外研版 (2019)選擇性必修第三冊Unit 4 A glimpse of the future教學(xué)設(shè)計(jì)-教案下載-教習(xí)網(wǎng)

主題語境：人與社會
主題群：科學(xué)與技術(shù)
子主題：科技發(fā)展與信息技術(shù)創(chuàng)新
語篇類型：視頻、論壇專題討論、圖片
文本分析：
[What]本節(jié)課包含Starting ut和 Understanding ideas兩部分。
Starting ut是導(dǎo)入部分，首先要求學(xué)生觀看一段“關(guān)于未來的預(yù)言”的視頻，然后呈現(xiàn)四張科幻電影《星際穿越》《阿凡達(dá)》《頭號玩家X》《機(jī)器人總動員》的海報(bào)。
Understanding ideas是一篇論壇專題討論，介紹了三位發(fā)帖人對于人工智能的不同看法。第一位發(fā)帖人Millenniumbutterfly認(rèn)為人工智能的發(fā)展給人們的日常生活帶來了很多便利；第二位發(fā)帖人Ppkid覺得目前正在使用的人工智能尚無獨(dú)立思考能力，不會給人類帶來威脅，但是將來真正能夠獨(dú)立思考的人工智能可能會使人類面臨被清掃的風(fēng)險(xiǎn)；第三位發(fā)帖人Pink_ haze認(rèn)為人工智能是人類歷史上最大的飛躍，人們應(yīng)該接受并對它加以規(guī)范。
[Why]獲悉人工智能的發(fā)展史，思考人工智能的利弊，學(xué)會辯證地看待人工智能技術(shù)，樹立尊重科學(xué)和為人類發(fā)展做貢獻(xiàn)的意識。
[Hw]論壇討論話題具有新穎性和前瞻性，關(guān)注社會和全球熱點(diǎn)，通過三個不同的觀點(diǎn)展開描述，能很好地引發(fā)學(xué)生多維度感受科技的巨大進(jìn)步并全面思考人工智能的利弊。文本語言地道，口語性較強(qiáng)，無生僻詞匯，便于學(xué)生理解和復(fù)述。
課時目標(biāo)
1. 獲取關(guān)于預(yù)言視頻的大致內(nèi)容和部分細(xì)節(jié)信息，培養(yǎng)學(xué)生快速提取關(guān)鍵信息的能力，引導(dǎo)學(xué)生對“未來”進(jìn)行預(yù)測和想象。
2. 鼓勵學(xué)生觀看或者多渠道了解四部科幻電影，獲悉相關(guān)信息，并根據(jù)電影內(nèi)容或者某個橋段，分析其合理性或不科學(xué)之處，闡釋自己的預(yù)測。
3. 了解三位發(fā)帖人對于人工智能的不同看法，并就此進(jìn)行總結(jié)和復(fù)述。
4. 學(xué)習(xí)與人工智能相關(guān)的詞匯和表達(dá)，了解論壇專題討論的結(jié)構(gòu)，理解文本中的擬人修辭法及其作用。
5. 思考人生和未來，激發(fā)學(xué)生對科技的興趣，培養(yǎng)科學(xué)精神和服務(wù)全人類的意識，學(xué)會科學(xué)地辯證地看待人工智能帶來的影響。
重點(diǎn)難點(diǎn)
重點(diǎn)：
1. 獲取視頻的大致內(nèi)容.快速提取關(guān)鍵信息。
2. 了解論壇專題討論的結(jié)構(gòu)。
難點(diǎn)：
1. 能夠?qū)Α拔磥怼边M(jìn)行合理預(yù)測和想象。
2. 能夠表達(dá)自己對于人工智能的看法并預(yù)測其發(fā)展趨勢，科學(xué)地﹑辯證地看待人工智能帶來的有利和不利的影響。
教學(xué)準(zhǔn)備
教師準(zhǔn)備：
1. 視頻及播放設(shè)備。
2. 科幻電影、人工智能等相關(guān)資料。
學(xué)生準(zhǔn)備：
1. 預(yù)習(xí)本課詞匯。
2. 關(guān)于“未來”的預(yù)言、故事、科幻小說或電影中的一些高科技。
教學(xué)過程
Step I學(xué)習(xí)理解
活動一：感知與注意
1. Ask students t search fr Chinese fairy tales which have cme true.
(1) Thusand-mile Eye and Wind-accmpanying Ear
VS
Five-hundred-metre Aperture Spherical radi Telescpe, China’s mega-science prject and the wrld’s largest single-dish radi telescpe
千里眼順風(fēng)耳VS天眼(500米口徑球面射電望遠(yuǎn)鏡)

(2) the Gddess Chang’e flies t the Mn.
VS
Chang’e 3 lunar prbe
嫦娥奔月VS嫦娥三號

(3) Nu Wa creates mankind.
VS
clning
女媧造人VS克隆

(4) Jingwei fills up the sea.
VS
land reclamatin/land fill
精衛(wèi)填海VS土地開墾

2. Watch the vide.
(1) Tell students t read the fllwing questins. Ask them t take ntes while watching the vide and answer these questins.
·What predictins abut the future were made? Were they crrect?
·What is yur understanding f" the future has unlimited pssibilities” ?
(2) Play the vide the secnd time if needed.
(3) Invite students t share their answers and check the answers.
(4) Encurage students t surf nline fr mre predictins abut future.
【設(shè)計(jì)意圖】鼓勵學(xué)生討論中國神話故事變成現(xiàn)實(shí)的幾個例子。隨后觀看關(guān)于預(yù)測未來的視頻，了解歷史上人們對未來的預(yù)測，并在觀后回答問題和簡單闡釋,培養(yǎng)學(xué)生捕捉信息和提取關(guān)鍵信息的能力，發(fā)展學(xué)生的語言表達(dá)能力，激活背景信息，初步導(dǎo)入話題。
3. Ask students t lk at the pictures and answer the questins.
(1) Shw fur pictures f films and ask students t learn basic infrmatin abut them.

InterstellarAvatar

Ready Player One Wall·E
(2) Ask students t lk at the pictures and read the questins.
·Have yu watched any f these films? What stries d they tell abut the future f ur wrld?
·D yu think the events in these films culd cme true? What d yu think the wrld will be like in the future?
(3) Tell students t answer the questins.
(4) Have students share answers in grups and in class.
(5) Check answers as a class.
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生看《星際穿越》《阿凡達(dá)》《頭號玩家》《機(jī)器人總動員》四部電影的海報(bào)，查找相關(guān)資料，帶領(lǐng)學(xué)生回顧科幻電影中已經(jīng)實(shí)現(xiàn)的高科技，探討科幻電影的主題和內(nèi)容，鼓勵學(xué)生暢談自己的想法，引導(dǎo)學(xué)生辯證地思考未來社會及人類生存的環(huán)境，為整個單元的學(xué)習(xí)做鋪墊。
4. Lk and answer.
(1) Write AI n the blackbard and encurage students t talk abut it.
(2) Tell students t read the facts abut AI’s develpment belw and try t understand.
(3) Ask students t read the questins belw and answer n their wn.
·What can yu learn frm the timeline?
·Are yu cncerned abut develpments in AI? Why r why nt?
·Hw d yu think AI will develp in the future?
(4) Let students share their answers in class. Then teacher evaluates students’ answers.
【設(shè)計(jì)意圖】討論AI，了解人工智能；根據(jù)時間軸閱讀資料，了解人工智能發(fā)展的六個階段，討論并回答問題。通過以上活動，幫助學(xué)生了解人工智能的相關(guān)背景知識，引導(dǎo)學(xué)生思考人工智能的歷史和未來發(fā)展趨勢。
活動二：獲取與梳理
1. Predict.
(1) Encurage students t lk at the pictures belw carefully and ask them what they can think f at the first sight and what the differences are between them.

(2) Ask students t read the title and the first sentence f each ne’s pinin and make a predictin.
2. Read.
Ask students t read the passage and check their predictins.
3. Read and match.
Tell students t read the pinins and match them t the persns. Then ask them t talk abut the pinin they agree with.
【設(shè)計(jì)意圖】首先呈現(xiàn)機(jī)器人與真人圖片，鼓勵學(xué)生展開討論，分析兩者的異同點(diǎn)；接著閱讀文本標(biāo)題及每種觀點(diǎn)的首句，預(yù)測文本的內(nèi)容；然后閱讀文本，核實(shí)猜測，最后再重讀文本，完成匹配任務(wù)，并反思和推敲自己同意的觀點(diǎn)。這些活動引導(dǎo)學(xué)生梳理文本結(jié)構(gòu)和主要信息，鼓勵學(xué)生從語篇中獲得新知，探究三位發(fā)帖人對人工智能的看法，建立信息間的關(guān)聯(lián)，形成新的認(rèn)知結(jié)構(gòu)，進(jìn)一步解讀文本，培養(yǎng)學(xué)生的批判性思維。
活動三：概括與整合
1. Grup wrk.
(1) Ask students t wrk in grups f three and each grup member shuld chse a pint f view t describe.
(2) Encurage students t give their presentatins in class.
2. Write a summary.
Ask each grup t write a summary abut the three pinins and share it in the class.
【設(shè)計(jì)意圖】以三人為一組，每人選擇一個觀點(diǎn)展開描述；小組合作，撰寫摘要，加深對文本的整合和對細(xì)節(jié)的掌握。
Step Ⅱ 應(yīng)用實(shí)踐
活動四：描述與闡釋
Share feelings f reading.
Ask students t share the feelings f reading by answering the fllwing questin.
·Have yu fund anything yu feel unbelievable r skeptical after reading?
【設(shè)計(jì)意圖】以分享閱讀感受為任務(wù)，鼓勵學(xué)生獨(dú)立思考，發(fā)現(xiàn)文本中自己難以置信或者懷疑的部分，學(xué)會描述自己的感覺，分享自己對人工智能的態(tài)度。
活動五：分析與判斷
1. Ask students t repeat the wrds and expressins related with AI they learnt in the passage.
2. Tell students t cnclude the main ideas f each pinin.
3. Have students rganise infrmatin frm the passage and cmplete the diagram.
4. Ask students t cme up with mre ideas fr each pint f view and share them with the class.
·What did Stephen Hawking mean when he said that AI will be “either the best, r the wrst thing, ever t happen t humanity”?
·Hw des the diagram help yu better understand the passage?
【設(shè)計(jì)意圖】在學(xué)習(xí)理解類活動的基礎(chǔ)上，要求學(xué)生學(xué)習(xí)與AI相關(guān)的詞匯和表達(dá)，總結(jié)三位發(fā)帖人的觀點(diǎn),討論上一活動中圖解對于理解文本所起到的作用，促進(jìn)語言運(yùn)用的自動化，助力學(xué)生將知識轉(zhuǎn)化為能力。
Step Ⅲ 遷移創(chuàng)新
活動六：推理與論證
Ask students t discuss the fllwing questins ingrups.
·Why des the authr write this passage?
·D yu use Al in yur daily life?
·What ther rles can Al play in peple’s lives?
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生探討作者的寫作目的，加深對主題意義的理解，聯(lián)系實(shí)際，思考人工智能與目前生活的聯(lián)系，反思人工智能在生活中起到的作用。
活動七：批判與評價
1. 探討修辭手法。
擬人persnificatin
①She always has an immediate answer fr any questin I put t her, and even uses my answers t learn mre abut my preferences.
②Every recmmendatin she gives me is great since she can predict if I will like a particular restaurant.
【作用】she在文中指代的是上一句提到的my wn super-smart persnal assistant。
2. 了解插圖與主題意義的關(guān)聯(lián)。

圖一圖二
【作用】采用模態(tài)語篇的呈現(xiàn)形式和手段，充分利用了圖片的表意功能。插圖一是機(jī)器人，插圖二是真人，兩者相向而對，呈現(xiàn)出一種對立的局面，能夠引起學(xué)生反思兩者的異同及將來發(fā)展趨勢，從而結(jié)合文本深思“將來的人工智能是服務(wù)于人類還是威脅人類?”。圖片拉近了學(xué)生與文本、與生活的距離，培養(yǎng)了學(xué)生的觀察﹑想象等能力。
3. 賞析語篇中的顯現(xiàn)銜接和連貫手段,探討其與主題意義的關(guān)聯(lián)。
Apply.
①And speaking f hanging ut, I’m hping that self-driving cars are available sn.
②And as they wn’t be susceptible t human errr, they’ll certainly be a lt safer.
③Of curse, it culd be very useful t have a mre advanced frm f AI—a truly independent frm f artificial intelligence, capable f exercising its wn judgement, culd help us slve many f the wrld’s prblems.
④Still, I d think that develpments in AI will n the whle make ding day-t-day things a lt easier.
⑤But have yu ever thught abut the risks?
⑥After all, why wuld an independent frm f AI need t cnsider the pinins and desires f human?
活動八：想象與創(chuàng)造
1. Think and share.
談?wù)摗皳Q臉”技術(shù)
【設(shè)計(jì)意圖】引導(dǎo)學(xué)生分組活動，就目前特別火熱的話題——AI換臉進(jìn)行思考，使學(xué)生在享受人工智能帶來的便利的同時，能夠反思AI技術(shù)與虛假信息的結(jié)合是在社會重大事件中可能會影響到人們的決策以及社會穩(wěn)定的，從而使學(xué)生的知識和思維能力得到拓展和遷移，培養(yǎng)其高階思維。
2. Read science fictins.
Ask students t read science fictin abut future and share their feelings.
例如：閱讀中國作家劉慈欣的科幻小說《三體》(The Three Bdy Prblem)。
【設(shè)計(jì)意圖】通過閱讀，了解科幻小說中對人工智能的“崛起”及其可能帶來的威脅的描述，引導(dǎo)學(xué)生用科學(xué)理性的態(tài)度看待人工智能。
3. Debate.
(1) Divide the whle class int tw grups. One grup hlds that AI is a real achievement, while the ther believes that AI is a real threat.
(2) Each grup prepares fr the debate.
(3) At least 6 students f each grup are required t vice their pinins t supprt their belief.
【設(shè)計(jì)意圖】設(shè)計(jì)辯論環(huán)節(jié)，要求學(xué)生針對話題“AI是一項(xiàng)成就還是一種威脅”展開辯論，引導(dǎo)學(xué)生結(jié)合實(shí)際討論人工智能的利弊，培養(yǎng)學(xué)生的口頭表達(dá)能力和批判性思維。
板書設(shè)計(jì)
Suggested answers:
·Crrect predictins:
flying machines, rgan transplantatin, “perpetual light”, the atm bmb, space statins wuld bradcast televisin signals all ver the glbe
Incrrect predictins:
a wrld market fr maybe five cmputers, nuclear-pwered vacuum cleaners
·(略)
Related infrmatin:
Interstellar
In this film, Earth is cming t an end thrugh disasters, famines and drughts. A team f astrnauts bard a spaceship, travelling thrugh a newly discvered wrmhle t find anther planet that may have the right envirnment fr humans t settle.
Avatar
This film is set in the 22nd century. Earth is suffering a severe energy crisis. Scientists have fund anther planet called Pandra, which is inhabited by the Na’ vi. It is rich in natural resurces, yet its atmsphere is pisnus t humans. T explre Pandra and explit its resurces, scientists use a new technlgy, creating “avatars” perated by genetically matched humans.
Ready Player One
This film is set in the year 2045, when the real wrld is a harsh place. Many peple escape reality by spending their days in a virtual reality universe called OASIS, where ne can g anywhere, d anything r be anyne.
Wall·E
In this film, humans abandn Earth because there is t much rubbish n it, leaving behind sme rbts t d the cleaning up. Over time, the rbts break dwn ne by ne, until Wall ·E is the nly rbt left wrking n Earth. One day, he meets anther rbt frm space which has returned t Earth. In the end, they find a way t save the planet.
Suggested answers:
·(略)
·(略)
Related infrmatin:
人工智能(Artificial Intelligence)，英文縮寫為AI。它是研究、開發(fā)用于模擬、延伸和擴(kuò)展人的智能的理論、方法、技術(shù)及應(yīng)用系統(tǒng)的一門新的技術(shù)科學(xué)。
人工智能是計(jì)算機(jī)科學(xué)的一個分支，它企圖了解智能的實(shí)質(zhì)，并生產(chǎn)出一種新的能與人類智能相似的方式做出反應(yīng)的智能機(jī)器，該領(lǐng)域的研究包括機(jī)器人、語言識別、圖像識別、自然語言處理和專家系統(tǒng)等。人工智能從誕生以來，理論和技術(shù)日益成熟，應(yīng)用領(lǐng)域也在不斷擴(kuò)大，可以設(shè)想，未來人工智能帶來的科技產(chǎn)品，將會是人類智慧的“容器”。人工智能可以對人的意識、思維的信息過程進(jìn)行模擬。人工智能不是人的智能，但能像人那樣思考、也可能超過人的智能。
人工智能是一門極富挑戰(zhàn)性的科學(xué)，從事這項(xiàng)工作的人必須懂得計(jì)算機(jī)知識、心理學(xué)和哲學(xué)。人工智能包括十分廣泛的科學(xué)，由不同的領(lǐng)域組成，如機(jī)器學(xué)習(xí)、計(jì)算機(jī)視覺等等?？偟恼f來，人工智能研究的一個主要目標(biāo)是使機(jī)器能夠勝任一些通常需要人類智能才能完成的復(fù)雜工作。但不同的時代、不同的人對這種“復(fù)雜工作”的理解是不同的。
1950
Mathematician and lgician, Alan Turing devised the Turing Test, a test n the ability f machines t shw human-1ike intelligence.
1955
Cmputer scientist, Jhn McCarthy cined the term “artificial intelligence”
1972
shakey, the first mbile rbt able t make decisins accrding t reasn, was cmpleted.
2001
The Electrlux Trilbite, the first rbtic vacuum cleaner designed fr hme use, went n sale.
2015
AlphaG became the first cmputer prgram t beat a human prfessinal G player.
2017
AlphaG Zer beat the previus versin f AlphaG by 100 games t nil.
Millenniumbutterfly
①We all need t learn t live with AI technlgy whether we like it r are cncerned abut it. We cannt stp the march f prgress.
Ppkid
②I admit that mre advanced AI culd be helpful in slving the wrld’s prblems, but there is a high level f risk invlved.
Pink _haze
③I can’t understand why sme peple wrry s much. I hpe mre breakthrughs in AI will be made sn, s that we can enjy mre and mre cnvenience.
Suggested answers:
Millenniumbutterfly: ③
Ppkid: ②
Pink _haze: ①
AI is a real achievement.
·AI can help us save time.
·①________________
·②________________
·③________________, including thse t challenging fr human experts.
AI is a real threat.
·AI might wipe ut human beings.
·④________________
·⑤________________
if it falls int the wrng hands.
Suggested answers:
①AI can make driving safer.
②AI can make ding day-t-day things a lt easier.
③AI can slve prblems
④Jbs are at risk due t AI.
⑤AI culd be dangerus
Suggested answers:
·He meant that AI culd bring us incredible benefits, but nly if the technlgy is managed prperly. If we d nt manage the technlgy prperly, it culd result in human extinctin.
·(略)
Related infrmatin:
Deepfake專指基于人工智能的人體圖像合成技術(shù)，主要應(yīng)用于“換臉”,其在很多領(lǐng)域有積極的商業(yè)價值，但是一旦被“黑產(chǎn)”盯上用作牟利工具，則會給個人和社會帶來風(fēng)險(xiǎn)和挑戰(zhàn)。Deepfake于2017年年底首次出現(xiàn)，隨著其技術(shù)的開源，合成剪輯視頻的數(shù)量不斷增長。要對付假視頻，就要在網(wǎng)絡(luò)海量信息中，快速找到虛假圖片，并對圖像識別后精準(zhǔn)提取其中語義，這也是目前人工智能算法上的核心研究發(fā)力點(diǎn)。
Unit 4 A glimpse f the future
Perid I Starting ut & Understanding ideas
I. 學(xué)習(xí)理解
活動一：感知與注意
活動二：獲取與梳理
1. Predict.
2. Read.
3. Read and match.
活動三：概括與整合
1. Grup wrk.
2. Write a summary.
Ⅱ. 應(yīng)用實(shí)踐
活動四：描述與闡釋
Share feelings f reading.
活動五：分析與判斷
1. Repeat the wrds and expressins.
2. Cnclude.
3. Organise infrmatin and cmplete the diagram.
4. Cme up with mre ideas.
III. 遷移創(chuàng)新
活動六：推理與論證
Discuss in grups.
活動七：批判與評價
1. 修辭手法。
2. 插圖與主題意義。
3. 顯現(xiàn)銜接和連貫手段。
活動八：想象與創(chuàng)造
1. Think and share.
2. Read science fictins.
3. Debate.

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