Unit 1 Robots and AI Using Language(Ⅰ) Listening and Speaking教案-2026-2027学年高中英语人教版选择性必修第四册

2026-2027学年高中英语人教版（2019）选择性必修第四册 Unit 1 Robots and AI Period 3 Using Language(Ⅰ) Listening and Speaking 教案 学科 英语 年级 高二 教材版本 人教版（2019）选择性必修第四册 课型 听说课 课时 1课时（45分钟） 授课时间 2026-2027学年下学期 一、教材分析 本课时是选必四Unit 1的第三课时，Using Language板块的听说课。听力是一段电台访谈，主持人采访一位科幻专家，聊机器人和AI到底是帮手还是威胁。前面课文刚讲完Asimov的机器人三定律，这段听力相当于把学生从小说里拉回现实——原来AI已经进普通人家里了。 语篇信息点散：专家家里有机器人、未来机器人当老师当护士、AI变聪明了也可能变危险、人机界限会模糊。最有意思的是这段对话里well, however, above all这些小词特别密，学生听听力习惯只抓名词动词，从来没留意过这些词怎么把逻辑串起来的——这节课就带他们抓这个。口语顺着武汉本地的AI应用聊，学生有东西说。 二、教学目标 1. 知识目标：学生能够掌握expert, guideline, superior, blurred, discourse marker等核心词汇，熟悉几句表达观点的功能句型； 2. 能力目标：听前会预测，听的时候能抓大意、记关键事实，还能注意到那些连接词；讨论的时候能试着用however、above all把观点串起来； 3. 情感目标：借"AI进武汉"这个话题，让学生自己想想技术到底给普通人生活带来了什么，不盲目吹也不盲目怕。 三、教学重难点 教学重点：在听力中识别discourse markers（well, however, above all等）并理解其逻辑功能，这是本课最核心的听力策略训练点。 教学难点：小组讨论中主动运用discourse markers组织观点，避免口语表达零散、缺乏逻辑连接。 四、教学方法 Task-based language teaching, audio-lingual method, cooperative learning, discussion approach 五、教学准备 Teacher-prepared pictures of Wuhan Optics Valley self-driving taxis, Wuhan Railway Station service robot, and HUST robot soccer team; listening audio; printed group assessment rubrics for each group. 六、教学过程 Step 1: Lead-in and Pre-listening (10 minutes) Teacher Activity: 1. Show the three Wuhan pictures on the screen. Worksheets have been handed out before class. Give instructions: "Now look at the pictures. Work in pairs and discuss the three questions on your worksheet." ★ Worksheet tasks: 1. You saw the three Wuhan scenes in the preview. Pick one—how do you think it works? What problem is it solving? 2. Have you ever seen a robot or AI device in real life—in a hospital, at a station, on the street? What was it doing? Did it actually help, or was it just for show? 3. Before you listen, read the questions on the next page quickly. Underline the key words in each question—what are you listening for? 2. While students discuss in pairs, walk around the classroom and offer vocabulary support (e.g. self-driving, service robot, artificial intelligence). After 5 minutes, invite 2-3 pairs to share. Give positive feedback and write key words on the board. 【设计意图】 预习案已经让学生看过这三张图了，这儿不重复问"这是什么"，而是往深了走一步——让他们挑一个说说怎么运作的、有没有真帮上忙。第三个问题直接带学生做听前读题划词，把听力策略提前垫好。 Step 2: While-listening (20 minutes) Activity 1 First listening: get the setting Teacher Activity: "Listen for the first time. Just get the general idea—don't worry about details." Play the recording. After listening, check answers orally as a class. ★ Worksheet questions: 1. What kind of programme is this? (a radio interview / a TV drama / a news report) 2. Who is the guest? What does he do? 3. What is the interview mainly about? 【设计意图】 第一遍别给学生压力，就搞清楚谁在聊什么。上来就抠细节学生容易慌，先把信心建立起来。 Activity 2 Second listening: key facts Teacher Activity: "Listen again and complete the summary. Write NO MORE THAN TWO WORDS for each blank." Give students 20 seconds to read through the summary and underline key words around each blank, then play the recording. After listening, let students check with deskmates first, then confirm as a class. ★ Worksheet task: The host is interviewing a sci-fi (1)________. In science fiction, robots often become (2)________ and take over. The host mentions Asimov's Three Laws, but the expert says Asimov also showed how they could be (3)________. Looking ahead, robots will do jobs like (4)________ and nursing. The expert even has a robot (5)________. Robots bring benefits, but as they grow smarter they may also become more (6)________. In the future, the line between humans and machines will be more (7)________. 【设计意图】 第二遍抓事实，summary填空逼着学生边听边记。数字、职业、结果这些信息点都在这一遍过掉。 Activity 3 Third listening: discourse markers ★ Key point breakthrough Teacher Activity: "Third time—this is the tricky part. Don't just catch facts. Listen for the little words: how does the speaker turn the topic, add a point, or wrap up? Write them down, then compare with a partner." Play the recording. After listening, let students compare markers with a partner, then show the function card on the board. ★ Worksheet tasks: 1. Markers you caught: ________________________________________ 2. Match the function: (a) shows contrast → ____________ (b) adds an important point → ____________ (c) concludes or sums up → ____________ (d) pauses and thinks → ____________ ★ Discourse marker function card: well → pauses / thinks before speaking; however → shows contrast; above all → adds the most important point; so → concludes / gives result; by the way → shifts topic. 【设计意图】 【对应教学重点】这是这节课最有嚼头的地方。学生听听力习惯只抓名词动词，从来没注意过这些小词，但恰恰是这些词把说话人的逻辑串起来的。给一张功能卡当拐杖，下次自己听的时候就知道往哪儿留神。 Step 3: Post-listening Speaking (12 minutes) Activity 1 Group task: Wuhan Optics Valley AI Summit (8 minutes) ★ Difficult point breakthrough Teacher Activity: "Imagine your group is a panel at the first 'AI and Future City Life' summit in Wuhan Optics Valley. Choose ONE area below where you think AI robots would help Wuhan most. Discuss in groups of four, then within your group decide on one speaker to present. And remember—use the markers we just learned!" Show the five options and useful expressions on the screen. Walk around and support groups; when you hear someone speaking without connectors, remind them to use however or above all. ★ Worksheet tasks: A. Smart transportation—more self-driving taxis on Wuhan roads to cut traffic jams B. Hospital care—robots help doctors at Tongji and Union Hospital C. Elderly care—robots live with seniors, chat, exercise, and call for help D. Tourism—robot guides at Yellow Crane Tower and East Lake in multiple languages E. Campus life—AI tutors help Wuhan high school students after class Useful expressions (discourse markers from the interview): · Well, in my opinion... / I think... because... · However, on the other hand... · Above all, we should... · So, that means... / That is why... · By the way,... / That's beside the point. · Let's move on to the next point. · I agree. / I don't think so, because... ★ Group peer assessment rubric: Criteria Excellent (3 pts) Good (2 pts) Needs improvement (1 pt) Opinion clarity Clear position, easy to follow Has a position, somewhat clear No clear position Discourse markers Uses 3+ markers correctly Uses 2 markers Uses 0-1 markers Reasoning quality Specific, tied to Wuhan examples Has reasons, general Vague, no reasons Team cooperation Everyone speaks, good teamwork Most join in One person does all talking 【设计意图】 【对应教学难点】口语任务最怕学生没话说。套个"光谷AI峰会"的壳，五个选项总有一个跟学生生活沾边——坐车、看病、逛黄鹤楼、甚至学校里的事。互评表专门盯"有没有用标记词"这一项，把刚听的东西逼到嘴上。8分钟讨论+组内推代表，时间刚好。 Activity 2 Group report (4 minutes) Teacher Activity: "Your chosen speaker presents your area and reasons to the whole class. Other groups may ask one question after each presentation." Invite 2-3 groups to present. Give specific feedback—instead of just "good," point out "I noticed your group used however nicely." Activity 3 Role-play (after class) Teacher Activity: "After class, stay in your groups: one person is the summit host, the other three are a traffic engineer, a doctor, and a high school student. Prepare a 2-minute dialogue about whether Wuhan should speed up its AI robot rollout. We'll perform selected groups next lesson." Step 4: Summary and Homework (3 minutes) Teacher Activity: Briefly review the lesson: the interview with the sci-fi expert, key facts about robots and AI, and the discourse markers we practiced today. Then assign homework: read aloud new words, and write an 80-word passage on which Wuhan problem an AI robot should solve first. 七、板书设计 Unit 1 Robots and AI — Period 3 Listening and Speaking Key words: expert, guideline, superior, blurred, discourse marker Interview: sci-fi expert → Asimov's Three Laws (can be broken) → future jobs (teaching, nursing) → home robots → benefits & risks → blurred line Markers: well (pause) / however (contrast) / above all (emphasis) / so (conclusion) Wuhan AI Summit: traffic · hospital · elderly · tourism · campus 八、作业布置 1. Read aloud the new words and expressions on the textbook pages. 2. Write a short passage (about 80 words): Which Wuhan city problem would you most want an AI robot to solve? Give two reasons. 九、教学反思 导入比预想的顺，三张武汉图一放学生马上就来劲了，有人说上周刚在光谷坐过那个自动驾驶出租车，七嘴八舌的。有个学生还问"那出租车司机怎么办"，正好往后面AI抢工作的话题上带，比我自己引自然。 听力三遍的节奏还行。第三遍抓标记词那个环节，一开始有点冷场——学生光顾着回忆第二遍填了什么，没人动笔记小词。后来我在黑板上先写了well和however两个词，说"听到这两个词就写下来"，才慢慢有人跟上。下次得在听前先把功能卡带着读一遍，让他们带着"找词"的任务去听。 口语讨论选交通和养老的最多。有组选了养老，说自己家奶奶一个人住，要是有个机器人陪着就好了，说得挺具体。互评表发下去之后，小组里会互相挑"你刚才没用however"，效果比我自己催管用。不过8分钟讨论还是紧，有组还在争选A还是选B就到时间了，下次把Activity 1对答案的时间压一压，给讨论多挤两分钟。 展示请了三组，覆盖面还是不够。下次组内先互评推代表，再抽两组全班讲，让更多人参与。另外巡视的时候发现，学生说however的时候经常用错地方，要么太早要么太晚。下次讨论前先做个小热身——每人用however造个跟武汉有关的句子，再进小组讨论，可能会好点。 【参考答案】 Note: The following are reference key points; teachers may adjust according to actual recording content. Pre-listening 1. Open answer. Students pick one scene and explain how it works. 2. Open answers. 3. Students should underline key words like "programme," "guest," "mainly about." While-listening Activity 1 1. A radio interview. 2. A sci-fi expert (Simon Phoenix). 3. Robots and AI—their present, benefits, risks, and future. While-listening Activity 2 (1) expert (2) superior (3) broken (4) teaching (5) at home (6) dangerous (7) blurred While-listening Activity 3 Markers: well, however, above all, so. Functions: well=pause; however=contrast; above all=emphasis; so=conclusion. (Accept other reasonable markers from the recording.) 学科网（北京）股份有限公司 $