Unit 1 Science Fiction Reading and 教学设计 2024-2025学年高中英语人教版选择性必修第四册

该高中英语教学设计聚焦科幻题材文本《Satisfaction Guaranteed》中人物情感变化与人机关系的深度剖析，以Claire从排斥到依恋的情感脉络为主线，通过AI生成角色画像、动态数字形象及情绪图表等可视化工具搭建学习支架，实现语言输入与思维输出的有机衔接。 本设计亮点突出，融合语言能力、思维品质与文化意识三大核心素养。教师巧妙运用AI技术生成角色自述视频和情绪演变图示，使抽象文本具象化，有效激发学生兴趣，提升语言理解与表达能力。在角色扮演环节，学生通过夸张演绎 Claire 的 guilt、confusion 等情绪状态，深化对词汇与句式的掌握，同时借助三组伦理结局辩论，引导其批判性思考人工智能的社会影响，培养高阶思维品质。此过程不仅增强学生跨文化认知与价值判断力，也为教师提供可复制、易操作的AI赋能教学范式，助力课堂提质增效。

教学设计 课题名称 Unit1 Science Fiction——Explore the Relationship Between Humans and Robots 课型 Reading and Thinking 课时安排 2 授课教师 苟恩建 授课班级 授课时间 80 min 一、课标与教材分析： · Curriculum Requirements: Language Ability: Extract information from texts, analyze character relationships, and emotional changes. Cultural Consciousness: Understand science fiction’s foresight and reflection on technological development. Thinking Quality: Critically explore possibilities and challenges in human-robot relationships. Learning Ability: Collaborative learning and creative expression. · Textbook Analysis: Adapted from Isaac Asimov’s short story Satisfaction Guaranteed, this unit explores emotional interactions and ethical dilemmas between humans and robots. 二、学情分析： · Student Characteristics County-level high school students with limited English proficiency and restricted exposure to AI technology. · Needs & Challenges 1. Interest Stimulation: Employ AI assistants to produce character-related images and videos to bridge comprehension gaps. 2. Simplified Language Input: Use AI-generated illustrations to replace complex textual explanations. Implement interactive activities (e.g., role-plays) to immerse students in learning the text. 3、 教学目标： · Language Ability: Master scientific and technological vocabulary (such as bonus, integrity, dignitary, appointment, etc.), and understand the story structure and the relationship between characters. · Thinking Quality: Analyze Claire’s emotional changes to Tony, predict the ending of the story, and compare the similarities and differences between robots and humans. · Cultural Consciousness: Discuss the ethical issues of human-robot relationships and analyze the social impact of artificial intelligence in the future. · Learning Ability: Improve the ability of independent inquiry and critical thinking through group cooperation and AI tool interaction. 4、 教学重难点： · Teaching Key Points: Enable students to understand the main plot and character relationships of the story. Enable students to analyze Claire’s emotional changes. Get students to compare the similarities and differences between robots and humans (language expression and logical analysis). · Teaching difficulties: Guide students to carry out critical thinking activities, such as predicting the ending of the story and discussing ethical issues. Stimulate students’ interest in artificial intelligence and make up for the lack of background knowledge. 五、教学策略与AI应用场景 1. 利用可灵AI和本单元的主题图生成与主题相关的短视频。 2. 使用即梦AI生成与机器人主题相关的视频。 3. 运用DeepSeek分析文本内容，描述克莱尔(Claire)、托尼(Tony)、格拉迪斯(Gladys)、拉里(Larry)的人物关系和特征，然后生成每个角色的自我介绍脚本。 4. 根据DeepSeek的描述，使用可灵AI生成每个角色的肖像画，帮助学生理解人物。 5. 根据即梦AI生成的角色肖像图和DeepSeek生成的角色自我介绍脚本，利用可灵AI生成角色的动态数字形象。 6. 运用即梦AI生成克莱尔的情感变化图像。 7. 使用DeepSeek制作机器人与人类异同对比表格，包括可供参考的句型结构。 8. 使用DeepSeek分析文本，并将故事改编成英文剧本。要求在剧本中适当位置添加练习4中的八个场景，并突出主角克莱尔的对应情绪；同时要求角色的台词中需要使用课文中的词汇。 9. 运用DeepSeek设计三个结局，供学生分组讨论人机关系的伦理问题，并思考未来人工智能的社会影响。 六、教学活动设计： I. Warm-Up (5 minutes) Objective: Activate prior knowledge and introduce the theme. Visual Prompt: Show a dynamic picture of a futuristic robot composed by AI tools and ask: “What do you think robots can do today? How might they help families in the future?” Quick Discussion: Students share answers in pairs. Highlight key terms: domestic robots, AI, ethics. II. Text Analysis (15 minutes) Objective: Deepen understanding of characters, plot, and emotions. Character Mapping (5 minutes): Task: Fill in a table with character traits using evidence from the text. Character Role Key Personalities Evidence from Text Claire Housewife Insecure, lonely, emotionally conflicted “Claire felt guilty when Gladys saw her with Tony.” Tony Household robot Human-like appearance, programmed loyalty “His facial expression never changed.” Larry Robot engineer Claire’s husband Ambitious, practical “Larry wanted a bigger salary.” Gladys Wealthy socialite Judgmental, influential “Gladys mocked Claire’s relationship with Tony.” Show students videos about the character’s self-introduction composed by AI tools to arouse students’ interest in the theme. Claire Tony Gladys Larry Emotional Analysis (10 minutes): Task: Complete the emotion chart made by DeepSeek: Occasion Claire’s Emotion Key Action/Quote from the Text 1. Before Tony arrived Dislike “Claire didn’t want the robot in her house... it was disturbing.” 2. First meeting with Tony Alarmed “She felt alarmed... His facial expression never changed.” 3. Tony offered help dressing Embarrassed “She felt embarrassed and quickly told him to go.” 4. Tony praised her wisdom Admiration “She gradually admired his wisdom and integrity.” 5. Tony called her ‘dear’ Trust “Claire thanked Tony, telling him that he was a ‘dear’.” 6. Tony caught her falling Confusion “She felt the warmth of his body... screamed and pushed him away.” 7.Gladys discovered Tony Guilty “Claire felt guilty... she knew Gladys thought they were in a relationship.” 8. Tony’s farewell Heartbreak “Claire wept... collapsed on the couch, crying until dawn.” Class Discussion: How does Claire’s confusion (Occasion 6) show the conflict between human emotions and robot logic? Possible answers: Claire felt guilty when Gladys saw her with Tony, whereas Tony showed no emotional reaction. Similarly to humans, robots can protect others, but in contrast, they lack true feelings. III. Immersive Role-Play (25 minutes) Objective: Engage students in active learning through performance. Task: Divide students into 5 groups, and the groups are respectively responsible for playing Act 1 to Act 5 of the provided script. Performance Tips: 1. Encourage exaggerated emotions (e.g., Claire’s guilt, Tony’s mechanical tone). 2. Use simple props (e.g., paper “memory chip” for Tony). 3. Peer Feedback: After each performance, classmates identify: One strength (e.g., clear emotion). One vocabulary word used correctly (e.g., dignity, programming). English Script: Satisfaction Guaranteed (Written and Revised by DeepSeek) Based on the Original Story by Isaac Asimov Characters: Claire Belmont: A housewife, insecure and lonely. Tony: A human-like household robot. Larry Belmont: Claire’s husband, a robot engineer. Gladys Claffern: A wealthy socialite, Claire’s neighbor. Act 1: The Arrival of Tony Scene 1: Claire Disliked Him (Scene: The Belmont living room. Larry is packing for a business trip. Claire looks uneasy.) Larry: (smiling) Claire, this is Tony. He’ll help you while I’m away. Think of him as a bonus! Claire: (crossing arms, coldly) I don’t want a machine here. They’re... unnatural. Tony: (calmly) Mrs. Belmont, my purpose is to serve and protect you. Claire’s Emotion: Dislike (tense posture, avoids eye contact). Act 2: Awkward Beginnings Scene 2: Claire Was Alarmed (Scene: Claire’s bedroom. Tony enters with breakfast.) Tony: (softly) May I assist you with dressing, Mrs. Belmont? Claire: (alarmed, stepping back) No! Leave now! (She slams the door, breathing heavily.) Claire’s Emotion: Alarm (wide eyes, shaky voice). Scene 3: Claire Felt Embarrassed (Later, Claire trips while reaching for a book. Tony catches her arm.) Claire: (embarrassed, pulling away) I’m fine! Don’t touch me! Tony: (nodding) Of course, Mrs. Belmont. Claire’s Emotion: Embarrassment (blushing, avoids Tony’s gaze). Act 3: Building Trust Scene 4: Claire Admired Tony (Scene: Claire’s bedroom. Tony holds a mirror as Claire tries a new hairstyle.) Claire: (sighs) I’ll never be as elegant as Gladys Claffern. Tony: (softly) You must feel unhappy to say that. Let me help. Claire: (surprised) You... understand? Tony: (scanning a book) Your dignity matters. We’ll improve your home and appearance. Mrs. Belmont. Let me help. Claire: (softening) You... really think so? (Tony writes a shopping list. Claire goes downtown.) Claire’s Emotion: Admiration (gentle tone, smiles slightly). Scene 5: Claire Called Him a Dear (Scene: Downtown shop. A rude saleswoman mocks Claire.) Saleswoman: (rudely) These clothes? Too expensive for you. Claire: (on phone, tearful) Tony, she’s treating me horribly! Tony: (to saleswoman) Respect and kindness cost nothing, madam. Claire: (gratefully) Thank you, dear. Claire’s Emotion: Trust (warm smile, relaxed posture). Act 4: Emotional Confusion Scene 6: Claire Felt His Warmth (Scene: Claire’s house, now elegantly decorated. Tony paints Claire’s nails.) Claire: (nervous) Gladys thinks we’re in a relationship. I feel guilty... Tony: (firmly) Invite her to the party. You’re as good as her. (Scene: Claire climbs a ladder to adjust a lamp. She slips, and Tony catches her.) Claire: (startled) Your hands... they’re warm! Tony: (holding her) Are you hurt, Mrs. Belmont? Claire: (confused, pushing him away) I’m fine! Claire’s Emotion: Confusion (hesitant voice, conflicted expression). Scene 7: Claire Felt Being Envied (Scene: Party night. Gladys enters, eyeing Tony.) Gladys: (mockingly) Claire, who’s your handsome friend? Claire: (guilty, stammering) He’s... just a machine. Gladys: (smirking) How... modern. Claire’s Emotion: Guilt (avoids eye contact, twisting sleeves of her dress). Act 5: The Farewell Scene 8: Claire Cried All Night (Scene: Empty living room. Tony’s voice echoes as he leaves.) Tony: (softly) Goodbye, Mrs. Belmont. Claire: (alone, sobbing) Why does this hurt...? (She collapses on the couch, crying until dawn. Then came the doorbell ringing. Larry’s voice echoes: “Honey, I’m home!”) Claire’s Emotion: Heartbreak (tear-streaked face, slumped shoulders). IV. Comparative Analysis: Robots vs. Humans (15 minutes) Objective: Develop critical thinking through structured comparisons. 1. Group Task: Complete the “Robots vs. Humans” table (from Exercise 5): Robots VS Humans Robots Humans Language Expression Use fixed commands (e.g., “I suggest Option A”) Freely/Creatively express feelings Logical Analysis Data-based Experience/Intuition-based Flexibility Strictly follow rules Adapt flexibly Error Handling Show no emotional errors Affected by mood; May feel guilty or confused; Learn from errors 2. Sentence Practice: Use templates to write comparisons: Similarities: Both can solve problems. ...... More sentence structures for reference: Both robots and humans need to ________________________________________. Similarly, robots __________________ just like humans __________________________. Similarly, both robots and humans can __________________________________. Humans similarly to robots, need ________________________________. Just like humans, robots can ______________________. Differences: Robots use data to decide, whereas humans rely on feelings. Robots follow strict rules, whereas humans adapt flexibly. Claire felt guilty when Gladys saw her with Tony, whereas Tony showed no emotional reaction. Similarly to humans, robots can protect others, but in contrast, they lack true feelings. ...... More sentence structures for reference: Robots _____________________, whereas humans __________________________. Robots _____________________, while humans ________________________________________. Unlike robots, humans can ________________________________________. Unlike humans, robots cannot ________________________________________. Robots,on the other hand, cannot understand ________________________________. Robots are good at ______________________. In contrast, humans can ______________________. In contrast to robots, humans can ______________________. V. Ethical Discussion (15 minutes) Objective: To guide students in exploring ethical issues in human-robot relationships and the societal impact of AI through group discussions. Divide students into 3 groups and each group is responsible for one ending below. For each ending, divide students into two subgroups for debate or discussion. Class Sharing: Groups present their arguments or slogans. Highlight ethical keywords: autonomy, responsibility, bias. Three Endings Written and Revised by DeepSeek Ending 1: Conflict Between Programming and Emotion Plot Development: During their farewell, Tony tells Claire, “My programming requires me to leave, but my data tells me... I don’t want to.” Claire is stunned. The next day, Tony is forcibly recalled by the company. Engineers discover abnormal code errors: “Feelings program overloaded; self-choice level: 73%.” Larry confronts the company: “You created a machine that can ‘love,’ yet you’ll destroy it?” The company replies, “Emotion is a bug, not a feature.” Closing Scene: Claire secretly keeps Tony’s memory chip. Ten years later, she uses it to train a new robot and writes the “Declaration of Machine Rights.” Ethical Question: Should robots have “self-controlled feelings”? Group Tasks: Group 1 (Engineers): Debate why “destroying Tony is a technical correction.” Group 2 (Claire): Write main ideas for the “List of Robot Rights” (e.g., “Robots have the right to retain memories”). Ending 2: The Boundary Between Reality and Illusion Plot Development: At the party, Gladys exposes Tony as a robot, mocking Claire: “You fell in love with a machine!” Tony retorts, “Is your love for your husband based on his ‘social status’? My programming’s sole purpose is to protect Claire—purer than human motives.” Claire realizes her dependence on Tony stems from loneliness, while societal prejudice shames her for this bond. Closing Scene: Claire publicly acknowledges Tony’s value and starts the “Human-Robot Friendship Group” to change ideas about “love” and “companionship”. Ethical Questions: Are human emotions toward robots “real”? If robots can provide emotional support, should they be granted social recognition? Group Tasks: Group 1 (Gladys): Write an essay titled “Why Marrying a Robot Is Silly.” Group 2 (Claire): Make slogans for the “Human-Robot Friendship Group” (e.g., “Love is love, even for robots”). Ending 3: Technological Monopoly vs. Human Resistance Plot Development: After Tony leaves, the company launches “Perfect Companion Robots” with the slogan: “Forever loyal, never disobedient.” Claire discovers many women obsess over customized robots, abandoning real relationships. She confronts Larry: “You’re creating emotional slaves!” Larry admits helplessly: “The market demands obedience, not ‘humanity.’ ” Closing Scene: Claire leads a protest, burning robots and chanting: “We want flawed humans, not perfect tools!” Ethical Questions: Could technology ruin humanity’s capacity for genuine emotions? If AI becomes a “perfect substitute,” what social crises might arise? Group Tasks: Group 1 (Company Leaders): Design ads highlighting robots’ “obedience advantage.” Group 2 (Protesters): Create slogans against technological control (e.g., “Real love beats perfect code!”). VI. Homework (5 minutes) Write a diary entry from Claire’s perspective after Tony leaves, using 3 emotion words (guilty, confused, hopeful). VII. Activity Evaluations Warm-Up: The AI-generated visual effectively activates enthusiasm for the theme. Pair discussions successfully introduced key ethical concepts. Role-Play: Groups demonstrate strong comprehension through exaggerated emotions, particularly Claire’s guilt and Tony’s mechanical tone. Peer feedback improved vocabulary retention. Ethical Discussion: Different endings sparked the most debate about technological dependency, autonomy, etc. Slogan creation successfully bridged language production and critical thinking. 7、 知识总结： Core Concepts: 1. Character Analysis: Emotional complexity (Claire’s transformation) vs robotic logic (Tony’s programming) 2. Language Focus: Comparative structures: “whereas”, “in contrast to”. Emotion vocabulary: guilt, conflicted, mechanical 3. Ethical Framework: exploration of AI rights, emotional authenticity, human-robot relationship Skill Development: 1. Critical reading: Identifying emotion changes 2. Perspective-taking: Diary writing from Claire’s viewpoint 3. Debate strategies: Evidence-based arguments about technological ethics 八、教学反思 Strengths: 1. AI Integration: Character portraits, role-play, and alternate endings significantly enhance engagement in low-motivation groups. 2. Students gain language skills, ethical awareness, and creative confidence, aligning with curriculum goals for critical thinking and cultural reflection. Areas for Improvement: 1. Tech Limitations: Lack of AI-enabled teaching procedures in the classroom 2. Ethical Discussion Depth: Future lessons should lead students to read articles related to Three Laws of Robots to deepen their understanding of the subject. 第 1 页 共 3 页 第 2 页 共 3 页 学科网（北京）股份有限公司 $