文档内容
第 4 课时 Section B (1a-1e)
一、教学目标
1.能够理解并掌握与未来生活、机器人和人工智能相关的词汇和表达。
2.熟练运用一般将来时描述未来的工作、机器人的作用以及人工智能的影响。
3.激发学生对未来生活的思考和探索欲望,培养积极面对未来变化的态度。
4.引导学生思考如何为未来做准备,培养他们的规划能力。
二、核心语言知识
1.核心词汇:
单词:
guest;futurist;everywhere;industry;service;disaster;emergency;disappear;challenging;pilot;expert;c
reativity;mention;refrigerator;accept;influence;creative;impossible;quality;develop
短语:
emotional intelligence;save time;prepare for;run low (on sth)
2.核心句式:
(1)It's a pleasure to be here.
(2)They will also help save lives when disasters and emergencies happen.
(3)However,there will be more challenging jobs in the future,such as space pilots and AI experts.
(4)For example,a smart refrigerator will know what you need and order food for you when you're
running low.
(5)Keep learning and working hard.Today's choices will influence your future.
3.教学重难点:
(1)掌握与未来生活、机器人和人工智能相关的词汇和表达。
(2)通过阅读,激发学生对未来生活的思考和探索欲望,培养积极面对未来变化的态度。
三、教学过程
学习活动 效果评价
监测学生在视频播
◆Step 1 Lead-in
Play a short video showcasing future life scenarios,such as robots doing 放期间的专注度及
housework,AI-powered smart devices,or futuristic job settings. 回答问题时的参与
T:What technologies did you notice in the video?How might these 度。观察结果的积
technologies reshape our daily lives?Are you curious to learn more 极分享表明lead-in
about future life?Today,we'll dive into an interview to explore what
有效吸引了学生的
future life may look like.
参与。
设计意图:通过观看视频与讨论活动,激发学生对未来生活的想象,促进小组合作交流,让学
生在情境中自然地运用英语表达对未来的思考,为阅读访谈内容做铺垫。
◆Step 2 Pre-reading
Work on 1a
观察学生是否能使
Display the interview title:Show the title of the interview “Ready for
用已学知识与教师
Tomorrow?” and guide students to think:“Looking at this title,what do
互动。
you think this interview is about?”Encourage students to make bold
guesses and share their thoughts.
设计意图:预读标题引发思考,为阅读做铺垫,培养阅读理解与逻辑推理能力。
◆Step 3 While-reading
观察学生是否能掌
Work on 1b1.Fast-reading
握快速阅读技巧,
T asks the Ss to read the interview quickly and answer the
找到关键信息。
questions:Who is the guest?What does he do?
设计意图:引导学生通过扫读获取被采访者信息。
通过阅读过程中完
2.Careful-reading: 成推理判断和表格
Work on 1c and 1d 填写任务的准确
(1)Complete the table in 1c with the information from the interview and 性,以及小组交流
then ask students to read the interview again and complete the table
中的表现,评估学
blow:
生对词汇的掌握、
Topics Details
文本理解和推理分
Robots' roles Do housework;save lives in disasters
析能力,针对学生
Future jobs Space pilots,AI experts
AI's influence Smart refrigerators order food 在各环节出现的问
Preparation Accept change;Keep learning 题,如词汇理解偏
差、推理错误等,
(2)Let students read the interview carefully.Ask students to tick the 及时给予个性化指
statements that they can infer from the interview. 导,帮助其改进提
升。
设计意图:在阅读过程中借助不同任务,逐步引导学生提取、分析信息,培养阅读理解与逻
辑推理能力,加深对访谈内容的理解。
◆Step 4 Post-reading
1.Role-play
Students act as hosts and guests to recreate the interview.
2.Raise interesting questions: 观察学生是否能逻
(1)If robots could handle all daily tasks in the future,what unique hobby 辑清晰地表达观
or skill would you spend your free time developing? 点。
(2)Suppose AI could predict your every need perfectly.Would you
embrace a life where AI decides everything—like your meals or outfits
—or would you find it too restrictive?Why?
设计意图:促进批判性思维和口头表达能力。
教师通过观察学生
在小组讨论中的参
◆Step 5 Language points and discussion 与度、回答问题的
Work on 1e 逻辑性和创意性,
Discuss these questions:
了解他们对未来科
1.Do you think robots will replace humans one day?Why do you think
技影响的理解深度
so?
以及批判性思维能
2.What do you think are the most important qualities that people in the
future should develop? 力的发展情况,并
3.What do you think we should do to prepare for the future? 在讨论过程中给予
适时指导,帮助学
生理清思路、完善
表达。
设计意图:通过小组讨论和问题回答,激发学生思考未来科技与人类的关系,培养他们的批
判性思维和表达能力,同时引导他们为未来做好准备。
板书设计
Unit 7 When Tomorrow Comes
第4课时 Section B (1a-1e)课堂评价
作业布置
必做:
1.Memorize the key words,phrases,and sentences from this lesson,and write them three times in
your homework notebook.
2.Improve the content of 1e and submit it in the form of an interview dialogue.
选做:
Write a description in English about your expectations for a certain aspect of the future (such as
transport,education,etc.),using no fewer than 80 words.
教学反思
在本次教学中,多种活动有效激发了学生兴趣。未来畅想活动让学生积极讨论未来场
景,自然开口用英语交流,小组协作也十分出色。但在词汇教学时,部分抽象词汇学生理解
稍慢,应多联系生活举例。阅读环节中,推理判断题目对部分学生难度较大,小组讨论时可
提前引导思考方向。小组讨论未来科技与人类关系时,学生思维活跃,但部分学生表达不够
流畅,后续要加强口语练习与句型积累。整体而言,学生对未来生活主题有了更深入的思
考,也在英语运用上有进步,后续教学会针对不足优化,提升教学效果。
