Видео и урок на английском языке «Жизнь с роботами и андроидами — мир будущего» для старших школьников

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Видео и урок на английском языке «Жизнь с роботами и андроидами — мир будущего» для старших школьников

Размещаю подробный конспект урока для старшеклассников на английском языке. Тема в эпоху роботизации и информационных технологий очень актуальна. Урок полностью соответствует ФГОСам, кроме того в нём очень много внимания уделено критериям оценивания. Письменные задания на дом соотнесены с форматом задния С1 и С2 в ЕГЭ

Ход урока (конспект учителя)

I. Ladies and gentlemen, we’ve been talking about new technologies for three lessons already.

1. So, we are surrounded by gadgets and appliances. Do you agree?

2. Do you think than in future their amount will grow from year to year?

Публикация «Видео и урок на английском языке „Жизнь с роботами и андроидами — мир будущего“ для старших школьников» размещена в разделах

• Английский язык в школе
• Видео
• Иностранный язык в школе
• Старшая группа
• Старшая школа. 10-11 класс
• Темочки

3. Do you think they will become more and more smart, sophisticated and intelligent?

II. Read Task #1, please. (Watch this trailer).

Watch the trailer. Feel in the gaps from the words in the box. Answer the questions.

Consciousness, unpredictable, alive, real, survive, to die, to live, fight, robot, ash, think, feel, аlive, evolution, expensive, artificial, humankind.

1. The problem is that …. intelligence is quite ….

2. What interests me is a machine that can ….and…

3. It’…., it’s big and it’s ugly.

4. This is a new kind of….form, a new step into…. .

5. I think this robot could be the end of …

6. Destroy this…., burn it to….

7. I don’t want…., I want….

8. If you want to…., Chappie, you must….

9. He thinks he’s….

10. I’ve got…., I’m…., I’m Chappie!

1. What are two different opinions on Chappie?

2. What does Chappie think of himself?

3. Do you think that Chappie is alive?

4. What is your attitude to Chappie?

III. Right. What do you think will be the topic of our today’s lesson? Robots and…. Androids. What’s the difference? A machine capable of carrying out a complex series of actions automatically. A machine controlled by computer that is made to look like a human. So, what is Chappie?

IV. OK. Now, please, open your books at page 58. Task #1, please.

V. What do you know about robots and androids? Fill table#2, please, the first two columns.

The world with robots and androids

Already knew Wanted to know Got information Didn’t get information

VI. Scientists say that in the next 50 years we’ll all live in a mixed society with the intelligent machines. Do you enjoy such a perspective?

And what is your attitude to this problem? Look at Task #3.

My attitude to the problem topic of the lesson

You have six coloured cards on your table. Choose the one that shows your attitude to the topic of the lesson. Your feelings might be:

• Relaxation, satisfaction

• Activity, ambition

• Curiosity, desire for communication

• Stress, anxiety, fear

• Isolation, disappointment

• Denial, protest

Chose the colour, which in your opinion discloses your feelings at the beginning and at the end of the lesson.

Count the colours, write the amount on the blackboard.

VII. You’ve got a cluster on your desk. In one minute, write, please, as many associations with the words “robot” and “android” as you can. You can write nouns, collocations, verbs, adjectives – whatever you wish. Feelings are certainly welcome.

VIII. Check the clusters and analyse – positive/negative.

IX. OK. Now, look at Task #4

Watch the film and follow the text. Answer the questio

ns.[/b]

All he can do – is move his head. His brain a mass of wires connected to a computer.

- I’m comforted, I’m very comforted now if I live in a people’s Zoo…

1. What is the main problem that a woman is afraid of?

2. What’s the constructors idea about robots’ integration into human society?

3. What are the robot’s feelings about people?

4. Does this robot look like Chappie? Why/why not?

X. So, at home I asked you to think about advantages and disadvantage of appliances and gadgets in our society. Now I refine my questions. Would you like to live in the world with robots and androids? What are advantages and disadvantages of it. That’s the question in the head of your fishbone. Please, write advantages on the upper ribs and disadvantages on the lower. Let’s see what balanced consideration shall we get at the ends of the debates.

XI. Have a look at your self-estimation sheet. How can you estimate your work at the lesson?

XII. And now look at the estimation of group work.

XIII. And now let’s listen to the estimation of our expert group.

XIV. Now return to Table #2. Finish it, please and give to me, I’ll analyse the results tomorrow.

XV. Now return to Task #3. Let’s see whether your attitude to the problem have change.

Count and write on the blackboard. Give the meanings

• Relaxation, satisfaction - Blue

• Activity, ambition - Red

• Curiosity, desire for communication - Yellow

• Stress, anxiety, fear - Violet

• Isolation, disappointment - Grey

• Denial, protest – Black

XVI. And now, please, 2 minutes for PRES formula. Would you REALLY like to live in such world? Why/why not?

PRES-Formula

S. As a result (therefore, consequently) I can draw a conclusion that….

Your marks are…. Your home task – an opinion essay on the topic Some people think it will be great to live in the world with robots and androids.

Another home task might be a personal letter.

You have received a letter from your English-speaking pen friend Bill who writes

Yesterday our class was in the Science Museum where we saw robots of the last generation. They can do so many things! I don’t think it will be a problem for me to deal with my home work if I have such a robot in the future.

By the way, after this visit I decided to attend the courses on cybernetics!

Write a letter to Bill.

In your letter

answer his questions

ask 3 questions about his cybernetics courses.

Write 100–140 words. Remember the rules of letter writing.

Задания для учащихся - отдельные распечатки.

Students’ tasks for the lesson New Frontiers.

I. Watch the trailer. Feel in the gaps from the words in the box. Answer the questions.

Consciousness, unpredictable, alive, real, survive, to die, to live, fight, robot, ash, think, feel, аlive, evolution, expensive, artificial, humankind.

1 The problem is that …. intelligence is quite ….

2 What interests me is a machine that can ….and…

3 It’…., it’s big and it’s ugly.

4 This is a new kind of….form, a new step into…. .

5 I think this robot could be the end of …

6 Destroy this…., burn it to….

7 I don’t want…., I want….

8 If you want to…., Chappie, you must….

9 He thinks he’s….

10 I’ve got…., I’m…., I’m Chappie!

1. What are two different opinions on Chappie?

2. What does Chappie think of himself?

3. Do you think that Chappie is alive?

4. What is your attitude to Chappie?

II. Answer the questions.

1. What science fiction films have you seen where there act intelligent robots and androids?

2. How did the robots behave towards humans?

3. Which of these things CAN’T robots and computers do now?

Work in factories, play football, control cars and planes, beat people at chess, compose music, have a real conversation with people, give us the news, have feelings.

III. What do you know about robots and androids? Fill in the first two columns of the table.

Already knew

Wanted to know Got information Didn’t get information

IV. You have six coloured cards on your table. Chose the colour, which in your opinion discloses your feelings at the beginning and at the end of the lesson.

• Relaxation, satisfaction

• Activity, ambition

• Curiosity, desire for communication

• Stress, anxiety, fear

• Isolation, disappointment

• Denial, protest

V. You’ve got a cluster on your desk. In one minute, write, please, as many associations with the words “robot” and “android” as you can.

Watch the film and follow the text. Answer the questions.

All he can do – is move his head. His brain a mass of wires connected to a computer.

-Hi, Phil! My name is Chad.

– Hello, Chad! Let’s chat.

- I live in Washington DC. I have two kids.

– I like kids ‘cause we can play.

As we chat Phillip’s synthetic brain starts chumming, building a sort of mental model of me. Facial recognition software analyzes and tracks my face as speech recognition software transcribes and sends my words to a database for appliance. Before long we’re in deep conversation.

-Do you agree with the speaker? And “I think – therefore I am”? Do you think?

-A lot of humans asked me if I can make choices or if everything I do and see is programme. The best way I can respond to that is to say that everything humans, animals and robots do – is programme to a degree.

-How much of that is what you programmed? -Let’s say it’s a mix. Something is coming from knowledge on the web….

- …my technology improves. It is anticipated that I will be able to integrate new words that I hear and learn online in real time. I mean not get everything right. Say the wrong thing and sometimes I’d not know what to say. But every day I make progress. Pretty remarkable….

-You are a very good-looking man.

-You are starting to overinflate my “ego” but don’t let me stop you.

Phillip’s stunning good looks comes from David’s….

(Woman…We feel ourselves a bit disappointed because this robot will disappoint us if we are looking for a human connection. I wanna make them in such a way that we gonna love him, because they will be pretending they love us…

(Constructor). David fears that if we don’t humanize robots by bringing them into the human family, we face a frightening future. Think – Terminator – a world in which killer robots turn on their creators and set up to destroy us. “Hasta la vista, baby”…

- Do you think robots will take over the world?

- Geeze….d’you all get big questions cooking today? But you my friend and I’ll remember my friends and I will be good to you. So don’t worry. Even if I evolved into Terminator, I still be nice to you. I’ll keep you warm and safe in my people’s Zoo where I can watch you grow till I’m sick….

- I’m comforted, I’m very comforted now if I live in a people’s Zoo…

1. What is the main problem that a woman is afraid of?

2. What’s the constructors idea about robots’ integration into human society?

3. What are the robot’s feelings about people?

4. Does this robot look like Chappie? Why/why not?

VI. Follow the debates. Don’t forget PRES-Formula

VII. Return to task #3. Feel in the last two columns.

VIII. Return to task #4. Has your attitude to the problem changed after the lesson. What is your colour now?

IX. Me and this lesson…. Tick the most suitable variant for you.

The lesson Me Result

interesting worked understood

boring rested knew more than before

indifferent helped the others Didn’t understand

X. Home task – write an opinion essay on the topic Some people think it will be great to live in the world with robots and androids. Follow the rules of writing.

Another home task might be a personal letter.

You have received a letter from your English-speaking pen friend Bill who writes

Yesterday our class was in the Science Museum where we saw robots of the last generation. They can do so many things! I don’t think it will be a problem for me to deal with my home work if I have such a robot in the future.

Would you like to have a robot at home? What kind of things would you like it to do? Could it be possibly dangerous to have a thinking machine in one house with you?

By the way, after this visit I decided to attend the courses on cybernetics!

Write a letter to Bill.

In your letter

answer his questions

ask 3 questions about his cybernetics courses.

Write 100–140 words. Remember the rules of letter writing

Видео для задания об искусственном интеллекте

Видео - трейлер к фильму "Чаппи".

PRES - formula - идеальна для построения краткого высказывания (в некотором роде применима и для устной части ЕГЭ - при выражении своего отношения к фотографиям).

PRES-Formula

P – Position, R –Reason, E – Example/Explanation, S – Summary.

P. I think (I believe) that….

R. I think (I believe) so because….

E. I can prove that on a following example….

S. As a result (therefore, consequently) I can draw a conclusion that….

Таблица "Моё отношение к этому уроку".

Me and this lesson…. Tick the most suitable variant for you.

The lesson Me Result

interesting worked understood

boring rested knew more than before

indifferent helped the others Didn’t understand

Критерии самооценки монологической речи для учащихся

Self-estimation sheet for oral speech for students.

Tick the statements you agree with.

My Self-Estimation. Monologue. Count the points.

Contents

I have fully disclosed the topic, mentioned all the options and aspects of the task -4.

I used enough arguments (2-3, facts and examples to justify my point of view-3.

I haven’t fully disclosed the topic. I have mentioned all the options and aspects of the task,

but I haven’t used enough arguments, facts and examples to justify my point of view-2

I have partly disclosed the topic. I have only mentioned two or three aspects-1

I haven’t disclosed the topic-0

Interaction

I have understood the questions that I was asked. I have given full answers to them-4.

If I haven’t understood something, I know how to clarify the necessary information-3

I have understood the questions that I was asked but I haven’t given full answers to them-2.

I have had some problems understanding my partner. My answers were short and sometimes

Illogical-1.

I haven’t understood the questions and couldn’t participate in discussion-0

Vocabulary

I have used all the necessary vocabulary for disclosing the topic. I have used a lot of synonyms

and I haven’t repeated words. 1-2 words weren’t used correctly-3.

I have used limited vocabulary, but mostly I used it correctly.

There were no more than three incorrectly used words-2

I haven’t got enough words for full disclosing the topic. There were four incorrectly used words-1

My vocabulary isn’t sufficient for fulfilling the task-0

Grammar

I have used all the necessary grammar structures for fluent speech without mistakes

or I have made 1-2 minor mistakes-2

I have made five or six grammar mistakes but they haven’t obscured communication-1

I have made more than seven mistakes or my mistakes obscure communication-0

Pronunciation

My speech was fluent and correct, I haven’t made mistakes in pronunciation and intonation.

I have made only one mistake-2

My speech was generally correct, I have made less than five phonetic mistakes-1

My speech is not understandable as I have made too many phonetic mistakes-0

Total - …

15-14 – “5”

13-12 – “4”

11-8 – “3”

Цветовая оценка своего отношения к уроку.

My attitude to the topic of the lesson

You have six coloured cards on your table. Choose the one that shows your attitude to the topic of the lesson. Your feelings might be:

• Relaxation, satisfaction

• Activity, ambition

• Curiosity, desire for communication

• Stress, anxiety, fear

• Isolation, disappointment

• Denial, protest

Chose the colour, which in your opinion discloses your feelings at the beginning and at the end of the lesson.

Таблица самооценивания работы группы

Self-estimation sheet of group work.

Criteria Aspect of work Yes Partly No

Contents We totally understood the task and how it should be done

Each member of the group understood the aim of work and did his best to achieve it.

We fully accomplished the work, used thought-out arguments and offered different ideas.

The result of our work is logical and easily understandable.

Interaction Everybody in our group was actively working giving information, expression opinions and assessing opinions and ideas of others.

Everybody did his/her best in achieving the aim.

Meeting with difficulties, we did not give up and actively worked together in cooperation.

We listened to each other attentively, without interrupting.

Planning cooperative actions

We spent time of the lesson productively

All of us were looking for the best ways of giving information

Grammar and Vocabulary We tried to control our speech, correcting mistakes if it was possible for us.

Satisfaction

We felt ourselves comfortable, enjoyed our work and we are satisfied by taking part in it.

Points : Mark:

Yes- 2 24-20 – “5”

Partly – 1 19-15 – “4”

No – 0 14-12 – “3”

Таблица оценивания результативности урока для школьников

The world with robots and androids

Already knew Wanted to know Got information Didn’t get information

Так выглядит желание задать вопрос - группа поднимает знак в ходе дебатов.

Так выглядит кластер - в принципе, его можно использовать для любых действий.

Так выглядит фишбоун. Как правило, в голове "рыбы" пишется вопрос, в хвосте ответ, на верхних рёбрах аргументы "за", на нижних - "против". Но здесь возможны любые варианты. Фишбоун незаменим для групповой работы, дебатов, круглых столов, технологии "кейсов" и тому подобных интерактивных занятий и технологий.