2020-2021学年外研版(2019)选择性必修三教案：Unit4 A glimpse of the future（全单元）

Unit
4
A
glimpse
of
the
future教案设计
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
out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
contents
Procedures
Purposes
Teacher’s
activity
Students’
activity
Activity
1
1.
T
shows
Ss
some
pictures
about
the
inventions
mentioned
in
the
video
text
and
asks
them
to
guess
which
of
predictions
have
been
achieved.
2.
T
plays
the
video
and
asks
Ss
the
first
question
in
Activity
1.
3.
T
plays
the
video
again
and
asks
Ss
to
answer
the
second
question
in
Activity
1.
4.
T
asks
Ss
about
their
understanding
of
the
quoted
sentence
in
the
second
question.
1.
Ss
look
at
the
pictures
and
guess.
2.
Ss
watch
the
video
about
the
future
or
fantasy
and
take
notes.
Answer
the
question.
3.
Ss
listen
and
check
the
answers.
4.
Ss
think
and
express
ideas.
Introduce
the
unit
topic
by
guessing,
watching
the
video
and
expressing
opinions.
Activity
2
1.
T
shows
posters
of
the
four
sci-fi
movies
and
invites
Ss
to
introduce
the
stories
based
on
their
preview
before
class.
2.
T
asks
Ss
to
summarise
what
the
future
world
looks
like
in
the
movies.
3.
T
guides
Ss
to
answer
the
second
question
and
make
predictions
for
the
future.
1.
Ss
watch,
listen,
make
group
presentations
and
report
to
the
class.
2.
Ss
summarise
and
report.
3.
Ss
offer
answers
and
make
predictions.
T
leads
Ss
to
explore
the
theme
and
the
content
of
sci-fi
movies,
stimulates
students’
in-depth
thinking
and
paves
the
way
for
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Popkid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
contents
Procedures
Purposes
Teacher’s
activity
Students’
activity
Activity
1
1.
T
asks
Ss
to
collect
relevant
information
before
class
.
2.
T
asks
Ss
to
browse
the
timeline,
get
to
know
the
development
stage
of
AI
and
answer
Question
1.
3.
T
asks
Ss
to
conduct
a
group
discussion
and
report
on
Question
2
and
Question
3.
1.
Ss
collect
relevant
information
before
class
and
share
at
class.
2.
Ss
read,
analyse
and
answer
Question
1.
3.
Ss
discuss
in
groups
and
report
to
the
class.
Make
Ss
know
more
about
the
development
of
AI.
Activity
2
1.
T
asks
Ss
to
predict
the
content
of
the
article
by
reading
the
title
and
looking
at
the
pictures..
2.
T
asks
Ss
to
read
through
the
full
text
and
verify
previous
guesses.
3.
T
invites
some
Ss
to
share
their
answers
and
explain
the
key
points.
4.
T
asks
Ss
to
read
the
text
again,
find
out
the
difficulties
and
try
to
solve
them
within
groups.
5.
T
invites
Ss
to
report
and
explains
the
common
problems.
1.
Ss
take
a
quick
look
and
make
predictions.
2.
Ss
read
the
text
and
check.
3.
Ss
share,
listen
and
take
notes.
4.
Ss
read
the
text,
find
out
the
difficulties,
look
for
references
in
cooperation
with
each
other
and
share
information.
5.
Ss
share,
listen
and
take
notes.
Train
students’
reading
skills
of
predicting
and
getting
the
main
ideas.
Cultivate
Ss’
ability
to
learn
in
an
independent
and
cooperative
way.
Activity
3
1.
T
asks
Ss
to
read
the
opinions
and
match
them
to
the
persons.
2.
T
asks
Ss
to
discuss
the
answers
in
groups
and
give
reasons.
3.
T
invites
groups
to
share
their
answers
and
check
with
the
class.
1.
Ss
read
and
match.
2.
Ss
have
group
discussions.
3.
Ss
listen
and
present
the
answers
to
the
whole
class.
Check
Ss’
understanding
and
mastery
of
the
text.
Activity
4
1.
T
asks
Ss
to
read
the
text
again
and
underline
the
advantages
and
disadvantages
of
AI
mentioned.
2.
T
asks
Ss
to
complete
the
diagram
of
Activity
4
independently
and
then
check
the
answers.
3.
T
asks
Ss
to
discuss
in
groups
and
answer
the
questions
below
the
diagram.
After
that
T
invites
group
representatives
to
present
their
views
and
make
comments.
4.
(Suitable
for
better
classes
or
students)
T
asks
Ss
to
write
a
short
essay
based
on
the
diagram
in
Activity
4
and
give
their
own
opinions
on
the
pros
and
cons
of
AI
development
and
offer
suggestions.
1.
Ss
read
the
text,
find
out
and
underline
the
pros
and
cons
of
AI.
2.
Ss
organise
information
from
the
passage,
complete
the
diagram
alone
and
check
with
partners.
3.
Ss
have
a
group
discussion
and
express
their
opinions.
4.
Ss
organise
the
information,
choose
proper
expressions
and
complete
the
writing
task.
T
guides
Ss
to
summarise
the
pros
and
cons
of
AI
proposed
in
the
article.
Interpret
the
text
further
and
add
Ss’
own
points.
Think
&
Share
1.
T
asks
Ss
to
discuss
the
questions
in
groups
and
provides
necessary
help.
2.
T
asks
several
Ss
to
offer
the
answers
and
others
to
make
suggestions.
1.
Ss
discuss
the
questions
in
groups.
2.
Ss
share
their
ideas
and
make
suggestions.
T
helps
Ss
to
better
understand
the
theme
,
improve
the
ability
of
thinking
and
self-awareness
and
bring
about
periodic
self-reflection.
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
world
of
tomorrow。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
contents
Procedures
Purposes
Teacher’s
activity
Students’
activity
Activity
1
1.
T
asks
Ss
to
read
example
sentences,
focus
on
the
bold
parts,
and
answer
the
two
questions.
2.
T
guides
Ss
to
discover
and
discuss
the
form
and
usage
of
subjective-verb
agreement
in
groups.
3.
T
invites
group
representatives
to
report
their
findings
and
summarise
the
use
of
subject-verb
agreement
modified
by
fractions,
indefinite
pronouns
or
negative
words.
4.
T
asks
Ss
to
read
the
passage
again
to
find
more
sentences
with
subject-verb
agreement.
1.
Ss
read
the
example
sentences
and
answer
the
questions.
2.
Ss
read,
find
out
and
discuss
in
groups.
3.
Ss
report,
listen
and
take
notes.
4.
Ss
read
the
passage
and
pick
out
the
sentences.
T
guides
Ss
to
summarise
the
form
and
usage
of
subject-verb
agreement.
Activity
2
1.
T
asks
Ss
to
read
the
passage
and
complete
it
by
choosing
the
singular
or
plural
form.
2.
T
invites
some
Ss
to
read
the
passage
and
check
the
answers
with
the
whole
class.
3.
T
invites
Ss
to
express
their
opinions
based
on
their
knowledge
on
genetic
testing.
1.
Ss
read
the
passage,
understand
the
main
idea
and
choose
the
correct
forms.
2.
Ss
listen
and
check.
3.
Ss
listen
to
different
views
and
express
their
own
opinions.
Improve
Ss’
grammar.
Activity
3
1.
T
asks
Ss
to
discuss
and
interpret
the
meaning
of
the
charts
in
pairs
and
to
describe
the
ideal
planet
using
subject-verb
agreement.
2.
T
asks
several
Ss
to
describe
the
ideal
planet
to
the
class.
1.
Ss
discuss
and
describe
in
pairs.
2.
Ss
report
and
listen.
Improve
Ss’
use
of
subject-verb
agreement,
stimulate
Ss’
imagination
and
cultivate
Ss’
creative
thinking.
Activity
4
1.
T
leads
Ss
to
brainstorm
the
features
of
an
ideal
planet.
2.
T
asks
Ss
to
think
about
their
ideal
planet
independently,
then
write
down
specific
descriptions
using
subject-verb
agreement.
3.
T
asks
Ss
to
exchange
designs
with
their
partner
and
make
evaluations
in
terms
of
content
and
grammar.
4.
T
invites
some
Ss
to
represent
their
designs.
1.
Ss
expand
imagination
and
express
views.
2.
Ss
work
independently
and
record
the
details.
3.
Ss
exchange
opinions
and
evaluate
their
work
in
pairs.
4.
Ss
report
and
listen.
Apply
the
target
grammar
into
practical
use.
Activity
5
1.
T
leads
Ss
to
look
at
the
picture
and
read
the
introduction
below
to
understand
the
paradox
of
time
travel.
2.
T
plays
the
recording,
asks
Ss
to
grasp
the
main
idea
and
complete
Activity
5.
3.
T
leads
Ss
to
check
the
answers.
1.
Ss
read
the
introduction
in
“Did
You
Know”
and
focus
on
the
word
“paradox”.
2.
Ss
listen,
understand
the
main
idea
and
complete
the
task.
3.
Ss
check
the
answers
and
correct
possible
bine
the
skills
of
reading
and
listening
to
grasp
the
main
idea
of
the
listening
text.
Activity
6
1.
T
asks
Ss
to
read
the
content
of
Activity
6
and
understand
the
listening
task.
2.
T
plays
the
recording.
3.
T
plays
the
recording
again
and
asks
Ss
to
complete
the
table.
4.
T
asks
Ss
to
report
their
answers
and
check
with
the
class.
5.
T
asks
Ss
to
role
play
the
guide
according
to
the
form
in
Activity
6.
1.
Ss
browse
the
content
and
understand
the
listening
task.
2.
Ss
listen
and
try
to
take
down
key
words.
3.
Ss
listen
and
complete
the
table
using
the
key
words.
4.Ss
check
the
answers.
5.
Ss
work
in
pairs
to
role-play
the
guide.
Understand
the
main
idea
and
details
by
capturing
key
messages
and
taking
shorthand.
While
acquiring
information,
cultivate
Ss’
awareness
of
rules.
Activity
7
1.
T
leads
Ss
to
study
the
sentences
for
expressing
excitement
and
asking
for
confirmation.
If
necessary,
T
can
ask
Ss
to
translate
the
given
sentences.
2.
T
asks
Ss
to
complete
the
boxes
and
make
sentences
with
relevant
expressions.
3.
(Suitable
for
better
classes
or
students)
T
asks
Ss
to
figure
out
more
sentence
patterns
of
“expressing
excitement”
and
“asking
for
confirmation”.
1.
Ss
listen,
take
notes
and
memorise
the
expressions.
2.
Ss
learn
the
given
expressions,
complete
the
boxes
and
make
sentences
using
them.
3.
Ss
take
notes
of
the
useful
expressions.
Learn
how
to
express
excitement
and
ask
for
confirmation,
which
pave
the
way
for
the
following
listening
&
speaking
activities.
Activity
8
1.
T
asks
Ss
to
read
the
passage.
2.
T
asks
Ss
to
guess
the
meaning
of
bold
phrases
based
on
the
context.
3.
T
asks
Ss
to
find
out
the
meaning
of
the
chunks
and
look
them
up
in
the
dictionary
if
necessary.
After
that
T
asks
Ss
to
complete
the
boxes
of
Activity
8.
4.
T
invites
some
Ss
to
report
and
check
the
answers.
1.
Ss
read
the
passage
and
figure
out
its
general
idea.
2.
Ss
read
and
guess.
3.
Ss
confirm
the
meaning
of
the
expressions,
sort
them
out
and
put
them
into
the
boxes.
4.
Ss
listen
and
check
the
answers.
Expand
vocabulary,
develop
Ss’
imagination
and
creativity
as
well
as
interest
in
high-tech.
Activity
9
1.
T
asks
Ss
to
read
the
passage
and
complete
it
with
the
expressions
in
Activity
8.
2.
T
asks
Ss
to
report
their
answers
and
check.
3.
(Suitable
for
better
classes
or
students)
T
invites
Ss
to
share
their
views
on
future
medical
care
and
transportation.
1.
Ss
read
and
then
do
the
exercise.
2.
Ss
listen
and
check.
3.
Ss
discuss
and
share
their
opinions.
Further
practise
expressions
learned
in
Activity
8.
Activity
10
1.
T
asks
Ss
to
gather
information
about
other
aspects
of
the
future
life
in
advance.
2.
T
asks
Ss
to
discuss
in
groups
based
on
the
information
obtained
and
the
expressions
learnt
in
this
part.
3.
T
invites
some
Ss
to
perform
to
the
class.
1.
Ss
gather
relevant
information
from
the
Internet.
2.
Ss
make
group
discussion
using
the
target
expressions.
3.
Ss
watch,
listen
and
comment.
Apply
what
have
been
learnt
to
practice.
Developing
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
Asimov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
contents
Procedures
Purposes
Teacher’s
activity
Students’
activity
Activity
1
1.
T
asks
Ss
to
look
for
information
before
class
to
understand
the
author’s
life
and
works.
At
class,
T
asks
Ss
to
introduce
the
author
using
the
expressions
learnt
in
this
unit.
2.
T
plays
the
video,
asks
Ss
to
take
notes
,
summarise
and
answer
the
questions.
3.
T
invites
some
Ss
to
share
their
answers.
4.
T
asks
Ss
to
discuss
Question
2
in
groups.
5.
T
asks
group
representatives
to
express
their
views.
1.
Ss
gather
information
in
advance
and
report
at
class.
2.
Ss
take
notes
while
watching
and
answer
the
questions.
3.
Ss
share
their
answers.
4.
Ss
have
a
group
discussion.
5.
Group
representatives
express
opinions
and
others
make
suggestions.
Provide
background
knowledge
and
bring
up
the
topic.
Activity
2
1.
T
leads
Ss
to
brainstorm
differences
between
life
on
the
Moon
and
life
on
Earth
and
complete
the
table.
2.
T
asks
Ss
to
browse
the
text
quickly,
find
out
sentences
describing
lunar
life,
and
compare
with
their
own
answers.
3.
T
asks
Ss
to
read
the
text
again,
underline
the
key
points
and
discuss
in
groups.
4.
(Suitable
for
better
classes
or
students)
T
asks
some
Ss
to
share
their
views
on
this
Sci-Fi
story.
1.
Ss
brainstorm,
list
differences
and
complete
the
table.
2.
Ss
read
the
passage,
underline
sentences
describing
lunar
life
and
compare.
3.
Ss
read
the
text,
find
out
difficult
language
points
and
solve
the
problems
in
groups.
4.
Ss
organise
language
and
express
opinions.
Make
preparations
for
reading.
Cultivate
Ss’
ability
of
independent
and
cooperative
learning.
Activity
3
1.
T
leads
Ss
to
point
out
the
writing
elements
of
the
passage.
2.
T
asks
Ss
to
read
the
passage
again,
complete
the
summary
of
the
story
independently
and
check
in
pairs.
3.
T
asks
some
Ss
to
share
their
answers.
4.
T
invites
some
Ss
to
talk
about
their
views
on
Robutt.
5.
(Suitable
for
better
classes
or
students)
T
asks
Ss
to
consider
what
might
happen
next
and
share
their
views
with
the
class.
1.
Ss
read
the
text
and
name
the
corresponding
writing
elements.
2.
Ss
complete
the
summary
first
and
work
in
pairs
to
share
their
answers.
3.
Ss
share
their
answers.
4.
Ss
listen
and
express
views.
5.
Ss
express
ideas.
Appreciate
the
ideological
and
literary
nature
of
the
novel
while
analysing
the
structure
of
the
passage.
Think
&
Share
1.
T
asks
Ss
to
discuss
the
four
questions
in
“Think
&
Share”.
2.
T
invites
some
Ss
to
share
their
opinions.
Ss
discuss
the
four
questions
in
groups
and
then
share
their
opinions
with
the
class.
Focus
on
the
application
of
foreshadowing
and
the
connection
between
the
two
texts.
Activity
4
Method
1:
(Suitable
for
average-level
classes
or
students)
1.
T
guides
Ss
to
review
Jimmy
and
his
parents’
different
attitudes
towards
robot
dog
summarised
in
Activity
3
and
analyse
the
reasons.
2.
T
asks
Ss
to
make
the
choice
if
they
were
Jimmy
and
state
the
reasons.
3.
T
asks
Ss
to
complete
the
table
independently
and
share
the
answers
in
pairs.
4.
T
invites
some
Ss
to
share
their
answers
with
the
class.
Method
2:
(Suitable
for
better
classes
or
students)
1.
T
asks
Ss
to
discuss
the
first
two
questions
in
Step1
in
pairs
and
share
with
the
class.
2.
T
asks
Ss
to
brainstorm,
list
the
pros
and
cons
of
robot
friends.
T
asks
Ss
to
list
at
least
three
supporting
or
opposing
reasons
to
talk
about
whether
robots
and
humans
can
have
a
true
friendship.
3.
T
asks
Ss
to
work
in
pairs,
choose
the
opinion
and
have
a
debate.
4.
T
invites
some
Ss
to
perform
to
the
class.
1.
Students
review
the
text,
analyse
reasons
and
report
opinions.
2.
Ss
make
choices
and
state
reasons.
3.
Ss
organise
the
main
points,
complete
the
table
and
share
with
partners.
4.
Ss
share
answers.
1.
Students
do
pair
work
and
report
their
answers.
2.
Ss
brainstorm
and
list
their
opinions.
3.
Ss
choose
the
opinion,
organise
the
reasons
and
debate
with
the
partners.
4.
Ss
perform
the
debate
to
the
class.
Summarise
the
theme
of
the
unit
and
cultivate
Ss’
thinking
ability.
Activity
5
1.
T
leads
Ss
to
review
the
use
of
foreshadowing
in
the
text.
2.
T
asks
Ss
to
read
the
story,
talk
about
three
questions
in
Activity
5
and
discuss
in
pairs.
3.
T
invites
some
Ss
to
share
their
answers.
1.
Ss
read
the
passage
and
experience
the
use
of
foreshadowing.
2.
Ss
read
the
story
and
discuss
in
pairs.
3.
Ss
share
their
answers.
Learn
the
writing
techniques
and
pave
the
way
for
writing
task.
Activity
6-7
1.
T
asks
Ss
to
brainstorm
and
predict
the
following
story.
2.
T
asks
Ss
to
complete
the
notes
for
Activity
6
based
on
the
information
given
in
Activity
5.
3.
T
asks
Ss
to
continue
the
story
independently
with
the
notes
in
Activity
6.
4.
T
asks
Ss
to
exchange
stories
and
help
partners
to
improve
the
writing.
5.
T
invites
some
Ss
to
share
their
stories.
1.
Ss
offer
ideas
about
what
will
happen
next.
2.
Ss
complete
the
notes
to
plan
the
rest
of
the
story.
3.
Ss
finish
writing
the
story
independently.
4.
Ss
exchange
stories,
correct
possible
errors
and
promote
the
language.
5.
Ss
share
stories
and
give
comments.
Apply
the
languageskills
and
writing
strategies
learnt
in
this
unit
to
practice.
Presenting
ideas
&
Reflection板块教学设计
（Presenting
ideas和Reflection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。
Reflection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
contents
Procedures
Purposes
Teacher’s
activity
Students’
activity
Activity
1
1.
T
asks
Ss
to
look
at
the
pictures
and
answer
the
first
question.
2.
T
asks
Ss
to
talk
about
in
what
ways
AI
brings
convenience
to
our
life
and
make
comments
in
pairs.
3.
T
invites
some
Ss
to
share
their
opinions.
1.
Ss
observe
and
describe
the
pictures.
2.
Ss
exchange
ideas
in
pairs.
3.
Ss
listen
and
share.
Prepare
for
the
ideal
day
design.
Activity
2
1.
T
asks
Ss
to
brainstorm
other
changes
AI
will
bring
to
our
future
life.
2.
T
asks
Ss
to
complete
the
table
in
groups.
3.
T
invites
some
Ss
to
share
ideas.
1.
Ss
offer
ideas.
2.
Ss
discuss
and
complete
the
task.
3.
Ss
share
ideas.
Brainstorm
ideas
to
prepare
for
the
design.
Activity
3
1.
T
asks
Ss
to
choose
a
future
day
and
describe
what
to
do
on
the
day
independently.
2.
T
asks
Ss
to
write
a
short
passage
to
design
an
ideal
day
which
should
combine
the
table
in
Activity2
and
what
have
been
learnt
in
this
unit.
3.
T
asks
Ss
to
describe
their
ideal
day
in
groups.
4.
T
invites
some
Ss
to
share
their
designs
with
the
class.
1.
Ss
think
independently
and
list
the
main
points.
2.
Ss
work
independently
to
design
their
ideal
day.
3.
Ss
describe
ideas,
offer
suggestions
and
make
improvements.
4.
Ss
share
their
designs.
Practise
skills
in
designing
an
ideal
day.
Reflection
1.
T
asks
Ss
to
rate
their
performance
with
the
help
of
reflection
questions
on
P48.
2.
T
asks
Ss
to
summarise
what
they
have
learnt
in
this
unit.
3.
T
asks
Ss
to
identify
what
they
should
improve
on
the
basis
of
self-evaluation
and
analysis.
4.
T
invites
Ss
to
make
timely
communication
to
improve
their
learning
strategies
based
on
the
self-evaluation.
Ss
rate
their
performance
in
this
unit,
make
self-assessment,
summarise
what
they
have
learnt
and
consider
what
they
need
to
improve.
Review,
rate
performance
and
think
about
ways
to
improve.
Project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
contents
Procedures
Purposes
Teacher’s
activity
Students’
activity
Investigate
1.
T
asks
Ss
to
surf
the
Internet
for
problems
cities
today
are
facing,
main
features
of
a
livable
city,
high-tech
applied
in
present
cities
and
plans
for
the
construction
of
future
cities.
2.
T
asks
Ss
to
share
information
with
the
class.
1.
Ss
search
for
information
about
modern
city
issues
and
future
cities
described
in
sci-fi
novels
or
films.
2.
Ss
share
information.
Develop
skills
of
searching
information.
Plan
1.T
asks
Ss
to
list
the
key
elements
of
their
ideal
city
in
groups.
2.
T
asks
Ss
to
have
a
group
discussion
and
clarify
the
respective
tasks.
1.
Ss
list
the
location,
scale,
facilities
and
features
of
their
ideal
city.
2.
Ss
work
in
groups.
Prepare
for
poster
making.
Create
1.
T
asks
Ss
to
draw
a
map
of
the
ideal
city
with
description
and
illustration.
2.
T
offers
Ss
instruction
and
help.
1.
Ss
draw
maps,
write
down
description
and
collect
pictures.
2.
Ss
match
the
text
and
pictures
and
add
certain
design
to
form
a
complete
poster.
Create
posters
by
working
together.
Present
T
asks
Ss
to
present
their
posters
and
vote
for
the
best
design.
Ss
give
presentations
and
vote.
Practise
skills
in
making
posters,
and
learn
from
each
other.