Unit 1 Science Fiction Reading and Thinking 教学设计-2023-2024学年高中英语人教版（2019）选择性必修第四册

Unit1 Reading and thinking 课时内容 Explore the relationship between humans and robots 主题语境：人与社会 主题群：科学与技术 子主题：科幻小说 语篇类型：文学作品 文本分析： 【What】本板块的阅读文本改编自美国著名科幻小说家阿西莫夫的短篇科幻小说《包你满意》（又译：《保证满意》）。小说采用顺序的叙述方式，讲述了测试版家庭机器人Tony在女主角Claire家进行使用试验期间发生的故事。Tony由Claire的丈夫Larry所在的公司制造，在Tony被送到Claire家之前，Claire对此比较排斥。因为Larry要出差，只有她和Tony生活在同一个屋檐下，她有轻微抵触情绪。但是最后她被Larry说服，表示同意。当见到Tony时，Claire被他英俊的仿真外表震惊了。随着故事的发展，因为Tony的细心、贴心，Claire从尴尬拒绝，到习惯接受，再到依赖信任。Claire敏感、脆弱、自卑，觉得自己不如当地名媛Gladys漂亮，也不是一个能干的女主人，不能助力丈夫Larry实现社会阶层的跨越。于是，Tony帮助Claire改变妆容，提升她的魅力值，增加房子的美观度，增强她的自信。故事的结局，因为Claire爱上了Tony，所以Tony需要被送回公司重造。 【Why】改编后的文本保留了推动故事情节发展的主要线索，即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。故事以Tony突然对女主人做出亲昵的举动，并倾诉了一段不合常规的表白作为结束，故意在高潮处戛然而止，留下悬念，激发学生主动思考并想象故事情节的发展和结局。从语篇结构、语言特色以及主要情节来看，故事按时间顺序自然推进，先交代故事背景，接着聚焦不同场景和情节，引导学生结合语篇内容以及自己对机器人科技发展的理解，简要表达自己的观点。 【How】从情节和内容来看，故事具备文学作品中爱情故事的特点。Claire为什么会逐渐喜欢上Tony是语篇叙事的明线。在爱情故事为表象的科幻故事中，还藏着一条暗线-机器人实验。首先学生思考机器人在现代人类家庭生活中的应用；其次进入文本的主题阅读，通过分析故事中几个人物的关系，快速获取语篇内容；然后梳理女主角Claire在故事中的情感发展变化及原因，掌握故事的叙述明线以及描述心理活动的词汇；最后根据故事情节和人物情感大胆预测和续编故事。小说聚焦作者所提出的机器人三大行为定律中的第一条定律，即机器人不能伤害人类，也不能允许人类受到伤害。可以就此话题让学生展开讨论。 课时目标 学完本课后，学生能够： 1．通过了解背景知识、预测和速读，分析文本，理解故事主要内容，厘清人物关系，培养整体阅读的能力。 2．明确Claire的情绪链。运用比较和对比的阅读策略，分析Tony与人类的异同，提升分析能力。 3．通过思考、分析、讨论，为预测后续情节和深入探究主题做好铺垫，提高逻辑思维能力和思辨能力。 重点难点 重点 1．在梳理女主角Claire情感变化的基础上，理解语篇中感情故事和机器人实验的明暗两条线索。 2．结合语篇内容与个人的认知，对人类与机器人的关系展开初步探讨。 难点 1．了解Claire对Tony的情感变化，分析机器人Tony与人类的异同。 2．基于给出的文本进行续写，进而探讨人类与机器人之间的关系。 教学准备 教师准备 搜集国内外高科技产品的信息，收集有关机器人及人工智能的发展和现状的资料。 学生准备 1．预习本课的相关词汇。 2．通过多种渠道了解机器人和人工智能在人类社会中的应用。 精彩课堂 Step I 学习理解 活动一：感知与注意 1. Talk about AI and robots. Ask students to watch a video and answer the questions. ·What roles do robots play in our life? ·How do robots already help humans in their lives today? ·What do you think a domestic robot and AI could do for a family in the future? 【设计意图】通过谈论“人工智能”和“机器人”，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。 2. Supply the background knowledge about American writer Isaac Asimov. Ask students to look at the pictures of Isaac Asimov and answer the questions. Then let them share their knowledge about Isaac Asimov and introduce some background information as well. ·Have you ever read novels written by Isaac Asimov, a master of science fiction? ·What impresses you most about Isaac Asimov's works? Suggested answers: ·（略） ·He wrote about robots. His works focus on exploring the relationship between robots and humans. He developed Three Laws of Robotics. Background information: Isaac Asimov（1920-1992）艾萨克·阿西莫夫 Isaac Asimov was an American writer and biochemist who is best known for his works of science fiction and popular science. Asimov loved to write. He wrote or edited more than 500 volumes. Together with Arthur C. Clarke and Robert A.Heinlein,Asimov was considered to be one of the "Big Three" science-fiction writers during his lifetime. Asimov is perhaps best known for his "Foundation” series, the first three books of which won the Hugo Award in 1966. His other major works are the “Galactic Empire” series and the “Robot” series, in which he put forward the Three Laws of Robotics-an idea which continues to exercise some influence today. “机器人三定律” “机器人三定律”是科幻小说家Isaac Asimov在他的与机器人相关的作品中为机器人设定的行为准则，是阿西莫夫除“心理历史学”外另一个著名的虚构学说。 Law 1: A robot may not injure a human being, or, through inaction, allow a human being to come to harm. 第一定律：机器人不能伤害人类，或因不作为（袖手旁观）使人类受到伤害。 OLaw 2: A robot must obey the orders given it by human beings except where such orders would conflict with the first law. 第二定律：机器人必须服从人类的命令，除非这些命令与第一定律相抵触。 Law 3: A robot must protect its own existence as long as such protection does not conflict with the first or second law. 第三定律：在不违背第一、第二定律的前提下，机器人必须保护自己不受伤害。 【设计意图】了解关于美国著名科幻小说家艾萨克·阿西莫夫的背景知识，激发学生的阅读期待，增强阅读兴趣。 活动二：获取与梳理 1.Skim and predict. Ask students to skim the title and view the photo. Then have them predict the plot and answer the following questions. ·How do you understand the word “adapted” in the title? ·What is the story entitled “Satisfaction Guaranteed" probably about? Suggested answers: ·Rewritten. ·It is probably about a product which makes its users feel satisfied./Maybe it is about a seller who promises to make his or her buyers satisfied./Since it was originally written by Asimov, it might be about a robot which guarantees a satisfactory user experience. 2.Scan the story, check the predictions and understand the story. (1)Ask students to go through the story, focusing on the outline and the relationships among characters. Then have them answer the questions. ·Who are the main characters in the story? ·What are their relationships to each other? ·Whose satisfaction shall be guaranteed? How does the story relate to the title “Satisfaction Guaranteed”? Suggested answers: ·Claire, Tony, Larry Belmont, Gladys Claffern. ·Claire and Larry are wife and husband. Tony is a household robot tested out by Claire. Gladys is a wealthy and powerful lady whom Claire envies. ·Claire's. Tony are supposed to guarantee that Claire will be satisfied with him and his service. (2)Ask students to complete the chart. Characters Who are they? Larry Belmont Claire Tony Gladys Claffern Suggested answers: Larry Belmont: Claire's husband who worked for a company that made robots Claire: Larry's wife, a housewife Tony: a household robot made by Larry's company to take care of Claire Gladys Claffern: a wealthy woman whom Claire admired and wanted to be 3. Choose the best answers. Ask students to read the story again and choose the best answers. ①What's Claire's duty in the experiment? A. To test out the machine. B. To find the mistake of the machine. C. To stay with the machine. D. To make a family with the machine. ②What does the word "alarmed” in Paragraph 2 mean? A. Excited. B.Disappointed. C.Surprised. D.Frightened. ③When Tony offers his help, Claire feels A. uncomfortable B.pleased C.moved D.interested ④What can we infer from the books that Claire borrows from the library? A. They are written for robots, not for human beings. B. They are related to makeup and improvement to house. C. They are written by scientists who design robots. D. They are about how to get along with human beings. ⑤What can we infer from this story? A. Tony has a fight with Larry. B. The party is put off until the next day. C. Tony falls in love with Claire. D. Gladys Claffern doesn't turn up at the party. 4. Read for details. (1)Ask students to read Paragraph 1 and answer the question. Who would test out the household robot? (2)Ask students to read Paragraph 2 and answer the question. Why did Claire feel alarmed when she first saw the robot? (3)Ask students to read Paragraphs 3~6 and answer the questions. What did Tony do for Claire? Could you give one example? Why did Claire feel guilty when she saw Gladys? (4)Ask students to read Paragraphs 7~8 and answer the question. Why did Tony suggest Claire shouald invite Gladys and her friends to her house? (5)Ask students to read Paragraph 9 and answer the question. If you were Claire, when you heard that Tony didn't want to leave you the next day,what would you response to? Suggested answers: (1)·Larry's wife,Claire. (2)·Because the robot seemed more like a human than a machine. (3)·Tony looked after Claire and helped her make herself more beautiful and her home more elegant. For example, Tony gave Claire a new hairstyle and improved her makeup./Tony helped Claire deal with the problems between Claire and the saleswoman. ·Because Claire called Tony "dear”, but Tony was not her husband. (4)·Because Tony wanted to comfort Claire that she was as good as Gladys. （5）·（略） 【设计意图】引导学生解读文本标题，围绕题眼中心词“Satisfaction Guaranteed”，预测文本内容。通读全文，根据给出的表格，结合语篇内容，厘清人物关系，构建故事发展线，聚焦题眼主旨，构建“俯瞰式”整体认知的文本阅读思维模式，为后续深层次理解奠定基础。 活动三：概括与整合 1. Ask students to arrange the order of the story development. Tony could serve breakfast. A robot was to be tested out. The robot, Tony, was tested out in Claire's house. Tony could show sympathy to Claire. Tony helped Claire improve her makeup and gain respect. Tony could read books. Tony gave Claire a good suggestion. Tony expressed his heart/love to Claire. Tony protected Claire from falling off the ladder. Suggested answer: 3-1-2-4-6-5-7-9-8 2. As students to find out the main idea of the story. It is mainly about how a household was in a family. Suggested answers: robot;tested out 【设计意图】引导学生把握整篇课文的框架，厘清故事发展的主要情节，培养逻辑辩证思维。 Step II 应用实践 活动四：描述与阐释 1. Try to make an ending. (1)Ask students to listen to the rest of the story and complete the following sentences. ①Tony let her go and . It was then that Claire realised that ②What by those women! She might not be as beautiful as them,but ③But even though Tony had been ,he would -you cannot have women Suggested answers: ①disappearedI from sight; Tony had opened the curtains of the front window ②a sweet victory to be envied; none of them had such a handsome lover ③so clever and caring; have to be rebuilt; falling in love with machines (2) Ask students to write down the ending of the story and work in groups to come up with an ending. Let them exchange their draft with a partner. (3)Ask students to answer the following questions. ·Do you like the ending? Why or why not? ·What is your ending? Which one do you think is better? Why? 【设计意图】通过引导学生续写结尾，比较个人、同伴所预测的结局和听力文本所给定的结局的异同点，深化对文本的认知，锻炼学生的评判性思维能力。 2. Review the story and complete the chart in Activity 4. Ask students to review the story and figure out how Claire's feelings towards Tony changed as the story developed. Suggested answers: ②when she first saw him ③when Tony asked if he should help her get dressed ④when Tony offered sympathy to her ⑤when he helped her talk to the saleswoman ⑥when she fell and Tony caught and held her ⑦after the ladies saw Tony holding her and speaking to her lovingly through the window ⑧after she remembered he was just a machine and shouted, “Leave me alone!” 【设计意图】通过梳理故事的主要人物的情感发展和主要情节，加深学生对文本的理解，深入探究文本的主题意义，联系生活实际，思考人类与机器人的关系。 活动五：分析与判断 Compare and contrast. Ask students to read the story again and complete the diagram with the similarities and differences between Tony and a human being. Then have them use the words in theboxes to describe the similarities and differences. (Activity 5) Suggested answers: Tony: facial expression never changes; programmed to appear sensitive and caring;always the same Human being: facial expression changes often; can show true sensitivity and care;emotions can change Both: smooth hair; offers sympathy; treats people kindly; warm body Describe the similarities and differences: A human being's facial expression changes often, whereas Tony's never changes. Although Tony's actions appeared sensitive and caring, he was just following his programming and these were not real emotions. In contrast to Tony, who never changed from his programming, a human's emotions can change. However, there are similarities between them. Tony's smooth hair and warm body are the same as human beings. Tony treats people kindly in the same way. He can offer sympathy just as what we do. 【设计意图】通过引导学生运用比较和对比的策略，比较机器人和人类的相同点和不同点，深入分析Tony的特征，引发学生深入思考主题意义。 Step III 迁移创新 活动六：推理与论证 Think,discuss and share. Ask students to work in groups of four to discuss the question, and then have them share their ideas. ·How did Tony feel about Claire? Suggested answer: ·He was attached to Claire./He had no feelings. He was just a robot and was just performing his duty. 【设计意图】通过以小组合作的方式进行探讨等活动，引导学生进一步思考、推断Tony 对Claire的情感态度，为后面的活动做好铺垫。 活动七：想象与创造 1.Have a debate. 让学生以“Relationship with robots： good or bad for humans？”为题，根据问题“How did Tony feel about Claire？”展开辩论。 发言时间：正反方轮流发言，每次不超过3分钟 发言构成：Opening statement、Position（观点）、Arguments、Conclusion 【设计意图】在对Claire的情感变化和Tony的特征分析的基础之上，鼓励学生合作学切换人物视角，思考辨析，培养学生的辩证思维能力。通过小型辩论赛锻炼学生的逻辑思维能力和组织语言的能力。 2.Homework. (1)Ask students to surf the Internet to learn more about robots or AI. (2)Ask students to try to retell the story. 【设计意图】展望机器人和人工智能的发展，锻炼学生的逻辑思维能力和巩固叙事类文本的写作图式。通过鼓励学生进行故事复述，锻炼其口头表达能力。 3. Self-evaluation. Ask students to evaluate their own performance in this class. Your Performance I can get the main idea of the story. 5 4 3 2 1 I can arrange the correct order of the story development. 5 4 3 2 1 I can express my own opinions on robots or AI. 5 4 3 2 1 I can draw a relationship map about the characters in the story. 5 4 3 2 1 I have learnt to use the new words and expressions in this lesson: I still need to improve: smooth hair and warm body are the same as human beings. Tony treats people kindly in the same way. HHe can offer sympathy just as what we do. 【设计意图】通过引导学生运用比较和对比的策略，比较机器人和人类的相同点和不同点，深入分析Tony的特征，引发学生深入思考主题意义。 Step III 迁移创新 活动六：推理与论证 Think, discuss and share. Ask students to work in groups of four to discuss the question, and then have them share their ideas. ·How did Tony feel about Claire? Suggested answer: ·He was attached to Claire./He had no feelings. He was just a robot and was just performing his duty. 【设计意图】通过以小组合作的方式进行探讨等活动，引导学生进一步思考、推断Tony 对Claire的情感态度，为后面的活动做好铺垫。 活动七：想象与创造 1.Have a debate. 让学生以“Relationship with robots： good or bad for humans？”为题，根据问题“How did Tony feel about Claire？”展开辩论。 发言时间：正反方轮流发言，每次不超过3分钟 发言构成：Opening statement、Position（观点）、Arguments、Conclusion 【设计意图】在对Claire的情感变化和Tony的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，培养学生的辩证思维能力。通过小型辩论赛锻炼学生的逻辑思维能力和组织语言的能力。 2.Homework. (1)Ask students to surf the Internet to learn more about robots or AI. (2)Ask students to try to retell the story. 【设计意图】展望机器人和人工智能的发展，锻炼学生的逻辑思维能力和巩固叙事类文本的写作图式。通过鼓励学生进行故事复述，锻炼其口头表达能力。 3. Self-evaluation. Ask students to evaluate their own performance in this class. Your Performance I can get the main idea of the story. 5 4 3 2 1 I can arrange the correct order of the story development. 5 4 3 2 1 I can express my own opinions on robots or AI. 5 4 3 2 1 I can draw a relationship map about the characters in the story. 5 4 3 2 1 I have learnt to use the new words and expressions in this lesson: I still need to improve: 【设计意图】鼓励学生学完该阅读语篇后自主梳理所学知识，完成自我评价，实现以评 偶有所得促学。 学科网（北京）股份有限公司 $$