英语外研版 (2019)Unit 4 A glimpse of the future综合训练题

这是一份英语外研版 (2019)Unit 4 A glimpse of the future综合训练题，共27页。试卷主要包含了语言能力目标，文化意识目标，思维品质目标，学习能力目标等内容，欢迎下载使用。


单元主题
本单元的主题语境是“人与社会”，涉及的主题语境内容是未来与科技发展、认识与探索未来。本单元从不同角度展现了未来科技发展带来的便利和可能存在的问题，依次呈现了科幻电影海报、人工智能发展、时间旅行、未来的医疗与交通、科幻小说等内容，旨在引导学生思考未来科技发展给生活带来的改变和世界的发展趋势，以及如何对待这种发展趋势，如何应对人工智能时代给人类带来的挑战等，进而更好地预测未来、创造未来。
单元目标
1.语言能力目标
能够围绕本单元的主题语境内容，基于单元提供的海报、论坛专题讨论、图表、对话、小说等多模态语篇，综合运用各种语言技能，读懂与人工智能相关的论坛内容和科幻小说，听懂并谈论与时间旅行相关的话题，恰当使用所学词汇和表达谈论未来科技发展，能够概括和续写故事，运用所学语言知识阐述相关话题。
2.文化意识目标
能够了解现代科技进步对人类的影响和未来世界的发展趋势，拓展科学思维，深化对单元主题意义的理解。
3.思维品质目标
能够通过对比、分析并联系自身实际，辩证地看待科技进步和人工智能的发展，实现知识和思维能力的拓展与迁移，在积极迎接科技发展带来的新时代的同时，反思可能存在的问题并寻求解决方案。
4.学习能力目标
能够运用多种学习策略，在自主学习、合作学习与探究式学习的过程中，结合本单元提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，提高分析和解决问题的能力，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting ut板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Viewing + Speaking
主题语境
人与社会——未来与科技发展、认识与探索未来
内容分析
活动1呈现一段与单元主题相关的视频，通过介绍历史上人们对未来的正确的和错误的预测，引导学生 认识到未来充满无限可能。活动2呈现四张科幻电影的海报，引导学生回顾这些科幻电影的内容，初步思考未来世界可能是什么样子的。本板块旨在激活学生已有的背景知识和语言知识，激发学生对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。
教学目标
1.学生通过观看视频，理解视频的主旨大意，并能够从视频中迅速提取关键信息；
2.学生通过看电影海报及查找相关资料，了解并谈论这四部科幻电影的内容，并就科幻电影的主题和内容发表自己的看法；
3.学生通过谈论与未来相关的话题，激发探索科技和未来的兴趣。。
教学重点
1.指导学生从视频中迅速提取关键信息，理解视频的主旨大意；
2.通过听说活动，激活学生已有的背景知识和语言知识，引发思考。
教学难点
1.引导学生观看视频过程中记录关键信息；
2.引导学生深入思考我们所处的世界未来将会怎样。
教学策略
视听说法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T shws Ss sme pictures abut the inventins mentined in the vide text and asks them t guess which f predictins have been achieved.
2. T plays the vide and asks Ss the first questin in Activity 1.
3. T plays the vide again and asks Ss t answer the secnd questin in Activity 1.
4. T asks Ss abut their understanding f the quted sentence in the secnd questin.
1. Ss lk at the pictures and guess.
2. Ss watch the vide abut the future r fantasy and take ntes.
Answer the questin.
3. Ss listen and check the answers.
4. Ss think and express ideas.
Intrduce the unit tpic by guessing, watching the vide and expressing pinins.
Activity 2
1. T shws psters f the fur sci-fi mvies and invites Ss t intrduce the stries based n their preview befre class.
2. T asks Ss t summarise what the future wrld lks like in the mvies.
3. T guides Ss t answer the secnd questin and make predictins fr the future.
1. Ss watch, listen, make grup presentatins and reprt t the class.
2. Ss summarise and reprt.
3. Ss ffer answers and make predictins.
T leads Ss t explre the theme and the cntent f sci-fi mvies, stimulates students’ in-depth thinking and paves the way fr further study.
Understanding ideas板块教学设计
（建议时长55–60分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与社会——未来与科技发展、认识与探索未来
内容分析
本篇文章是一篇网络论坛专题讨论，是新媒体语篇，反映了单元主题。文章介绍了三位发帖人分别就“迄今为止，人工智能是人类最伟大的成就还是最大的威胁”发表了不同的看法。Millenniumbutterfly认为人工智能的发展会使日常生活变得更加便利，而在Ppkid看来，能够独立思考的高级人工智能固然能够帮助人类解决许多难题，但也可能对人类的生存构成威胁；Pink_haze则认为我们不应阻止人工智能技术的发展，而是要在发展的同时去规范它。
读前的导入活动以时间轴的形式回顾了人工智能的发展史，为学生提供背景知识，并引导学生初步思考人工智能“是福还是祸”，为课文学习做铺垫。读中活动请学生阅读全文，归纳文中观点，并与自己之前的观点进行对比。读后活动通过细节理解、观点判断、开放性问题等活动，帮助学生深入理解课文，探究主题意义，促进学生知识和思维能力的拓展与迁移。。
教学目标
1.学生通过略读课文，获取文章主要信息，总结三位发帖人对人工智能的不同看法；
2.学生通过细读课文，理解语篇结构及语言特点，并会运用所学表达进行交流；
3.学生基于文章内容，学会辩证地看待人工智能技术，加深对单元主题的认识。
教学重点
引导学生通过分析语篇，总结发帖人的不同观点，理解文章内容。
教学难点
引导学生分享观点，学会倾听不同的声音，关注人工智能的发展。
教学策略
任务型教学法、P-W-P阅读模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t cllect relevant infrmatin befre class .
2. T asks Ss t brwse the timeline, get t knw the develpment stage f AI and answer Questin 1.
3. T asks Ss t cnduct a grup discussin and reprt n Questin 2 and Questin 3.
1. Ss cllect relevant infrmatin befre class and share at class.
2. Ss read, analyse and answer Questin 1.
3. Ss discuss in grups and reprt t the class.
Make Ss knw mre abut the develpment f AI.
Activity 2
1. T asks Ss t predict the cntent f the article by reading the title and lking at the pictures..
2. T asks Ss t read thrugh the full text and verify previus guesses.
3. T invites sme Ss t share their answers and explain the key pints.
4. T asks Ss t read the text again, find ut the difficulties and try t slve them within grups.
5. T invites Ss t reprt and explains the cmmn prblems.
1. Ss take a quick lk and make predictins.
2. Ss read the text and check.
3. Ss share, listen and take ntes.
4. Ss read the text, find ut the difficulties, lk fr references in cperatin with each ther and share infrmatin.
5. Ss share, listen and take ntes.
Train students’ reading skills f predicting and getting the main ideas.
Cultivate Ss’ ability t learn in an independent and cperative way.
Activity 3
1. T asks Ss t read the pinins and match them t the persns.
2. T asks Ss t discuss the answers in grups and give reasns.
3. T invites grups t share their answers and check with the class.
1. Ss read and match.
2. Ss have grup discussins.
3. Ss listen and present the answers t the whle class.
Check Ss’ understanding and mastery f the text.
Activity 4
1. T asks Ss t read the text again and underline the advantages and disadvantages f AI mentined.
2. T asks Ss t cmplete the diagram f Activity 4 independently and then check the answers.
3. T asks Ss t discuss in grups and answer the questins belw the diagram. After that T invites grup representatives t present their views and make cmments.
4. (Suitable fr better classes r students)
T asks Ss t write a shrt essay based n the diagram in Activity 4 and give their wn pinins n the prs and cns f AI develpment and ffer suggestins.
1. Ss read the text, find ut and underline the prs and cns f AI.
2. Ss rganise infrmatin frm the passage, cmplete the diagram alne and check with partners.
3. Ss have a grup discussin and express their pinins.
4. Ss rganise the infrmatin, chse prper expressins and cmplete the writing task.
T guides Ss t summarise the prs and cns f AI prpsed in the article. Interpret the text further and add Ss’ wn pints.
Think & Share
1. T asks Ss t discuss the questins in grups and prvides necessary help.
2. T asks several Ss t ffer the answers and thers t make suggestins.
1. Ss discuss the questins in grups.
2. Ss share their ideas and make suggestins.
T helps Ss t better understand the theme , imprve the ability f thinking and self-awareness and bring abut peridic self-reflectin.
Using Language板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening +Speaking
主题语境
人与社会——未来与科技发展、认识与探索未来
内容分析
本板块包括语法部分Subject-verb agreement(2)和词汇听说部分The wrld f tmrrw。语法部分的主要内容为主谓一致，教师在引导学生归纳总结课文中主谓一致用法的同时，通过关于基因检测和未来星球两个语言材料，进一步巩固学生对主谓一致的理解和掌握。综合语言运用部分的话题为“明日世界”，涉及时间旅行、未来医学和交通等内容，帮助学生深度聚焦语言的意义和功能，使学生在真实语境下进行思考和交际，全方位提升综合语言运用能力。
教学目标
1.学生在能够在教师的引导下进一步关注主谓一致的形式和用法，学会根据上下文语境理解主谓一致，并尝试进行判断；
2.带领学生总结有分数（百分数）、不定代词、否定词修饰的名词的主谓一致的用法，并正确运用主谓一致完成语篇活动；
3.引导学生关注英语语法的语用功能，了解语言的形式和意义是统一的，并且能够在实际生活中加以运用。
教学重点
1.引导学生根据上下文语境正确使用主谓一致；
2.引导学生正确理解和使用表达激动以及请求确认的功能句式。
教学难点
引导学生理解和运用主谓一致、表达激动及请求确认的功能句式。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t read example sentences, fcus n the bld parts, and answer the tw questins.
2. T guides Ss t discver and discuss the frm and usage f subjective-verb agreement in grups.
3. T invites grup representatives t reprt their findings and summarise the use f subject-verb agreement mdified by fractins, indefinite prnuns r negative wrds.
4. T asks Ss t read the passage again t find mre sentences with subject-verb agreement.
1. Ss read the example sentences and answer the questins.
2. Ss read, find ut and discuss in grups.
3. Ss reprt, listen and take ntes.
4. Ss read the passage and pick ut the sentences.
T guides Ss t summarise the frm and usage f subject-verb agreement.
Activity 2
1. T asks Ss t read the passage and cmplete it by chsing the singular r plural frm.
2. T invites sme Ss t read the passage and check the answers with the whle class.
3. T invites Ss t express their pinins based n their knwledge n genetic testing.
1. Ss read the passage, understand the main idea and chse the crrect frms.
2. Ss listen and check.
3. Ss listen t different views and express their wn pinins.
Imprve Ss’ grammar.
Activity 3
1. T asks Ss t discuss and interpret the meaning f the charts in pairs and t describe the ideal planet using subject-verb agreement.
2. T asks several Ss t describe the ideal planet t the class.
1. Ss discuss and describe in pairs.
2. Ss reprt and listen.
Imprve Ss’ use f subject-verb agreement, stimulate Ss’ imaginatin and cultivate Ss’ creative thinking.
Activity 4
1. T leads Ss t brainstrm the features f an ideal planet.
2. T asks Ss t think abut their ideal planet independently, then write dwn specific descriptins using subject-verb agreement.
3. T asks Ss t exchange designs with their partner and make evaluatins in terms f cntent and grammar.
4. T invites sme Ss t represent their designs.
1. Ss expand imaginatin and express views.
2. Ss wrk independently and recrd the details.
3. Ss exchange pinins and evaluate their wrk in pairs.
4. Ss reprt and listen.
Apply the target grammar int practical use.
Activity 5
1. T leads Ss t lk at the picture and read the intrductin belw t understand the paradx f time travel.
2. T plays the recrding, asks Ss t grasp the main idea and cmplete Activity 5.
3. T leads Ss t check the answers.
1. Ss read the intrductin in “Did Yu Knw” and fcus n the wrd “paradx”.
2. Ss listen, understand the main idea and cmplete the task.
3. Ss check the answers and crrect pssible mistakes.
Cmbine the skills f reading and listening t grasp the main idea f the listening text.
Activity 6
1. T asks Ss t read the cntent f Activity 6 and understand the listening task.
2. T plays the recrding.
3. T plays the recrding again and asks Ss t cmplete the table.
4. T asks Ss t reprt their answers and check with the class.

5. T asks Ss t rle play the guide accrding t the frm in Activity 6.
1. Ss brwse the cntent and understand the listening task.
2. Ss listen and try t take dwn key wrds.
3. Ss listen and cmplete the table using the key wrds.
4.Ss check the answers.
5. Ss wrk in pairs t rle-play the guide.
Understand the main idea and details by capturing key messages and taking shrthand. While acquiring infrmatin, cultivate Ss’ awareness f rules.
Activity 7
1. T leads Ss t study the sentences fr expressing excitement and asking fr cnfirmatin. If necessary, T can ask Ss t translate the given sentences.
2. T asks Ss t cmplete the bxes and make sentences with relevant expressins.
3. (Suitable fr better classes r students)
T asks Ss t figure ut mre sentence patterns f “expressing excitement” and “asking fr cnfirmatin”.
1. Ss listen, take ntes and memrise the expressins.
2. Ss learn the given expressins, cmplete the bxes and make sentences using them.
3. Ss take ntes f the useful expressins.
Learn hw t express excitement and ask fr cnfirmatin, which pave the way fr the fllwing listening & speaking activities.
Activity 8
1. T asks Ss t read the passage.
2. T asks Ss t guess the meaning f bld phrases based n the cntext.
3. T asks Ss t find ut the meaning f the chunks and lk them up in the dictinary if necessary. After that T asks Ss t cmplete the bxes f Activity 8.
4. T invites sme Ss t reprt and check the answers.
1. Ss read the passage and figure ut its general idea.
2. Ss read and guess.
3. Ss cnfirm the meaning f the expressins, srt them ut and put them int the bxes.
4. Ss listen and check the answers.
Expand vcabulary, develp Ss’ imaginatin and creativity as well as interest in high-tech.
Activity 9
1. T asks Ss t read the passage and cmplete it with the expressins in Activity 8.
2. T asks Ss t reprt their answers and check.
3. (Suitable fr better classes r students)
T invites Ss t share their views n future medical care and transprtatin.
1. Ss read and then d the exercise.
2. Ss listen and check.
3. Ss discuss and share their pinins.
Further practise expressins learned in Activity 8.
Activity 10
1. T asks Ss t gather infrmatin abut ther aspects f the future life in advance.
2. T asks Ss t discuss in grups based n the infrmatin btained and the expressins learnt in this part.
3. T invites sme Ss t perfrm t the class.
1. Ss gather relevant infrmatin frm the Internet.
2. Ss make grup discussin using the target expressins.
3. Ss watch, listen and cmment.
Apply what have been learnt t practice.
Develping ideas板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与社会——未来与科技发展、认识与探索未来
内容分析
本篇文章是小说节选，选自Isaac Asimv的短篇科幻小说《男孩的挚友》，从另一角度反映单元主题。文章讲述了Jimmy的父母花大价钱为他从地球上运来一只真正的狗，可是Jimmy却更喜欢一直陪伴他的机器狗。通过这一板块的学习，学生能够从情感角度体会人工智能可能带来的影响。读写部分提供了一篇科幻文章的开头，学生能够根据此前学到的小说结构和“伏笔”写作手法，续写科幻小说。本版块旨在启发学生辩证地看待人工智能的发展，帮助学生进一步提升语言能力和思维品质。
教学目标
1.学生能够理解课文内容并叙述故事的梗概，同时能够理解课文中的“伏笔”写作手法，欣赏文学作品；
2.学生能够感悟文章主题，加深对单元主题意义的认识，形成积极接受但辩证地看待技术创新的情感态度；
3.学生能够结合短篇小说的写作手法和特点，发挥想象力和创造力，续写一篇科幻小说。
教学重点
1.引导学生根据小说的写作要素，梳理文章主要结构，读懂故事梗概；
2.引导学生通过关键词分析主人公的情感变化，预测故事走向。
教学难点
引导学生思考在人工智能发展过程中可能产生的人机之间的友谊、困惑、人的主观选择等问题，学会辩证地看待科技发展。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t lk fr infrmatin befre class t understand the authr’s life and wrks. At class, T asks Ss t intrduce the authr using the expressins learnt in this unit.
2. T plays the vide, asks Ss t take ntes , summarise and answer the questins.
3. T invites sme Ss t share their answers.
4. T asks Ss t discuss Questin 2 in grups.
5. T asks grup representatives t express their views.
1. Ss gather infrmatin in advance and reprt at class.
2. Ss take ntes while watching and answer the questins.
3. Ss share their answers.
4. Ss have a grup discussin.
5. Grup representatives express pinins and thers make suggestins.
Prvide backgrund knwledge and bring up the tpic.
Activity 2
1. T leads Ss t brainstrm differences between life n the Mn and life n Earth and cmplete the table.
2. T asks Ss t brwse the text quickly, find ut sentences describing lunar life, and cmpare with their wn answers.
3. T asks Ss t read the text again, underline the key pints and discuss in grups.
4. (Suitable fr better classes r students)
T asks sme Ss t share their views n this Sci-Fi stry.
1. Ss brainstrm, list differences and cmplete the table.
2. Ss read the passage, underline sentences describing lunar life and cmpare.
3. Ss read the text, find ut difficult language pints and slve the prblems in grups.
4. Ss rganise language and express pinins.
Make preparatins fr reading.
Cultivate Ss’ ability f independent and cperative learning.
Activity 3
1. T leads Ss t pint ut the writing elements f the passage.
2. T asks Ss t read the passage again, cmplete the summary f the stry independently and check in pairs.
3. T asks sme Ss t share their answers.
4. T invites sme Ss t talk abut their views n Rbutt.
5. (Suitable fr better classes r students)
T asks Ss t cnsider what might happen next and share their views with the class.
1. Ss read the text and name the crrespnding writing elements.
2. Ss cmplete the summary first and wrk in pairs t share their answers.
3. Ss share their answers.
4. Ss listen and express views.
5. Ss express ideas.
Appreciate the idelgical and literary nature f the nvel while analysing the structure f the passage.
Think & Share
1. T asks Ss t discuss the fur questins in “Think & Share”.
2. T invites sme Ss t share their pinins.
Ss discuss the fur questins in grups and then share their pinins with the class.
Fcus n the applicatin f freshadwing and the cnnectin between the tw texts.
Activity 4
Methd 1:
(Suitable fr average-level classes r students)
1. T guides Ss t review Jimmy and his parents’ different attitudes twards rbt dg summarised in Activity 3 and analyse the reasns.
2. T asks Ss t make the chice if they were Jimmy and state the reasns.
3. T asks Ss t cmplete the table independently and share the answers in pairs.
4. T invites sme Ss t share their answers with the class.
Methd 2:
(Suitable fr better classes r students)
1. T asks Ss t discuss the first tw questins in Step1 in pairs and share with the class.
2. T asks Ss t brainstrm, list the prs and cns f rbt friends. T asks Ss t list at least three supprting r ppsing reasns t talk abut whether rbts and humans can have a true friendship.
3. T asks Ss t wrk in pairs, chse the pinin and have a debate.
4. T invites sme Ss t perfrm t the class.

1. Students review the text, analyse reasns and reprt pinins.
2. Ss make chices and state reasns.
3. Ss rganise the main pints, cmplete the table and share with partners.
4. Ss share answers.
1. Students d pair wrk and reprt their answers.
2. Ss brainstrm and list their pinins.
3. Ss chse the pinin, rganise the reasns and debate with the partners.
4. Ss perfrm the debate t the class.
Summarise the theme f the unit and cultivate Ss’ thinking ability.
Activity 5
1. T leads Ss t review the use f freshadwing in the text.
2. T asks Ss t read the stry, talk abut three questins in Activity 5 and discuss in pairs.
3. T invites sme Ss t share their answers.
1. Ss read the passage and experience the use f freshadwing.
2. Ss read the stry and discuss in pairs.
3. Ss share their answers.
Learn the writing techniques and pave the way fr writing task.
Activity 6-7
1. T asks Ss t brainstrm and predict the fllwing stry.
2. T asks Ss t cmplete the ntes fr Activity 6 based n the infrmatin given in Activity 5.
3. T asks Ss t cntinue the stry independently with the ntes in Activity 6.
4. T asks Ss t exchange stries and help partners t imprve the writing.
5. T invites sme Ss t share their stries.
1. Ss ffer ideas abut what will happen next.
2. Ss cmplete the ntes t plan the rest f the stry.

3. Ss finish writing the stry independently.
4. Ss exchange stries, crrect pssible errrs and prmte the language.
5. Ss share stries and give cmments.
Apply the languageskills and writing strategies learnt in this unit t practice.
Presenting ideas & Reflectin板块教学设计
（Presenting ideas和Reflectin部分建议时长80–90分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与社会——未来与科技发展、认识与探索未来
内容分析
Presenting ideas板块要求学生先通过观察图片，了解未来可能存在的各种学习和生活场景，然后描述对未来日常生活的畅想。本板块旨在通过对本单元主题的思考与表达，促进学生综合运用语言知识，相互合作，展示个性，提升对于单元主题的理解与认识。
Reflectin板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。
教学目标
1.学生能够总结本单元的学习内容，从不同角度思考解决问题的方法；
2.学生能够运用本单元所学知识，设计自己理想的一天；
3.学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析，对自己的优缺点和得失做出反思，并与教师沟通改进方法。
教学重点
1.指导学生运用本单元所学内容，阐述对人工智能发展的看法；
2.引导学生从语言能力、思维品质等方面对自己在学习本单元后的效果做出合理的评价。
教学难点
1.引导学生思考面对人工智能的发展，人类应该做好哪些应对准备；
2.指导学生对自己的学习行为和效果做出评估和分析，反思得失情况，不断改进学习方法，养成良好的学习习惯。
教学策略
元认知策略、认知策略、交际策略和情感策略
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t lk at the pictures and answer the first questin.
2. T asks Ss t talk abut in what ways AI brings cnvenience t ur life and make cmments in pairs.
3. T invites sme Ss t share their pinins.
1. Ss bserve and describe the pictures.
2. Ss exchange ideas in pairs.
3. Ss listen and share.
Prepare fr the ideal day design.
Activity 2
1. T asks Ss t brainstrm ther changes AI will bring t ur future life.
2. T asks Ss t cmplete the table in grups.
3. T invites sme Ss t share ideas.
1. Ss ffer ideas.
2. Ss discuss and cmplete the task.
3. Ss share ideas.
Brainstrm ideas t prepare fr the design.
Activity 3
1. T asks Ss t chse a future day and describe what t d n the day independently.
2. T asks Ss t write a shrt passage t design an ideal day which shuld cmbine the table in Activity2 and what have been learnt in this unit.
3. T asks Ss t describe their ideal day in grups.
4. T invites sme Ss t share their designs with the class.
1. Ss think independently and list the main pints.
2. Ss wrk independently t design their ideal day.
3. Ss describe ideas, ffer suggestins and make imprvements.
4. Ss share their designs.
Practise skills in designing an ideal day.
Reflectin
1. T asks Ss t rate their perfrmance with the help f reflectin questins n P48.
2. T asks Ss t summarise what they have learnt in this unit.
3. T asks Ss t identify what they shuld imprve n the basis f self-evaluatin and analysis.
4. T invites Ss t make timely cmmunicatin t imprve their learning strategies based n the self-evaluatin.
Ss rate their perfrmance in this unit, make self-assessment, summarise what they have learnt and cnsider what they need t imprve.
Review, rate perfrmance and think abut ways t imprve.
Prject板块教学设计
（此部分教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与社会——未来与科技发展、认识与探索未来
内容分析
本板块要求学生设计未来城市并制作海报。教师引导学生通过自主学习、合作学习和探究式学习，培养学生的调研与动手能力，让学生对单元主题做进一步的延伸和探索。
教学目标
1.学生能够运用图书馆或网络等途径查找资料，收集有关未来城市设计的各种信息；
2.学生能够小组合作，结合收集的材料，制作图文并茂的海报；
3.学生能够关注科技发展和社会问题，形成积极面向未来的态度。
教学重点
1.引导学生利用网络搜集有关未来城市的信息，并结合单元所学，设计自己的理想城市；
2.引导学生通过小组合作完成海报制作。
教学难点
1.引导学生在介绍自己的理想城市海报时，要结合本单元所学的内容，达到学以致用的目的；
2.引导学生通过搜集资料和小组合作等活动，学会自主学习、合作学习。
教学策略
任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Investigate
1. T asks Ss t surf the Internet fr prblems cities tday are facing, main features f a livable city, high-tech applied in present cities and plans fr the cnstructin f future cities.
2. T asks Ss t share infrmatin with the class.
1. Ss search fr infrmatin abut mdern city issues and future cities described in sci-fi nvels r films.
2. Ss share infrmatin.
Develp skills f searching infrmatin.
Plan
1.T asks Ss t list the key elements f their ideal city in grups.
2. T asks Ss t have a grup discussin and clarify the respective tasks.
1. Ss list the lcatin, scale, facilities and features f their ideal city.
2. Ss wrk in grups.
Prepare fr pster making.
Create
1. T asks Ss t draw a map f the ideal city with descriptin and illustratin.
2. T ffers Ss instructin and help.
1. Ss draw maps, write dwn descriptin and cllect pictures.
2. Ss match the text and pictures and add certain design t frm a cmplete pster.
Create psters by wrking tgether.
Present
T asks Ss t present their psters and vte fr the best design.
Ss give presentatins and vte.
Practise skills in making psters, and learn frm each ther.