外研版（2019）选择性必修第三册 Unit4 A glimpse of the future Understanding ideas板块教学设计
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| 名称 | 外研版（2019）选择性必修第三册 Unit4 A glimpse of the future Understanding ideas板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 16.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-06 18:58:26 | ||
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Unit4 Understanding ideas板块教学设计
Understanding ideas板块教学设计 （建议时长55–60分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——未来与科技发展、认识与探索未来
内容分析 本篇文章是一篇网络论坛专题讨论，是新媒体语篇，反映了单元主题。文章介绍了三位发帖人分别就“迄今为止，人工智能是人类最伟大的成就还是最大的威胁”发表了不同的看法。Millenniumbutterfly认为人工智能的发展会使日常生活变得更加便利，而在Popkid看来，能够独立思考的高级人工智能固然能够帮助人类解决许多难题，但也可能对人类的生存构成威胁；Pink_haze则认为我们不应阻止人工智能技术的发展，而是要在发展的同时去规范它。 读前的导入活动以时间轴的形式回顾了人工智能的发展史，为学生提供背景知识，并引导学生初步思考人工智能“是福还是祸”，为课文学习做铺垫。读中活动请学生阅读全文，归纳文中观点，并与自己之前的观点进行对比。读后活动通过细节理解、观点判断、开放性问题等活动，帮助学生深入理解课文，探究主题意义，促进学生知识和思维能力的拓展与迁移。。
教学目标 1.学生通过略读课文，获取文章主要信息，总结三位发帖人对人工智能的不同看法； 2.学生通过细读课文，理解语篇结构及语言特点，并会运用所学表达进行交流； 3.学生基于文章内容，学会辩证地看待人工智能技术，加深对单元主题的认识。
教学重点 引导学生通过分析语篇，总结发帖人的不同观点，理解文章内容。
教学难点 引导学生分享观点，学会倾听不同的声音，关注人工智能的发展。
教学策略 任务型教学法、P-W-P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to collect relevant information before class . 2. T asks Ss to browse the timeline, get to know the development stage of AI and answer Question 1. 3. T asks Ss to conduct a group discussion and report on Question 2 and Question 3. 1. Ss collect relevant information before class and share at class. 2. Ss read, analyse and answer Question 1. 3. Ss discuss in groups and report to the class. Make Ss know more about the development of AI.
Activity 2 1. T asks Ss to predict the content of the article by reading the title and looking at the pictures.. 2. T asks Ss to read through the full text and verify previous guesses. 3. T invites some Ss to share their answers and explain the key points. 4. T asks Ss to read the text again, find out the difficulties and try to solve them within groups. 5. T invites Ss to report and explains the common problems. 1. Ss take a quick look and make predictions. 2. Ss read the text and check. 3. Ss share, listen and take notes. 4. Ss read the text, find out the difficulties, look for references in cooperation with each other and share information. 5. Ss share, listen and take notes. Train students’ reading skills of predicting and getting the main ideas. Cultivate Ss’ ability to learn in an independent and cooperative way.
Activity 3 1. T asks Ss to read the opinions and match them to the persons. 2. T asks Ss to discuss the answers in groups and give reasons. 3. T invites groups to share their answers and check with the class. 1. Ss read and match. 2. Ss have group discussions. 3. Ss listen and present the answers to the whole class. Check Ss’ understanding and mastery of the text.
Activity 4 1. T asks Ss to read the text again and underline the advantages and disadvantages of AI mentioned. 2. T asks Ss to complete the diagram of Activity 4 independently and then check the answers. 3. T asks Ss to discuss in groups and answer the questions below the diagram. After that T invites group representatives to present their views and make comments. 4. (Suitable for better classes or students) T asks Ss to write a short essay based on the diagram in Activity 4 and give their own opinions on the pros and cons of AI development and offer suggestions. 1. Ss read the text, find out and underline the pros and cons of AI. 2. Ss organise information from the passage, complete the diagram alone and check with partners. 3. Ss have a group discussion and express their opinions. 4. Ss organise the information, choose proper expressions and complete the writing task. T guides Ss to summarise the pros and cons of AI proposed in the article. Interpret the text further and add Ss’ own points.
Think & Share 1. T asks Ss to discuss the questions in groups and provides necessary help. 2. T asks several Ss to offer the answers and others to make suggestions. 1. Ss discuss the questions in groups. 2. Ss share their ideas and make suggestions. T helps Ss to better understand the theme , improve the ability of thinking and self-awareness and bring about periodic self-reflection.
Understanding ideas板块教学设计 （建议时长55–60分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——未来与科技发展、认识与探索未来
内容分析 本篇文章是一篇网络论坛专题讨论，是新媒体语篇，反映了单元主题。文章介绍了三位发帖人分别就“迄今为止，人工智能是人类最伟大的成就还是最大的威胁”发表了不同的看法。Millenniumbutterfly认为人工智能的发展会使日常生活变得更加便利，而在Popkid看来，能够独立思考的高级人工智能固然能够帮助人类解决许多难题，但也可能对人类的生存构成威胁；Pink_haze则认为我们不应阻止人工智能技术的发展，而是要在发展的同时去规范它。 读前的导入活动以时间轴的形式回顾了人工智能的发展史，为学生提供背景知识，并引导学生初步思考人工智能“是福还是祸”，为课文学习做铺垫。读中活动请学生阅读全文，归纳文中观点，并与自己之前的观点进行对比。读后活动通过细节理解、观点判断、开放性问题等活动，帮助学生深入理解课文，探究主题意义，促进学生知识和思维能力的拓展与迁移。。
教学目标 1.学生通过略读课文，获取文章主要信息，总结三位发帖人对人工智能的不同看法； 2.学生通过细读课文，理解语篇结构及语言特点，并会运用所学表达进行交流； 3.学生基于文章内容，学会辩证地看待人工智能技术，加深对单元主题的认识。
教学重点 引导学生通过分析语篇，总结发帖人的不同观点，理解文章内容。
教学难点 引导学生分享观点，学会倾听不同的声音，关注人工智能的发展。
教学策略 任务型教学法、P-W-P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to collect relevant information before class . 2. T asks Ss to browse the timeline, get to know the development stage of AI and answer Question 1. 3. T asks Ss to conduct a group discussion and report on Question 2 and Question 3. 1. Ss collect relevant information before class and share at class. 2. Ss read, analyse and answer Question 1. 3. Ss discuss in groups and report to the class. Make Ss know more about the development of AI.
Activity 2 1. T asks Ss to predict the content of the article by reading the title and looking at the pictures.. 2. T asks Ss to read through the full text and verify previous guesses. 3. T invites some Ss to share their answers and explain the key points. 4. T asks Ss to read the text again, find out the difficulties and try to solve them within groups. 5. T invites Ss to report and explains the common problems. 1. Ss take a quick look and make predictions. 2. Ss read the text and check. 3. Ss share, listen and take notes. 4. Ss read the text, find out the difficulties, look for references in cooperation with each other and share information. 5. Ss share, listen and take notes. Train students’ reading skills of predicting and getting the main ideas. Cultivate Ss’ ability to learn in an independent and cooperative way.
Activity 3 1. T asks Ss to read the opinions and match them to the persons. 2. T asks Ss to discuss the answers in groups and give reasons. 3. T invites groups to share their answers and check with the class. 1. Ss read and match. 2. Ss have group discussions. 3. Ss listen and present the answers to the whole class. Check Ss’ understanding and mastery of the text.
Activity 4 1. T asks Ss to read the text again and underline the advantages and disadvantages of AI mentioned. 2. T asks Ss to complete the diagram of Activity 4 independently and then check the answers. 3. T asks Ss to discuss in groups and answer the questions below the diagram. After that T invites group representatives to present their views and make comments. 4. (Suitable for better classes or students) T asks Ss to write a short essay based on the diagram in Activity 4 and give their own opinions on the pros and cons of AI development and offer suggestions. 1. Ss read the text, find out and underline the pros and cons of AI. 2. Ss organise information from the passage, complete the diagram alone and check with partners. 3. Ss have a group discussion and express their opinions. 4. Ss organise the information, choose proper expressions and complete the writing task. T guides Ss to summarise the pros and cons of AI proposed in the article. Interpret the text further and add Ss’ own points.
Think & Share 1. T asks Ss to discuss the questions in groups and provides necessary help. 2. T asks several Ss to offer the answers and others to make suggestions. 1. Ss discuss the questions in groups. 2. Ss share their ideas and make suggestions. T helps Ss to better understand the theme , improve the ability of thinking and self-awareness and bring about periodic self-reflection.