Unit 1 Science Fiction Period 1 Opening Page + Reading and Thinking—Reading comprehension 教学设计-2025-2026学年高中英语人教版选择性必修第四册

Teaching and Learning Design Book4 Unit1 Science Fiction 教学设计 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言 能力 主题：科幻小说 词汇：能正确使用下列单词和词块。 单词：fiction, bonus, integrity, dignity, salary, appointment, nail, saleswoman, guilty, suspend, dismiss, declare, weekly, calculate, chairwoman, gramme (gram), flour, venue, salesman, superior, labour, leather, panel, inch, backwards (backward), niece, fetch, handkerchief, lamp, pace, division, urge, random, maximum, explode, mud 词块：science fiction, test out, more like, set up, get caught up, on a ... basis, pros and cons, superior to, take over, conflict with, turn out, fall away, have an urge to do, switch off 语法：综合复习被动语态，在语境中体会被动语态的用法；能够在语境中恰当地理解和使用过去进行和过去完成时态的被动语态。 语篇：1. 能够分析科幻作品中的故事发展情节和叙述线索，理解科幻作品的题材特点以及体裁特征。 2. 能够分析叙事语篇中的细节描述，理解并掌握修辞手法在增强细节描写、刻画人物形象等方面的作用。 表达：1. 能够结合自己的知识，与同伴交流对人工智能和机器人发展的看法，并能恰当地运用话语标记组织语言。 2. 能够大胆想象，编写符合逻辑的科幻故事，并运用一定的修辞手法加强对故事细节的描写。 学习能力 1. 能够运用比较、对比等策略并结合维恩图( Venn diagram)分析作品中的人物特征。 2. 能够认识并掌握话语标记在口语交际中的作用。 3. 能够利用构词法构建词汇语义网络，并用其进行词汇学习。 文化意识 1.了解中外具有代表性的科幻作家及作品，进一步理解科幻作品蕴含的主题内容与人类社会发展的现实联系。 2. 了解科幻作品的不同表现形式，理解科幻作品暗含的现实意义，以及对人类未来发展的预测和启示，启发对人类命运的思考。 3. 通过科幻作品对人类文明和世界发展培养宏大的视野、开放包容的心态，以及愿意主动了解最新科技发展，适应科技改变生活的积极态度。 思维品质 1. 能够通过科幻作品，包括小说、影视等，培养学生的创新思维能力。 2. 能够较好地分析作品情节和续编故事，发展逻辑思维能力。 3. 能够在对机器人和人工智能的学习与讨论中培养批判性思维能力。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2) 课时2 Reading and Thinking—Language focus (阅读语篇2) [实际需要2课时完成] 课时3 Learning About Language—Building up your vocabulary (综合运用语篇3) 课时4 Learning About Language—Discovering Useful Structures (综合运用语篇4) 课时5 Using language (Listening and Speaking ) (听说语篇5) 课时6 Using language—Reading comprehension and language focus (阅读语篇6) 课时7 Using language—Writing (写作语篇7) 课时8 Assessing Your Progress(综合运用语篇8) + Project (综合运用语篇9) Period 1 Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Talk about the picture and the saying on the Opening Page related to the theme of this unit—science fiction; 2) Read the text to understand and analyse the plots and characters’ traits in a science fiction; 3) Try to complete the story with bold but reasonable imagination based on the reading text; 4) Improve their thinking quality by developing a right and critical attitude towards the development of robots and AI. Teaching and learning important points: 1) Reading comprehension of the text and analysing the plots and characters’ traits in a science fiction; 2) Trying to complete the story with bold but reasonable imagination based on the reading text; 3) Improving the students’ thinking quality by developing a right and critical attitude towards the development of robots and AI. Teaching and learning difficult points: 1) Reading comprehension of the text and analysing the plots and characters’ traits in a science fiction; 2) Trying to complete the story with bold but reasonable imagination based on the reading text; 3) Improving the students’ thinking quality by developing a right and critical attitude towards the development of robots and AI. Teaching and learning procedure: Step 1 Leading in and introduction (Opening Page) Activity 1 Leading-in and introduction 1. Lead in the topic of this unit by talking about the title of this unit and introduce the learning objectives of this unit. 1) Introduce the title—Science fiction, abbreviation SF or sci-fi, is a form of fiction that deals principally with the impact of actual or imagined science upon society or individuals. Do you like science fiction? Why or why not? 2) Introduce the learning objectives of this unit. (Get the students to read the objectives) 2. Look at the pictures, discuss the following questions and share the answers. 1) What do you see in the picture? What things does this picture remind you of? I can see an illustration of some modern towers and many skyscrapers, one of which looks like landing pads and docking places for spaceships. There is also a spaceship jetting across the top of the page. Some of the shapes of the buildings and the materials remind me of some modern buildings I have seen in cities like Beijing and Shanghai. 2) Have you read any science fiction? What elements does science fiction usually include? Yes, I have read some. These stories often contain scientific devices that we do not have now, and technologies that seem impossible, such as time travel. The characters may have bodies, cultures, and backgrounds that are very different from our own. The themes often include space exploration, alien contact, AI, and the future of humans, etc. 3. Talk about the quote. Today’s science fiction is tomorrow’s science fact. ‒Isaac Asimov 1) Chinese meaning: 今天的科幻小说是明天的科学事实。——艾萨克·阿西莫夫 2) Introduce the background information about Isaac Asimov if necessary. Isaac Asimov (1920-1992) was an American writer and professor of biochemistry at Boston University, best known for his works of science fiction and for his popular science books. Asimov was prolific and wrote or edited more than 500 books and an estimated 90,000 letters and postcards. He was considered one of the “Big Three” science fiction writers during his lifetime. 4. Introduce the learning objectives of this period. Step 2 Pre-reading Activity 2 Pre-reading 1. Warm up. Discuss the questions and share the answers. 1) How do robots already help humans in their lives today? Suggested answer: Robots are most commonly used today in factories to make things. There are a few robots which are being used in shops and in the home, but for the most part they appear to be information providers, educational toys, or house cleaners. 2) What do you think a domestic robot could do for a family in the future? A domestic robot could help us do most of the housework such as cleaning the floor, washing clothes , cooking and especially accompanying the handicapped or the elderly. 3) What is a domestic robot? Name some domestic robots you know or used. How do robots already help humans today? What effect could robots bring to our life? Is it good or bad? Why? Answer (Open.) 2. Make predictions. Look at the title “Satisfaction Guaranteed” and predict the answers to the following questions before reading the text. 1) Whose satisfaction do you think will be guaranteed? 2) What does the word “adapted” mean? 3) How are robots usually described in science fiction? 4) Will there be a robot in this novel? What type of robot will it be? Step 3 While-reading Activity 3 Reading comprehension of the text 1. Read for the main idea and complete the following reading tasks. 1) Summarize the main idea of the text. The passage mainly tells us an experiment where a household robot was tested out. 2) Identify the genre of the text. Scientific fiction (Expository). 3) Divide the passage into three parts and summarize the main idea of each part. Part 1: paras. (1-2) Larry persuaded Claire to accept the robot that would be tested out. Part 2: paras. (3-8) The process of the robot helping Claire. Part 3: para. (9) The result of Claire living with the robot. 2. Read the story again, take notes on the identities of the people in the story and their relationships to each other, and complete the table of Claire’s feeling towards Tony to comb the storyline. 1) The relationships between the characters. Characters Who are they? Larry Belmont Claire’s husband who works for a company that makes domestic robots. Claire Larry’s wife who has Tony, a domestic robot, in her home for three weeks to take care of her, but then falls in love with him. Tony A domestic robot made by Larry’s company to take care of Claire. Gladys Claffern A wealthy woman whom Claire admires and wants to be like. 2) Claire’s feelings towards Tony changed as the story developed. Review the story, and then complete the chart. Occasion Claire… before he arrived disliked him when she first saw him was alarmed when Tony asked if he should help her get dressed felt embarrassed when Tony offered sympathy to her admired him when he helped her talk to the saleswoman called him a dear when she fell and Tony caught and held her felt his warmth after the ladies saw Tony holding her and speaking to her lovingly through the window felt being envied after she remembered he was just a machine and shouted, “Leave me alone!” cried all night 3. Complete the reading comprehension exercises in the reference book to understand the text better. Step 4 Post-reading Activity 4 Thinking and discussion Discuss the questions in pairs and share the answers. 1. Do you think it is possible for a person to love a robot? Why? Yes, I do, because the robot thinks and acts like human beings, which can make us forget the differences between robots and human beings. Our love for someone mainly comes from emotion instead of the matter of what we are made of. 2. What relationship do you think will develop between humans and robots in the future? It is possible that robots will be used by human beings as a substitute for human relationships. Certainly, some people are lonely and may find robots comforting, in much the same way people nowadays feel comforted by a pet. Of course, the main advantage of a robot is that a robot can be programmed to always get along with people and never get angry or upset. In this sense, some people may prefer the company of robots to that of human beings because it is easier to get along with a robot than to have to develop a genuine human relationship. Activity 5 Talking about the ending of the story 1. How do you think this story will end? Work in groups and come up with an ending by thinking about the following questions. 1) What would happen next in the party? Was it a success? 2) What would happen to Tony? Did he pass the test in the experiment? 3) What would happen to Claire? Was she eventually satisfied? 2. Read the two different endings of the story for inspiration. Sample 1 The house was perfect, Claire fell into Tony’s arms and the doorbell rang just as her husband entered from the garage door. Larry had come home early. Tony declared that he loved Claire. Larry, hearing this, raced to take her from Tony’s arms. “What are you doing, Tony?” yelled Larry. “I am doing as I am programmed!” answered Tony. Just then the ladies who had rung the doorbell appeared. “You didn’t answer the doors, so we just decided to come in,” Gladys said. “See! I told you! That’s the man she was talking sweetly to!” “Good heavens!” shouted all the ladies. “He’s no man!” answered Larry. “He’s the robot I designed to take care of Claire. I just never imagined …” “A robot, this handsome, this helpful with decorating skills, and housework?” exclaimed one of the ladies. “I want him!” demanded Gladys. “I want one too,” shouted all the others. From that day on, the orders for more Tony went on and on. Claire remained stylish, kept a beautiful home, and her husband. Sample 2 [Then the front door bell rang.] Tony let her go and disappeared from sight. It was then that Claire realised that Tony had opened the curtains of the front window. Her guests had seen everything! The women were impressed by Claire, the house, and the delicious cuisine. Just before they left, Claire heard Gladys whispering to another woman that she had never seen anyone so handsome as Tony. What a sweet victory to be envied by those women! She might not be as beautiful as them, but none of them had such a handsome lover. Then she remembered—Tony was just a machine. She shouted “Leave me alone!” and ran to her bed. She cried all night. The next morning a car drove up and took Tony away. The company was very pleased with Tony’s report on his three weeks with Claire. Tony had protected a human being from harm when he prevented Claire from falling off a ladder. He had also opened the curtains that night so that the other women would see him and Claire, which would make them envy Claire. But even though Tony had been so clever and caring, he would have to be rebuilt ‒you cannot have women falling in love with machines. 3. Compare the two endings. And then work in pairs to share each other’s idea of the ending. Step 5 Evaluation and summary Activity 6 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension of the text content? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your understanding of the changes of the feelings described in the text? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your learning effect? (Good/Fairly good/Moderate/Just so so/Poor) Activity 7 Text reconstruction and summary Reconstruct the text by summarizing the story told in the text, and summarize what has been learned in this period. Homework: 1. Read the text to comprehend it better and review the new language items in the text by reading the explanations in the reference book. 2. Write your ending for the story. Period 2 Teaching and learning contents: Reading and thinking—Language Focus and Thinking Quality Development Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Learn about the usages of new words, chunks and sentence patterns and try to use them in real language situations to improve language competence; 2) Comprehend the text better to reconstruct the text and improve thinking quality; 3) Learn about comparison and contrast. Teaching and learning important points: 1) Language focus and better reading comprehension; 2) Learning about comparison and contrast. 3) Text reconstruction and thinking quality improvement. Teaching and learning difficult points: New language items learning, text reconstruction and thinking quality improvement. Teaching and learning procedure: Step 1 Review Activity 1 Review Check the answers to the reading comprehension exercises in the reference book to review the main content of the text to improve the students’ reading comprehension of the text. Step 2 Language Focus (In this step, the teacher explains some of the new and important language items in the context by offering some examples so that the students could comprehend the text better and focus on how to use the language items in specific language situations created by the teacher or doing some exercises such as sentence making and blank-filling exercises to help the students to grasp their usages.) Activity 2 Learning about the new language items Learn about the following new language items: 1. He seemed more like a human than a machine. 他看起来更像一个人而不是一台机器。 more...than...“与其说……倒不如说……;比……更……”，该结构强调more后面的内容，表示同一个人或事物的两种特征对比，more和than后接两个并列成分。 more(...)than…的用法： 1) more than+数词，意为“超过，不止”，相当于over。 2) more than+名词，意为“不只是，不仅仅……”，相当于not only。 3) more than+形容词/副词，意为“非常，很”，相当于very。 4) more than one意为“不止一个”，后接可数名词单数，作主语时谓语动词用单数形式。 e.g. I made such great progress in English that my teacher praised me, saying that I was more diligent than clever. 我在英语上取得了如此大的进步,以至于我的老师表扬了我,说我与其说是聪明倒不如说是勤奋。 Chinese people have been using them for more than 3,000 years. 中国人已经使用了它们3 000多年。 As far as I am concerned, our English teacher is more than a teacher, and she is our friend as well. 就我而言，我们的英语老师不仅仅是老师，她也是我们的朋友。 I will be more than happy if you can go together with me. 如果你能和我一起去,我会非常高兴的。 2. Claire thought it was ridiculous that she was being offered sympathy by a robot, but she gradually admired his wisdom and integrity and began to trust him. 克莱尔觉得一个机器人对她表示同情十分荒谬，但她逐渐欣赏托尼的智慧和正直，并且开始信任他。 ridiculous adj. 愚蠢的；荒唐的，可笑的 It is/was ridiculous that… ……是荒谬的 e.g. It’s ridiculous that we have to wait six weeks. She looked ridiculous in this hat while she was fond of the style. It sounded like a ridiculous idea. However, it was the idea that led to this invention. 3. She wasn’t like Gladys Claffern, one of the richest and most powerful women around. 克莱尔与格拉迪丝•克拉芬不同，后者是当地最有钱有势的女性之一。 one of the richest…在句中作同位语，对Gladys Claffern作进一步解释和说明。 e.g. This is Mr. Zhong, a famous specialist from China. They each can get a chance to travel by air. The young man tried to achieve his aim ‒ entering the key university. 注意：同位语从句通常跟在某些抽象名词(fact, plan, view, idea, belief, opinion, possibility, thought等)后，用来说明所修饰词的具体内容。 e.g. I am in favour of the view that children shouldn’t always rely on their parents. I have a very strong fear that the lie we’re telling is doing spiritual damage to our children. The opinion that learning is a lifelong process has been expressed by education experts. 4. As a favour, Tony promised to help Claire make herself more beautiful and her home more elegant. 作为一项恩惠，托尼答应帮助克莱尔，把她变得更漂亮些，也把她的家变得更雅致些。 favour n.喜爱，恩惠；好意；帮助；支持 vt.偏爱 favourable adj.有利的；赞同的；给人好印象的 favourite adj. 最喜爱的 n. 特别喜爱的人/物；亲信；夺冠热门 do sb. a favour　帮某人的忙 ask sb. a favour＝ask a favour of sb. 请求某人帮忙 in favour of 支持 in one’s favour 对某人有利 e.g. I would like you to do me a favour: Could you please offer me some tips on how to improve my English writing?我想请求你帮忙:你能给我一些关于如何提高英语写作的建议吗? It’s one of my favourite movies. 这是我特别喜欢的电影之一。 Much to her sorrow, the saleswoman didn’t make a favourable impression on her boss. As you know, the situation isn’t in my favour. So I am writing to ask you a favour. I wonder if you could be in favour of me. 正如您所知道的,形势对我不利。因此我写信向您求助，我想知道您能否支持我。 5. She had an appointment to paint her nails, (and) then she went into an expensive clothes shop. 她按预约去美甲后，走进了一家高档服装店。 appointment n.预约；约会；委任；职务 appoint vt.任命，委派；约定；指定 appointed adj.(时间)指定的，约定的 make/have an appointment with sb. 与某人约会/预约 (时间) keep/break an appointment 守/失约 appoint sb. as/to be... 指定/任命某人为…… appoint sb. to do sth. 委派/任命某人去做某事 e.g. Learning your recent appointment as chairwoman of the organization, I am writing to congratulate you. 得知你最近被任命为这个组织的主席,我写信祝贺你。 I had an appointment with my friend to have a holiday last summer but she broke it for some reason. 去年夏天，我和我的朋友约了一起度假，但她因故失约了。 I was appointed to take charge of arranging all the activities on that day. To Tom’s joy, he was appointed as a sales director. They ignore the appointed time and leave their homes only after the fixed time. 6. As she turned around, there stood Gladys Claffern. 当她转过身时，格拉迪丝•克拉芬就站在那儿。 there stood Gladys Claffern为完全倒装句。 e.g. In that picture, around the table with three books on it sit three students. 在图画中，三个学生坐在桌子周围，桌上有三本书。 For a moment nothing happened. Then came voices all shouting together. 有一段时间什么也没发生，然后传来了大家一起喊叫的声音。 There stands an ancient tower, for which my hometown is famous throughout the country. 那里矗立着一座古塔，我的家乡因此而闻名全国。 Lying on the bed was my deskmate, weak and worried. 我的同桌躺在床上，既虚弱又忧心忡忡。 7. guilty adj.内疚的；有罪的；有过失的 guilt n.内疚；悔恨；犯罪；罪行 guiltless adj.无罪的，无辜的 be guilty of　犯有……罪 be/feel guilty at/about... 对/为……感到内疚/有愧 out of guilt出于愧疚 e.g. I felt guilty about my conflict with my dear friend and I must apologize to him. 为和亲爱的朋友之间的冲突感到内疚，我必须向他道歉。 “But I have cheated my grandmother,” she said, tears of guilt flowing down her cheeks. 她说：“可是我已经欺骗了我奶奶，”脸颊上流下了内疚的泪水。 Out of guilt, I explained to my teacher and promised this would never happen again. 出于愧疚，我向我的老师解释，并保证这种事情不会再发生。 8. The guests would be arriving soon, so Claire dismissed Tony for the rest of the night. 客人们很快就要来了，于是克莱尔让托尼结束了当晚的工作。 dismiss vt.让(某人)离开；解散；解雇；消除；不予考虑 dismiss sb. for... 因……而解雇/开除某人 dismiss...from... 去除，消除；解雇，免职，开除 e.g. After the class was dismissed, I came to him to apologize for my bad manners. vt.解散 The workman was punished by his company for his mistake but not dismissed. vt.解雇 In consequence of your bad work I am forced to dismiss you from your position. vt.开除，解雇 Friends and family had suggested we get another dog, but Alan and I dismissed the idea. vt.不予考虑 9. She heard him declare that he did not want to leave her the next day, and that he felt more than just the desire to please her. 克莱尔听着托尼宣布说他次日并不想离开她，而且他心里的愿望不只是让她开心而已。 declare vt.表明；宣称；公布 declaration n.宣告；宣言；声明(书)；宣布 declare sb./sth. (to be)... 宣布某人或某事是…… declare for/against 表示赞成/反对…… declare war (on...) (向……)宣战 declare that 宣布…… make a declaration 作出声明 e.g. The police have now declared war on drug dealers in the area. The accused man was declared to be guilty by the court. These events led to the declaration of war. Because of our encouragement, David gradually became more and more confident, and declared firmly that he would take part in the running race. 由于我们的鼓励，大卫逐渐变得越来越自信，并坚定地宣布他将参加跑步比赛。 Activity 3 Learning about comparison and contrast 1. Introduce comparison and contrast Compare and contrast: Some words and phrases are often used to compare and contrast information. It is easier to understand two separate things by describing their similarities and differences. 2. Complete the diagram with the similarities and differences between Tony and a human being. Then use the words in the boxes to describe the similarities and differences. Comparison the same as, similar to, similarly, more like, just as, in comparison, in the same way Contrast different from, but, while, whereas, although, however, on the other hand, in contrast The similarities and differences between Tony and a human being. Tony (differences) Similarities A human being (differences) facial expression never changes; programmed to appear sensitive and caring; always the same smooth hair; offers sympathy; treats people kindly; warm body facial expression changes often; can show true sensitivity and care; emotions can change 3. Make a presentation according to the above form. An example: A human being’s facial expressions change 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. Step 3 Post Reading—Thinking quality improvement and text reconstruction Activity 4 Thinking quality improvement and text reconstruction 1. Share and comment on the endings of the story. 2. Discuss the influence of AI and robots on human beings in the future and give a presentation. 3. Reconstruct the text by retelling the text, using some of the language items above. Step 4 Evaluation and summary Activity 5 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your learning performance? (Good/Fairly good/Moderate/Just so so/Poor) Activity 5 Summary (The teacher) Summarize the usages of the main language items of this period briefly and encourage the students to think about and know about the influence of AI and robots on human beings in the future. Homework: 1. Arrange notes after class to consolidate the new language items. 2. Complete the vocabulary exercises in the workbook. 3. Complete the vocabulary exercises in the reference book. 学科网（北京）股份有限公司 $