高中英语Unit 4 A glimpse of the future教案

这是一份高中英语Unit 4 A glimpse of the future教案，共16页。
主题语境：人与社会
主题群：科学与技术
子主题：科技发展与信息技术创新
语篇类型：图片、视频、科幻小说节选
文本分析：
[what]本节课包含Develping ideas和 Presenting ideas两部分。
Develping ideas包含两部分：第一部分节选自科幻小说家Isaac Asimv的科幻小说《男孩的挚友》，介绍了一个在月球上出生和成长的小男孩Jimmy和电子狗Rbutt的故事。续写部分的语篇是一个不完整的科幻小说，讲述的是关于机器人的越狱事件。
Presenting ideas是关于人工智能和未来生活的内容。
[why]本课所有活动围绕人工智能和未来生活展开，帮助学生了解科幻小说《男孩的挚友》的内容，引导学生思考人工智能给人类带来的影响，了解科幻小说的结构﹐体会“伏笔”在文学作品中的作用;续写科幻小说，辩证地、理性地看待人工智能的发展。
[Hw]两篇文本都属于科幻小说，为学生发挥想象力和创造力提供了素材。故事以对话形式展开，采用“伏笔”的写作手法，为学生续写留下了很大的创作空间。
课时目标
1. 通过阅读，了解科幻小说《男孩的挚友》节选部分的故事概要，学习、欣赏科幻小说的文学性和思想性。
2. 能从小说要素情节、人物﹑情感等方面理解小说结构，学习“伏笔”的写作手法，以独立或者合作形式完成科幻小说的续写。
3. 复习本单元所学词汇及表达，充分发挥想象力和创造力，设计自己未来理想的一天，并可以口头描述未来生活。
4. 联系实际，辩证地看待人工智能给人类生活带来的便利及潜在的问题。
5. 利用多渠道了解社会各方面的发展趋势，关注时政及科技发展，了解科技进步和未来发展的多样性，树立积极的人生态度，积极地迎接未来的机遇和挑战。
6. 积极进行小组合作﹐合理安排分工和履行职责，培养团队意识。
重点难点
重点：
1. 了解科幻小说《男孩的挚友》节选部分的故事概要。2.学习“伏笔”的写作手法，完成科幻小说的续写。
难点：
1. 合理构思规划和描述未来生活。
2. 意识到人工智能发展带来的潜在问题并探索解决方法，辩证地看待科技进步和人工智能，积极面对未来挑战。
教学准备
教师准备：
1. 科幻小说家Isaac Asimv和科幻小说《男孩的挚友》的相关信息。
2. 视频及设备。
3. “伏笔”写作手法的相关知识。
学生准备：
1. 预习本课词汇。
2. 科幻小说的写作方法的相关知识。
教学过程
Step I学习理解
活动一：感知与注意
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.
【设计意图】要求学生先观看图片，了解科幻小说家Isaac Asimv的生平和作品,然后观看“机器人三定律”视频，获取他的作品中人与机器人的关系的信息，导入话题，激活学生已有的背景知识，为文本学习铺垫。
活动二：获取与梳理
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.
【设计意图】引导学生关注课文的标题和图片，预测文本大意。通过跳读检验预测，精读完成表格，提高学生阅读和获取主旨大意的能力，初步了解月球和地球不同的生活环境对Jimmy最后决定的影响。
活动三：概括与整合
1. Have students judge whether the statements are true(T) r false(F).
2. Let students chse the best answers.
【设计意图】通过判断正误和完成阅读理解，获取更多细节信息并思考地球生活与月球生活的不同之处，引发学生对科幻故事的思考，加深对主题意义的探究。
Step II 应用实践
活动四：描述与阐释
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.
【设计意图】在学习理解类活动的基础上，引导学生围绕主题完成语法填空、写摘要、角色扮演，逐渐实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力。
活动五：分析与判断
Lead students t grasp the key infrmatin and cmplete the summary f the stry.
【设计意图】引导学生从小说要素﹑情节、人物情感等角度，梳理小说结构，进一步理解文本，判断人物态度，欣赏科幻小说的文学性和思想性。
活动六：内化与运用
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.
【设计意图】带领学生学习“伏笔”这一写作手法，归纳“伏笔”概念，体会“伏笔”在英语文学作品中的运用，对比本单元两则语篇，关注两者的联系,联系实际生活，深入理解课文，发表自己的观点，加深对主题意义的理解。小组合作，分析Jimmy及其父母对待机器狗态度不同的原因，就话题“人与机器人能否产生真正的友谊”展开讨论，发表自己的看法,培养高阶思维。
Step Ⅲ 迁移创新
活动七：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.
【设计意图】引导学生阅读本环节科幻小说的开头，复习“伏笔”写作手法的运用，按照设定，推测接下来会发生的事情，为续写铺垫；鼓励学生充分发挥合理的想象力，运用本单元所学的词汇，续写科幻故事并分享和互评，进行知识和思维能力的迁移，提高语言技能。
活动八：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.
【设计意图】要求学生分析图片含义，谈论人工智能给人们带来的便利，讨论人工智能在未来的学习、饮食、社交﹑娱乐等方面带来的不同变化；引导学生设计和描述自己未来理想的一天，帮助学生增强合作意识，发挥创造性思维，理性地看待和分析人工智能带来的影响。
活动九：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?
【设计意图】要求学生从文本、语言、文化、学习方法、解决问题的能力等方面进行自我评价和总结，检测自己对未来生活的理解程度，并通过小组讨论寻找改进方法和完善学习策略。
活动十：时政与实际
Vice yur pinin.
【设计意图】联系时政，让学生了解人工智能的意义和作用(人工智能的发展正在对经济发展、社会进步、国际政治经济格局等方面产生重大而深远的影响。只有加快人工智能的发展，才能使我国赢得全球科技竞争主动权，才能推动我国实现科技跨越发展、产业优化升级、生产力整体跃升)，同时引导学生认识到：人工智能发展仍然处在很初级的阶段，需要解决的问题还有很多，与大脑相比，人工智能还存在“算法黑箱”、数据需求量大、抗噪性差、能耗高等许多不足，离真正全面应用还很远。在人工智能发展的热潮中，我们必须冷静、客观、审慎地看待它，更加认真地审视中国在人工智能产业中的实力。
板书设计
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.
机器人三定律是科幻小说家Isaac Asimv在他的《我，机器人》和其他机器人相关小说中为机器人设定的行为准则，是阿西莫夫除“心理史学”外另一个著名的虚构学说：
·Law I: A rbt may nt injure a human being r, thrugh inactin, allw a human being t cme t harm.
第一法则：机器人不得伤害人类，或袖手旁观坐视人类受到伤害。
·Law II: A rbt must bey rders given by human beings except where such rders wuld cnflict with the First law.
第二法则：除非违背第一法则，机器人必须服从人类的命令。
·Law Ⅲ: A rbt must prtect its wn existence as lng as such prtectin des nt cnflict with the First r Secnd law.
第三法则：在不违背第一及第二法则下,机器人必须尽可能保护自己的生存。
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________ (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
…
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Unit 4 A glimpse f the future
Perid IV Develping ideas & Presenting ideas
Ⅰ. 学习理解
活动一：感知与注意
1. Talk abut Isaac Asimv.
2. Watch a vide.
活动二：获取与梳理
活动三：概括与整合
1. Judge the statements.
2. Chse the best answers.
Ⅱ. 应用实践
活动四：描述与阐释
活动五：分析与判断
Cmplete the summary.
活动六：内化与运用
1. Learning t learn.
2. Think and share.
3. Give a talk.
Ⅲ. 迁移创新
活动七：Writing
活动八：Presenting ideas
活动九：Reflectin
活动十：时政与实际