外研版 (2019)选择性必修 第三册Unit 4 A glimpse of the future教学设计及反思

这是一份外研版 (2019)选择性必修 第三册Unit 4 A glimpse of the future教学设计及反思，共7页。

Develping 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 Asimv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 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.