高中英語Unit 4 A glimpse of the future教案-教案下載-教習(xí)網(wǎng)

主題語境：人與社會(huì)
主題群：科學(xué)與技術(shù)
子主題：科技發(fā)展與信息技術(shù)創(chuàng)新
語篇類型：圖片、視頻、科幻小說節(jié)選
文本分析：
[what]本節(jié)課包含Develping ideas和 Presenting ideas兩部分。
Develping ideas包含兩部分：第一部分節(jié)選自科幻小說家Isaac Asimv的科幻小說《男孩的摯友》，介紹了一個(gè)在月球上出生和成長的小男孩Jimmy和電子狗Rbutt的故事。續(xù)寫部分的語篇是一個(gè)不完整的科幻小說，講述的是關(guān)于機(jī)器人的越獄事件。
Presenting ideas是關(guān)于人工智能和未來生活的內(nèi)容。
[why]本課所有活動(dòng)圍繞人工智能和未來生活展開，幫助學(xué)生了解科幻小說《男孩的摯友》的內(nèi)容，引導(dǎo)學(xué)生思考人工智能給人類帶來的影響，了解科幻小說的結(jié)構(gòu)﹐體會(huì)“伏筆”在文學(xué)作品中的作用;續(xù)寫科幻小說，辯證地、理性地看待人工智能的發(fā)展。
[Hw]兩篇文本都屬于科幻小說，為學(xué)生發(fā)揮想象力和創(chuàng)造力提供了素材。故事以對話形式展開，采用“伏筆”的寫作手法，為學(xué)生續(xù)寫留下了很大的創(chuàng)作空間。
課時(shí)目標(biāo)
1. 通過閱讀，了解科幻小說《男孩的摯友》節(jié)選部分的故事概要，學(xué)習(xí)、欣賞科幻小說的文學(xué)性和思想性。
2. 能從小說要素情節(jié)、人物﹑情感等方面理解小說結(jié)構(gòu)，學(xué)習(xí)“伏筆”的寫作手法，以獨(dú)立或者合作形式完成科幻小說的續(xù)寫。
3. 復(fù)習(xí)本單元所學(xué)詞匯及表達(dá)，充分發(fā)揮想象力和創(chuàng)造力，設(shè)計(jì)自己未來理想的一天，并可以口頭描述未來生活。
4. 聯(lián)系實(shí)際，辯證地看待人工智能給人類生活帶來的便利及潛在的問題。
5. 利用多渠道了解社會(huì)各方面的發(fā)展趨勢，關(guān)注時(shí)政及科技發(fā)展，了解科技進(jìn)步和未來發(fā)展的多樣性，樹立積極的人生態(tài)度，積極地迎接未來的機(jī)遇和挑戰(zhàn)。
6. 積極進(jìn)行小組合作﹐合理安排分工和履行職責(zé)，培養(yǎng)團(tuán)隊(duì)意識。
重點(diǎn)難點(diǎn)
重點(diǎn)：
1. 了解科幻小說《男孩的摯友》節(jié)選部分的故事概要。2.學(xué)習(xí)“伏筆”的寫作手法，完成科幻小說的續(xù)寫。
難點(diǎn)：
1. 合理構(gòu)思規(guī)劃和描述未來生活。
2. 意識到人工智能發(fā)展帶來的潛在問題并探索解決方法，辯證地看待科技進(jìn)步和人工智能，積極面對未來挑戰(zhàn)。
教學(xué)準(zhǔn)備
教師準(zhǔn)備：
1. 科幻小說家Isaac Asimv和科幻小說《男孩的摯友》的相關(guān)信息。
2. 視頻及設(shè)備。
3. “伏筆”寫作手法的相關(guān)知識。
學(xué)生準(zhǔn)備：
1. 預(yù)習(xí)本課詞匯。
2. 科幻小說的寫作方法的相關(guān)知識。
教學(xué)過程
Step I學(xué)習(xí)理解
活動(dòng)一：感知與注意
1. Talk abut Isaac Asimv.
Ask students t lk at the pictures and talk abut Isaac Asimv.

2. Watch a vide.
(1) Let students watch a vide and answer the questins belw.
·Hw des Asimv set ut the relatinship between humans and rbts?
·Have yu read any f Asimv’s nvels? If s, share ne stry yu’ve read with the class. If nt, wuld yu like t read them? Why r why nt?
(2) Encurage students t share the answers and check as a class.
【設(shè)計(jì)意圖】要求學(xué)生先觀看圖片，了解科幻小說家Isaac Asimv的生平和作品,然后觀看“機(jī)器人三定律”視頻，獲取他的作品中人與機(jī)器人的關(guān)系的信息，導(dǎo)入話題，激活學(xué)生已有的背景知識，為文本學(xué)習(xí)鋪墊。
活動(dòng)二：獲取與梳理
1. Predict.
Ask students t lk at the title and the pictures n Pages 44～45, predict what the passage is abut.
2. Have students read the passage quickly alne and catch the main idea t check their predictin.
3. Ask students t cmplete the table t cmpare life n Earth with life n the Mn.
4. Tell students t read the passage carefully t check the answers.
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生關(guān)注課文的標(biāo)題和圖片，預(yù)測文本大意。通過跳讀檢驗(yàn)預(yù)測，精讀完成表格，提高學(xué)生閱讀和獲取主旨大意的能力，初步了解月球和地球不同的生活環(huán)境對Jimmy最后決定的影響。
活動(dòng)三：概括與整合
1. Have students judge whether the statements are true(T) r false(F).
2. Let students chse the best answers.
【設(shè)計(jì)意圖】通過判斷正誤和完成閱讀理解，獲取更多細(xì)節(jié)信息并思考地球生活與月球生活的不同之處，引發(fā)學(xué)生對科幻故事的思考，加深對主題意義的探究。
Step II 應(yīng)用實(shí)踐
活動(dòng)四：描述與闡釋
1. Ask students t cmplete the shrt article belw with the infrmatin frm the passage.
2. Tell students t write a summary accrding t the article abve.
3. Have students rle-play the passage in grups f fur. (Jimmy, Mr Andersn，Mrs Andersn, narratr)
4. Invite vlunteers t represent in the class.
【設(shè)計(jì)意圖】在學(xué)習(xí)理解類活動(dòng)的基礎(chǔ)上，引導(dǎo)學(xué)生圍繞主題完成語法填空、寫摘要、角色扮演，逐漸實(shí)現(xiàn)對語言知識和文化知識的內(nèi)化，促進(jìn)語言運(yùn)用的自動(dòng)化，助力學(xué)生將知識轉(zhuǎn)化為能力。
活動(dòng)五：分析與判斷
Lead students t grasp the key infrmatin and cmplete the summary f the stry.
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生從小說要素﹑情節(jié)、人物情感等角度，梳理小說結(jié)構(gòu)，進(jìn)一步理解文本，判斷人物態(tài)度，欣賞科幻小說的文學(xué)性和思想性。
活動(dòng)六：內(nèi)化與運(yùn)用
1. Learning t learn.
Request students t wrk in grups and read “Learning t learn”.
2. Think and share.
·Make students talk abut their attitudes twards the stry.
·What are the similarities and differences between Rbutt and a real dg?
·Is there any freshadwing f Jimmy’s final decisin? Find clues in the reading passage.
·What ther sci-fi nvels abut rbts can yu think f? Share ne with the class.
·The tw reading passages in this unit shw us different aspects f technlgy in the future. Which f these d yu mst expect t encunter in yur lifetime?
3. Give a talk.
(1) Ask students t wrk in grups and give a talk n whether it is pssible t have a real friendship with a rbt.
Answer the questins t help t frm yur pint f view.
·Why d Jimmy and his parents have different feelings twards Rbutt?
·If yu were Jimmy，which ne wuld yu chse, Rbutt r a real dg?
②Organise the main pints they wuld like t cver and cmplete the table.
③Give a talk t the class.
(2) Encurage students t vte fr the best speaker and ask them t share their experiences.
【設(shè)計(jì)意圖】帶領(lǐng)學(xué)生學(xué)習(xí)“伏筆”這一寫作手法，歸納“伏筆”概念，體會(huì)“伏筆”在英語文學(xué)作品中的運(yùn)用，對比本單元兩則語篇，關(guān)注兩者的聯(lián)系,聯(lián)系實(shí)際生活，深入理解課文，發(fā)表自己的觀點(diǎn)，加深對主題意義的理解。小組合作，分析Jimmy及其父母對待機(jī)器狗態(tài)度不同的原因，就話題“人與機(jī)器人能否產(chǎn)生真正的友誼”展開討論，發(fā)表自己的看法,培養(yǎng)高階思維。
Step Ⅲ 遷移創(chuàng)新
活動(dòng)七：Writing
1. Direct students t read the stry n Page 47 and answer the questins.
·What happened t the prisn and what was the cause?
·What kind f jb d yu think Carlyn has?
·Are there any sentences that might freshadw what will happen next? Underline them.
2. Request students t think abut what will happen next, based n the examples f freshadwing they have underlined.
3. Get students t cmplete the ntes n Page 47 t plan the rest f the stry and cntinue the stry.
4. Ask students t share their stry with the class.
5. Request student t wrk in pairs, make cmments n their partner’s stry and see whether the language style is cnsistent.
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生閱讀本環(huán)節(jié)科幻小說的開頭，復(fù)習(xí)“伏筆”寫作手法的運(yùn)用，按照設(shè)定，推測接下來會(huì)發(fā)生的事情，為續(xù)寫鋪墊；鼓勵(lì)學(xué)生充分發(fā)揮合理的想象力，運(yùn)用本單元所學(xué)的詞匯，續(xù)寫科幻故事并分享和互評，進(jìn)行知識和思維能力的遷移，提高語言技能。
活動(dòng)八：Presenting ideas
1. Have students wrk in grups and lk at the pictures.

2. Ask students t discuss the questins.
·What are the peple ding in each picture?
·Imagine and describe their daily lives. Wuld yu like t live like this?
3. Let students wrk in grups and discuss hw ther daily activities might be different in the future and cmplete the table.
4. Tell students t design their wn ideal day in the future and cnsider the fllwing questins.
·Is it a weekday r weekend? What activities will yu d?
·Wh d yu want t spend the day with?
·In what ways is it different t yur present daily life?
5. Encurage students t share their ideal day in the future with the class.
【設(shè)計(jì)意圖】要求學(xué)生分析圖片含義，談?wù)撊斯ぶ悄芙o人們帶來的便利，討論人工智能在未來的學(xué)習(xí)、飲食、社交﹑娛樂等方面帶來的不同變化；引導(dǎo)學(xué)生設(shè)計(jì)和描述自己未來理想的一天，幫助學(xué)生增強(qiáng)合作意識，發(fā)揮創(chuàng)造性思維，理性地看待和分析人工智能帶來的影響。
活動(dòng)九：Reflectin
Ask students t write a reflectin after cmpleting this unit and cnsider the fllwing questins.
·What is yur understanding f life in the future?
·What text types have yu learnt abut? What are their features?
·What wrds, expressins and structures have yu learnt?
·What imprvement have yu made in understanding different cultures?
·What imprvement have yu made in using learning strategies and explring effective ways f learning?. What imprvement have yu made in analysing and slving prblems?
【設(shè)計(jì)意圖】要求學(xué)生從文本、語言、文化、學(xué)習(xí)方法、解決問題的能力等方面進(jìn)行自我評價(jià)和總結(jié)，檢測自己對未來生活的理解程度，并通過小組討論尋找改進(jìn)方法和完善學(xué)習(xí)策略。
活動(dòng)十：時(shí)政與實(shí)際
Vice yur pinin.
【設(shè)計(jì)意圖】聯(lián)系時(shí)政，讓學(xué)生了解人工智能的意義和作用(人工智能的發(fā)展正在對經(jīng)濟(jì)發(fā)展、社會(huì)進(jìn)步、國際政治經(jīng)濟(jì)格局等方面產(chǎn)生重大而深遠(yuǎn)的影響。只有加快人工智能的發(fā)展，才能使我國贏得全球科技競爭主動(dòng)權(quán)，才能推動(dòng)我國實(shí)現(xiàn)科技跨越發(fā)展、產(chǎn)業(yè)優(yōu)化升級、生產(chǎn)力整體躍升)，同時(shí)引導(dǎo)學(xué)生認(rèn)識到：人工智能發(fā)展仍然處在很初級的階段，需要解決的問題還有很多，與大腦相比，人工智能還存在“算法黑箱”、數(shù)據(jù)需求量大、抗噪性差、能耗高等許多不足，離真正全面應(yīng)用還很遠(yuǎn)。在人工智能發(fā)展的熱潮中，我們必須冷靜、客觀、審慎地看待它，更加認(rèn)真地審視中國在人工智能產(chǎn)業(yè)中的實(shí)力。
板書設(shè)計(jì)
Related infrmatin:
Isaac Asimv(1920~1992)阿西莫夫
Isaac Asimv was an American writer, and prfessr f bichemistry at Bstn University, best knwn fr his wrks f science fictin and ppular science. Asimv lved t write: he wrte r edited mre than500 bks. Tgether with Arthur C. Clarke and Rbert A. Heinlein, Asimv was cnsidered t be ne f the “Big Three” science-fictin writers during his lifetime.
Asimv is perhaps best knwn fr his Fundatin series, the first three bks f which wn the Hug Award fr “Best All-Time Series” in 1966. His ther majr wrks are the Galactic Empire series and the Rbt series. He put frward the Three Laws f Rbtics-an idea which cntinues t exercise sme influence tday.
機(jī)器人三定律是科幻小說家Isaac Asimv在他的《我，機(jī)器人》和其他機(jī)器人相關(guān)小說中為機(jī)器人設(shè)定的行為準(zhǔn)則，是阿西莫夫除“心理史學(xué)”外另一個(gè)著名的虛構(gòu)學(xué)說：
·Law I: A rbt may nt injure a human being r, thrugh inactin, allw a human being t cme t harm.
第一法則：機(jī)器人不得傷害人類，或袖手旁觀坐視人類受到傷害。
·Law II: A rbt must bey rders given by human beings except where such rders wuld cnflict with the First law.
第二法則：除非違背第一法則，機(jī)器人必須服從人類的命令。
·Law Ⅲ: A rbt must prtect its wn existence as lng as such prtectin des nt cnflict with the First r Secnd law.
第三法則：在不違背第一及第二法則下,機(jī)器人必須盡可能保護(hù)自己的生存。
Suggested answers:
·He puts frward the Three Laws f Rbtics, which ensure that rbts shuld always bey and prtect humans.
·(略)
Life n Earth
·Wear rdinary clthes and change accrding t the seasns.
·Breathe the air freely.
·Have t make an effrt t jump high.
·Keep pets, such as dgs, cats, etc.
Life n the Mn
·_________________________________________________________________
·_________________________________________________________________
·_________________________________________________________________
·_________________________________________________________________
Suggested answers:
Life n the Mn
·Wear spacesuits whenever utside.
·Breathe frm an air supply.
·Jump high easily.
·Keep rbts as pets.
①Rbutt is ne f the children f Mr Andersn.
②Jimmy lked thicker and stubbier when he wre his spacesuit.
③Rbutt didn’t need a spacesuit when he was with Jimmy.
Suggested answers:
①F ②T ③T
①Where was the real dg when Jimmy’s parents were having a cnversatin?
A. On the Earth.
B. At the rcket statin.
C. Behind a rck.
D. On the Mars.
②Wh is Jimmy’s best friend accrding t the passage?
A. Mr Andersn.
B. Mrs Andersn.
C. Rbutt.
D. His classmate.
③Hw did Rbutt react when Jimmy hid behind a rck?
A. It tripped him and lked fr him.
B. It jumped n the rck and squeaked lw.
C. It was frwning with the desperate lk n its face.
D. It circled arund and squeaked lw and was scared.
Suggested answers:
①B ②C ③D
Jimmy, ①________ lng and agile arms and legs, was ut n the crater, lking ②________ (thick) and stubbier with his spacesuit n. Rbutt, a dg, was a mechanical imitatin, ③________ had fur legs, tripping Jimmy r jumping n him ④________ (shw) hw much he lved him, r ⑤________ (circle) arund and squeaking lw and ⑥________ (scare) when Jimmy hid behind a rck. Rbutt ⑦_(dá)_______ (adjust) t act as if it lved Jimmy. Jimmy’s father wuld send him a real dg frm Earth, which meant Jimmy wuldn’t need Rbutt. Jimmy held Rbutt ⑧________ (tight). ⑨________ the little rbt-mutt which had never been held like that in all its ⑩________ (exist),
squeaked high and rapid squeaks.
Suggested answers:
①with ②thicker ③which ④t shw ⑤circling
⑥scared ⑦was adjusted ⑧tightly ⑨And ⑩existence
Title
Authr
Setting
·Time: ___________________________________________________________
·Place: ___________________________________________________________
Characters
·Jimmy, a Mn-brn by
·___________________________________________________________
·___________________________________________________________
·___________________________________________________________
Plt
Jimmy’s parents get a dg frm Earth.
They want t give it t Jimmy as a pet.
But...
Different attitudes twards Rbutt
·Parents: __________________________________________________________
·Jimmy: __________________________________________________________
Suggested answers:
Title A By’s Best Friend
Authr Isaac Asimv
Setting
·Time: In the future.
·Place: On the Mn
Characters
·Jimmy, a Mn-brn by.
·Mr Andersn, Jimmy’s father.
·Mrs Andersn, Jimmy’s mther
·Rbutt, a mechanical dg, Jimmy’s pet
Plt
Jimmy’s parents get a dg frm Earth. They want t give it t Jimmy as a pet. But... Jimmy already has a rbt pet named Rbutt. His parents think it wuld be gd fr Jimmy t have a real dg, and that he wuld like it. They want t send Rbutt t anther family. T his parents’ surprise, Jimmy refuses t accept the real dg, because he lves Rbutt and he believes Rbutt lves him t. Fr Jimmy, Rbutt is nt just a mechanical dg, but a real friend.
Different attitudes twards Rbutt
·Parents: They think Rbutt is a mechanical imitatin f a real dg.
·Jimmy: He lves Rbutt and treats him like a real dg.
Learning t learn
Freshadwing is when the authr gives a clue as t what is t cme later in the stry. This ften appears at the beginning f a stry, r a chapter, and helps the reader develp expectatins abut the cming events in a stry.
Suggested answers:
·Similarities:
Bth are able t respnd t rders given by human beings.
Bth can utrace human beings.
Bth can guide and prtect human beings.
Differences:
They have different appearances.
A real dg is a living creature, while Rbutt is a machine.
A real dg lves human beings as a result f its nature, while Rbutt is just adjusted t act as thugh it lves human beings.
·Yes, there is.
At the beginning f the stry, we knw Jimmy has never seen a real dg. It als seems that he spends a lt f time with Rbutt. Jimmy plays with Rbutt enthusiastically, shuting "Cme n, Rbutt”. In the middle f the passage, we are tld that “Jimmy culdn’t g wrng while Rbutt was arund”,indicating that Rbutt prtects Jimmy well.
·(略)
·(略)
Suggested answers:
·Because Jimmy was brn n the Mn, he has never seen a real dg. He has been getting alng well with Rbutt，and thus has develped an affectin fr him. He cannt figure ut why a real dg is better than a mechanical dg, despite his father’s explanatin. While Jimmy’s parents have seen real dgs befre they left Earth，they knw what real dgs lk like. They think Rbutt is just a machine.
·(略)
Pint f view
Arguments
Supprting details
Cnclusin
Suggested answers:
·There was a prisn breakut, caused by faulty rbtics.
·She might be a prisn gvernr.
·(略)
Suggested answer:
Carlyn had a lng cmmute t the prisn, even by aircar. When she arrived, everything seemed nrmal, except fr a rbt lying at the frnt gate, mtinless. It’s an ld mdel, she thught. They brke dwn nw and again. She passed thrugh the gate, nting that everything else was apparently in rder.
But just as she clsed her ffice dr behind her. a lud alarm sunded. Carlyn’s bld frze. She had nly ever heard that sund during drills. It can’t be! she thught. A general systems failure! She lked ut f the reinfrced glass f her ffice windw int the prisn belw. Sure enugh, the rbts were ut f cntrl. Mst had stpped mving at all. Sme spun aimlessly arund and arund. But thers were randmly perating things, including the cell gates, and she culd see prisners rushing ut t freedm. “Grab the rbts’ weapns and run!” shuted the prisners.
Carlyn pened her bag and reached fr her emergency call device. Her heart sank as she realized she had left it at hme. I need t call in the plice, she thught. But hw? Withut the device, she culdn’t cmmunicate. Nthing in the prisn wuld wrk prperly nw.
There was a vice behind her. “Lking fr ne f these?”
Carlyn gasped. “Julius!” There was her secnd-in-cmmand, hlding an emergency caller in his hand. “What are yu ding in my ffice?”
“It shuld be my ffice!” snarled Julius, “I’ve wrked here fr frty years... and the City Cmmissiners gave yu the jb as prisn gvernr !But nw yu’ll pay. Yu’ll all pay! I can make every rbt in every prisn in the city g crazy. The prisners will escape, and the city will burn!”
Then the dr burst pen, and the rm was suddenly flded with rit plice. And there !
“I tk the aircar ver here t bring yu this,” he said quietly, winking as he pushed the emergency call device secretly int her hands. “I culd see there was truble, s I activated it t call in the plice.”
“It was Julius,” said Carlyn, watching the plice bundle Julius ut f the dr. “He’s gne mad.”
“Sure,” said Tdd. “But nw we knw hw easy it is t cause a mass rbt breakdwn. Yu’ll have t write a reprt. Make sme recmmendatins t upgrade the rbts.” “I knw.” Carlyn slid frm Tdd’s hug and walked twards the dr. She culd see the plice runding up the prisners. “But right nw, I’ve gt a prisn t run.”
Suggested answers:
·In picture ne, the rbt is displaying sme infrmatin t a girl. Perhaps the girl is being taught by the rbt.
In picture tw，a girl is sitting n the rbt. She lks like she is cntrlling the rbt with a device. She seems t be playing.
In picture three, the rbt is helping a mther lk after her child.
·(略)
Activities
Descriptins
Studying
Eating
Scialising
Having fun
…
2017年5月，習(xí)近平總書記在“一帶一路”國際合作高峰論壇開幕式上指出，我們要堅(jiān)持創(chuàng)新驅(qū)動(dòng)發(fā)展，加強(qiáng)在數(shù)字經(jīng)濟(jì)、人工智能等前沿領(lǐng)域合作。2018年9月，習(xí)近平總書記在致2018世界人工智能大會(huì)的賀信中指出:人工智能發(fā)展應(yīng)用將有力提高經(jīng)濟(jì)社會(huì)發(fā)展智能化水平，有效增強(qiáng)公共服務(wù)和城市管理能力。2019年5月，習(xí)近平總書記在致國際人工智能與教育大會(huì)的賀信中指出，“人工智能是引領(lǐng)新一輪科技革命和產(chǎn)業(yè)變革的重要驅(qū)動(dòng)力”。
Unit 4 A glimpse f the future
Perid IV Develping ideas & Presenting ideas
Ⅰ. 學(xué)習(xí)理解
活動(dòng)一：感知與注意
1. Talk abut Isaac Asimv.
2. Watch a vide.
活動(dòng)二：獲取與梳理
活動(dòng)三：概括與整合
1. Judge the statements.
2. Chse the best answers.
Ⅱ. 應(yīng)用實(shí)踐
活動(dòng)四：描述與闡釋
活動(dòng)五：分析與判斷
Cmplete the summary.
活動(dòng)六：內(nèi)化與運(yùn)用
1. Learning t learn.
2. Think and share.
3. Give a talk.
Ⅲ. 遷移創(chuàng)新
活動(dòng)七：Writing
活動(dòng)八：Presenting ideas
活動(dòng)九：Reflectin
活動(dòng)十：時(shí)政與實(shí)際

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