資源簡(jiǎn)介

Using Language（聽(tīng)說(shuō)教學(xué)設(shè)計(jì)）
I. Learning objectives
At the end of the class, students are expected to:
1. Extract information about predicting technological development by listening to an interview.
2. Organize expressions related to prediction in listening, and be able to use these expressions to express predictions about the future.
3. Able to apply background knowledge to discuss the pros and cons of future technological development.
II. Analysis of the material
The theme of this section is “Make predictions about future changes”. The dialogue takes the form of a radio interview program, with two guests, computer scientists and architects, predicting the future development of their respective fields. The conversation discussed some profound topics, which can stimulate students' thinking and make them pay more attention to the relationship between life values, human destiny, environmental protection, and social development. The use of predicted sentence structures and tenses in multiple parts of the conversation provides language support for students to create dialogues after listening.
III. Analysis of students
Students have accumulated vocabulary and practiced grammar related to the topic, and have a clear understanding of the benefits of future smart homes. They show enthusiasm for future and want to express their views, but students lack the ability to understand listening content and describe their critical thinking. Obviously, it is necessary for teachers to guide students to boldly predict the social and life changes that may be caused by technological development, and to appropriately use the future continuous tense to express predictions.
IV. Teaching key and difficult points
Teaching key points:
1. Inspire students to explore the trends of technological development.
2. Use predictive expressions to express predictions about the future.
Teaching difficult point:
How to properly use predictive expressions to express predictions about the future.
V. Teaching Procedure
教學(xué)目標(biāo) 教學(xué)活動(dòng)及互動(dòng)方式 設(shè)計(jì) 意圖 活動(dòng) 層次 效果評(píng)價(jià)
通過(guò)圖片激活學(xué)生背景知識(shí)，熟悉話題詞匯。 Step 1: Lead-in Match the words with the pictures. 互動(dòng)方式：學(xué)生描述圖片內(nèi)容，將圖片和詞匯相匹配。 通過(guò)圖片對(duì)話題進(jìn)行預(yù)熱，學(xué)生把事件和圖片連線，激活相關(guān)背景知識(shí)。 感知與注意 學(xué)生能夠通過(guò)觀察和描述圖片進(jìn)行預(yù)測(cè)，將圖片與詞匯進(jìn)行匹配，激活相關(guān)背景知識(shí)，并熟悉聽(tīng)力中的部分話題詞匯。
啟發(fā)學(xué)生進(jìn)行批判性思考，為即將開(kāi)始的聽(tīng)力做準(zhǔn)備。 Step 2: Before listening Discuss the opportunities and challenges of new technologies. Challenges: With the development of computer technology, more users’ information are stolen. More people are out of work because of automation. Cloning may result in disorder. The Polar bears and other animals will lost their home because of the melt ice caused by global warming. Opportunities: More information is available to users owing to the development of computer technology. People can free themselves to enjoy life because of automation. Cloning may cure more patients. People can live in harmony with the Polar bears. 互動(dòng)方式：學(xué)生展開(kāi)討論，預(yù)測(cè)科技的未來(lái)發(fā)展及其可能帶來(lái)的機(jī)遇和挑戰(zhàn)。 啟發(fā)學(xué)生討論這些技術(shù)會(huì)如何發(fā)展、帶來(lái)什么機(jī)遇與挑戰(zhàn)，為后續(xù)聽(tīng)力活動(dòng)進(jìn)行話題和詞匯鋪墊。 獲取與梳理，描述與闡述 學(xué)生能夠預(yù)測(cè)技術(shù)將會(huì)如何發(fā)展，并帶來(lái)怎樣 的機(jī)遇和挑戰(zhàn)。學(xué)生在聽(tīng)力前有所思考，有助于更好理解聽(tīng)力內(nèi)容。
通過(guò)反復(fù)聽(tīng)對(duì)話，總結(jié)兩位嘉賓的預(yù)測(cè)，并學(xué)習(xí)預(yù)測(cè)內(nèi)容的表述方法。 Step 3: While listening Activity 3 Listening to a radio interview. 1. Listen to a radio interview with Dr Han and Vincent Black giving their predictions about the future, and then fill in the table below. 2. Discuss Dr Han and Vincent Black’s prediction. 3. Listen for expressions about making 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. 互動(dòng)方式：學(xué)生聽(tīng)對(duì)話，完成表格。 引導(dǎo)學(xué)生完成兩位嘉賓的預(yù)測(cè)描述，學(xué)習(xí)預(yù)測(cè)內(nèi)容的表述方法，使用特定句子結(jié)構(gòu)或特定時(shí)態(tài)表達(dá)預(yù)測(cè)。 獲取與梳理，概括與整合，描述與闡述 學(xué)生能夠完成兩位嘉賓的預(yù)測(cè)描述。根據(jù)教師的引導(dǎo)，觀察并總結(jié)出在表示預(yù)測(cè)時(shí)會(huì)用到的方法，有意識(shí)地學(xué)習(xí)和應(yīng)用，使用特定句子結(jié)構(gòu)或特定時(shí)態(tài)表達(dá)預(yù)測(cè)。
通過(guò)多種活動(dòng)引導(dǎo)學(xué)生大膽預(yù)測(cè)科技發(fā)展可能引起的變化，恰當(dāng)運(yùn)用句子結(jié)構(gòu)和語(yǔ)法結(jié)構(gòu)。 Step 4: Post listening Activity 4 Pairwork Do you think Dr Han and Vincent Black’s predictions are possible Why or why not 互動(dòng)方式：學(xué)生小組討論兩位嘉賓的預(yù)測(cè)是否可能，并說(shuō)明原因。 Activity 5 Group discussion In groups, brainstorm about the future. Discuss these points. 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 互動(dòng)方式：學(xué)生展開(kāi)預(yù)測(cè)未來(lái)的頭腦風(fēng)暴活動(dòng)。 Activity 6 Perform an interview. Imagine that you have a job that makes you an expert in the future. Interview each other about your jobs and predictions. 互動(dòng)方式：學(xué)生進(jìn)行訪談，了解對(duì)方對(duì)未來(lái)職業(yè)的選擇和預(yù)測(cè)。 學(xué)生判斷兩位嘉賓預(yù)測(cè)的可能性，發(fā)表自己的評(píng)價(jià)，開(kāi)拓思維。通過(guò)創(chuàng)編訪談節(jié)目，綜合運(yùn)用所學(xué)內(nèi)容，展示創(chuàng)造性和想象力。 分析與判斷，推理與論證，內(nèi)化與運(yùn)用，想象與創(chuàng)造 學(xué)生能夠關(guān)于嘉賓的預(yù)測(cè)給出自己的判斷，并對(duì)此給出合理的原因作為支撐，提升語(yǔ)言表達(dá)能力。能夠完成預(yù)測(cè)未來(lái)的訪談節(jié)目，在完成角色任務(wù)的同時(shí)，內(nèi)容體現(xiàn)個(gè)性化和想象力。
VI. Homework
Write a letter from the present you to the future you, presenting a potential problem in your future career that might be caused by future advances in technology. You are required to include:
· the name of your possible future career;
· the potential problem that is caused by future advances in technology;
· the possible effects of the problem.
VII. Teaching Reflection
Students are able to extract information through listening to interviews, organize and predict expressions related to the development of future technology, and use these expressions to express predictions about the future. The classroom atmosphere is harmonious, and the evaluation of teachers and students is organically integrated into the entire teaching activity. However, there are still students having poor oral skills are unwilling to express their opinions using spoken language. Therefore, it is necessary to increase oral practice and give them more opportunities to showcase themselves.

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