Unit1ScienceandFictionReadingandThinking教学设计高中英语人教版选择性

TeachingPlanTopic:OB1Unit1ScienceandFictionReadingandThinkingGrade:Senior2Analysesofteachingmaterials本单元主题语境是“人与自我”，以“科幻小说”为主题，引导学生学习并欣赏科幻小说这类具有独特魅力的文学作品。本单元从中外著名科幻作家及代表作品中选材，需要学生了解并掌握科幻小说在题材、内容和写作手法上的特点。科幻小说有其独特的魅力，它在丰富想象的基础上融入了科技的发展和对未来的展望。尽管科幻小说融入科技发展的内容，但本质上探讨的依然是“人与自我、人与世界”的关系，是从另外一种角度对人类社会本质及其发展的分析和思考。单元主题图是一幅未来城市的创意图片，展示了空中的飞行器以及形状奇特、泛着金属光泽的建筑，营造出一种带有梦幻色彩的未来氛围。引言“Today’ssciencefictionistomorrow’ssciencefact.”,译为“今天的科幻小说即明天的科学现实。”选自科幻作家阿西莫夫。这句话绝不是妄言，那些曾经只出现在科幻作品中的奇思妙想已经随着科技进步成为当今的科学现实。学生在本单元的学习中，借助对科幻作品和科技发展的辩证理解，聚焦人类与机器人和人工智能的关系等话题，进行更为具体和深入的探讨。本课涉及的主题语境内容是“机器人”。本节读思课（ReadingandThinking）部分是由IssacAsimov一篇科幻小说改编SatisfactionGuaranteed讲述了机器人制造公司员工Larry的妻子Claire与测试版家庭机器人Tony之间发生的故事。Claire对Tony从排斥、警觉，到接受、信任，再到被深深吸引的情感变化过程。帮助学生理解语篇中的叙事故事和机器人实验的明暗两条线索；引导学生对人类和机器人的关系展开初步探讨，简要表达自己的观点。TeachingObjectivesAfterlearningthislesson,studentsareexpectedto:1.Tofigureouthowsciencefictionisdevelopedbyfiguringoutthestorylineandemotionline.2.Topletethestorywithboldbutreasonableimagination.3.TodeveloparightandcriticalattitudetowardsthedevelopmentofrobotsandAI.Important＆DifficultPoints:ImportantPoints:1.Guidestudentstopredictthegenre,structureandthemeofthediscourseaccordingtothetitleofthediscourse;2.Understandthelightandshadecluesofemotionalstoriesandrobotexperimentsinthetext.DifficultPoints:1.Cultivatestudents'readingprehensionabilityandthinkingquality.2.Guidestudentstoconductapreliminarydiscussionontherelationshipbetweenhumansandrobotsbasedonthetextcontentandtheirowncognition.TeachingMethodTaskbasedTeachingMethodsTeachingaids:Multimedia,blackboardTypeReadingPeriod:40minsTeachingProceduresStepsActivitiesJustificationLeadin1.Whatdoyouthinkofwhenyouseethepictures?Howdorobotsalreadyhelphumanstoday?____________________________2.Watchthevideoandanswerthequestions.Doyouthinkitpossibleforarobottolooklikeahumanbeing?doeverythingforhumanbeings?haveitsownfeelingsorthoughts?IfarobotlikeAmecaliveswithyou,whatdoyouthinkwillhappen?_______________________________________________________________Usepicturestocreatesituations,introducethethemebackground,stimulatestudents'knowninformation,andformreadingexpectations.Thepicturesshowthehelpofhouseholdrobotstohumanlife,sothatstudentshaveanexpectationoftherelationshipbetweenhumansandrobots,andkindletheirinterestinreading.ReadingActivity1:Readforstructure&mainideaSkimthetext,divideitintothreepartsandmatchthemainideawitheachparagraph.Para12:A.HowTonyhelpedClairewithherproblemsandhowClairefelttowardsit.Para38:B.TheresultofTonylivingwithClaire.Para9:C.WhyandhowTonycametoClaire’shouse.Thetextmainlytellsus_______.A．howarobotusedforhouseworkistestedoutinafamily.B．whyClairefellinlovewitharobot.C．arobotsavedahumanbeingfromdangerActivity2:ReadforthetitleandtexttypeQ1:Whosesatisfactiondoyouthinkwillbeguaranteed?________________Q2:Whatisthetexttypeofthispassage?ArgumentationB.NarrationC.AdvertisementD.ExpositionActivity3:ReadforcharactersandrelationshipsHowmanycharactersarementioned?_______Whoarethey?_________________Whataretherelationshipstoeachother?_______________________Activity4:ReadfordetailsstorylineHowdidTonyhelpherwithherproblemswhen(shesaid)Shewasnotclever._____________Herhousewasnotelegant.______________Thesaleswomanwasrudetoher._________________ShewasnotlikeGladysClaffern.______________Shefellofftheladder.__________________________Activity5:ReadfordetailsemotionlineClaire’sfeelingstowardsTonychangedasthestorydeveloped.Readthepassagecarefullyandfigureoutthechanges.BeforeTonyarrived,______disliked_______WhenshefirstsawTony,____alarmed__________Whenofferedtohelpdressing,__embarrassed_________Whenofferedsympathy,____admired_____________Whenhelpedtalktothesaleswoman,_____calledhimadear__________Whenshefellofftheladder,Tonycaughtherintimeanheldher,__felthiswarmth__Activity6:ReadfortheendingofthestoryWorkingroupsandeupwithareasonableending.Tonylethergoanddisappearedfromsight.Whatwouldhappennextattheparty?WhatwouldhappentoClaire?WhydidClairefeelenvied?Bywhom?Whydidshecryallnight?ThenextmorningacardroveupandtookTonyawayWhatwouldhappentoTony?Didhepassthetestintheexperiment?WouldTonyberebuilt?Why?Thenlistentotherestofthestory.Howdifferentisitfromyourending?_____________Activity1:Analyzethestructureofthetext,dividethelevels,understandthedevelopmentofthestorycontext,clarifythemainideaofthearticle.Activity2:Understandingthesixelementsofnarrativetextforeshadowsthefollowingtopicdiscussionandreasonablepredictionoftheouteofdiscourse.Activity3:Rereadthetexttodigoutdetailsandclarifythemaincharactersandtheirrelationships.Activity4:Focusonthesecondpartoftheanalysis,grasptheplotofthestorythisclue.Activity5:Basedontheplotclues,analyzethechangesofClaire'sfeelingstowardsTony.Activity6:Giventhefirstpromptsentenceoftheparagraph,binedwiththegiventext,askthequestionofpredictability,andthegroupexchangepersonalpredictionsabouttheouteofthestory.Whilelistening1、DidTonyreallyfallinlovewithClaire?___________________________2、Doyouthinkitispossibleforapersontolovearobot?Why?_________________________________________________________________Guidestudentstohaveacollisionofideas,indepthexchangeanddiscussthesuccessorfailureofrobotexperimentsSummarypletethepassageusingwhatwe’velearnedfromthetext.AhouseholdrobotcalledTonywastobetested______inLarry'shouse.ThoughClaire,Larry'swife,didn'tliketheideaatthebeginning,shewaspersuadedtolettherobot_______(pany)herwhileherhusbandwasawayonabusinesstrip.Therobotlookedlikeatallandhandsomeman______smoothhair.Thoughhisfacial_______(express)neverchanged,therobotspokeinadeepandattractivevoice.AtthefirstsightofTony,Clairefeltalarmedbecauseheseemed________(much)likeahumanthanamachine.SowhenTonyofferedtohelpdressing,Clai