences as evidence for each judgment.
① A person died in an accident while driving a car. F
② The Amish avoid new technology because they do not want to have good lives. F
③ Many disasters have been prevented by weather-tracking computer programs. F
④ Building large networks through social media helps us find new opportunities. T
⑤ The author uses a health monitor to know how much exercise he/she needs. T
Task 5 Deep reading: Answer text comprehension questions
1. Match paragraphs with their main functions
（1）The teacher displays four functional labels:
describe the issue 1
give an opinion 4
discuss the advantages 3
discuss the disadvantages 2
（2）The teacher asks students to match each paragraph number with the corresponding function independently.
2. Underline signpost words and analyze their function
1. The teacher asks students to read the passage carefully and underline all signpost words.
hence, nevertheless, on the one hand, on the other hand, for example, moreover, personally
2. Students need to discuss the question: How do they help tell us the purpose of the paragraphs
They are used to introduce the pros and cons, and to introduce the author’s own opinion.
Signposts
Some words and phrases are used as signposts to help show a paragraph’s purpose. These usually come at the beginning or end of a paragraph.
3. Answer the author’s writing purpose
The teacher puts forward the question: Why did the author decide to write about this topic
Because the author read a newspaper article and wanted to reflect on it.
Step 3 While-writing
Task 1 Learn argumentative essay writing rules
以“科技发展带来的变化”为主题的议论文
审题立意
这类题目的本质不是让你“站队”，而是考查你对科技发展的理性思辨能力，避免两种极端误区：
误区1：全盘否定科技，只说“科技带来失业、隐私泄露”，立场偏激；
误区2：盲目吹捧科技，只说“科技便利生活、推动进步”，缺乏深度；
高分立意：不盲目抵制，也不全盘接受，主张“理性接纳+合理规范”。
比如：科技本身无好坏，关键在于人类如何使用；我们要拥抱科技进步，同时通过规则规避风险。
New technology is a double-edged sword. Instead of fighting against it blindly, we should embrace its benefits while setting proper rules to avoid its risks.
构建文章结构
引言：引出话题，点明观点。可通过现象、问题、名言或背景引入，最后用一句话明确提出论点。
主体：一般包含2-3个论点，且有充分的论据（如例子、数据、名言等）支撑。每个主体段的结构为：主题句+论据+解释说明。
结论：总结全文，重申观点，可适当升华主题。
巧用逻辑连接词，增强连贯性
引入话题：Nowadays, Recently, With the development of...
让步转折：On the one hand, Admittedly, However, Nevertheless
递进论述：On the other hand, Moreover, Besides, In addition
举例说明：For example, For instance, Take... as an example
总结观点：In conclusion, Personally, In my opinion, All in all
常用表达
With the rapid development of new technology, people have different opinions about whether we should resist it. 随着新技术飞速发展，人们对于是否该抵制它看法不一。
Modern technology has greatly changed our life, which has caused a heated discussion.
现代科技极大改变了我们的生活，也引发了热议。
More and more people begin to worry about the risks brought by high technology.
越来越多人开始担忧高科技带来的风险。
New technology may bring some safety problems. 新技术可能带来一些安全隐患。
Some high-tech products will take the place of human workers. 一些高科技产品会取代人工。
Admittedly, technological advances also bring unexpected troubles and challenges.
诚然，科技进步也带来了意想不到的麻烦与挑战。
Over-dependence on technology will make people lose basic living abilities.
过度依赖科技会让人丧失基本生活能力。
Some new technologies are not fully tested, leading to hidden dangers.
部分新技术尚未完善，存在安全隐患。
Technology makes our life easier and more convenient. 科技让我们的生活更轻松、便利。
It helps us save a lot of time and energy. 它帮我们节省大量时间和精力。
We can learn more knowledge through the Internet. 我们可以通过网络学习更多知识。
Modern technology has greatly improved people’s quality of life.
现代科技大幅提升了人们的生活质量。
High technology plays an important role in preventing disasters and saving lives.
高科技在防灾、救人方面发挥重要作用。
It shortens the distance between people all over the world.它拉近了世界各地人们之间的距离。
Technology is a double-edged sword. It has both advantages and disadvantages.
科技是一把双刃剑，有利也有弊。
We cannot simply say yes or no to new technology. 我们不能简单地肯定或否定新技术。
It is not technology itself, but the way we use it that matters.
重要的不是科技本身，而是我们使用它的方式。
Personally, we should not fight against new technology. We should use it wisely.
在我看来，我们不应抵制新技术，而要理性使用它。
Instead of resisting technological progress, we should make rules to avoid its disadvantages.
与其抵制科技进步，不如制定规则规避其弊端。
All in all, we ought to embrace new technology and make it serve us better.
总而言之，我们应当接纳新技术，让它更好地为人类服务。
Only when we use technology properly can we enjoy its advantages fully.
只有合理使用科技，我们才能充分享受它带来的益处。
Technological development is an unavoidable trend, and we need to learn to adapt to it.
科技发展是必然趋势，我们要学会适应。
Task 2 Group brainstorm for writing
The teacher shows writing task with the title “Use what you have learnt to express your opinion in an essay about the changes that could be caused by advances in technology” and the three-column brainstorm table.
1. Group brainstorm: Fill in pros & cons table
（1）The teacher divides students into fixed groups of 3-4 members, clarifies the task rules:
Brainstorm 2-3 kinds of future technological advances (such as household robots, AI tutoring systems, autonomous delivery vehicles);
（2）Fill the Advance in technology / Advantage / Disadvantage three-column table with specific, real-life details instead of vague phrases;
Advance in technology Advantage Disadvantage
（3）Assign one group member as the recorder to take down all ideas clearly.
（4）The teacher walks around each group to offer guidance when students get stuck in brainstorming, then invites representatives from several groups to present their filled tables to the whole class, and supplements richer reference examples for the class.
2. Topic selection & pre-writing planning
The teacher requires each group to pick one technological advance from their brainstorm table, then discuss and write down answers to the two guiding questions on the worksheet:
① Why do you want to write about this topic (e.g. I use AI learning tools every day, so I have rich personal experience to support my points)
② What is your own opinion on the topic (e.g. We should embrace AI tutoring properly with necessary rules to avoid its downsides)
3. Finish the essay
Students start drafting their essays individually, and can turn to group members for expression help during the writing process.
Step 4 Post-writing
Task 1 Sample appreciation
1. The teacher shows the full sample essay about companion robots on screen.
The other day, I read about a company developing companion robots. These are robots that are supposed to be friends for people who live alone. Some of these companion robots are actually like small pets that a person can talk to and interact with. But unlike real pets, people do not have to feed them or take them for a walk. However, this company is also developing a companion robot that is exactly like a human being. It can walk and talk just like a person does. This all got me to think.
On the one hand, some people could say that a companion robot like this is good for us. For example, if someone old lives alone and seldom goes out, a companion robot could provide him or her a lot of comfort and enrich his or her life. Further, the robot could help monitor the health condition of that person. For example, if the person falls down and gets injured at home, the robot can call the doctor immediately to come and help.
On the other hand, some people also use this technology to avoid social contact. For example, there was a young man who recently got “married” to an anime character. What if it became common for people to get married to robots rather than human beings in the future The gap between people could further widen due to the development of realistic robots.
Personally, I do not see companion robots as an answer to people’s problems. We should be providing each other with true companions and true friendship rather than cold machines.
2. The teacher asks students to read the sample silently and mark signposts and supporting examples.
Students need to draw a brief outline before writing the full passage.
Task 2 Peer revision
1. Ask students to exchange drafts with partners, use the checklist to revise each other’s writing:
Does the essay say what the writer thinks about the topic
Does the body discuss the advantages and disadvantages of the advance
Are signposts used to help the reader understand the purpose of each paragraph
Does the conclusion state the writer’s position
2. Ask students to revise their own drafts according to partners’ advice.
3. Voluntary students share their compositions with the whole class.
Step 5 Language Points
Explain key vocabulary items one by one, covering collocations, sentence patterns and blank-filling exercises:
oppose; absence; advocate; keep in touch (with...); resist
Step 6 Exercise
1. Word spelling: Fill words according to Chinese hints.
We suspect they are trying to hide something, hence (由此；因此) the need for an independent inquiry.
Living in a globalized world, I cannot put enough emphasis (强调) on the importance of understanding cultural differences.
Of course, when new technology changes the way we live and wok, it can be a scary prospect (可能性；前景).
I bet there is a rich man living in that house, because all the decoration is of great luxury (奢华).
The rural (乡村的) scenery was so beautiful that he decided to stay one more week before going back to the city.
An hour later, the rain ceased (停止) but the clouds hung low and heavy overhead.
2. Grammar blank filling: Change the given words into proper forms.
The librarian (library) will be arranging the books on the shelf the time you arrive.
The scientists are able to calculate accurately (accurate) when the spaceship will reach the moon.
The professor explains cloning plants and trees has helped in better harvest, and increased the plants’ resistance (resist) to diseases.
Several celebrated names among the Chinese athletes were absent (absence) from the 32nd Olympic Games due to various reasons.
Many seniors opposed (oppose) to adopting AI-powered home systems are worried about the potential risks of privacy leakage.
Advocates (advocate) of online learning believe that technology can make education more flexible and accessible.
3. Teacher checks all answers with the whole class and explains confusing points.
Step 7 Summary
Read an argumentative text about whether we should fight or accept new technology.
Learn to find and use signpost words and phrases to understand the purpose of each paragraph.
Write an opinion essay to express our own view on future changes.
Step 8 Homework
1. Copy core vocabulary, collocations and all signpost words into notebooks and memorize them.
2. Collect information about one traditional craft and write a short passage about how technology helps inherit it.
六、板书设计
Unit 2 Looking into the Future (Using Language（2）)
1. Argumentative Structure
Para 1: Introduce event (driverless accident)
Para 2: Disadvantages
Para 3: Advantages
Para 4: Personal opinion
2. Signpost Words
hence, nevertheless, on the one hand, on the other hand, for example, moreover, personally
3. Writing Frame
Intro → Pros & Cons (with cases) → Conclusion
七、教学评价与反思
（一）教学评价
1. 过程性课堂观察评价：全程观察学生图片讨论、段落匹配、头脑风暴、作文互改的参与状态，对主动发言、敢于展示的学生及时口头鼓励。
2. 书面成果综合评价：课后收集阅读任务单、词汇习题、学生作文，汇总路标词误用、搭配混淆、作文逻辑空洞等共性问题，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写作表现，以个人逻辑说理能力的进步作为评价标准，不横向对比班级学生。
（二）教学反思
1. 课堂优势
遵循“读前科技话题导入—议论文精读—写作方法精讲—写作输出— 互改”完整闭环，读写结合落实论证类语言训练。素材贴近学生生活，无人驾驶、短视频等案例降低理解门槛，同时引入阿米什文化拓宽学生多元价值观。
2. 现存问题
议论文精读、路标词讲解耗时较长，挤压完整写作与上台展示时间，多数学生仅能完成初稿，打磨不充分。部分学生难以自主区分转折、递进类路标词，写作仍缺少逻辑连接。学困生写作只会单一表达观点，无法兼顾利弊两面，案例素材积累不足。
3. 优化改进方案
课前发放核心词汇预习清单，课堂只集中讲解全班共性错题，节省阅读讲解时长。板书分类罗列各类路标词，配套简易替换句供学生直接套用。课前布置科技利弊素材搜集预习任务，给基础学生提供案例备选提示卡。

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