人教版高中英语第四册Unit 1 Science Fiction教学设计Word格式.docx
《人教版高中英语第四册Unit 1 Science Fiction教学设计Word格式.docx》由会员分享，可在线阅读，更多相关《人教版高中英语第四册Unit 1 Science Fiction教学设计Word格式.docx（9页珍藏版）》请在冰豆网上搜索。
该文本节选小说的前半部分，叙述了托尼的到来，以及他为克莱尔提供的各种周到服务和细致帮助。
托尼建议克莱尔在他离开的前一晚邀请朋友们来焕然一新的家中聚会。
在文本的结尾部分，托尼搂着克莱尔，向她诉说自己对她的依恋，这时门铃响了。
文本结束。
在课后练习中，听力文本作为补充材料，为阅读文本提供了故事结尾。
在进行文本教学设计时，要帮助学生关注小说独特的叙事特征，了解作者及其作品的相关背景信息，激发阅读期待的同时也为精准解读做好铺垫。
建构主题语料库词汇图式，如关于人类与机器人之间关系的表达、人物心理变化的表达。
同时，关注功能类语言，如表明上下文逻辑关系的词汇as，but，however，although等，引导学生关注衔接词，体会行文逻辑，理解文本主题。
在文本解读过程中，着重培养学生的文本概括和理解能力，梳理故事的主要情节。
训练学生推理判断的思维能力，激发学生探究思辨，挖掘主题意义。
第1课时
一、教学内容
速读全文，了解故事梗概和人物关系。
细读文本，梳理情节线，探究情绪链。
二、课时目标
1.通过了解背景知识、预测和速读，导入主题情境，分析文本体裁，理解故事主要内容，厘清人物关系，培养整体阅读能力。
2.通过自主阅读，明确克莱尔的情绪链。
运用比较和对比的阅读策略，剖析托尼特征形象，提升分析思维能力。
3.通过思考、分析、讨论，切换人物视角，思考辨析，为预测后续情节和深入探究主题作好铺垫，提高阅读逻辑思维能力和思辨能力。
三、教学过程
Activity1:
GettingintothetopicaboutAIandrobots
本活动为实现课时目标1作铺垫。
1.TalkaboutAIandrobots.
Theteacherdrawsstudents’attentiontoAIandrobots.
Q1:
WhatdoesAIstandfor?
S:
AIstandsforArtificialIntelligence.
Q2:
WhenitcomestoAI,orArtificialIntelligence,whatdoyouusuallythinkof?
Robots.
Q3:
Whatrolesdorobotsplayinourlife?
Q4:
Howarerobotssimilartohumans?
Q5:
Howarerobotsdifferentfromhumans?
Answersvary.
Studentsairtheirviews.Theteacherprovidesfeedbackormakecommentsifnecessary.
2.ActivateandsupplythebackgroundknowledgeaboutAmericanwriterIsaacAsimov.
StudentssharetheirknowledgeaboutIsaacAsimovandtheteacherintroducessomebackgroundinformationaswell.
HaveyoueverreadnovelswrittenbyIsaacAsimov,amasterofsciencefiction?
WhatimpressesyouthemostaboutIsaacAsimov’sworks?
S1:
Hewroteaboutrobots.
S2:
Hisworksfocusonexploringtherelationshipbetweenrobotsandhumans.
S3:
Hedevelopedthreelawsforrobots.
[设计意图]通过谈论“人工智能”，直接进入主题情境，激活学生的认知图式，引导学生运用比较和对比的策略，思考机器人和人类的异同点，为探究人类和机器人的关系做好铺垫。
了解关于美国著名科幻小说家艾塞克·
阿西莫夫的背景知识，激发阅读期待，增强阅读兴趣。
Activity2:
Outliningthestoryandclarifyingtherelationshipsamongcharacters
本活动旨在落实课时教学目标1。
1.Skimthetitleandpredicttheplot.
Theteacherasksstudentstoskimthetitle,viewthephotoandmakepossibleguessesaboutthestory.
Howdoyouunderstandtheword“adapted”inthetitle?
Rewritten.
T:
ItwasoriginallywrittenbyIsaacAsimov,aphotoofwhomisshownwiththepassage.
WhatisthestoryentitledSatisfactionGuaranteedprobablyabout?
Itisprobablyaboutaproductwhichmakesitsusersfeelsatisfied.
Maybeitisaboutasellerwhopromisestomakehisbuyerssatisfied.
SinceitwasoriginallywrittenbyAsimov,itmightbeaboutarobotwhichguaranteesasatisfactoryuserexperience.
2.Scanthepassage,checkthepredictionsandunderstandthestory.
Studentsgothroughthepassage,focusingontheoutlineofthestoryandtherelationshipsamongcharacters.
Whoarethemaincharactersofthestory?
Claire,Tony,Larry,GladysClaffern.
Whataretherelationshipsamongthecharacters?
ClaireandLarryarewifeandhusband.TonyisahouseholdrobottestedoutbyClaire.GladysisawealthyandbeautifulladywhomClaireenvies.
HowdoesthestoryrelatetothetitleSatisfactionGuaranteed?
Whosesatisfactionshallbeguaranteed?
Claire’s.TonyaresupposedtoguaranteethatClairewillbesatisfiedwithhimandhisservice.
[设计意图]引导学生解读文本标题，围绕题眼中心词“SatisfactionGuaranteed”，预测文本内容。
通读全文，厘清人物关系，聚焦题眼主旨，构建“俯瞰式”整体认知的文本阅读思维模式。
Activity3:
FocusingonClaire’sfeelingsandfindingoutthesimilaritiesanddifferencesbetweenTonyandhumans
本活动旨在落实课时教学目标2。
1.ReadcarefullyandfigureoutthechangeofClaire’sfeelings.
StudentsreadthepassagecarefullytofigureouthowClaire’sfeelingschangeasthestorydevelops.
WasClairesatisfiedwithTonyandhisservice?
HowdidherfeelingstowardsTonychange?
WhenshefirstsawTony,shefeltalarmed.
WhenTonyaskedherwhethersheneededhelpdressing,shefeltembarrassed.
Shegraduallyadmiredhiswisdomandintegrityandbegantotrusthim.
S4:
Shelookedathisfingerswithwonderastheyturnedeachpage.
S5:
ClairethankedTony,tellinghimthathewasa“dear”.
S6:
Asheheldher,shefeltthewarmthofhisbody.
2.EvaluateClaire’sfeelingsandanalyzeTony’scharacteristics.
StudentsreadforthereasonsbehindthechangeofClaire’sfeelingsandanalyzeTony’scharacteristicsbycomparingandcontrastingTonywithhumans.
Yes,shewassosatisfiedwithTonythatshetrustedhimtotally.
Yes.Becauseheprovidedherwithsuchperfectserviceandgreatcomfort.
No.Sheactuallyhadmixedfeelingsforhim.
No.ShekindoffellinlovewithTonyandguiltengulfedher.
WhatcausedthechangeofClaire’sfeelings?
Tony’scare/attention/service/support/help/encouragement/wisdom/integrity/...
ToClaire,wasTonymorelikeahouseholdrobot,orafriendorevenalover?
HowwasTonysimilartoahuman?
HowwasTonydifferentfromahuman?
StudentscompletethediagramwiththesimilaritiesanddifferencesbetweenTonyandahumanbeing.
Possibleanswers.
Similarities:
Tonywastallandhandsomewithsmoothhairandadeepvoicejustlikeanattrativeman.
Tonyofferedhelp,suggestions,sympathyandcomfort,andtreatedClairewithdignityjustlikeahuman,orrather,agentleman.
Differences:
Ahumanbeing’sfacialexpressionchangesoften,whereasTony’sneverchanged.
Differentfromahuman,Tonyhadnoideaofavoidingbodycontactbetweenmenandwomenwhenheofferedtohelpdressing.
Ahumanbeingreadbooks,however,Tonyscannedbooks.
TonymanagedtocatchClaireintimewhenshefelloftheladderinthenextroom,butahumanbeingcan'
tmakeit.
[设计意图]以题眼为轴心，并设问“克莱尔对托尼和他的服务是否感到满意（WasClairesatisfiedwithTonyandhisservice）”，以此为线，开展自主阅读，厘清克莱尔的情绪变化情感起伏。
并进行合理归因，引导学生运用比较和对比的策略，深入分析托尼的特征，探究人类和机器人的异同点。
。
Activity4：
Discussingandfurtherexploringthetopic
本活动旨在落实课时教学目标3。
1.Think,discussandshare.
Studentsformgroupsof4,discusswiththeirgroupmembers,andthensharepersonalinsights.
Q:
HowdidTonyfeelaboutClaire?
HewasalsoattachedtoClaire.
Hehadnofeelings.Hewasjustarobotandwasjustperforminghisduty.
[设计意图]在对克莱尔情绪和托尼特征分析的基础之上，鼓励学生合作学习，切换人物视角，思考辨析，为预测后续情节和深入探究主题作好铺垫。
Assignment:
1.Retellthestory.
2.MakepredictionsaboutwhatmighthappentoTonyandClairelater.
[设计意图]要求学生通过复述巩固所学，并预测故事的后续发展，锻炼学生的逻辑思维能力和巩固叙事类文本的写作图式。
第2课时
预测后续情节发展，并通过听力材料进行验证。
分析托尼行为的合理性，了解机器人定律，探究主题意义。
1.通过复述故事并进一步分析托尼对克莱尔的情感，预测后续情节，锻炼逻辑思维能力。
2.通过补充听力材料，验证后续情节，完善对文本情节的整体认知，并思考其结尾的合理性，培养发散性、评判性思维。
3.通过学习相关背景知识，了解原著作者提出的机器人三大定律，探讨本文写作目的，探究主题意义。
RetellingthestoryandreviewingTony’scharacteristicsandfeelings
Theteacherasksseveralstudentstoretellthestory,focusingonthemainplotsandthechangeofClaire’sfeelings.
2.ReviewTony’scharacteristicsanddigdeeper.
StudentsgooverthesimilaritiesanddifferencesbetweenTonyandhumans,andthenreadthetextcarefully,especiallythelastparagraph,beforetheyagainairtheirviewsaboutwhetherTonyhadspecialattachmenttoClaire.
[设计意图]通过鼓励学生进行故事复述，锻炼口头表达能力。
再一次回顾托尼和人类的异同点，巩固运用比较和对比策略，引导学生进一步研读思考推断托尼对克莱尔的情感态度，为预测后续情节的发展做好铺垫。
Continuingthestoryandlisteningtotheendofthestory
1.Makepredictionsabouttheendofthestory.
StudentsmakepossibleguessesaboutwhatmighthappentoClaireandTonyintheend.
Whowasringingthedoorbell?
WhatmighthappentoClaireandTonyattheendofthestory?
2.Listentotheendofthestory.
Studentslistentotheendofthestoryandanswerthequestionsbelow.
HowdidtheguestsfeelaboutClaire,thehouseandTony?
WhydidClaireshout“Leavemealone!
”?
WhathappenedtoTonyintheend?
Studentslistenagainandcompletethefollowingsentences.
①Tonylethergoand________________.ItwasthenthatClairerealisedthat________________.
②What________________bythosewomen!
Shemightnotbeasbeautifulasthem,but________________.
③ButeventhoughTonyhadbeen________________,hewould________________--youcannothavewomen________________.
（Keys:
disappearedfromsight;
Tonyhadopenedthecurtainsofthefrontwindow;
asweetvictorytobeenvied;
noneofthemhadsuchahandsomelover;
socleverandcaring;
havetoberebuilt;
fallinginlovewithmachines.）
附：
Listeningtext:
[Thenthefrontdoorbellrang.]
Tonylethergoanddisappearedfromsight.ItwasthenthatClairerealisedTonyhadopenedthecurtainsofthefrontwindow.Herguestshadseeneverything!
ThewomenwereimpressedbyClaire,thehouse,andthedeliciouscuisine.Justbeforetheyleft,ClaireheardGladyswhisperingtoanotherwomanthatshehadneverseenanyonesohandsomeasTony.Whatasweetvictorytobeenviedbythosewomen!
Shemightnotbeasbeautifulasthem,butnoneofthemhadsuchahandsomelover.
Thesheremembered－Tonywasjustamachine.Sheshouted“Leavemealone!
”andrantoherbed.Shecriedallnight.ThenextmorningacardroveupandtookTonyaway.
升级会员 