外研版（2019）选择性必修第三册 Unit4 A glimpse of the future Starting out and Understanding ideas 名师教学设计
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| 名称 | 外研版（2019）选择性必修第三册 Unit4 A glimpse of the future Starting out and Understanding ideas 名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-06 19:17:38 | ||
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Unit 4 Starting out & Understanding ideas 名师教学设计
课时内容
Artificial intelligence: a real threat
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 out和 Understanding ideas两部分。
Starting out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Popkid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。
[How]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 to search for Chinese fairy tales which have come true.
(1) Thousand-mile Eye and Wind-accompanying Ear
VS
Five-hundred-metre Aperture Spherical radio Telescope, China’s mega-science project and the world’s largest single-dish radio telescope
千里眼顺风耳VS天眼(500米口径球面射电望远镜)
(2) the Goddess Chang’e flies to the Moon.
VS
Chang’e 3 lunar probe
嫦娥奔月VS嫦娥三号
(3) Nu Wa creates mankind.
VS
cloning
女娲造人VS克隆
(4) Jingwei fills up the sea.
VS
land reclamation/land fill
精卫填海VS土地开垦
2. Watch the video.
(1) Tell students to read the following questions. Ask them to take notes while watching the video and answer these questions.
·What predictions about the future were made Were they correct
·What is your understanding of" the future has unlimited possibilities”
(2) Play the video the second time if needed.
(3) Invite students to share their answers and check the answers.
Suggested answers: ·Correct predictions: flying machines, organ transplantation, “perpetual light”, the atom bomb, space stations would broadcast television signals all over the globe Incorrect predictions: a world market for maybe five computers, nuclear-powered vacuum cleaners ·(略)
(4) Encourage students to surf online for more predictions about 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 to look at the pictures and answer the questions.
(1) Show four pictures of films and ask students to learn basic information about them.
Interstellar Avatar
Ready Player One Wall·E
Related information: Interstellar In this film, Earth is coming to an end through disasters, famines and droughts. A team of astronauts board a spaceship, travelling through a newly discovered wormhole to find another planet that may have the right environment for humans to settle. Avatar This film is set in the 22nd century. Earth is suffering a severe energy crisis. Scientists have found another planet called Pandora, which is inhabited by the Na’ vi. It is rich in natural resources, yet its atmosphere is poisonous to humans. To explore Pandora and exploit its resources, scientists use a new technology, creating “avatars” operated by genetically matched humans. Ready Player One This film is set in the year 2045, when the real world is a harsh place. Many people escape reality by spending their days in a virtual reality universe called OASIS, where one can go anywhere, do anything or be anyone. Wall·E In this film, humans abandon Earth because there is too much rubbish on it, leaving behind some robots to do the cleaning up. Over time, the robots break down one by one, until Wall ·E is the only robot left working on Earth. One day, he meets another robot from space which has returned to Earth. In the end, they find a way to save the planet.
(2) Ask students to look at the pictures and read the questions.
·Have you watched any of these films What stories do they tell about the future of our world
·Do you think the events in these films could come true What do you think the world will be like in the future
(3) Tell students to answer the questions.
(4) Have students share answers in groups and in class.
(5) Check answers as a class.
Suggested answers: ·(略) ·(略)
【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. Look and answer.
(1) Write AI on the blackboard and encourage students to talk about it.
Related information: 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。
(2) Tell students to read the facts about AI’s development below and try to understand.
1950 Mathematician and logician, Alan Turing devised the Turing Test, a test on the ability of machines to show human-1ike intelligence.
1955 Computer scientist, John McCarthy coined the term “artificial intelligence”
1972 shakey, the first mobile robot able to make decisions according to reason, was completed.
2001 The Electrolux Trilobite, the first robotic vacuum cleaner designed for home use, went on sale.
2015 AlphaGo became the first computer program to beat a human professional Go player.
2017 AlphaGo Zero beat the previous version of AlphaGo by 100 games to nil.
(3) Ask students to read the questions below and answer on their own.
·What can you learn from the timeline
·Are you concerned about developments in AI Why or why not
·How do you think AI will develop 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) Encourage students to look at the pictures below carefully and ask them what they can think of at the first sight and what the differences are between them.
(2) Ask students to read the title and the first sentence of each one’s opinion and make a prediction.
2. Read.
Ask students to read the passage and check their predictions.
3. Read and match.
Tell students to read the opinions and match them to the persons. Then ask them to talk about the opinion they agree with.
Millenniumbutterfly ①We all need to learn to live with AI technology whether we like it or are concerned about it. We cannot stop the march of progress.
Popkid ②I admit that more advanced AI could be helpful in solving the world’s problems, but there is a high level of risk involved.
Pink _haze ③I can’t understand why some people worry so much. I hope more breakthroughs in AI will be made soon, so that we can enjoy more and more convenience.
Suggested answers: Millenniumbutterfly: ③ Popkid: ② Pink _haze: ①
【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. Group work.
(1) Ask students to work in groups of three and each group member should choose a point of view to describe.
(2) Encourage students to give their presentations in class.
2. Write a summary.
Ask each group to write a summary about the three opinions 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 of reading.
Ask students to share the feelings of reading by answering the following question.
·Have you found anything you feel unbelievable or 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 to repeat the words and expressions related with AI they learnt in the passage.
2. Tell students to conclude the main ideas of each opinion.
3. Have students organise information from the passage and complete the diagram.
AI is a real achievement. ·AI can help us save time. ·①________________ ·②________________ ·③________________, including those too challenging for human experts. AI is a real threat. ·AI might wipe out human beings. ·④________________ ·⑤________________ if it falls into the wrong hands.
Suggested answers: ①AI can make driving safer. ②AI can make doing day-to-day things a lot easier. ③AI can solve problems ④Jobs are at risk due to AI. ⑤AI could be dangerous
4. Ask students to come up with more ideas for each point of view and share them with the class.
·What did Stephen Hawking mean when he said that AI will be “either the best, or the worst thing, ever to happen to humanity”
·How does the diagram help you better understand the passage
Suggested answers: ·He meant that AI could bring us incredible benefits, but only if the technology is managed properly. If we do not manage the technology properly, it could result in human extinction. ·(略)
【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 to discuss the following questions ingroups.
·Why does the author write this passage
·Do you use Al in your daily life
·What other roles can Al play in people’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personification
①She always has an immediate answer for any question I put to her, and even uses my answers to learn more about my preferences.
②Every recommendation 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 own super-smart personal 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 of hanging out, I’m hoping that self-driving cars are available soon.
②And as they won’t be susceptible to human error, they’ll certainly be a lot safer.
③Of course, it could be very useful to have a more advanced form of AI—a truly independent form of artificial intelligence, capable of exercising its own judgement, could help us solve many of the world’s problems.
④Still, I do think that developments in AI will on the whole make doing day-to-day things a lot easier.
⑤But have you ever thought about the risks
⑥After all, why would an independent form of AI need to consider the opinions and desires of human
活动八：想象与创造
1. Think and share.
谈论“换脸”技术
Related information: 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。
【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 fictions.
Ask students to read science fiction about 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 Body Problem)。
【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 whole class into two groups. One group holds that AI is a real achievement, while the other believes that AI is a real threat.
(2) Each group prepares for the debate.
(3) At least 6 students of each group are required to voice their opinions to support 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
Unit 4 A glimpse of the future Period I Starting out & 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. Group work. 2. Write a summary. Ⅱ. 应用实践 活动四：描述与阐释 Share feelings of reading. 活动五：分析与判断 1. Repeat the words and expressions. 2. Conclude. 3. Organise information and complete the diagram. 4. Come up with more ideas. III. 迁移创新 活动六：推理与论证 Discuss in groups. 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 fictions. 3. Debate.
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课时内容
Artificial intelligence: a real threat
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 out和 Understanding ideas两部分。
Starting out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Popkid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。
[How]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 to search for Chinese fairy tales which have come true.
(1) Thousand-mile Eye and Wind-accompanying Ear
VS
Five-hundred-metre Aperture Spherical radio Telescope, China’s mega-science project and the world’s largest single-dish radio telescope
千里眼顺风耳VS天眼(500米口径球面射电望远镜)
(2) the Goddess Chang’e flies to the Moon.
VS
Chang’e 3 lunar probe
嫦娥奔月VS嫦娥三号
(3) Nu Wa creates mankind.
VS
cloning
女娲造人VS克隆
(4) Jingwei fills up the sea.
VS
land reclamation/land fill
精卫填海VS土地开垦
2. Watch the video.
(1) Tell students to read the following questions. Ask them to take notes while watching the video and answer these questions.
·What predictions about the future were made Were they correct
·What is your understanding of" the future has unlimited possibilities”
(2) Play the video the second time if needed.
(3) Invite students to share their answers and check the answers.
Suggested answers: ·Correct predictions: flying machines, organ transplantation, “perpetual light”, the atom bomb, space stations would broadcast television signals all over the globe Incorrect predictions: a world market for maybe five computers, nuclear-powered vacuum cleaners ·(略)
(4) Encourage students to surf online for more predictions about 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 to look at the pictures and answer the questions.
(1) Show four pictures of films and ask students to learn basic information about them.
Interstellar Avatar
Ready Player One Wall·E
Related information: Interstellar In this film, Earth is coming to an end through disasters, famines and droughts. A team of astronauts board a spaceship, travelling through a newly discovered wormhole to find another planet that may have the right environment for humans to settle. Avatar This film is set in the 22nd century. Earth is suffering a severe energy crisis. Scientists have found another planet called Pandora, which is inhabited by the Na’ vi. It is rich in natural resources, yet its atmosphere is poisonous to humans. To explore Pandora and exploit its resources, scientists use a new technology, creating “avatars” operated by genetically matched humans. Ready Player One This film is set in the year 2045, when the real world is a harsh place. Many people escape reality by spending their days in a virtual reality universe called OASIS, where one can go anywhere, do anything or be anyone. Wall·E In this film, humans abandon Earth because there is too much rubbish on it, leaving behind some robots to do the cleaning up. Over time, the robots break down one by one, until Wall ·E is the only robot left working on Earth. One day, he meets another robot from space which has returned to Earth. In the end, they find a way to save the planet.
(2) Ask students to look at the pictures and read the questions.
·Have you watched any of these films What stories do they tell about the future of our world
·Do you think the events in these films could come true What do you think the world will be like in the future
(3) Tell students to answer the questions.
(4) Have students share answers in groups and in class.
(5) Check answers as a class.
Suggested answers: ·(略) ·(略)
【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. Look and answer.
(1) Write AI on the blackboard and encourage students to talk about it.
Related information: 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。
(2) Tell students to read the facts about AI’s development below and try to understand.
1950 Mathematician and logician, Alan Turing devised the Turing Test, a test on the ability of machines to show human-1ike intelligence.
1955 Computer scientist, John McCarthy coined the term “artificial intelligence”
1972 shakey, the first mobile robot able to make decisions according to reason, was completed.
2001 The Electrolux Trilobite, the first robotic vacuum cleaner designed for home use, went on sale.
2015 AlphaGo became the first computer program to beat a human professional Go player.
2017 AlphaGo Zero beat the previous version of AlphaGo by 100 games to nil.
(3) Ask students to read the questions below and answer on their own.
·What can you learn from the timeline
·Are you concerned about developments in AI Why or why not
·How do you think AI will develop 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) Encourage students to look at the pictures below carefully and ask them what they can think of at the first sight and what the differences are between them.
(2) Ask students to read the title and the first sentence of each one’s opinion and make a prediction.
2. Read.
Ask students to read the passage and check their predictions.
3. Read and match.
Tell students to read the opinions and match them to the persons. Then ask them to talk about the opinion they agree with.
Millenniumbutterfly ①We all need to learn to live with AI technology whether we like it or are concerned about it. We cannot stop the march of progress.
Popkid ②I admit that more advanced AI could be helpful in solving the world’s problems, but there is a high level of risk involved.
Pink _haze ③I can’t understand why some people worry so much. I hope more breakthroughs in AI will be made soon, so that we can enjoy more and more convenience.
Suggested answers: Millenniumbutterfly: ③ Popkid: ② Pink _haze: ①
【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. Group work.
(1) Ask students to work in groups of three and each group member should choose a point of view to describe.
(2) Encourage students to give their presentations in class.
2. Write a summary.
Ask each group to write a summary about the three opinions 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 of reading.
Ask students to share the feelings of reading by answering the following question.
·Have you found anything you feel unbelievable or 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 to repeat the words and expressions related with AI they learnt in the passage.
2. Tell students to conclude the main ideas of each opinion.
3. Have students organise information from the passage and complete the diagram.
AI is a real achievement. ·AI can help us save time. ·①________________ ·②________________ ·③________________, including those too challenging for human experts. AI is a real threat. ·AI might wipe out human beings. ·④________________ ·⑤________________ if it falls into the wrong hands.
Suggested answers: ①AI can make driving safer. ②AI can make doing day-to-day things a lot easier. ③AI can solve problems ④Jobs are at risk due to AI. ⑤AI could be dangerous
4. Ask students to come up with more ideas for each point of view and share them with the class.
·What did Stephen Hawking mean when he said that AI will be “either the best, or the worst thing, ever to happen to humanity”
·How does the diagram help you better understand the passage
Suggested answers: ·He meant that AI could bring us incredible benefits, but only if the technology is managed properly. If we do not manage the technology properly, it could result in human extinction. ·(略)
【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 to discuss the following questions ingroups.
·Why does the author write this passage
·Do you use Al in your daily life
·What other roles can Al play in people’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personification
①She always has an immediate answer for any question I put to her, and even uses my answers to learn more about my preferences.
②Every recommendation 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 own super-smart personal 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 of hanging out, I’m hoping that self-driving cars are available soon.
②And as they won’t be susceptible to human error, they’ll certainly be a lot safer.
③Of course, it could be very useful to have a more advanced form of AI—a truly independent form of artificial intelligence, capable of exercising its own judgement, could help us solve many of the world’s problems.
④Still, I do think that developments in AI will on the whole make doing day-to-day things a lot easier.
⑤But have you ever thought about the risks
⑥After all, why would an independent form of AI need to consider the opinions and desires of human
活动八：想象与创造
1. Think and share.
谈论“换脸”技术
Related information: 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。
【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 fictions.
Ask students to read science fiction about 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 Body Problem)。
【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 whole class into two groups. One group holds that AI is a real achievement, while the other believes that AI is a real threat.
(2) Each group prepares for the debate.
(3) At least 6 students of each group are required to voice their opinions to support 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
Unit 4 A glimpse of the future Period I Starting out & 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. Group work. 2. Write a summary. Ⅱ. 应用实践 活动四：描述与阐释 Share feelings of reading. 活动五：分析与判断 1. Repeat the words and expressions. 2. Conclude. 3. Organise information and complete the diagram. 4. Come up with more ideas. III. 迁移创新 活动六：推理与论证 Discuss in groups. 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 fictions. 3. Debate.
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