高中英语Unit 4 A glimpse of the future教学设计及反思

这是一份高中英语Unit 4 A glimpse of the future教学设计及反思，共14页。
主题语境：人与社会
主题群：科学与技术
子主题：科技发展与信息技术创新
语篇类型：视频、论坛专题讨论、图片
文本分析：
[What]本节课包含Starting ut和 Understanding ideas两部分。
Starting ut是导入部分，首先要求学生观看一段“关于未来的预言”的视频，然后呈现四张科幻电影《星际穿越》《阿凡达》《头号玩家X》《机器人总动员》的海报。
Understanding ideas是一篇论坛专题讨论，介绍了三位发帖人对于人工智能的不同看法。第一位发帖人Millenniumbutterfly认为人工智能的发展给人们的日常生活带来了很多便利；第二位发帖人Ppkid觉得目前正在使用的人工智能尚无独立思考能力，不会给人类带来威胁，但是将来真正能够独立思考的人工智能可能会使人类面临被清扫的风险；第三位发帖人Pink_ haze认为人工智能是人类历史上最大的飞跃，人们应该接受并对它加以规范。
[Why]获悉人工智能的发展史，思考人工智能的利弊，学会辩证地看待人工智能技术，树立尊重科学和为人类发展做贡献的意识。
[Hw]论坛讨论话题具有新颖性和前瞻性，关注社会和全球热点，通过三个不同的观点展开描述，能很好地引发学生多维度感受科技的巨大进步并全面思考人工智能的利弊。文本语言地道，口语性较强，无生僻词汇，便于学生理解和复述。
课时目标
1. 获取关于预言视频的大致内容和部分细节信息，培养学生快速提取关键信息的能力，引导学生对“未来”进行预测和想象。
2. 鼓励学生观看或者多渠道了解四部科幻电影，获悉相关信息，并根据电影内容或者某个桥段，分析其合理性或不科学之处，阐释自己的预测。
3. 了解三位发帖人对于人工智能的不同看法，并就此进行总结和复述。
4. 学习与人工智能相关的词汇和表达，了解论坛专题讨论的结构，理解文本中的拟人修辞法及其作用。
5. 思考人生和未来，激发学生对科技的兴趣，培养科学精神和服务全人类的意识，学会科学地辩证地看待人工智能带来的影响。
重点难点
重点：
1. 获取视频的大致内容.快速提取关键信息。
2. 了解论坛专题讨论的结构。
难点：
1. 能够对“未来”进行合理预测和想象。
2. 能够表达自己对于人工智能的看法并预测其发展趋势，科学地﹑辩证地看待人工智能带来的有利和不利的影响。
教学准备
教师准备：
1. 视频及播放设备。
2. 科幻电影、人工智能等相关资料。
学生准备：
1. 预习本课词汇。
2. 关于“未来”的预言、故事、科幻小说或电影中的一些高科技。
教学过程
Step I学习理解
活动一：感知与注意
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
千里眼顺风耳VS天眼(500米口径球面射电望远镜)

(2) the Gddess Chang’e flies t the Mn.
VS
Chang’e 3 lunar prbe
嫦娥奔月VS嫦娥三号

(3) Nu Wa creates mankind.
VS
clning
女娲造人VS克隆

(4) Jingwei fills up the sea.
VS
land reclamatin/land fill
精卫填海VS土地开垦

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.
【设计意图】鼓励学生讨论中国神话故事变成现实的几个例子。随后观看关于预测未来的视频，了解历史上人们对未来的预测，并在观后回答问题和简单阐释,培养学生捕捉信息和提取关键信息的能力，发展学生的语言表达能力，激活背景信息，初步导入话题。
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.
【设计意图】引导学生看《星际穿越》《阿凡达》《头号玩家》《机器人总动员》四部电影的海报，查找相关资料，带领学生回顾科幻电影中已经实现的高科技，探讨科幻电影的主题和内容，鼓励学生畅谈自己的想法，引导学生辩证地思考未来社会及人类生存的环境，为整个单元的学习做铺垫。
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.
【设计意图】讨论AI，了解人工智能；根据时间轴阅读资料，了解人工智能发展的六个阶段，讨论并回答问题。通过以上活动，帮助学生了解人工智能的相关背景知识，引导学生思考人工智能的历史和未来发展趋势。
活动二：获取与梳理
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.
【设计意图】首先呈现机器人与真人图片，鼓励学生展开讨论，分析两者的异同点；接着阅读文本标题及每种观点的首句，预测文本的内容；然后阅读文本，核实猜测，最后再重读文本，完成匹配任务，并反思和推敲自己同意的观点。这些活动引导学生梳理文本结构和主要信息，鼓励学生从语篇中获得新知，探究三位发帖人对人工智能的看法，建立信息间的关联，形成新的认知结构，进一步解读文本，培养学生的批判性思维。
活动三：概括与整合
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.
【设计意图】以三人为一组，每人选择一个观点展开描述；小组合作，撰写摘要，加深对文本的整合和对细节的掌握。
Step Ⅱ 应用实践
活动四：描述与阐释
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?
【设计意图】以分享阅读感受为任务，鼓励学生独立思考，发现文本中自己难以置信或者怀疑的部分，学会描述自己的感觉，分享自己对人工智能的态度。
活动五：分析与判断
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?
【设计意图】在学习理解类活动的基础上，要求学生学习与AI相关的词汇和表达，总结三位发帖人的观点,讨论上一活动中图解对于理解文本所起到的作用，促进语言运用的自动化，助力学生将知识转化为能力。
Step Ⅲ 迁移创新
活动六：推理与论证
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?
【设计意图】引导学生探讨作者的写作目的，加深对主题意义的理解，联系实际，思考人工智能与目前生活的联系，反思人工智能在生活中起到的作用。
活动七：批判与评价
1. 探讨修辞手法。
拟人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. 了解插图与主题意义的关联。

图一图二
【作用】采用模态语篇的呈现形式和手段，充分利用了图片的表意功能。插图一是机器人，插图二是真人，两者相向而对，呈现出一种对立的局面，能够引起学生反思两者的异同及将来发展趋势，从而结合文本深思“将来的人工智能是服务于人类还是威胁人类?”。图片拉近了学生与文本、与生活的距离，培养了学生的观察﹑想象等能力。
3. 赏析语篇中的显现衔接和连贯手段,探讨其与主题意义的关联。
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?
活动八：想象与创造
1. Think and share.
谈论“换脸”技术
【设计意图】引导学生分组活动，就目前特别火热的话题——AI换脸进行思考，使学生在享受人工智能带来的便利的同时，能够反思AI技术与虚假信息的结合是在社会重大事件中可能会影响到人们的决策以及社会稳定的，从而使学生的知识和思维能力得到拓展和迁移，培养其高阶思维。
2. Read science fictins.
Ask students t read science fictin abut future and share their feelings.
例如：阅读中国作家刘慈欣的科幻小说《三体》(The Three Bdy Prblem)。
【设计意图】通过阅读，了解科幻小说中对人工智能的“崛起”及其可能带来的威胁的描述，引导学生用科学理性的态度看待人工智能。
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.
【设计意图】设计辩论环节，要求学生针对话题“AI是一项成就还是一种威胁”展开辩论，引导学生结合实际讨论人工智能的利弊，培养学生的口头表达能力和批判性思维。
板书设计
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)，英文缩写为AI。它是研究、开发用于模拟、延伸和扩展人的智能的理论、方法、技术及应用系统的一门新的技术科学。
人工智能是计算机科学的一个分支，它企图了解智能的实质，并生产出一种新的能与人类智能相似的方式做出反应的智能机器，该领域的研究包括机器人、语言识别、图像识别、自然语言处理和专家系统等。人工智能从诞生以来，理论和技术日益成熟，应用领域也在不断扩大，可以设想，未来人工智能带来的科技产品，将会是人类智慧的“容器”。人工智能可以对人的意识、思维的信息过程进行模拟。人工智能不是人的智能，但能像人那样思考、也可能超过人的智能。
人工智能是一门极富挑战性的科学，从事这项工作的人必须懂得计算机知识、心理学和哲学。人工智能包括十分广泛的科学，由不同的领域组成，如机器学习、计算机视觉等等。总的说来，人工智能研究的一个主要目标是使机器能够胜任一些通常需要人类智能才能完成的复杂工作。但不同的时代、不同的人对这种“复杂工作”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专指基于人工智能的人体图像合成技术，主要应用于“换脸”,其在很多领域有积极的商业价值，但是一旦被“黑产”盯上用作牟利工具，则会给个人和社会带来风险和挑战。Deepfake于2017年年底首次出现，随着其技术的开源，合成剪辑视频的数量不断增长。要对付假视频，就要在网络海量信息中，快速找到虚假图片，并对图像识别后精准提取其中语义，这也是目前人工智能算法上的核心研究发力点。
Unit 4 A glimpse f the future
Perid I Starting ut & Understanding ideas
I. 学习理解
活动一：感知与注意
活动二：获取与梳理
1. Predict.
2. Read.
3. Read and match.
活动三：概括与整合
1. Grup wrk.
2. Write a summary.
Ⅱ. 应用实践
活动四：描述与阐释
Share feelings f reading.
活动五：分析与判断
1. Repeat the wrds and expressins.
2. Cnclude.
3. Organise infrmatin and cmplete the diagram.
4. Cme up with mre ideas.
III. 迁移创新
活动六：推理与论证
Discuss in grups.
活动七：批判与评价
1. 修辞手法。
2. 插图与主题意义。
3. 显现衔接和连贯手段。
活动八：想象与创造
1. Think and share.
2. Read science fictins.
3. Debate.