Unit 4 Period 3 Developing ideas & Presenting ideas（表格式教学设计）英语外研版选择性必修第三册

Unit 4 Face values Developing ideas & Presenting ideas教学设计 教学基本信息 单元名称 选择性必修第二册Unit 4 A glimpse of the future 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 读写课 教学设计理念 本课时以科幻赋能、读写共生、素养落地为核心，立足 “A glimpse of the future” 科幻主题与读写课型定位。遵循 “情境激活 — 文本精读 — 思维深挖 — 写作输出 — 展示迁移” 的教学逻辑，以阿西莫夫科幻短篇为载体，将科幻文本阅读、伏笔分析、读后续写、未来生活创意表达深度融合。以学生为主体，通过小组探究、读写联动、创意展示等活动，在提升科幻文本解读与创意写作能力的同时，引导学生辩证思考科技与情感的关系，协同发展语言能力、学习能力、文化意识与思维品质。 教材分析 【What】 科幻文本阅读：阿西莫夫《A Boy's Best Friend》节选，讲述月球男孩吉米偏爱机器宠物狗 Robutt，拒绝真实宠物狗的故事； 读写技能训练：分析文本伏笔、梳理故事逻辑，掌握科幻故事读后续写方法； 创意输出实践：畅想未来日常生活，完成科幻故事续写与未来生活展示。 配套任务涵盖作者介绍、视频导入、文本细读、伏笔挖掘、续写构思、小组展示、总结自评等，形成 “阅读输入 — 技能习得 — 写作输出 — 创意迁移” 的完整学习链。 【Why】 语言层面：提升科幻文本解读能力，掌握伏笔（foreshadowing） 写作技巧，强化读后续写的逻辑衔接与创意表达，夯实科幻主题词汇与句式； 主题层面：借助科幻故事探讨 “科技与情感” 的关系，引导学生思考人工智能、机器人与人类情感的平衡，树立理性的科技观； 能力层面：培养科幻文本阅读策略、创意写作思维与合作表达能力，激发想象力与创新思维。 【How】 教材采用“科幻情境主线 + 读写技能递进 + 创意输出落地”的编排思路，由浅入深、层层递进：从科幻作家与机器人法则导入，激活兴趣→读前预测文本内容→读中梳理情节、挖掘伏笔→读后续写构思→写作实践→未来生活展示→总结自评，符合高二学生 “感性体验 — 理性分析 — 创意表达” 的认知规律，兼顾语言技能训练与思维品质培养。 学情分析 1. What I know 词汇语法：已掌握基础科幻、生活、情感类词汇，熟悉定语从句、倒装句等语法知识，能读懂简易科幻文本； 阅读能力：具备基本记叙文阅读能力，能梳理故事大意，但对科幻文本伏笔、象征等写作手法分析不足； 认知经验：对未来科技、机器人、太空生活充满兴趣，通过影视、书籍了解基础科幻概念，但对 “科技与情感” 的辩证思考较浅显。 2. What I want to know 掌握科幻文本伏笔分析方法，理清故事逻辑与情节铺垫； 学会科幻故事读后续写的技巧，做到情节合理、衔接流畅、贴合原文风格； 能用英语畅想并表达未来生活，辩证看待科技发展对生活的影响。 3. What I learned 主题内容：理解科幻故事核心主旨，辩证思考机器与真实情感的关系，畅想未来科技生活； 语言技能：掌握科幻文本阅读与伏笔分析策略，完成逻辑连贯的科幻读后续写，能用英语描述未来生活。 教学目标 1. 语言能力 读懂科幻文本《A Boy's Best Friend》，梳理人物、情节、矛盾，精准识别文本伏笔； 掌握科幻故事读后续写方法，能结合原文伏笔完成逻辑合理、语言流畅的续写； 能用英语描述未来日常生活，准确运用科幻主题词汇与句式。 2. 学习能力 学会 “细节定位 — 伏笔挖掘 — 逻辑梳理” 的科幻文本阅读策略； 通过小组合作、构思续写、创意展示，提升自主探究与合作表达能力。 3. 文化意识 了解阿西莫夫科幻文学成就与机器人三法则，感受西方科幻文化魅力； 树立理性科技观，辩证看待人工智能与真实情感的关系。 4.思维品质 培养逻辑思维，精准分析文本伏笔与情节的关联； 发展创新思维，合理畅想科幻情节与未来生活； 提升辩证思维，理性思考科技发展的利与弊。 教学重难点 教学重点 科幻文本精读：梳理故事情节，识别并分析伏笔的作用； 核心技能：掌握科幻故事读后续写的方法，做到情节合理、衔接自然； 主题表达：畅想未来生活，用英语清晰表达观点。 教学难点 精准挖掘文本伏笔，并将其运用到读后续写中，保证情节逻辑连贯； 辩证表达 “科技与情感” 的关系，实现科幻写作与主题思考的融合。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1 Do you know him? 【答案】Isaac Asimov was an American writer, and professor of biochemistry at Boston University, best known for his works of science fiction and popular science. Asimov loved to write: he wrote or edited more than 500 books. 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 for “Best All-Time Series” 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. 2. Watch a video and answer the questions： 1)How does Asimov set out the relationship between humans and robots? 【答案】He puts forward the Three Laws of Robotics, which ensure that robots should always obey and protect humans. 2) What are the contents of the Three Laws of Robotics? 【答案】The Three Laws of Robotics A robot may not injure a human being or, through inaction, allow a human being to come to harm. A robot must obey the orders given it by human beings except where such orders would conflict with the First Law. A robot must protect its own existence as long as such protection does not conflict with the First or Second Law. -- Isaac Asimov 3.Have you ever imagined what life on the Moon is like?Complete the table to compare life on Earth with life on the Moon. Life on Earth Wear ordinary clothes and change according to the seasons. Breathe the air freely. Have to make an effort to jump high. Keep pets, such as dogs, cats, etc. Life on the Moon 【答案】 Life on Earth Wear ordinary clothes and change according to the seasons. Breathe the air freely. Have to make an effort to jump high. Keep pets, such as dogs, cats, etc. Life on the Moon Wear spacesuits whenever outside. Breathe from an air supply. Jump high easily. Keep robots as pets. Now let’s read an adaptation of excerpts from A Boy's Best Friend by Asimov. ●以科幻作家 + 视频导入，激活学生科幻认知，铺垫主题背景；月球生活对比激发想象力，自然衔接文本学习，降低阅读门槛。 10min Activity 2 Pre-Reading Who might be the boy’s best friend? 【答案】Robutt. He has four legs and tendons of steel. He knows Jimmy well and often protects him from possible dangers. An the same time, Jimmy loves him deeply. ●培养文本预测能力，让学生带着目标阅读，提升阅读针对性，激发探究欲。 5min Activity 3 While-Reading 1.What’s the passage mainly about? 【答案】Jimmy, a Moon-born boy, was unwilling to accept a real dog given by his parents, and argued with his father on this matter. 2.Complete the summary of the story on page 60 Title Author Setting Time: Place: Characters Jimmy, a Moon-born boy Plot Different attitudes towards Robutt Parents: Jimmy: 【答案】 Title A Boy’s Best Friend Author Isaac Asimov Setting Time:In the future Place:On the Moon Characters Jimmy, a Moon-born boy Mr Anderson, Jimmy’s father Mrs Anderson, Jimmy’s mother Robutt, a mechanical dog, Jimmy’s pet Plot Jimmy’s parents get a dog from Earth. They want to give it to Jimmy as a pet. But for Jimmy, Robutt – a mechanical dog is his real friend and he refuses to send Robutt away and welcome the new real dog. Different attitudes towards Robutt Parents: They think Robutt is a mechanical imitation of a real dog. Jimmy: He loves Robutt and treats him like a real dog. 3.Is there any foreshadowing of Jimmy’s final decision? Find clues in the reading passage. 4.Any clue in these paragraphs? Read and answer the questions below. 1 Mr Anderson said, “Where’s Jimmy, dear?” “Out on the crater,” said Mrs Anderson. “Robutt is with him. Did he arrive?” “Yes. He’s at the rocket station, going through the tests. I haven’t really seen one since I left Earth 15 years ago.” 2 “Jimmy has never seen one,” said Mrs Anderson. 3 “Because he’s Moon-born and can’t visit Earth. That’s why I’m bringing one here. I think it’s the first one ever on the Moon.” 1)What does “he” and “one” refer to in Para1? 【答案】In fact, he had an affection for Esmeralda, but he was so ugly with deafness. However, Esmeralda was so beautiful. 2) How long has the family lived on the Moon? 【答案】15 years. 2. Jimmy, expert though he was, couldn’t outrace Robutt, who didn’t need a spcesuit, and had four legs and tendons of steel. 【答案】expert though he was：是though he was an expert的倒装句,冠词an/a 在倒装句中省略。though引导的让步状语从句可倒装也可以不倒装。 ① Successful though he is, he is not proud. 尽管他很成功，但他不骄傲。 ② Though he was exhausted, he still kept on working. 虽然他已经精疲力竭了,但他仍然继续工作。 论速度，吉米虽然是个能手，但他比不过罗布特，因为它有四条腿和钢铁做的肌腱，还不用穿太空服。 4 The outer side of the crater sloped southward and the Earth, which was low in the southern sky, was nearly full, so that the entire crater-slope was brightly lit. 【答案】Paraphrase： The entire crater-slope faced south and was brightly lit by the sun’s reflection on the Earth, which was just above the horizon to the south. 5.What are the similarities&differences between Robutt and a real dog? Similarities Differences 【答案】 Similarities Differences 1. They both are able to respond to orders given by human beings. 2. They can both guide and protect human beings. 3. ... 1. They have different appearances. 2. A real dog is a living creature, while Robutt is a machine. 3. A real dog loves human beings as a result of its nature, while Robutt is just adjusted to act as though it loves human beings. 4. ... ●分层阅读落实文本解读：速读抓主旨、细读理细节、深读析手法；聚焦核心语法与伏笔技巧，突破阅读重点，为续写铺垫逻辑基础。 25min Activity4 Post-Reading Work in groups. Can you imagine what would happen next? Organise the main points you would like to cover and complete the table. Give your talk to the class. ●以预测续写激活创新思维，小组合作梳理情节，初步构建续写框架，衔接写作环节。 10min Activity 5 Writing 本单元的写作任务为续写科幻故事，属于读后续写。科幻故事情节的发展多以时间、地点的转移为线索。续写故事时，要展开丰富的想象，适当构思情节，并把故事情节写得生动有趣，同时要合乎逻辑。此外，续写时，要注意续写内容和原文的衔接。 1.Read the story and answer the questions. 1 What happened to the prison and what was the cause? 【答案】 There was a prison breakout, caused by faulty robotics. 2 What kind of job do you think Carolyn has? 【答案】She might be a prison governor. 3 Are there any sentences that might foreshadow what will happen next? Underline them. 【答案】And in a maximum-security prison like yours，one small error could cause a lot of problems. It was not until an hour later that he noticed that Carolyn had left her emergency call device on the breakfast table. What does a sci-fi story usually include? Think about what will happen next, based on the examples of foreshadowing you have underlined. Complete the notes to plan the rest of the story. 【答案】 Carolyn had a long commute to the prison, even by aircar. When she arrived, everything seemed normal, except for a robot lying at the front gate, motionless. It’s an old model, she thought. They broke down now and again. She passed through the gate, noting that everything else was apparently in order. But just as she closed her office door behind her, a loud alarm sounded. Carolyn’s blood froze. She had only ever heard that sound during drills. It can’t be! She thought. A general systems failure! She looked out of the reinforced glass of her office window into the prison below. Sure enough, the robots were out of control. Most had stopped moving at all. Some spun aimlessly around and around. But others were randomly operating things, including the cell gates, and she could see prisoners rushing out to freedom. “Grab the robots’ weapons and run!” shouted the prisoners. Carolyn opened her bag and reached for her emergency call device. Her heart sank as she realised she had left it at home. I need to call in the police, she thought. But how? Without the device, she couldn’t communicate. Nothing in the prison would work properly now. There was a voice behind her. “Looking for one of these?” Carolyn gasped. “Julius!” There was her second-in-command, holding an emergency caller in his hand. “What are you doing in my office?” “It should be my office!” snarled Julius. “I’ve worked here for forty years ... and the City Commissioners gave you the job as prison governor! But now you’ll pay. You’ll all pay! I can make every robot in every prison in the city go crazy. The prisoners will escape, and the city will burn!” Then the door burst open, and the room was suddenly flooded with riot police. And there was ... Todd! “I took the aircar over here to bring you this,” he said quietly, winking as he pushed the emergency call device secretly into her hands. “I could see there was trouble, so I activated it to call in the police.” “It was Julius,” said Carolyn, watching the police bundle Julius out of the door. “He’s gone mad.” “Sure,” said Todd. “But now we know how easy it is to cause a mass robot breakdown. You’ll have to write a report. Make some recommendations to upgrade the robots.” “I know.” Carolyn slid from Todd’s hug and walked towards the door. She could see the police rounding up the prisoners. “But right now, I’ve got a prison to run.” ●以范例拆解科幻续写技巧，提供写作支架，引导学生运用伏笔完成续写，实现 “阅读输入→写作输出” 的转化。 15min 应用实践 Activity 6 Presenting ideas Look at the pictures about the future and say what people are doing. 【答案】A robot is displaying some information to a girl. Perhaps the girl is being taught by the robot. A girl is sitting on the robot. She looks like she is consulting the robot with a device. She seems to be playing. 【答案】The robot is helping a mother look after her kid. Work in groups. Discuss how other daily activities might be different in the future and complete the table. Design your own ideal day in the future. Consider the following: 1 Is it a weekday or weekend? What activities will you do? 2 Who do you want to spend the day with? 3 In what ways is it different to your present daily life? Share your ideal day in that future with the class. ●将科幻主题与现实生活结合，创意表达未来生活，提升口语展示能力，深化对 “未来” 的理解。 10min Activity 7 Summary Jimmy is a Moon-born boy 1_______(live) on the Moon with his parents and Robutt, a robot-mutt, who is a robotic dog. Robutt 2______________ (program) to love and keep the child safe when the boy wanders among the Moon craters. Never 3_____ Jimmy 3______(see) a real dog, so his parents get one from Earth and give it to Jimmy 4_____ a pet. The father believes that Jimmy will experience the 5__________ (different) between Robutt and a real dog 6_____________ he experiences the love of a living thing. To his 7________ surprise, Jimmy refuses 8___________(accept) the real dog 9_______ he loves Robutt and he believes Robutt loves him, too. For Jimmy, Robutt is not just a 10 __________ (machine) dog, but a real friend. 【答案】1.living 2.is program(m)ed 3.has seen 4.as 5.differences 6.once/when 7.parents’ 8.to accept 9.because 10.mechanical ●以填空形式总结文本主旨、词汇、语法，系统化巩固本节课核心知识，形成学习闭环。 3min Activity 6 Assessment Learn to use foreshadowing clues to plan and continue a story logically. Practice linking sentences smoothly for a clear story flow. Understand the role of technology in future society. Make decisions and plan actions for characters based on context and evaluate the balance between technology and human ●通过自我评价，让学生清晰了解自身学习效果，明确优势与不足，增强自主学习意识。 2min 迁移创新 作业内容 作业设计意图 3min 本节课作业为写作，衔接课堂内容。 阅读下面材料, 根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。 The summer vacation was over, so Tim and his classmates came back to school happily. On the first day of school, Mrs Green, Tim’s English teacher, gave the class a writing task. “Boys and girls, today’s homework is to write something in some way that is related to your summer vacation, ”she said. “Be as creative as you can. But” the teacher added, “make sure you use proper spelling and grammar. ” That night, Tim sat at his desk and decided to go about this writing homework. He stared at the blank sheet paper for quite a few minutes, thinking what to write about. To tell the truth, this time, he didn’t want to write about his summer vacation as usual. What could he write about, except a dog, a water park, a visit to his grandma with his father, two weeks of camp, and …?Boring … He’d actually been happy to get back to school. But he made up his mind to write what he really wanted. It was not an essay(短文) at all but a short story, a science fiction(科幻小说). It was about a distant planet that didn’t have summer — it was spring all the time. And it didn’t have vacation either. The aliens(外星人) on the planet worked 24 hours a day. They wished they had vacations one day. 注意： 1. 续写词数应为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Paragraph 1 The next morning he handed in the story, but later that night he lay awake until I am, thinking, “Why did I write such a story?” ____________________________________________  Paragraph 2 But when he got to class the following day, what the teacher said was a great surprise to him. _____________________________________________【答案】The next morning he handed in the story, but later that night he lay awake until I am, thinking, “Why did I write such a story?” He worried that the teacher might not like it and give him a low score. He couldn’t help but regret not writing about something real. But he reminded himself that he had followed his heart and had fun writing the story. The aliens he had imagined might be unrealistic, but the lesson they taught him was not. He realized that there are always people who work hard and hope to have a better life, just like the aliens he created. He felt a sense of relief that he had written down his thoughts, and decided to keep writing stories in his own way. But when he got to class the following day, what the teacher said was a great surprise to him. Mrs Green read out loud his story to the class, and praised him for his creativity and originality. She said that she was impressed by how he had combined science fiction with the topic of summer vacation. Tim felt like he was dreaming. He never expected his story to be so well-received. He was beaming with pride and happiness, and looked at his classmates, who were nodding in agreement. ●衔接课堂文学写作任务，实现知识的迁移应用；通过具体的写作任务，强化文学简介的写作技巧，巩固主题认知。 板书设计 选择性必修三Unit 4 A glimpse of the future Developing ideas & Presenting ideas 教学反思 优点： 1.科幻情境贯穿始终：以阿西莫夫科幻作品为核心，从导入、阅读、写作到展示，全程贴合 “A glimpse of the future” 主题，极大激发学生学习兴趣，贴合高二学生对科幻与未来的探索欲。 2.读写结合紧密高效：以 “伏笔分析” 为读写衔接点，从文本阅读挖掘技巧，到写作运用技巧，环节衔接自然，有效突破 “读后续写逻辑混乱” 的教学难点。 缺点： 1.时间分配偏紧张：读后续写环节仅 15 分钟，部分学生无法充分打磨语言、完善情节，续写质量参差不齐；伏笔挖掘的深度讲解时间不足，基础薄弱学生理解不透彻。 2.个体关注不足：小组展示与讨论中，性格内向、基础薄弱的学生参与度较低，缺乏个性化指导，续写支架的分层设计不足。 改进： 1.优化时间分配：压缩读中细节分析时间，为续写环节延长至 20 分钟；增设 “伏笔速查小支架”，帮助基础薄弱学生快速定位文本线索。 2.分层设计教学支架：为不同水平学生提供差异化续写提纲（基础版：情节要点提示；提升版：句式 + 词汇支架）；巡视时重点关注学困生，针对性指导情节构思。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $