Unit1ScienceandFictionReadingandThinking教學(xué)設(shè)計高中英語人教版選擇性

TeachingPlanTopic:OB1Unit1ScienceandFictionReadingandThinkingGrade:Senior2Analysesofteachingmaterials本單元主題語境是“人與自我”，以“科幻小說”為主題，引導(dǎo)學(xué)生學(xué)習(xí)并欣賞科幻小說這類具有獨特魅力的文學(xué)作品。本單元從中外著名科幻作家及代表作品中選材，需要學(xué)生了解并掌握科幻小說在題材、內(nèi)容和寫作手法上的特點。科幻小說有其獨特的魅力，它在豐富想象的基礎(chǔ)上融入了科技的發(fā)展和對未來的展望。盡管科幻小說融入科技發(fā)展的內(nèi)容，但本質(zhì)上探討的依然是“人與自我、人與世界”的關(guān)系，是從另外一種角度對人類社會本質(zhì)及其發(fā)展的分析和思考。單元主題圖是一幅未來城市的創(chuàng)意圖片，展示了空中的飛行器以及形狀奇特、泛著金屬光澤的建筑，營造出一種帶有夢幻色彩的未來氛圍。引言“Today’ssciencefictionistomorrow’ssciencefact.”,譯為“今天的科幻小說即明天的科學(xué)現(xiàn)實。”選自科幻作家阿西莫夫。這句話絕不是妄言，那些曾經(jīng)只出現(xiàn)在科幻作品中的奇思妙想已經(jīng)隨著科技進步成為當(dāng)今的科學(xué)現(xiàn)實。學(xué)生在本單元的學(xué)習(xí)中，借助對科幻作品和科技發(fā)展的辯證理解，聚焦人類與機器人和人工智能的關(guān)系等話題，進行更為具體和深入的探討。本課涉及的主題語境內(nèi)容是“機器人”。本節(jié)讀思課（ReadingandThinking）部分是由IssacAsimov一篇科幻小說改編SatisfactionGuaranteed講述了機器人制造公司員工Larry的妻子Claire與測試版家庭機器人Tony之間發(fā)生的故事。Claire對Tony從排斥、警覺，到接受、信任，再到被深深吸引的情感變化過程。幫助學(xué)生理解語篇中的敘事故事和機器人實驗的明暗兩條線索；引導(dǎo)學(xué)生對人類和機器人的關(guān)系展開初步探討，簡要表達自己的觀點。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．a(chǎn)robotsavedahumanbeingfromdangerActivity2: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