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LessonPlanning
Title
SCIENCEFICTION
Students
No.11seniorhighschoolstudents,Class2,Grade2
Materials
PEPHighSchoolEnglishOptionalpulsorybook4,Unit1SCIENCEFICTION,readingandthinking
Totalclasshour
5
Period
2
Typeof
lesson
Readingandthinkingclass
Time&Date
8:008:20am.,Tuesday,26thMay,2022
Teachingmethods
Taskbasedlanguageteachingmethod,municativeteachingmethod
Learningmethods
Cooperativelearningmethod
Aids
PPT,blackboard,brainstorming,mindmaps
Teacher
Angela
School
No.11seniorhighschool
Ⅰ.AnalysisofTeachingContents
What
ThisarticleisfromPEPHighSchoolEngliashOptionalpulsory4,Unit1SCIENCEFICTION.Thethematictopicishumanandsociety.Thetypeofthistextisnarrativewriting.ThisarticletellsthestoryofahouseholdrobotTonybeingtestedoutbyClaire,whoisthewifeofanemployeeofarobotmanufacturingpany.Finally,thisarticlecanbedividedinto4parts,thebeginningofthestory,thedevelopmentofthestory,theclimaxofthestoryandtheendingofthestory.
How
Theauthorusescauseandeffectandlogicalordertowritethisarticle.
Why
Theauthorwrotethisarticletoarousereaderstothinkabouthowtodefinethedifferenceandrelationshipbetweenhumanandrobotandtoinspirereaderstoimaginehowtherobotinthefuturewillbe.
Ⅱ.AnalysisofStudents
Studentshaveknowntheusesofrobotsintheireverydaylifeandtheimportanceofrobot.
Studentswanttoknowthenewestrobotintheworld,therelationshipbetweenhumanandrobot,thewirtingtechnologyofnarrativewritingandwhattheauthorwanttotellus.
Themethodsthatstudentsneedarestrategiesandscaffoldingfortextanalysis.
Ⅲ.LearningObjectives
Languagepetence:Tolearnsomephrases,suchasdifferentfrom,similartoandsoon.
LearningAbility:Beabletouseparison,contrastandotherstrategiestoanalyzethecharactersinthestory.
ThinkingQuality:Beabletocontinuethestoryanddeveloplogicalthinkingability
CulturalAwareness:Tounderstandtherealisticmeaningimpliedinthesciencefictionworksandinspirethethinkingofhumandestiny.
Ⅳ.FocalPoints
Helpthestudentstosortouttheheroine'semotionalchanges
Understandthelightanddarkcluesofemotionalstoriesandrobotexperimentsinthetext
Ⅴ.DifficultPoints
Guidestudentstoexploretherelationshipbetweenhumanbeingsandrobotsbasedontheirowncognition.
Ⅵ.TeachingProceduresandTimeAllotment
Stage1Leadin(4minutes)
(Purpose:Theteachercanattractthestudents'interestbyshowingavideoabouttransformers.Usesomepicturesandvideostodeepenstudents'impressionofmodernrobots.)
Step1Showavideoabouttransformers.
Step2Freetalk
Teacher’sactivity:Leadstudentstothinkaboutwhatrobotscandointheirdailylife,andinwhatfieldsdotheygenerallyapplythem.Thenaskthestudentstodiscussthefollowingtwoquestionswiththeirpartner:
Whatcanrobotsdo?Listthreeofthem.
Wouldyoufeelhappyifarobotbecameamemberofyourfamily?Whyorwhynot?
Students’activity:Answerthequestionsandwritetheminthepaper.
Step3Showsomepicturesandavideoaboutthenewestrobotintheworld
Teacher’sactivity:Usepicturestoshowstudentsthewideusesofrobots,suchassweepingthefloor,playingMusicalInstrumentsandtheirapplicationsinmanufacturing.Thenshowthevideoandaskstudentstopayattentiontothesimilarityofthenewestrobotandhumaninthevideo.
Students’sactivity:Enjoypicturesandvideosandthinkabouttheimpactofthedevelopmentofrobotsonhumans.
Step4Asksomequestions
Teacher’sactivity:Theteacherleadsthestudentstothinkaboutwhetherrobotscanhavetheirownemotionslikehumanbeingsbyaskingthemquestionsstepbystep.
Students’sactivity:Followtheteacher'squestions,discussthemwiththeirpartnerandanswerthem.
Stage2Prereading(5minutes)
(Purpose:Inspirestudentstothinkaboutwhetherrobotscanproduceemotions.Letthestudentshaveapreliminaryunderstandingofthebackground,themeaningofthetitleandthegeneralideaofthepassage)
Step1Introducethebackgroundofthearticle
Teacher’sactivity:Introducethefirstlawofroboticstostudentsandaskthemwhetherrobotsviolatethislawinthepassage.
Students’activity:Listentoteacher’sintroductionandthinkboutthequestion.
Step2Guessthemeaningofthetitle
Teacher’sactivity:Beforereadingthepassage,teacheraskstudentstothinkaboutthemeaningofthetitleandletstudentsimaginewhattypeofrobotwillbementionedinthearticle.
Students’sactivity:Thinkaboutthesequestionsandanswerthem.
Step3Skimthepassageandfindoutsomeinformation
Askstudentstoskimthepassagequicklyandfindoutthemainideaandwritingstyle.
Stage3Whilereading(25minutes)
(Purpose:Byanalyzingtherelationshipbetweencharacters,wecanquicklygetthecontentofthetext,andhelpstudentstosortouttheheroine'semotionalchangesandreasons,sothatstudentscanhaveadeeperunderstandingofthearticle)
Step1Analysistherelationshipbetweencharacters
marriedcouple
Gladys
Claire
Larry
witnesstheiraffair
envied
fellinlove
made
Tony
Step2FindoutClaire’semotionchangesandthereason
Teacher’sactivity:TeacherwillhelpstudentsfindouttherelationshipbetweencharactersandClarie’semotionalchanges.
Students’activity:Studentsneedtoreadthepassageindetailandhaveadeeperunderstanding.
Step3FindoutthedifferencesandsimilaritiesbetweenTonyandhuman
Teacher’sactivity:TeacherwilldividestudentsintoseveralgroupsandaskthemtoworktogethertofindoutthesimilaritiesanddifferencesbetweenTonyandhumanbeings.
Students’activity:studentswillrealizethatalthoughTonylooksandbehaveslikeahumanbeing,heisstillverydifferentfromarealperson.
Stage4Postreading
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