英语 第四册（五年制高职）3教案 Unit3 AI in the Workplace

Unit3教案单元名称Unit3AIintheWorkplace授课内容Warm-UpReading授课课时2教学目标1.能够熟悉并说出智能机器人的名称和功用，了解机器人对现代生产生活的助益，体会科技创新发展的神奇之处。2.能够读懂智能机器人应用于水果采摘、焊接、仓储的说明文，获取其功能和优势等关键信息，感知科技创新发展对人类生产生活带来的巨大变革。3.能够识别说明文的语篇主旨和各段落的主要内容及相互关系，掌握说明文“总—分”的语篇结构和分类举例表达事物功能及优点的文体特征。4.能够根据机器人的功能和优势，分析、讨论智能机器人技术对未来的影响，认识到科技创新对人类生产生活的重大意义。5.能够运用略读的阅读策略，理解说明文分类表达的信息；运用扫读的阅读策略，提炼三种机器人功能和优点的关键信息。6.能够掌握语篇中的重要语言点，在具体语境中运用单词和短语表达意义。教学重点1.阅读并理解智能机器人应用于水果采摘、焊接、仓储的功能及优点的关键信息。2.阅读并识别说明文的分类举例说明方法，分析机器人的功能和优点、理解文体特征。3.阅读重点语句，理解掌握重要的语言点并能够在具体语境中运用。教学难点1.能够理解工业机器人较传统生产方式的优势，感知科技创新对人类生产生活带来的巨大变革。2.能够结合现实生产生活中的智能机器人应用，简单叙述其利与弊，理解智能机器人对人类生产生活的重要作用。

教学过程教学环节时间分配主要内容教学活动设计意图Step1Warm-Up10’1.Differenttypesofsmartrobots(1)TshowspicturesofsmartrobotsandasksSstoguesstheirnames.(2)TshowsthenamesoftherobotsandSsfillinthenamesaccordingtothepictures.(3)TasksSstodiscussabouttherobots’functions.(4)SstellanswersandTprovidesguidanceandassistancewhenneeded.借助图文，了解不同的智能机器人，熟悉其英文表达，理解各类机器人的使用场景和功能，并使用英语介绍，激活相关语言和背景知识，为单元学习做好准备。2.Descriptionsofdifferenttypesofrobots(1)TasksSsaquestion:Howcantherobotshelphumans?(2)Ssdiscussingroupsandbrainstormtheanswers.(3)Tshowsanexampleofdescriptions.Sschooseonetypeofrobotstointroduce.(4)Tprovidesguidanceandassistancewhenneeded.Step2Pre-reading7’IntroductionandpredictionSituation:Newinventionsarecreatingmoreskilledandcapablerobots.Let’sgetreadyforarobot-filledtomorrow!Herearesomeexamplesofsmartrobotsindifferentareas.TasksSstoreadthesituationandtitleofthetexttomakeaprediction──Couldyounamesomesmartrobotsusedindifferentareas?引导学生通过已有信息预测智能机器人的应用，引发学生思考，提高阅读兴趣，引出课文主题。Step3While-reading33’1.Skimming,andpredictionchecking(1)Ssskimthetextandcheckifthey’vemadetherightprediction.(2)Ssskimthetextagainandtrytofinddifferenttypesofrobots.1.通过略读的阅读策略，检测读前预测，识别三种不同的智能机器人。2.通过扫读的阅读策略，提炼机器人的功能和优势的关键信息，找出特征和优于传统工业生产之处。3.通过精读的阅读策略，抓取细节信息。4.通过讨论和分享，表述智能机器人给生产生活带来的影响，感知智能化科技产品对于人类的意义和价值。5.通过鼓励学生观察和总结，理解说明文的“总—分”结构以及分类举例的说明方法，介绍功能和优势的表达。2.Scanningandchartmaking(1)TasksSstoscanthetextandfinishactivity1byfindingoutdutiesandadvantagesofthreetypesofrobots.(2)SstelltheanswersandTgivesexplanationswhenneeded.3.Carefulreadingandanswersticking(1)TasksSstoreadthetextcarefullyandfinishactivity2byfindingoutthedetailsaboutthreetypesofrobots.(2)TaskssomeSstotelltheanswers,encouragesSstotellreasons,andgivesexplanationswhenneeded.4.Discussionandsharing(1)TasksSstodiscussingroupshowtheuseofsmartrobotswouldimpactourfuture.(2)Ssdiscusstheimpactsingroups.(3)TshowsthefollowingquestionsashintsandasksSstosharetheirownunderstandingoffollowingaspects.Howwouldtheuseofsmartrobotsimpactourdailylifeandourstudy?Howmightthesmartrobotsbeusedinrestaurants,hotels,shops,hospitals,libraries,factories?(4)SssharetheirownunderstandingofimpactsandTprovidesguidanceandassistance.5.Textanalysis──structureandfeatures(1)TasksSstoreadtheintroductionofsmartrobotsandfindoutthestructureofthepassage.Tgivesexplanationswhenneeded.(2)Tintroducescommonfeaturesofexpositorywritings.(3)TencouragesSstosumupthefeaturesofthetextandprovidesnecessaryguidancewhenneeded.Step4Post-reading25’1.Retelling(1)TencouragesSstoretellthestorytotheirpartnersbyreferringtothechartinactivity1andthestatementsinactivity2.(2)SomeSsretellthestorytothewholeclass.(3)Tevaluateseachstudent’sretellingandasksSstomakecommentsonhis/herperformance.1.通过文章复述，检验学生对语篇结构和内容的掌握程度。2.通过教授语篇中的语言点，提高学生对语言知识的掌握和运用能力。3.通过选词填空，在语境中学习单词的含义。4.通过选择正确的介词，巩固对重点短语的掌握。5.通过范例，学习“auto-”前缀加在单词前表示“自动的，自身的”。2.LanguageFocusesTexplainstheimportantwords,expressionsandgrammarfocusesinthetext.3.WordsFilling(1)TasksSstochoosethecorrectwordtocompleteeachsentenceandchangetheformifnecessary.Tips:TcanaskSstolookforthekeywordsorphrasesinthesentence,whichwillhelpthemgettheanswer.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.表示4.PrepositionsCircling(1)TasksSstocirclethecorrectwordtoformphrasesandcompletethesentences.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.5.WordFormation(1)Tintroducestheprefix“auto-”whichmeans“oforbyyourself”.(2)TasksSstoreadthesentencesinactivity3andSscompleteeachsentencebyfollowingtherule.(3)TaskssomeSstogivetheanswers.(4)TasksSstothinkofotherwordswhichcanbeaddedtheprefix“auto-”.Summary3’1.Whatarethedutiesandadvantagesofthreedifferenttypesofrobots?2.Howmighttheuseofsmartrobotsimpactourfuture?3.Languagefocusesinthetext.Homework2’1.Copyandrecitethenewwordsandexpressions.2.Introduceonetypeofsmartrobotsyouarefamiliarwith.Yourintroductionshouldcoverthefollowingaspects:Whatfieldsaretheyused?Whataretheadvantages?Howcanwemakegooduseofsmartrobots?Uploadyourintroductionontotheplatform.

单元名称Unit3AIintheWorkplace授课内容GrammarandUsageIntegratedSkills授课课时2教学目标1.能够掌握名词性从句的分类，使用正确的连词引导名词性从句，并能在具体语境中识别名词性从句及其连词，了解名词性从句充当的句子成分。2.能够运用分析、归纳等学习策略，理解名词性从句的意义和功能，恰当使用名词性从句。3.能够根据图片信息预测听力内容，听懂并理解有关机器人的交流和介绍。4.能够在听的过程中提取关键信息并边听边记，能够听懂并表达关于机器人使用的规则和禁忌，并能提出安全警示，在相关情境中恰当应用。5.能够读懂关于机器人是否融入职场的调查结果，分析、归纳不同观点和支撑理由，阅读所给调查报告模板，理解其内容及基本要素，根据积累的观点和理由补充完成调查报告的写作，提升转换文本信息完成语篇的语用能力。6.能够了解机器人对于生产生活的重要性，辩证地看待机器人给生产生活带来的变革，理解应合理使用机器人为生产生活服务。教学重点1.观察并归纳名词性从句及其连词的功能、意义及其用法。2.听懂并掌握关于科技产品的描述与评价，针对合理使用机器人表达禁止和提出警告。3.读懂关于机器人是否融入职场的调查结果，分析、归纳不同观点和支撑理由，根据所给调查报告模板和积累的观点和理由补充完成调查报告的写作。教学难点1.能够针对合理使用机器人表达禁止和提出警告。2.能够根据机器人是否融入职场的调查结果，按照调查报告的书写格式和内容要点，使用合适的句型书写完成调查汇报。教学过程教学环节时间分配主要内容教学活动设计意图Step1GrammarandUsage25’1.Introductiontonounclauses(1)Tintroducesthedefinitionandformofnounclauses.(2)TliststheexamplesentencesandasksSstotelltheformofnounclausesandtheChinesemeaningofeachsentence.(3)TleadsSstoanalyzethefunctionsandmeaningsofnounclausesinexamplesentences.引导学生运用观察、归纳等学习策略，思考名词性从句的意义、形式和功能，在具体语境中识别、运用名词性从句及其连词。Identificationofnounclauses(1)TshowsaconversationandasksSstolocatethenounclauses.(2)Sscanrefertoexplanationwhennecessary.(3)TaskssomeSstogivetheanswersandprovidesguidanceandassistancewhenneeded.3.Understandingthenounclauses(1)TliststhenounclausesintheconversationandasksSstotelltheirfunctions.(2)Ssdiscussinpairsandrecognizethedifferentfunctions.TcanencourageSstotelltheconjunctionsineachnounclause.(3)TaskssomeSstogivetheanswersandprovidesguidanceandassistancewhenneeded.Step2Listening(Conversation1)16’1.Listeningforthemainidea(1)TasksSstolookatthethreepicturesandgetreadytolistentoaconversation.(2)TasksSstolistentotheconversationandtickwhatthetwospeakersaretalkingabout.(3)TaskssomeSstogivetheanswerandmakesexplanationswhenneeded.从简单的听力对话入手，理解对话大意与关键信息。2.Listeningfordetails(1)TasksSstoreadthefivestatementsandcirclethekeywordsineachsentence.(2)TasksSstolistentotheconversationagainandticktherightstatements.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.Step3Listening&Speaking(voicebroadcast)20’1.Listeningforinformation(1)Ssreadthelisteningmaterial.(2)TasksSstolistentoavoicebroadcastandfillintheblanks.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.通过对话语篇关注如何表达合理使用科技产品的规定和禁忌，学习并运用警告的表达方式进行交流。2.Listeningforusefulexpressions(1)TasksSstolistentotherecordingagainandhighlighttheexpressionsaboutrulesandwarnings.(2)TaskssomeSstotellexpressionsinthevoicebroadcast,andgivesexplanationswhenneeded.3.Usefulexpressionslearning(1)TleadsSstolearntheusefulexpressionsfortheexpressionsaboutdescribingrulesandwarnings.(2)ThelpsSstofindoutmoreexpressionstoprepareforthespeakingtask.4.Discussion(1)TshowstheinstructionsfortherobotvacuumcleanerandasksSstodiscussaboutthesafetyprecautionsaccordingtotheexample.(2)Ssdiscussinpairsandpracticethespeakingtask.Usetheexpressionsprovidedabovetogiveaproperresponse(3)Somepairsgivetheirresponsesinfrontoftheclass.(4)TandSsevaluatetheperformances.5.Speaking(1)TencouragesSstotalkaboutthesafetyprecautionsofasmartrobotandusetheexpressionsofwarnings.(2)Ssworkinpairsandrole-playtheconversationsaccordingtotheexample.(3)Somepairsrole-playinfrontoftheclass.(4)TandSsevaluatetheperformancesStep4Writing15’1.Surveyresultsreading(1)Tintroducesthesituation:Hereisasurveyresultsaboutwhetherrobotsshouldbeintegratedintotheworkplace.(2)Ssreadtheresultsandmakesuretheycanfullyunderstandthedifferentopinions.Tmakesexplanationswhenneeded.(3)ThelpsSstoanalyzetheopinionsandreasons.通过阅读机器人是否应融入职场的调查结果，获取各方观点和理由，阅读并理解调查报告的内容和结构，补充完成调查报告的写作。2.Surveyreportwriting(1)TasksSstoreadthesurveyreportandanalyzethestructure.Sssummarizethestructure,includingintroduction,differentopinionsandreasons,conclusion.(2)Ssfillintheblanksaccordingtotheinformationcollectedinactivity6.(3)TaskssomeSstogivetheanswersandconcludethecontentandformatofthesurveyreport.Summary2’1.Meaning,formsandusageofnounclauses.2.Usefulexpressionsfordescribingrulesandwarnings.3.Theopinionsandreasonsofasurveyresult.4.Howtowriteasurveyreporttoexpressopinionsandreasons.Homework2’1.Pairwork.Polishyourin-classconversation,shootavideoanduploaditontotheplatform.2.Writeasurveyreporttoexpressopinionsandreasons.

单元名称Unit3AIintheWorkplace授课内容ExtendedReadingReal-LifeActivity授课课时2教学目标1.能够读懂并理解机器人对职场影响，分析机器人在职场应遵守的礼仪，理性看待机器人，理解机器人应用于职场带来的益处和问题，学会在职场中与机器人更好地合作，安全、合理使用机器人。2.能够了解议论文层层递进的语篇结构特征。3.能够运用速读策略定位议论文的观点，运用精读策略获取关于智能机器人应用现状、历史、产生的问题和展望。4.能够探索和认识各类AI产品，通过网络等信息渠道了解产品的名称、特征和功用。5.能够发现并清楚地表达AI产品的显著特征和功能，理解AI产品的益处。6.能够书写一篇介绍AI产品的演讲稿，运用本单元所学的有关AI科技的语言知识和技能进行演讲交流；能够通过介绍AI产品，认识到科技创新是人类不断发展的动力，强化终身学习和科技创新的意识。教学重点1.阅读并了解机器人对职场的影响，以及如何理性看待机器人。2.阅读并分析议论文语篇结构特征，能够理解议论文“现状—历史—问题—展望”的表达逻辑。3.完成一篇介绍AI产品的演讲稿，运用本单元所学的有关AI科技的语言知识和技能进行演讲交流。教学难点1.通过阅读理解机器人对职场影响的深层含义及其在职场的礼仪，理性看待机器人。2.梳理并介绍AI产品的特征和功能，进行口头演讲。教学过程教学环节时间分配主要内容教学活动设计意图Step1Pre-reading4’SituationintroductionSituation:Workingwithrobotsisahottopic.Takeacloserlookathowhumansandrobotscancollaboratetobuildabetterfuture.Traisesquestionslike:Howcanhumansandrobotscollaboratetobuildabetterfuture?Willhumansbereplacedbyrobots?Ssdiscussandexpresstheirviewpointsfreely.导入阅读语篇，引导学生思考机器人与人类在职场中应当是怎样的关系。Step2While-reading25’1.Fastreadingandmatching(1)TasksSstoreadeachparagraphandunderlyingkeyinformationtoguessthemainideaofeachpartinactivity1.(2)TasksSstoscanthetexttofindoutthemainideaandmatchtheideastoparagraph1-5.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.1.训练速读、扫读等阅读策略，获取篇章主旨大意，抓取篇章关键信息。2.训练精读的阅读策略，深入理解、分析、讨论机器人应遵循的职场礼仪。3.通过课文梳理议论文的语篇结构，总结议论文的文体特征。2.Carefulreadinganddiscussion(1)TasksSstoreadthetextcarefully,findoutthespecificinformationaboutworkplaceetiquetteforrobotsandlisttheminactivity2.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.Textanalysis—structureandfeatures(1)TasksSstothinkabout:Whatisthewritingpurpose?–Tostateanopinion.Whatisthestructureofthetext?–Para.1:introduction–Para.2:historicalbackground–Para.3:thequestionraisedbyusingrobotsintheworkplace–Para.4-5:thefutureofworkplaceautomationandconcernsWhatarethefeaturesofanargumentativewriting?–Toraisereaders’concernsonusingrobotsintheworkplace.(2)Sstrytoconcludethestructureandfeaturesofanargumentativewriting.Step3Post-reading5’Retelling(1)TasksSstoretelltheinformationaboutrobotsintheworkplace.(2)Ssworkingroupsandretellthepassagewiththehelpofthegraphinactivity1.(3)TasksSstoretellthepassageandprovidesassistanceifneeded.通过复述练习，强化对语篇内容和语篇结构的理解，巩固语言知识的学习。Step4RealLifeActivity42’1.ExploringanAIproductTask:TheWorldAIConferenceisjustaroundthecorner.Itinvitestoptechcompaniesfromaroundthewo