单元名称

AI in the Workplace

授课内容

Warm-Up

Reading

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

Step 1 Warm-Up

10’

1. Different types of smart robots

(1) T shows pictures of smart robots and asks Ss to guess their names.

(2) T shows the names of the robots and Ss fill in the names according to the pictures.

(3) T asks Ss to discuss about the robots’ functions.

(4) Ss tell answers and T provides guidance and assistance when needed.

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. Descriptions of different types of robots

(1) T asks Ss a question: How can the robots help humans?

(2) Ss discuss in groups and brainstorm the answers.

(3) T shows an example of descriptions. Ss choose one type of robots to introduce.

(4) T provides guidance and assistance when needed.

Step 2 Pre-reading7’

Introduction and prediction

Situation: New inventions are creating more skilled and capable robots. Let’s get ready for a robot-filled tomorrow! Here are some examples of smart robots in different areas.

T asks Ss to read the situation and title of the text to make a prediction──Could you name some smart robots used in different areas?

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。

Step 3

While

-reading

33’

1. Skimming, and prediction checking

(1) Ss skim the text and check if they’ve made the right prediction.

(2) Ss skim the text again and try to find different types of robots.

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. Scanning and chart making

(1) T asks Ss to scan the text and finish activity 1 by finding out duties and advantages of three types of robots.

(2) Ss tell the answers and T gives explanations when needed.

3. Careful reading and answers ticking

(1) T asks Ss to read the text carefully and finish activity 2 by finding out the details about three types of robots.

(2) T asks some Ss to tell the answers, encourages Ss to tell reasons, and gives explanations when needed.

4. Discussion and sharing

(1) T asks Ss to discuss in groups how the use of smart robots would impact our future.

(2) Ss discuss the impacts in groups.

(3) T shows the following questions as hints and asks Ss to share their own understanding of following aspects.

l  How would the use of smart robots impact our daily life and our study?

l  How might the smart robots be used in restaurants, hotels, shops, hospitals, libraries, factories?

(4) Ss share their own understanding of impacts and T provides guidance and assistance.

5. Text analysis──

structure and features

(1) T asks Ss to read the introduction of smart robots and find out the structure of the passage. T gives explanations when needed.

(2) T introduces common features of expository writings.

(3) T encourages Ss to sum up the features of the text and provides necessary guidance when needed.

Step 4 Post-reading

25’

1. Retelling

(1) T encourages Ss to retell the story to their partners by referring to the chart in activity 1 and the statements in activity 2.

(2) Some Ss retell the story to the whole class.

(3) T evaluates each student’s retelling and asks Ss to make comments on his/her performance.

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. Language Focuses

T explains the important words, expressions and grammar focuses in the text.

3. Words Filling

(1) T asks Ss to choose the correct word to complete each sentence and change the form if necessary.

Tips: T can ask Ss to look for the key words or phrases in the sentence, which will help them get the answer.

(2) T asks some Ss to give the answers and makes explanations when needed.

(1) T asks Ss to circle the correct word to form phrases and complete the sentences.

(2) T asks some Ss to give the answers and makes explanations when needed.

5. Word Formation

(1) T introduces the prefix “auto-” which means “of or by yourself”.

(2) T asks Ss to read the sentences in activity 3 and Ss complete each sentence by following the rule.

(3) T asks some Ss to give the answers.

(4) T asks Ss to think of other words which can be added the prefix “auto-”.

Summary

3’

1. What are the duties and advantages of three different types of robots?

2. How might the use of smart robots impact our future?

3. Language focuses in the text.

Homework

2’

1. Copy and recite the new words and expressions.

2. Introduce one type of smart robots you are familiar with. Your introduction should cover the following aspects: What fields are they used? What are the advantages? How can we make good use of smart robots? Upload your introduction onto the platform.