Unit 4 Living with Technology Reading 教案-2025-2026学年高中英语译林版选择性必修第二册

Unit 4 Living with Technology-Reading 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and sentence patterns about AI, improve reading ability to understand expository texts. Thinking Quality: Cultivate critical thinking by analyzing AI’s pros and cons. Cultural Awareness: Understand the global impact of technological development. Learning Ability: Master reading strategies and develop autonomous learning habits. 2. 教学重难点 Key Points: Grasp the main idea and structure of the text about AI’s definition, development and applications; master core vocabulary like artificial intelligence, deep learning and key sentence patterns. Difficult Points: Analyze long and difficult sentences in scientific texts and express views on AI rationally in English. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing students a short video (3 minutes) about AI applications in daily life, such as smart speakers, autonomous vehicles, facial recognition payment and AI translation tools. After playing the video, the teacher asks two questions: “What AI products have you used in your daily life?” and “How do these AI products change your life?” Then, invite 3-4 students to share their answers in English. After the sharing, the teacher summarizes: “AI is everywhere in our life, bringing convenience but also raising some questions. Today, we will read an article to explore whether artificial intelligence is friendly or frightening.” Design Intention: The short video is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the topic of AI. Asking practical questions connects the text with students’ real life, helping students activate their prior knowledge about AI and lay a foundation for the subsequent reading. Meanwhile, it provides students with opportunities to practice oral expression, which is in line with the requirements of language competence in core literacy. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary of the text on the screen, including artificial intelligence (AI), deep learning, capacity, massive, imitate, breakthrough, autonomous, domestic, instant, fingerprint, threaten, etc. For each word, the teacher explains its meaning in simple English, combines it with the context of the text to give example sentences, and guides students to read the words aloud to master their pronunciation and usage. For example, when explaining “deep learning”, the teacher says: “Deep learning is a way of AI, which enables a machine to improve its performance by learning from its previous actions, just like how we learn from our mistakes.” Then, the teacher briefly introduces the background knowledge of AI: “The dream of AI has existed for centuries. Alan Turing, a pioneer in computer science, explored the theory of AI long before the term ‘artificial intelligence’ was coined in the mid-1950s. In 1997, Deep Blue beat the world chess champion, and in 2017, AlphaGo defeated the top Go player Ke Jie, which are important breakthroughs in AI development.” Finally, the teacher asks students to predict the main content of the text according to the title “Artificial Intelligence: Friendly or Frightening?” and write down their predictions on the exercise book. Then, invite 2 students to share their predictions. Design Intention: Previewing core vocabulary helps students remove language obstacles in reading, so that they can focus more on understanding the text content. Introducing background knowledge enables students to have a basic understanding of AI’s development process, which is conducive to their in-depth understanding of the text. Predicting the text content can stimulate students’ reading motivation and cultivate their ability to infer and predict, which is an important part of learning ability in core literacy. Step 3: While-reading (Text Analysis and Reading Strategy Guidance) Activity 1: Skimming (Get the Main Idea) The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the text? 2. What aspects of AI does the text introduce? After students finish reading, the teacher organizes a class discussion, invites students to share their answers, and then summarizes: “The main topic of the text is artificial intelligence. The text introduces AI’s definition, development process, applications and people’s concerns about it.” Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main idea of the text and form a general framework of the text. This activity cultivates students’ ability to extract key information quickly, which is an important part of language competence and learning ability. Activity 2: Scanning (Find Specific Information) The teacher asks students to read the text again carefully (scanning) and complete the following tasks in groups of 4: 1. What is the basic definition of artificial intelligence? 2. What is one of the essential aims of AI? 3. What are the two important breakthroughs in AI development mentioned in the text? When did they happen? 4. In which fields is AI applied nowadays? Please list at least three fields. After the group discussion, each group sends a representative to present their answers. The teacher corrects mistakes and supplements relevant content, and guides students to find the corresponding sentences in the text to consolidate the understanding of key details. For example, when students answer the definition of AI, the teacher guides them to find the sentence: “At the basic level, artificial intelligence is a branch of computer science that aims to develop intelligent machines.” Design Intention: Scanning helps students find specific information accurately in the text, which is a necessary reading skill for understanding expository texts. Group discussion encourages students to communicate and cooperate with each other, improves their cooperative learning ability, and also enables students to learn from each other and deepen their understanding of the text. This activity not only strengthens students’ language competence but also cultivates their cooperative learning awareness. Activity 3: Close Reading (Analyze Long and Difficult Sentences and Text Structure) First, the teacher sorts out the long and difficult sentences in the text and explains them in detail, helping students understand the structure and meaning of the sentences. The key long and difficult sentences include: 1. It may seem like building castles in the air, but given the rate at which artificial intelligence, or AI, is being developed, in the future such dreams may actually come true. 2. One of the essential aims of AI is to develop computer intelligence capable of learning from experience, adjusting to new inputs and performing tasks like humans. 3. Deep-learning AI has the capacity to analyse massive amounts of data through multiple layers, imitating the complex networks of the human brain. For each sentence, the teacher analyses its structure (such as attributive clauses, infinitive phrases as predicative, present participle phrases as adverbial), explains the key phrases (such as building castles in the air, given the rate, be capable of), and guides students to translate the sentences into Chinese to ensure that they fully understand the meaning. Then, the teacher guides students to analyze the text structure. The teacher asks: “How is the text organized? Can we divide it into several parts? What is the main content of each part?” Students discuss in groups, and then the teacher summarizes the text structure: · Part 1 (Paragraph 1): Introduction - Put forward the topic of AI by imagining a future scene. · Part 2 (Paragraph 2): Definition of AI - Explain what AI is and its essential aim, as well as the approach of deep learning. · Part 3 (Paragraph 3): Development of AI - Introduce the history of AI and two important breakthroughs. · Part 4 (Paragraph 4): Applications of AI - List the fields where AI is applied and its specific applications in daily life. · Part 5 (Paragraph 5): Conclusion - Summarize the impact of AI on human life and the turning point in history. Design Intention: Analyzing long and difficult sentences helps students break through the language difficulties in reading, improve their ability to understand complex sentences, and lay a foundation for their future reading of scientific and technological texts. Analyzing the text structure enables students to have a clear understanding of the logical connection of the text, cultivate their logical thinking ability, which is an important part of thinking quality. At the same time, it helps students master the writing structure of expository texts, which is conducive to their future writing. Step 4: Post-reading (Consolidation, Application and Extension) Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher designs two exercises to consolidate the core vocabulary and sentence patterns learned in the text: 1. Fill in the blanks with the correct form of the given words: artificial intelligence, deep learning, capacity, massive, breakthrough, autonomous, instant. (Each word is used once.) 2. Rewrite the following sentences using the key sentence patterns learned in the text. For example, rewrite “AI can help us translate texts quickly” into “AI enables us to get instant translations of texts”. Students complete the exercises independently, then the teacher checks the answers and explains the key points. For students who make mistakes, the teacher gives targeted guidance to help them master the usage of vocabulary and sentence patterns. Design Intention: Consolidation exercises help students deepen their memory and understanding of core vocabulary and sentence patterns, and improve their ability to use language flexibly. This activity focuses on cultivating students’ language competence, enabling them to apply the learned language knowledge to practical exercises. Activity 2: Group Discussion and View Expression The teacher puts forward the discussion topic: “Is artificial intelligence friendly or frightening? What are the advantages and disadvantages of AI? How should we live with AI?” Then, students discuss the topic in groups of 4. During the discussion, the teacher walks around the classroom, guides students to express their views in English, and helps them solve language problems encountered in the discussion. After the discussion, each group sends a representative to make a 2-minute speech to share the group’s views. The teacher makes comments on each group’s speech, affirms their advantages, and puts forward suggestions for improvement. For example, if a group says: “We think AI is friendly. It brings convenience to our life, such as AI translation and autonomous vehicles. But it also has some disadvantages, such as it may make people lazy. We should use AI properly.” The teacher can comment: “Your view is very rational. You have mentioned both advantages and disadvantages of AI. If you can add specific examples to support your view, your speech will be better.” Design Intention: Group discussion and speech activities provide students with opportunities to express their views in English, improve their oral expression ability and logical thinking ability. Discussing the pros and cons of AI helps students cultivate critical thinking, which is the core of thinking quality. At the same time, it guides students to think about the relationship between technology and human life, helps them establish a correct view of technology, and also cultivates their cultural awareness of understanding the global impact of technological development. Activity 3: Text Extension and Creative Expression The teacher introduces some latest AI technologies (such as AI medical diagnosis, AI painting, AI education) to students through pictures and short videos, and then assigns a creative task: “Imagine what AI will be like in 10 years. How will it change our life? Write a short passage of 80-100 words to describe your imagination.” Students complete the writing task independently. After finishing, the teacher invites 2-3 students to read their passages aloud, and then makes comments on their writing, focusing on the use of vocabulary and sentence patterns, the rationality of imagination and the fluency of expression. The teacher also selects excellent passages to share with the whole class, encouraging students to learn from each other. Design Intention: Introducing the latest AI technologies enriches students’ knowledge of AI, broadens their horizons, and stimulates their imagination. The creative writing task enables students to apply the learned language knowledge to practical writing, improves their writing ability, and also cultivates their innovative thinking ability. This activity integrates language competence, thinking quality and learning ability, and helps students achieve the goal of knowledge transfer and application. Step 5: Summary and Homework Summary The teacher summarizes the content of this class: “In this class, we have read an article about artificial intelligence. We have mastered the core vocabulary and sentence patterns about AI, understood the definition, development process and applications of AI, and discussed the pros and cons of AI. We have also learned some reading strategies such as skimming, scanning and close reading. I hope you can apply what you have learned today to your future study and life, and think more about the relationship between technology and human beings.” Design Intention: Summarizing the class content helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. At the same time, it guides students to reflect on the topic of the class and realize the significance of learning this text. Homework 1. Read the text aloud for 15 minutes every day, and recite the core vocabulary and key sentences. 2. Finish the creative writing task assigned in class, and revise it according to the teacher’s comments. 3. Search for more information about AI after class, and prepare a 3-minute speech about AI for the next class. Design Intention: The homework is designed to consolidate the knowledge learned in class, strengthen students’ language competence, and cultivate their autonomous learning ability. Reading aloud and reciting help students master the pronunciation and usage of vocabulary and sentences. Revising the writing task helps students improve their writing ability. Searching for information about AI after class encourages students to learn independently, broaden their horizons, and lay a foundation for the next class’s speech activity. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $