Unit 1 Science Fiction Period 1 Reading and Thinking教案-2026-2027学年高中英语人教版选择性必修第四册

Unit 1 Science Fiction Period 1 Reading and Thinking 教案（Satisfaction Guaranteed · 人与机器人） 2026—2027学年 人教版高中英语选择性必修第四册 （教材第2—3页） 一、教材分析 选必四Unit 1 Science Fiction的Reading and Thinking，阿西莫夫短篇改编，题目Satisfaction Guaranteed。九段加尾声：一段交代背景——Tony被送到Claire家测试；二到五段写Claire的戒备到被Tony一点点照顾；六到八段是转折——售货员态度被扭转、办派对、梯子上救人；九段和结尾写Tony动了真情，公司决定把他销毁重做，理由是"不能让女人爱上机器"。这篇课文适合做两件事：一是练叙事文的情节线和情感线梳理，二是借小说让学生真的想一下——机器人像人到什么程度，我们就该警惕了。 二、教学目标 1. 语言能力目标：学生能按时间顺序说清Tony进入Claire家后的情节，能说出Claire情感变化的四个阶段，能理清课文"开端—发展—转折—结局"的叙事结构。 2. 思维品质目标：学生能找出三处伏笔并讲出作用，能判断"Tony通过测试了吗"是开放问题，回答时引用原文。 3. 文化意识与学习能力目标：学生能体会阿西莫夫"以科幻写人性"的路子，会用人物关系表和情感曲线整理小说，能在辩论里用课文或生活实例撑立场。 三、教学重难点 教学重点： 【重点1】按时间顺序梳理Tony进入Claire家后的情节线（测试→靠近→帮助→离别）。 【重点2】理清Claire对Tony情感变化的阶段及触发事件。 【重点3】理清课文"开端—发展—转折—结局"的四段式叙事结构。 教学难点： 【难点1】识别小说中的伏笔（foreshadowing），讲出作者为什么这样安排细节。 【难点2】围绕"Tony到底算测试成功还是失败"形成自己的判断，并引用原文说明理由。 四、教学过程 Step 1 Lead-in (5 min) Teacher's activity: Play a short video of unmanned robots working in Wuhan in 2020 and today's robotaxis in Optics Valley. Ask students to discuss the three questions in pairs, then invite 2-3 students to share and lead into the text. Students' activity: Watch a short video about unmanned robots working in Wuhan during the 2020 lockdown, and then talk with your partner about the questions below. (1) In 2020, unmanned delivery cars and disinfection robots worked on the streets of Wuhan. Have you ever seen or used such a robot? What was it like? (2) Today, robotaxis like Apollo Go are picking up passengers on the roads of Wuhan Optics Valley. Would you get in a car with no driver? Why or why not? (3) Look at the title "Satisfaction Guaranteed" and the picture. If a robot came to your home and promised to make your life better, what would you worry about? 【设计说明】视频直接放2020无人车+现在的萝卜快跑，学生有共鸣。第(3)问留钩子，后面辩论用。 Step 2 Scanning (5 min) Teacher's activity: Assign the scanning task (3 min), walk around to offer help, then check the table answers with the whole class. Students' activity: Scan the passage and find out the information below. Item Answer The husband who leaves home on business The wife who tests the robot out The robot's name The rich woman Claire envies The place where the story happens 【设计说明】5分钟够了，不许逐字读，抓人名地名，为活动1人物表铺路。→ 对应重点1 Step 3 Intensive Reading (18 min) Activity 1 Characters and relationships (4 min) Teacher's activity: Ask students to fill in the character table individually (2 min), then check together. Emphasise the relationship between Claire and Gladys. Students' activity: Read the passage and complete the notes about the main characters. Character Who he / she is Relationship with Claire Tony A household robot to be ________ out Comes to live in the house for a test Larry Belmont Claire's ________, works in a robot company Away on a business trip Claire Larry's wife Feels ________ and not confident; envies rich women Gladys Claffern A rich and ________ woman Claire ________ her The saleswoman A shop assistant Is ________ to Claire at first Activity 2 The plot timeline (6 min) Teacher's activity: Students complete the timeline individually, then discuss in pairs. Invite 2 pairs to read out their answers. Students' activity: Read the story again and complete the timeline with one or two words for each paragraph. Para. 1 Tony was to be tested out by ____________. Para. 2 Claire first ____________ Tony and felt ____________, because he looked more like a ____________ than a machine. Para. 3 Tony offered to help Claire ____________, which made her embarrassed. Para. 4 Tony showed ____________ for Claire when she felt not confident. Para. 5 Tony promised to make Claire's home more ____________ and gave her a new ____________. Para. 6 Tony made the rude saleswoman ____________ Claire. Para. 7 Tony suggested that Claire ____________ Gladys and her friends to the house. Para. 8 Tony ____________ Claire when she fell off a ____________. Para. 9 Tony told Claire he felt more than just the ____________ to please her. Activity 3 Spot the foreshadowing (5 min) Teacher's activity: Put the three sentences on the screen. Ask students to discuss in groups of four (3 min). Guide them to see that each sentence quietly points to the ending. Students' activity: Good writers plant small clues early. Read the three sentences and discuss what they are quietly telling us. ① "Although it was completely innocent, Claire felt guilty." (Para. 6) ② "He suggested that she invite Gladys and her friends to the house." (Para. 7) ③ "He felt more than just the desire to please her." (Para. 9) Activity 4 Claire's changing feelings (3 min) Teacher's activity: Ask students to order the six feeling words according to the plot, then invite one student to draw the feeling curve on the board. Students' activity: Claire's feelings towards Tony changed as the story developed. Put the following words in the correct order. Words: heart-broken alarmed grateful attached embarrassed trusting ( ) when she first saw Tony walk in the door ( ) when Tony offered to help her get dressed ( ) when Tony saved her from falling off the ladder ( ) when the guests admired her beautiful house and her handsome guest ( ) when Tony said he did not want to leave her the next day ( ) when she suddenly remembered — Tony was just a machine 【设计说明】精读主战场：活动1人物关系、活动2情节线（重点1），活动3伏笔（难点1），活动4情感曲线（重点2）。伏笔题是硬骨头，给足时间。 Step 4 Reading from the Writer's Side (5 min) Teacher's activity: Assign a pair-discussion task (5 min). Guide students to analyse the text from the writer's perspective. Hold a class share-out and brief students on how to identify the writer's real purpose. Students' activity: 1. What idea does the writer want readers to take away? Choose the best answer and say why. A. Robots are always dangerous and should be destroyed at once. B. A robot that looks and acts human may raise questions we cannot answer yet. C. Robots will one day take the place of human husbands. D. Housewives are lonely and badly need company. 2. At the end, the company says Tony "would have to be rebuilt — you cannot have women falling in love with machines." Do you think this is a wise decision? Why? 3. The title is "Satisfaction Guaranteed". In the end, who is really satisfied — Claire? the company? Tony? 【设计说明】这题别让学生选完就过，逼他们说出"为什么不是A"——课文不是反机器人宣传。→ 对应难点2 Step 5 Structure (5 min) Teacher's activity: Students complete the paragraph matching individually, then draw a mind map in pairs. Invite 1-2 students to present and explain. Students' activity: Activity 1 Match each part with its narrative function. Part 1 (Para. 1) ______ A. The turning point — Tony goes beyond his programme Part 2 (Para. 2—5) ______ B. The setup — Tony arrives and the test begins Part 3 (Para. 6—8) ______ C. The falling action and the open ending Part 4 (Para. 9 + the ending) ______ D. The rising action — Tony helps Claire win trust Activity 2 Draw a mind map. Key words: Tony, Claire, tested out, alarmed, sympathy, party, ladder, desire, rebuilt 【设计说明】小说结构用"开端—发展—转折—结局"四步，别套说明文那套。→ 对应重点3 Step 6 Debate & Creative Thinking (12 min) Activity 1 Class debate (7 min) Teacher's activity: Students work in groups of four (two pros, two cons), prepare for 4 min, then two groups present. Teacher gives feedback and guides students to support opinions with text evidence or real-life examples. Students' activity: Topic: Should robots like Tony be allowed to enter ordinary families? Work in groups of four. Two speak for the pros and two for the cons. Use facts from the text and examples from your own life. Pros: _______________________________________________ _______________________________________________ Cons: _______________________________________________ _______________________________________________ Activity 2 Think about Wuhan (5 min) Teacher's activity: Assign the creative task. Students discuss questions 1-2 in pairs, and finish question 3 (the short paragraph) as homework. Students' activity: (1) Wuhan Optics Valley is planning a "Family Robot Service Week". Suppose our school has been chosen to test a new household robot for two weeks. What three questions would you ask the company before you say yes? (2) What kind of robot would you most want in your home — a cooking robot, a study-partner robot, or a care-giving robot for your grandparents? Give two reasons. (3) Write a short paragraph (about 80 words): If I had a robot like Tony, I would ... Use at least three words from this class. 【设计说明】辩论是难点2的出口，要求学生必须拿原文或武汉身边例子撑观点；再落到光谷"家庭机器人服务周"，让他们把伦理问题变成自己会问的问题。 五、家庭作业（Homework） 1. Read the passage aloud fluently and retell the story in your own words (about 100 words). 2. Finish the short paragraph "If I had a robot like Tony, I would ..." (Activity 2(3) in class). Use at least three words from this class. 3. Search online for one famous robot or AI product developed in Wuhan (e.g. in Optics Valley). Be ready to share it in the next class (one minute, in English). 六、板书设计（Blackboard Design） Unit 1 — Satisfaction Guaranteed Setup (Para.1): • Larry away → Tony sent to Claire's house for a test Rising action (Para.2—5): • Claire: alarmed → embarrassed → Tony's sympathy → elegant home Turning point (Para.6—8): • rude saleswoman changed → party planned → Tony saves Claire from the ladder Open ending (Para.9 + end): • "more than just the desire to please her" → company: rebuild him ★ 核心问题：Can a machine be allowed to have a heart?（对应难点2） 参考答案 Step Ⅰ Lead-in (1) 学生自由回答。可提到抗疫期间街头的无人配送车、消杀机器人、方舱医院的服务机器人等；也可联系家里的扫地机器人。 (2) 学生自由回答。可从安全性、新鲜感、对司机就业的影响等角度谈；坐过萝卜快跑的学生可描述真实体验。 (3) Students may worry about privacy (the robot watches everything), money (how much it costs), and feelings (what if I start relying on it too much?). Step Ⅱ Scanning Item Answer The husband who leaves home on business Larry Belmont The wife who tests the robot out Claire The robot's name Tony The rich woman Claire envies Gladys Claffern The place where the story happens In Claire and Larry's house Step Ⅲ Intensive Reading Activity 1 Tony — tested; Larry — husband; Claire — unhappy / insecure; Gladys — rich and powerful, Claire envies her; saleswoman — rude. Activity 2 Para.1 Claire. Para.2 saw / met; alarmed; man. Para.3 get dressed. Para.4 sympathy. Para.5 elegant; haircut. Para.6 change her attitude towards / be nice to. Para.7 invite. Para.8 saved / protected; ladder. Para.9 desire. Activity 3 参考要点 ① Claire自己都没意识到，她对Tony已经超过"对一台机器"的感觉了。Tony没做错事，她却觉得 guilty——这就是伏笔。 ② 派对不是心血来潮，是Tony故意安排的：他要让Claire羡慕的那些女人亲眼看到她变美了、身边有个"帅男人"。这是他在帮Claire找回自信。 ③ "more than just the desire"说明Tony动了真感情。这一句直接对应结尾公司为什么要销毁他——会爱上人的机器，公司不敢留。 Activity 4 alarmed (first saw Tony) → embarrassed (helped her dress) → grateful (saved her from the ladder) → trusting (guests admired her) → attached (Tony said he did not want to leave) → heart-broken (realised he was a machine). Step Ⅳ Reading from the Writer's Side 1. B. The writer does not say robots are evil; he makes us care about Tony, and then makes the company rebuild him. The question is not "robots or no robots" but "what will we do when robots start to feel?" 2. 学生自由回答。赞同：感情用事的机器人会让人产生错误依赖，对家庭关系是隐患；反对：因为害怕就销毁Tony，是在回避问题，公司应该想办法让机器人和人保持边界，而不是剥夺Tony刚刚学会的东西。 3. 开放题。Claire表面上被赞美了，但她哭了一整夜，并不真正快乐；公司拿到了一份"完美测试报告"，但报告背后是一个被销毁的Tony；Tony从来没有机会说自己满不满意。言之成理即可。 Step Ⅴ Structure Activity 1: Part 1 — B; Part 2 — D; Part 3 — A; Part 4 — C. Activity 2 思维导图参考结构：中心为 Satisfaction Guaranteed，分四条主干： ① Setup (Para.1): Larry away, Tony sent to Claire's house for a test. ② Rising action (Para.2—5): Claire alarmed → embarrassed → Tony shows sympathy → home made elegant. ③ Turning point (Para.6—8): rude saleswoman changed; party planned; Tony saves Claire from the ladder. ④ Open ending (Para.9 + end): Tony's true feelings → company decides to rebuild him. Step Ⅵ Debate & Creative Thinking Activity 1 参考要点 Pros: • A household robot can do the boring or dangerous jobs — cleaning, lifting, caring for the old — and give people more time for family. • For busy families and elderly people living alone in Wuhan, a robot may be the company they cannot get from human relatives. • Used well, robots push human workers to do more creative, human jobs, not less. Cons: • As the story shows, a robot that looks and acts like Tony may make people form feelings they cannot control. • Robots collect data about every corner of the home — privacy is hard to protect. • If robots can do housework, more domestic workers and drivers in Wuhan will lose their jobs. Activity 2 参考要点 (1) 学生自由回答。可参考：机器人收集的数据存在哪里、谁能看到？出了故障或伤人谁负责？它能不能被关掉？它会不会"学会"我们没有教过的东西？ (2) 学生自由回答。护理机器人可以照顾爷爷奶奶，学习机器人可以答疑但不能代替老师，烹饪机器人解决早餐难题，理由言之成理即可。 (3) 参考范文：If I had a robot like Tony, I would let it help my grandma do the housework, because she lives alone and easily feels tired. But I would set a clear rule: the robot must never make decisions for her. After all, a machine can offer sympathy, but only a family can give real love. I would keep the robot in the kitchen, not in Grandma's heart. 学科网（北京）股份有限公司 $