Unit 2 Digital humans-Reading and interaction 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 2 Digital humans-Reading and interaction 教学目标和重难点 教学目标 Language Ability: Master core vocabularies and sentence patterns about digital humans, improve reading comprehension and oral interaction skills. Cultural Awareness: Understand the impact of digital humans on global culture and technology, form objective views on technological and cultural integration. Thinking Quality: Cultivate critical thinking by analyzing the advantages and challenges of digital humans. Learning Ability: Develop autonomous and cooperative learning skills through reading exploration and group interaction. 教学重难点 Key Points: Grasp the main idea and key details of the reading passage, master the usage of key words and phrases related to digital humans, and conduct effective oral interaction around the theme. Difficult Points: Understand complex long sentences in the passage, analyze the logical relationship of the text, and express personal views on digital humans logically and fluently. 教学过程 Pre-reading: Activation and Lead-in Activity 1: Warm-up and Discussion The teacher starts the class by showing students short video clips of digital humans in different scenarios, such as virtual anchors, digital idols, and virtual assistants in smart homes. After playing the video, the teacher asks guiding questions in English: “Have you seen such digital humans before? Where did you see them? What can they do?” Then, the teacher invites students to share their own experiences and opinions freely. During the sharing process, the teacher guides students to use simple English expressions and records key words mentioned by students on the blackboard, such as “virtual”, “artificial intelligence”, “interaction”, “technology”. Design Intention: This activity uses visual video materials to attract students’ attention quickly and arouse their interest in the theme of digital humans. By asking open-ended questions and encouraging students to share, it activates students’ prior knowledge and life experience related to digital humans, lays a foundation for the subsequent reading activity, and also helps students build confidence in oral expression in English. Activity 2: Vocabulary Preview The teacher presents the core vocabularies and phrases of the reading passage, including “digital human”, “simulate”, “mimic”, “artificial intelligence (AI)”, “neural network”, “virtual reality (VR)”, “interaction”, “ethical”, “implication”. For each word or phrase, the teacher provides simple English definitions, example sentences related to digital humans, and combines pictures or short explanations to help students understand. For example, when explaining “simulate”, the teacher says: “To simulate means to make something that looks or acts like the real thing. Digital humans can simulate human expressions and movements.” Then, the teacher organizes a quick matching game: students are divided into groups, and each group is given a set of words and their definitions. They need to match them correctly within a short time, and the group with the highest accuracy wins a small reward. Design Intention: Previewing core vocabularies helps students remove language obstacles in reading, improve reading efficiency. The combination of definitions, example sentences and visual materials makes it easier for students to understand and remember new words. The group matching game increases the interactivity of the activity, makes vocabulary learning more interesting, and cultivates students’ cooperative learning awareness. Activity 3: Predicting the Text The teacher shows the title of the reading passage “Digital Humans: A New Frontier of Technology and Interaction” and the pictures in the passage. Then, the teacher asks students to predict the content of the passage based on the title and pictures: “What do you think this passage will talk about? Will it introduce the definition of digital humans, their development, or their influence?” Students can discuss in pairs for a few minutes, then share their predictions with the whole class. The teacher listens carefully to students’ predictions and writes down the key points on the blackboard, then tells students: “Let’s read the passage to check whether your predictions are correct.” Design Intention: Predicting the text content before reading can stimulate students’ reading motivation and make them read with purpose. It also helps students develop the ability to infer and predict text content based on existing information, which is an important reading strategy. Pair discussion allows students to communicate and learn from each other, improving their oral interaction skills. While-reading: Comprehension and Analysis Activity 1: Skimming for Main Idea The teacher asks students to read the passage quickly (skimming) and answer the following question: “What is the main idea of this passage?” After students finish reading, the teacher invites several students to share their answers. Then, the teacher summarizes the main idea of the passage: This passage introduces the definition, characteristics, development and application of digital humans, as well as the ethical implications they bring. Design Intention: Skimming is a basic reading skill that helps students grasp the overall content of the passage quickly. By asking students to answer the question about the main idea, it checks whether students have a general understanding of the passage and lays a foundation for in-depth reading. Activity 2: Scanning for Key Details The teacher asks students to read the passage again carefully (scanning) and complete the following table. The table includes four columns: “Aspect of Digital Humans”, “Key Information”, “Examples” and “Comments”. The aspects include “Definition”, “Characteristics”, “Applications” and “Ethical Implications”. Students need to find relevant information from the passage and fill in the table. During the process, the teacher walks around the classroom, provides help for students who have difficulties, and reminds students to pay attention to key sentences and signal words, such as “firstly”, “besides”, “however”, “for example”. After students finish filling in the table, the teacher invites a few students to present their tables to the whole class. Then, the teacher checks the answers with all students, corrects mistakes, and supplements key information that students may miss. For example, when talking about the characteristics of digital humans, the teacher emphasizes that digital humans can mimic human expressions, movements and voices, and interact with humans in a natural way with the help of AI and neural networks. Design Intention: Scanning helps students find specific information quickly and accurately, improving their ability to extract key details from the text. The table is a visual tool that helps students sort out and organize the information in the passage, making the text structure clearer. The teacher’s guidance and correction ensure that students can grasp the key content of the passage correctly. Activity 3: Analyzing Text Structure and Logical Relationship The teacher asks students to read the passage again and discuss in groups: “What is the text structure of this passage? How is each paragraph connected?” After discussion, each group sends a representative to share their views. The teacher summarizes the text structure: The passage adopts a “total-subtotal” structure. The first paragraph introduces the background of digital humans and their increasing influence; the middle paragraphs respectively introduce the definition, characteristics, applications and ethical implications of digital humans; the last paragraph looks forward to the future of digital humans. Then, the teacher focuses on analyzing the logical relationship between paragraphs and sentences. For example, the teacher asks students: “What is the relationship between the second paragraph and the third paragraph? What signal words are used?” Students find that the second paragraph introduces the definition of digital humans, and the third paragraph introduces their characteristics, which is a progressive relationship, and the signal word “besides” is used. The teacher also analyzes some complex long sentences in the passage, such as “With the rapid development of artificial intelligence and virtual reality technology, digital humans, which can simulate human appearance, behavior and even emotions, have become a new frontier in the field of technology and interaction.” The teacher splits the sentence into parts, explains the attributive clause and participial phrase in the sentence, and helps students understand the meaning of the sentence. Design Intention: Analyzing the text structure and logical relationship helps students understand the organization and writing ideas of the passage, improve their ability to analyze and understand complex texts. Analyzing complex long sentences can help students break through language difficulties, master the usage of complex sentence structures, and lay a foundation for their own writing and expression. Activity 4: Close Reading for Deep Understanding The teacher selects several key paragraphs from the passage and asks students to read them carefully, then answers the following questions: 1. What technologies are digital humans based on? 2. What are the main applications of digital humans in different fields? 3. What ethical implications do digital humans bring? 4. What is the author’s attitude towards the future of digital humans? For each question, the teacher invites students to answer, and guides students to find evidence from the passage to support their answers. For example, when answering the question about ethical implications, the teacher guides students to find the sentence “However, the rapid development of digital humans also brings some ethical implications, such as privacy issues, the blurring of the line between humans and machines, and the impact on employment.” Then, the teacher asks students to think further: “Do you think these ethical issues can be solved? How?” Design Intention: Close reading helps students understand the deep meaning of the text, not just the surface information. By asking in-depth questions, it guides students to think critically, cultivates their critical thinking ability, and also helps students understand the author’s viewpoint and attitude, improving their ability to interpret the text. Post-reading: Consolidation and Application Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher organizes two activities to consolidate the core vocabularies and sentence patterns learned in the passage. Activity 1: Fill in the blanks. The teacher provides sentences with blanks, and students need to fill in the correct words or phrases from the passage. For example: 1. Digital humans can ______ human expressions and movements very well. (mimic) 2. The development of digital humans is based on ______ and ______. (artificial intelligence; virtual reality) Activity 2: Sentence making. Students are asked to make sentences using the key words and phrases, such as “digital human”, “interaction”, “ethical implication”. The teacher invites students to share their sentences and corrects mistakes in grammar and expression. Design Intention: Consolidating vocabularies and sentence patterns through fill-in-the-blank and sentence-making activities helps students master and use the language knowledge learned in the passage flexibly, improving their language application ability. Activity 2: Group Discussion and Debate The teacher divides students into two groups and sets the debate topic: “Digital humans bring more benefits than challenges to human society.” Group A holds the positive view, and Group B holds the negative view. Before the debate, students have 10 minutes to discuss in their groups, collect arguments and evidence from the passage and their own life experience, and organize their language. During the debate, each group takes turns to present their views and refute the opposite group’s views. The teacher acts as the host and referee, guides the debate to proceed in an orderly manner, and reminds students to use English to express their views clearly and logically. After the debate, the teacher summarizes the debate, affirms the advantages of both groups, points out the areas that need improvement, and emphasizes that digital humans have both benefits and challenges, and we should view them objectively and rationally. Design Intention: The group debate activity not only consolidates the knowledge learned in the passage, but also improves students’ oral expression ability, logical thinking ability and critical thinking ability. It also cultivates students’ cooperative learning awareness and ability to express and defend their own views. Activity 3: Creative Writing and Sharing The teacher asks students to write a short passage (80-100 words) with the title “My Ideal Digital Human”. Students need to describe what their ideal digital human looks like, what functions it has, and how it can help people in daily life. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them organize ideas and choose appropriate words and sentences. After students finish writing, the teacher invites several students to share their short passages with the whole class. The teacher comments on students’ writing, affirms their advantages in content and language, and puts forward suggestions for improvement, such as how to use more complex sentence structures and richer vocabularies. Design Intention: Creative writing is a kind of comprehensive language application activity, which helps students apply the language knowledge and writing skills learned in the passage to practice, improving their writing ability. It also stimulates students’ imagination and creativity, and makes them have a deeper understanding of the theme of digital humans. Activity 4: Summary and Reflection The teacher invites students to summarize what they have learned in this class, including the key content of the passage, core vocabularies and sentence patterns, and their own gains and insights. Then, the teacher makes a final summary: In this class, we have learned about digital humans, including their definition, characteristics, applications and ethical implications. We have also improved our reading, speaking and writing skills through a series of activities. It is hoped that students can keep an open and objective attitude towards new technologies like digital humans, and continue to learn and explore in future study and life. Finally, the teacher asks students to reflect on their own performance in this class: What did they do well? What areas need improvement? How can they improve in future English learning? Design Intention: Summarizing the class helps students sort out the knowledge learned, deepen their understanding and memory. Reflection helps students understand their own learning situation, find their own shortcomings, and put forward improvement measures, which is conducive to improving their learning ability and learning efficiency. 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 $