Unit2 Looking into the Future教案

（Readingand Thinking：Smart Homes to Make LifeEasier）

文本簡析

本單元的主題是“展望未來（Lookinginto the Future）”，閱讀文本的話題是“智能家居使生活更加便利（SmartHomes to Make Life Easier）”。文中，作者介紹了未來家居的智能化水平，展示了科技發(fā)展能給生活帶來很多便利，并引發(fā)讀者思考這些變化可能產生的問題。在“未來”和“科技”的主題語境下，作者選擇家居生活作為描寫和說明的對象，縮短了讀者與主題語境以及文本內容的距離，有利于引起閱讀興趣，引發(fā)讀者共鳴。

本文是一篇科技小品文。全文五個段落呈現(xiàn)了說明類文本常見的BTEC的內容結構：第一段介紹了背景（Background）和主題（Topic），即在目前家居生活不夠安全和節(jié)能等背景下，提出未來智能家居可以給我們提供更安全、更節(jié)能和更舒適的生活這一主題；第二至第四段用“智能控制、健康檢查和防范災害”三種功能解釋了文本主題（Explanation）；第五段是總結（Conclusion），智能家居時代已經到來但其推廣普及還需要一段時間。本文的寫作目的是為了讓讀者了解未來家居的智能化水平及其為生活帶來的便利，引導學生結合文章主題和內容形成對未來科技發(fā)展的積極期待和全面思考，形成對未來科技客觀理性的態(tài)度。

在本文的閱讀教學中，首先要關注文體特征，包括文本標題、小標題以及語篇標識語，并利用這些特征理解文本結構、寫作目的和目標讀者；其次，在了解未來家居智能化水平和給生活帶來的便利時，可同時整理相關的話題語言；此外，文本用問句開頭、多處運用對比和引證的寫作手法，并用語法結構“will be doing”來表明態(tài)度，這些都是很好的使用寫作技巧的范例，能提高學生運用合適的寫作技巧來表情達意的意識和能力；最后，在對“智能家居有什么特征”和“為何智能家居一時還不能普及”等問題的探討中，學生的深度思維能力尤其是批判性思維能力可以得到有效訓練。

第1課時

一、教學內容

理解全文，明確文本的內容結構；細讀前兩段，以“smart”和“easier”為核心梳理文本，了解關于未來家居的智能化水平程度和對我們生活的影響，學習相關語言。

二、課時目標

1. 通過速讀題目和小標題，提取文本的內容框架，了解寫作目的和目標讀者。

2. 通過細讀前兩段，了解未來家居的智能化水平以及它們給生活帶來的便利，并學習相關語言，如：keep us secure, save usenergy, and provide a more comfortable environment to live in。

3. 通過分析用問句開頭和對比等寫作手法的作用，提升學生運用寫作技巧表達意圖的意識和能力。

4. 通過角色代入式復述，鞏固內容和語言。

三、教學過程

Activity1: Warming-up

本活動為落實所有課時目標做鋪墊。

Discuss thepossible differences between the household appliances of today and in thefuture.

The teacherinitiates the discussion by mentioning her experience of choosing householdappliances for her two houses, the old one twenty years ago and the new onelast year.

T: Greatchanges have taken place in household appliances. What will happen to them inthe future, e.g., another twenty years later?

【設計意圖】通過討論現(xiàn)在和二十年前家用電器的差異，學生了解科技發(fā)展給家居生活帶來的變化，并展望二十年之后的情況。這個話題接近生活，每個學生都有話可講，同時也為后續(xù)“智能家居讓生活變得更加便利”作好思維的比較性鋪墊。另外，用家電作為切入點引起有關智能家居的話題也可以為閱讀解決一些詞匯障礙，如：appliance，switch，knob，remotecontrol，automatic，voicecommand等。

Activity2: Reading for the writing purpose and the intended audience

本活動旨在實現(xiàn)課時目標1。

Read thetitle and the three subtitles.

Q1: What isthe purpose of the text? (To introduce smart homes.)

Q2: Who isthe intended audience of this text? (People who welcome smart homes / newtechnology.)

【設計意圖】通過閱讀文本題目及其三個小標題，了解文章的體裁和結構，推測寫作目的和目標讀者。

Activity 3: Reading Paragraph 1 for thetopic

本活動旨在落實課時目標2和3.

ReadParagraph 1 and answer the following questions:

Q1: Whatproblems do we have today?

Forget tolock ...; forget to switch off ...

Q2: What doyou think of living in a regular home today?

Annoying /high resource-consuming / dangerous /...

Q3: How willthese problems be solved in the not-too-distant future?

We will beliving smart homes that will lock…and switch off…

Q4: Whatdifference will smart homes make to our life?

…keep ussecure, save us energy, and provide a more comfortable environment to live in…

Q5: How doesthe writer introduce the topic?

Bycontrasting.

Q6: Why doesthe author use two questions at the very beginning of Paragraph 1?

To getreaders attention or raise their interest.

【設計意圖】在“Smart Homes to MakeLife Easier”統(tǒng)領下，引起對家居生活現(xiàn)狀和存在問題的共鳴，接著了解智能家居能給生活帶來的變化，呈現(xiàn)主題；同時，學生感知在文本開頭設問引起讀者興趣和用比較凸顯主題意義的寫作手法，提高用寫作手法表情達意的意識和能力。

Activity4：Predicting about Paragraphs 2-5 andthen confirming the predictions

本活動旨在落實課時目標2和目標3。

1.Make aprediction about the contents in the following parts.

Q: What doyou think will be talked about in the following parts?

Possiblepredictions:

- anintroduction to the technology which makes future homes smart;

- someexample functions of smart homes;

- theexpense of smart homes;

- therelationship between smart technology and humans;

...

2. ReadParagraphs 2-5 inpidually to confirm the predictions.

3. Sharereading experience with other readers.

Q: Whatimpressed you most while reading? Why does it impress you? Or do you have anyquestions? If yes, what are they?

【設計意圖】學生預測文本內容，形成“想知內容”，接著去文本中驗證自己的預測。這種帶著任務的閱讀可以幫助學生自然地走進文本，不僅滿足了學生的好奇心，也厘清了文本的基本脈絡。另外，在驗證預測后再跟進閱讀體驗分享，學生在聚焦、分享自己的興趣點或探討問題的同時可以進一步熟悉文本，思維深度也逐漸增加。

Activity5: Reading Paragraph 2 for its connection to the topic

本活動旨在落實課時目標2和3。

1. ReadParagraph 2 carefully and try to find out its link to the topic.

Q1: Whatproblems do we have today?

Today, we have to use… for …

Q2: What doyou think of living in a regular home today?

Answers mayvary.

Q3: How willthese problems be solved in the future?

In thefuture, we will be using advanced technology every day for automatic control ofjust about everything in our home.

Q4: Whatdifference will smart homes make to our life?

*What cansmart homes do?

*Whatdifference will they make?

*Whattechnological support do they need?

Theinformation of Q4 can be sorted out like this:

Q5: How doyou understand the word “intelligent”? Why?

Answers mayvary. For example:

Multifunctional.Because it can function in many ways, even at the same time.

【設計意圖】在第一段即主題段的統(tǒng)領下閱讀第二段，并建立第二段和主題之間的聯(lián)系。第一個聯(lián)系點是文段的建構方法，作者繼續(xù)用今天和未來作比較的方法建構第二段，以此凸顯“智能控制”給生活帶來的便利；第二個聯(lián)系點是所有“智能控制”的功能和便利之處都是圍繞主題展開的，即“安全、環(huán)保和舒適”。在此基礎上，學生開始探索智能家居的技術支持，透過表象看本質，為最終把思維的落腳點放在科技上做好準備。最后，學生對intelligent 一詞進行多維理解，并用文本中的信息來支撐自己的理解，拓寬主題范圍。

Activity6: Talking about the topic and using its language

本活動旨在落實課時目標4。

If you aretaking part in an English speech contest about future life, please give aspeech titled “Smart Homes, Easier Life”. You are supposed to include:

1. a basicintroduction to our present life,

2. thefunctions of future smart homes, and ...

3. thedifference smart homes will make to our life.

Ifnecessary, you may as well use questions at the beginning to interest yourreaders.

【設計意圖】該任務是鞏固話題內容和語言的活動。根據“目前問題—解決方法—產生變化”的思路，學生再次回顧文本，比較現(xiàn)在和未來的家居生活差異，凸顯智能家居給生活帶來的變化，加深對智能家居功能和作用的印象，從而深刻理解高科技對人類生活產生的積極意義。

Assignment:

1.Polishyour writing of speech—“Smart Homes, Easier Life”, and prepare for a classpresentation in the next period;

2.Build alanguage bank related to smart homes.

【設計意圖】通過潤色演講稿，學生可以再次復習話題內容和語言，提高語言輸出需要精致的意識和習慣；通過自己動手整理話題詞匯，學生積累語言知識，增加語料庫，促進主動學習的意識和能力。

第2課時

一、教學內容

細讀文本第三至第五段，繼續(xù)以“smart”和“easier”為核心理解和評價文本信息，理解文本主題，形成對科技發(fā)展的個性化理解和態(tài)度。

二、課時目標

1.通過細讀、分析第三、四兩段，了解“定期健康檢查”和“防范災難”兩種功能及相關話題語言，關注文段結構和語篇標識語in addition，并學習使用例證的說明方法。

2.細讀第五段，了解智能家居的普及程度，分析其尚未普及的原因，了解智能家居可能存在的隱患。

3.結合智能家居的功能和特點，探討名人名言“The best way to predict the future is to create it.”，挖掘文本的深層價值，引導學生客觀看待科技發(fā)展。

4.用小組討論的形式表達自己對科技發(fā)展的態(tài)度，遷移使用文本內容和話題語言，促進思維能力發(fā)展。

三、教學過程

Activity 1: Making a presentation

本活動為所有課時目標作鋪墊。

Activate theknowledge of the text topic and key information about Paragraphs 1-2

1. Presentthe prepared speech — “Smart Homes, Easier Life”.

2. Reviewthe topic of the text.

Q: Whatdifference can smart homes make to our life?

Keep ussecure, save us energy, and provide a more comfortable environment to live in.

【設計意圖】通過演講活動，激活對文本主題和第一、二兩段核心信息的記憶，回憶文本內容，使用相關話題語言；同時，通過分享，學生之間可以相互學習、取長補短。這部分也是本節(jié)課的熱身活動，最后的關注點落到文本主題上。

Activity2: Reading Paragraphs 3-4 for their connection to the topic

本活動旨在落實課時目標1。

ReadParagraphs 3-4 carefully and find their link to the topic.

Q1: What cansmart homes do for us according to Paragraphs 3-4?

Monitor ourhealth and prevent disasters from happening.

Q2: How willsmart homes monitor our health and prevent disasters from happening?

Q3: How doesthe writer organize information in Paragraphs 3-4?

Paragraph 3:

Paragraph 4:

Q4: Whatdifference will smart homes make to life in terms of these two paragraphs?

Keeping ussecure.

Q5: How doesthe writer connect these two paragraphs to the former parts?

By using “inaddition”.

Q6: What’sthe writer’s attitude to smart homes?

Answers mayvary here. In addition to other possible ideas, the teacher mentions that thewriter uses “will be doing” to show his favor to smart homes. “Will be using”is often used when something is happening with certainty. Besides, peopleusually use it to show their favor to the thing that is about to happen.

【設計意圖】結合主題意義，學生細讀第三、四兩段，了解智能家居在未來如何保證我們的安全。在理解內容、習得話題語言的基礎上，學生學習說明類段落的建構方法，關注語篇標識語in addition的用法，并學習willbe doing在表達作者態(tài)度方面的作用，了解結構、語篇標識語和語法結構在表情達意方面的作用，提高這方面的意識和能力。

Activity3: Reading Paragraph 5 for the conclusion of the topic

本活動旨在落實課時目標2和目標3。

ReadParagraph 5 to transfer focus from advantages to disadvantages.

Q1: Arethese smart homes only a fantasy?

It is not afantasy.

Q2: Whatdoes “in this sense” in the third sentence mean?

Many of these new innovations are alreadyavailable and being used in some homes.

Q3: Can youparaphrase the sentence “The home tomorrow is already the home of today”?

The era ofsmart homes has already come.

Q4: Are theyenjoying their popularity?

Not yet. Itwill take some years before most new homes begin to use this new technology.

Q5: Why willit take some years before most new homes begin to use this new technology?

Some possibledisadvantages:

high cost;imperfect technology; risk of leaking personal information; unpopularity amongsome people, e.g. senior citizens; ...

Q6: Willsmart technology outsmart humans one day?

Answers mayvary.

Q7: Why dohumans create high-tech products like smart homes since smart technology poseschallenges to us?

Answers mayvary. In addition to other possible answers, the teacher shares herunderstanding of the sentence —The best way to predict the future is to createit.

【設計意圖】通過思考“智能家居是否只是一個幻想”，學生了解智能家居目前的發(fā)展情況，并探究其尚未普及的原因，批判性思考智能家居潛在的缺點；在此基礎上，學生思考并表達智能家居和人類的關系，理解人類發(fā)展科技是為了給自己創(chuàng)造更好的生活，提升對文本主題意義的理解。隨后，教師提問引導，師生共同探討德魯克的名言“The best way to predictthe future is to create it.”，明確人類發(fā)展科技是為了給自己創(chuàng)造更美好的生活，而科技的發(fā)展前景由人類自己決定，培養(yǎng)學生對科技發(fā)展的客觀和理性的態(tài)度。

Activity4. Voicing your opinions about the topic and using its language

本活動旨在落實課時目標4。