單元主題
本單元的主題語境是“人與社會”，涉及的主題語境內(nèi)容是未來與科技發(fā)展、認(rèn)識與探索未來。本單元從不同角度展現(xiàn)了未來科技發(fā)展帶來的便利和可能存在的問題，依次呈現(xiàn)了科幻電影海報、人工智能發(fā)展、時間旅行、未來的醫(yī)療與交通、科幻小說等內(nèi)容，旨在引導(dǎo)學(xué)生思考未來科技發(fā)展給生活帶來的改變和世界的發(fā)展趨勢，以及如何對待這種發(fā)展趨勢，如何應(yīng)對人工智能時代給人類帶來的挑戰(zhàn)等，進(jìn)而更好地預(yù)測未來、創(chuàng)造未來。
單元目標(biāo)
1.語言能力目標(biāo)
能夠圍繞本單元的主題語境內(nèi)容，基于單元提供的海報、論壇專題討論、圖表、對話、小說等多模態(tài)語篇，綜合運用各種語言技能，讀懂與人工智能相關(guān)的論壇內(nèi)容和科幻小說，聽懂并談?wù)撆c時間旅行相關(guān)的話題，恰當(dāng)使用所學(xué)詞匯和表達(dá)談?wù)撐磥砜萍及l(fā)展，能夠概括和續(xù)寫故事，運用所學(xué)語言知識闡述相關(guān)話題。
2.文化意識目標(biāo)
能夠了解現(xiàn)代科技進(jìn)步對人類的影響和未來世界的發(fā)展趨勢，拓展科學(xué)思維，深化對單元主題意義的理解。
3.思維品質(zhì)目標(biāo)
能夠通過對比、分析并聯(lián)系自身實際，辯證地看待科技進(jìn)步和人工智能的發(fā)展，實現(xiàn)知識和思維能力的拓展與遷移，在積極迎接科技發(fā)展帶來的新時代的同時，反思可能存在的問題并尋求解決方案。
4.學(xué)習(xí)能力目標(biāo)
能夠運用多種學(xué)習(xí)策略，在自主學(xué)習(xí)、合作學(xué)習(xí)與探究式學(xué)習(xí)的過程中，結(jié)合本單元提供的反思性和評價性問題不斷監(jiān)控、評價、反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和進(jìn)程，激發(fā)英語學(xué)習(xí)的興趣，提高分析和解決問題的能力，提高自己的理解和表達(dá)能力，最終促進(jìn)自身語言能力、文化意識、思維品質(zhì)和學(xué)習(xí)能力的綜合提升。
Starting ut板塊教學(xué)設(shè)計
（建議時長10–15分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Viewing + Speaking
主題語境
人與社會——未來與科技發(fā)展、認(rèn)識與探索未來
內(nèi)容分析
活動1呈現(xiàn)一段與單元主題相關(guān)的視頻，通過介紹歷史上人們對未來的正確的和錯誤的預(yù)測，引導(dǎo)學(xué)生 認(rèn)識到未來充滿無限可能?；顒?呈現(xiàn)四張科幻電影的海報，引導(dǎo)學(xué)生回顧這些科幻電影的內(nèi)容，初步思考未來世界可能是什么樣子的。本板塊旨在激活學(xué)生已有的背景知識和語言知識，激發(fā)學(xué)生對話題的興趣，為接下來整個單元的學(xué)習(xí)活動做鋪墊和預(yù)熱。
教學(xué)目標(biāo)
1.學(xué)生通過觀看視頻，理解視頻的主旨大意，并能夠從視頻中迅速提取關(guān)鍵信息；
2.學(xué)生通過看電影海報及查找相關(guān)資料，了解并談?wù)撨@四部科幻電影的內(nèi)容，并就科幻電影的主題和內(nèi)容發(fā)表自己的看法；
3.學(xué)生通過談?wù)撆c未來相關(guān)的話題，激發(fā)探索科技和未來的興趣。。
教學(xué)重點
1.指導(dǎo)學(xué)生從視頻中迅速提取關(guān)鍵信息，理解視頻的主旨大意；
2.通過聽說活動，激活學(xué)生已有的背景知識和語言知識，引發(fā)思考。
教學(xué)難點
1.引導(dǎo)學(xué)生觀看視頻過程中記錄關(guān)鍵信息；
2.引導(dǎo)學(xué)生深入思考我們所處的世界未來將會怎樣。
教學(xué)策略
視聽說法
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板塊教學(xué)設(shè)計
（建議時長55–60分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Reading + Speaking
主題語境
人與社會——未來與科技發(fā)展、認(rèn)識與探索未來
內(nèi)容分析
本篇文章是一篇網(wǎng)絡(luò)論壇專題討論，是新媒體語篇，反映了單元主題。文章介紹了三位發(fā)帖人分別就“迄今為止，人工智能是人類最偉大的成就還是最大的威脅”發(fā)表了不同的看法。Millenniumbutterfly認(rèn)為人工智能的發(fā)展會使日常生活變得更加便利，而在Ppkid看來，能夠獨立思考的高級人工智能固然能夠幫助人類解決許多難題，但也可能對人類的生存構(gòu)成威脅；Pink_haze則認(rèn)為我們不應(yīng)阻止人工智能技術(shù)的發(fā)展，而是要在發(fā)展的同時去規(guī)范它。
讀前的導(dǎo)入活動以時間軸的形式回顧了人工智能的發(fā)展史，為學(xué)生提供背景知識，并引導(dǎo)學(xué)生初步思考人工智能“是福還是禍”，為課文學(xué)習(xí)做鋪墊。讀中活動請學(xué)生閱讀全文，歸納文中觀點，并與自己之前的觀點進(jìn)行對比。讀后活動通過細(xì)節(jié)理解、觀點判斷、開放性問題等活動，幫助學(xué)生深入理解課文，探究主題意義，促進(jìn)學(xué)生知識和思維能力的拓展與遷移。。
教學(xué)目標(biāo)
1.學(xué)生通過略讀課文，獲取文章主要信息，總結(jié)三位發(fā)帖人對人工智能的不同看法；
2.學(xué)生通過細(xì)讀課文，理解語篇結(jié)構(gòu)及語言特點，并會運用所學(xué)表達(dá)進(jìn)行交流；
3.學(xué)生基于文章內(nèi)容，學(xué)會辯證地看待人工智能技術(shù)，加深對單元主題的認(rèn)識。
教學(xué)重點
引導(dǎo)學(xué)生通過分析語篇，總結(jié)發(fā)帖人的不同觀點，理解文章內(nèi)容。
教學(xué)難點
引導(dǎo)學(xué)生分享觀點，學(xué)會傾聽不同的聲音，關(guān)注人工智能的發(fā)展。
教學(xué)策略
任務(wù)型教學(xué)法、P-W-P閱讀模式
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板塊教學(xué)設(shè)計
（建議時長80–90分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Reading + Listening +Speaking
主題語境
人與社會——未來與科技發(fā)展、認(rèn)識與探索未來
內(nèi)容分析
本板塊包括語法部分Subject-verb agreement(2)和詞匯聽說部分The wrld f tmrrw。語法部分的主要內(nèi)容為主謂一致，教師在引導(dǎo)學(xué)生歸納總結(jié)課文中主謂一致用法的同時，通過關(guān)于基因檢測和未來星球兩個語言材料，進(jìn)一步鞏固學(xué)生對主謂一致的理解和掌握。綜合語言運用部分的話題為“明日世界”，涉及時間旅行、未來醫(yī)學(xué)和交通等內(nèi)容，幫助學(xué)生深度聚焦語言的意義和功能，使學(xué)生在真實語境下進(jìn)行思考和交際，全方位提升綜合語言運用能力。
教學(xué)目標(biāo)
1.學(xué)生在能夠在教師的引導(dǎo)下進(jìn)一步關(guān)注主謂一致的形式和用法，學(xué)會根據(jù)上下文語境理解主謂一致，并嘗試進(jìn)行判斷；
2.帶領(lǐng)學(xué)生總結(jié)有分?jǐn)?shù)（百分?jǐn)?shù)）、不定代詞、否定詞修飾的名詞的主謂一致的用法，并正確運用主謂一致完成語篇活動；
3.引導(dǎo)學(xué)生關(guān)注英語語法的語用功能，了解語言的形式和意義是統(tǒng)一的，并且能夠在實際生活中加以運用。
教學(xué)重點
1.引導(dǎo)學(xué)生根據(jù)上下文語境正確使用主謂一致；
2.引導(dǎo)學(xué)生正確理解和使用表達(dá)激動以及請求確認(rèn)的功能句式。
教學(xué)難點
引導(dǎo)學(xué)生理解和運用主謂一致、表達(dá)激動及請求確認(rèn)的功能句式。
教學(xué)策略
交際教學(xué)法、任務(wù)型教學(xué)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板塊教學(xué)設(shè)計
（建議時長80–90分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Reading + Writing
主題語境
人與社會——未來與科技發(fā)展、認(rèn)識與探索未來
內(nèi)容分析
本篇文章是小說節(jié)選，選自Isaac Asimv的短篇科幻小說《男孩的摯友》，從另一角度反映單元主題。文章講述了Jimmy的父母花大價錢為他從地球上運來一只真正的狗，可是Jimmy卻更喜歡一直陪伴他的機(jī)器狗。通過這一板塊的學(xué)習(xí)，學(xué)生能夠從情感角度體會人工智能可能帶來的影響。讀寫部分提供了一篇科幻文章的開頭，學(xué)生能夠根據(jù)此前學(xué)到的小說結(jié)構(gòu)和“伏筆”寫作手法，續(xù)寫科幻小說。本版塊旨在啟發(fā)學(xué)生辯證地看待人工智能的發(fā)展，幫助學(xué)生進(jìn)一步提升語言能力和思維品質(zhì)。
教學(xué)目標(biāo)
1.學(xué)生能夠理解課文內(nèi)容并敘述故事的梗概，同時能夠理解課文中的“伏筆”寫作手法，欣賞文學(xué)作品；
2.學(xué)生能夠感悟文章主題，加深對單元主題意義的認(rèn)識，形成積極接受但辯證地看待技術(shù)創(chuàng)新的情感態(tài)度；
3.學(xué)生能夠結(jié)合短篇小說的寫作手法和特點，發(fā)揮想象力和創(chuàng)造力，續(xù)寫一篇科幻小說。
教學(xué)重點
1.引導(dǎo)學(xué)生根據(jù)小說的寫作要素，梳理文章主要結(jié)構(gòu)，讀懂故事梗概；
2.引導(dǎo)學(xué)生通過關(guān)鍵詞分析主人公的情感變化，預(yù)測故事走向。
教學(xué)難點
引導(dǎo)學(xué)生思考在人工智能發(fā)展過程中可能產(chǎn)生的人機(jī)之間的友誼、困惑、人的主觀選擇等問題，學(xué)會辯證地看待科技發(fā)展。
教學(xué)策略
交際教學(xué)法、任務(wù)型教學(xué)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板塊教學(xué)設(shè)計
（Presenting ideas和Reflectin部分建議時長80–90分鐘，
教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Speaking
主題語境
人與社會——未來與科技發(fā)展、認(rèn)識與探索未來
內(nèi)容分析
Presenting ideas板塊要求學(xué)生先通過觀察圖片，了解未來可能存在的各種學(xué)習(xí)和生活場景，然后描述對未來日常生活的暢想。本板塊旨在通過對本單元主題的思考與表達(dá)，促進(jìn)學(xué)生綜合運用語言知識，相互合作，展示個性，提升對于單元主題的理解與認(rèn)識。
Reflectin板塊引導(dǎo)學(xué)生回顧本單元所學(xué)，及時對自己的學(xué)習(xí)行為和效果做出評估和判斷，反思并改進(jìn)。
教學(xué)目標(biāo)
1.學(xué)生能夠總結(jié)本單元的學(xué)習(xí)內(nèi)容，從不同角度思考解決問題的方法；
2.學(xué)生能夠運用本單元所學(xué)知識，設(shè)計自己理想的一天；
3.學(xué)生能夠在本單元學(xué)習(xí)過程中和結(jié)束時對自己的學(xué)習(xí)行為和效果做出評估和分析，對自己的優(yōu)缺點和得失做出反思，并與教師溝通改進(jìn)方法。
教學(xué)重點
1.指導(dǎo)學(xué)生運用本單元所學(xué)內(nèi)容，闡述對人工智能發(fā)展的看法；
2.引導(dǎo)學(xué)生從語言能力、思維品質(zhì)等方面對自己在學(xué)習(xí)本單元后的效果做出合理的評價。
教學(xué)難點
1.引導(dǎo)學(xué)生思考面對人工智能的發(fā)展，人類應(yīng)該做好哪些應(yīng)對準(zhǔn)備；
2.指導(dǎo)學(xué)生對自己的學(xué)習(xí)行為和效果做出評估和分析，反思得失情況，不斷改進(jìn)學(xué)習(xí)方法，養(yǎng)成良好的學(xué)習(xí)習(xí)慣。
教學(xué)策略
元認(rèn)知策略、認(rèn)知策略、交際策略和情感策略
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板塊教學(xué)設(shè)計
（此部分教師可根據(jù)教學(xué)實際酌情調(diào)整。）
課型
Speaking
主題語境
人與社會——未來與科技發(fā)展、認(rèn)識與探索未來
內(nèi)容分析
本板塊要求學(xué)生設(shè)計未來城市并制作海報。教師引導(dǎo)學(xué)生通過自主學(xué)習(xí)、合作學(xué)習(xí)和探究式學(xué)習(xí)，培養(yǎng)學(xué)生的調(diào)研與動手能力，讓學(xué)生對單元主題做進(jìn)一步的延伸和探索。
教學(xué)目標(biāo)
1.學(xué)生能夠運用圖書館或網(wǎng)絡(luò)等途徑查找資料，收集有關(guān)未來城市設(shè)計的各種信息；
2.學(xué)生能夠小組合作，結(jié)合收集的材料，制作圖文并茂的海報；
3.學(xué)生能夠關(guān)注科技發(fā)展和社會問題，形成積極面向未來的態(tài)度。
教學(xué)重點
1.引導(dǎo)學(xué)生利用網(wǎng)絡(luò)搜集有關(guān)未來城市的信息，并結(jié)合單元所學(xué)，設(shè)計自己的理想城市；
2.引導(dǎo)學(xué)生通過小組合作完成海報制作。
教學(xué)難點
1.引導(dǎo)學(xué)生在介紹自己的理想城市海報時，要結(jié)合本單元所學(xué)的內(nèi)容，達(dá)到學(xué)以致用的目的；
2.引導(dǎo)學(xué)生通過搜集資料和小組合作等活動，學(xué)會自主學(xué)習(xí)、合作學(xué)習(xí)。
教學(xué)策略
任務(wù)型教學(xué)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.

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高中英語外研版 (2019)選擇性必修 第三冊電子課本

Unit 4 A glimpse of the future

版本： 外研版 (2019)

年級： 選擇性必修 第三冊

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