人教版（2019）选择性必修第四册Unit 1 Science Fiction Reading and Thinking教学设计
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| 名称 | 人教版（2019）选择性必修第四册Unit 1 Science Fiction Reading and Thinking教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-04-25 12:20:27 | ||
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Unit 1 Science Fiction
Teaching plan
Subject：English Title：Reading and Thinking: Satisfaction Guaranteed (Adapted) Period：1 class
Text analysis
This Isaac Asimov is an excerpt from Satisfaction Guaranteed, a science fiction novel of the same name by a famous American science fiction writer. The novel is told sequentially, from the point of view of its heroine, Claire, about the Domestic robot Tony's experiments with use in her home. Tony was made by Claire's husband, Lary's company, and Claire was mildly resistant before he was sent to Claire's home. Since Lary was away on business, she felt inconvenienced by the fact that she and Tony were the only Hitotsu Yane no Shita. But in the end she was persuaded by Lary to agree. When she met Tony, she was shocked by his handsome, lifelike appearance. As the story progresses, Claire moves from awkward rejection to habitual acceptance to reliance on trust, thanks to Tony's thoughtfulness and thoughtfulness. Sensitive, vulnerable and self-conscious, Claire felt she was not as pretty as local socialite Gwladys Kraffintoni, nor a capable hostess who could help her husband, Lary, make the social leap. So Tony helped Claire change her make-up, improve her home, enhance her charm, increase the beauty of the house and boost her confidence. The end of the story, because Claire fell in love with Tony, so Tony need to be sent back to the company to reform. A robot can not make a human fall in love with itself, or it would be emotionally damaging to a human being, marking a failure of the experiment. The novel focuses on the first of Isaac Asimov three laws of robot behavior, which states that robots can not harm or allow humans to be harmed. The purpose of this paper is to discuss the relationship between human beings and robots and the ethical and moral issues derived from it.
An excerpt from the first half of the novel describes Tony's arrival and the thoughtful services and meticulous help he provided to Claire. Tony suggested that Claire invite his friends over for a refreshed house party the night before he left. At the end of the text, as Tony puts her arm around Claire and tells her how much she loves her, the doorbell rings. End of text. In the after-class exercises, the listening text serves as supplementary material, providing a story ending for the reading text. In the text teaching design, we should help students pay attention to the novel's unique narrative features, understand the author and his works related background information, stimulate reading expectations and lay a good foundation for accurate interpretation. Construct the lexical schema of the subject corpus, such as the expression of the relationship between human and robot, the expression of the psychological changes of the characters. At the same time, focus on functional languages, such as the words as, but, however, although, which indicate the context of logical relations, and so on, guide students to pay attention to cohesion, realize the logic of the text, understand the theme of the text. In the process of text interpretation, the emphasis is on training the students' ability of text generalization and comprehension, combing the main plot of the story. Train the students' thinking ability of reasoning and judgment, stimulate the students to explore and ponder, and excavate the theme meaning.
Teaching objectives and core literacy：
Language ability：Speed read the full text, understand the plot and character relationship. Read the text carefully, comb the plot line, explore the emotional chain.
Learning ability：By understanding the background knowledge, prediction and speed reading, leading into the theme of the situation, analysis of the text genre, understanding the main content of the story, clarify the relationship between the characters, and cultivate the overall reading ability.
Cultural awareness：Identify Claire's emotional chain through self-directed reading. Using the reading strategy of comparison and contrast, analyze the characteristic image of Tony and improve the ability of analytical thinking.
Thinking quality:Through thinking, analysis and discussion, changing the perspective of the characters, thinking and analysis, to predict the follow-up plot and in-depth exploration of the theme of a good preparation to improve reading logic thinking and thinking ability.
Teaching process：
Activity 1: Getting into the topic about AI and robots
This activity sets the stage for achieving class goal 1.
1.Talk about AI and robots.
The teacher draws students’ attention to AI and robots.
Q1: What does AI stand for
S: AI stands for Artificial Intelligence.
Q2: When it comes to AI, or Artificial Intelligence, what do you usually think of
S: Robots.
Q3: What roles do robots play in our life
Q4: How are robots similar to humans
Q5: How are robots different from humans
Answers vary.
Students air their views. The teacher provides feedback or make comments if necessary.
2.Activate and supply the background knowledge about American writer Isaac Asimov.
Students share their knowledge about Isaac Asimov and the teacher introduces some background information as well.
Q1: Have you ever read novels written by Isaac Asimov, a master of science fiction
Q2: What impresses you the most about Isaac Asimov’s works
S1: He wrote about robots.
S2: His works focus on exploring the relationship between robots and humans.
S3: He developed three laws for robots.
[ design intention ] by talking about“Artificial intelligence”, we can go directly into the subject situation, activate the students' cognitive schema, and guide the students to use the strategy of comparison and contrast to think about the similarities and differences between robots and humans, to explore the relationship between humans and robots to pave the way. Learn about Isaac Isaac Asimov, the famous American science fiction writer, to stimulate reading expectations and increase interest in reading.
Activity 2: Outlining the story and clarifying the relationships among characters
This activity aims to implement classroom teaching goal 1.
1. Skim the title and predict the plot.
The teacher asks students to skim the title, view the photo and make possible guesses about the story.
Q1: How do you understand the word “adapted” in the title
S: Rewritten.
T: It was originally written by Isaac Asimov, a photo of whom is shown with the passage.
Q2: What is the story entitled Satisfaction Guaranteed probably about
S1: It is probably about a product which makes its users feel satisfied.
S2: Maybe it is about a seller who promises to make his buyers satisfied.
S3: Since it was originally written by Asimov, it might be about a robot which guarantees a satisfactory user experience.
2. Scan the passage, check the predictions and understand the story.
Students go through the passage, focusing on the outline of the story and the relationships among characters.
Q1: Who are the main characters of the story
S: Claire, Tony, Larry, Gladys Claffern.
Q2: What are the relationships among the characters
S: Claire and Larry are wife and husband. Tony is a household robot tested out by Claire. Gladys is a wealthy and beautiful lady whom Claire envies.
Q3: How does the story relate to the title Satisfaction Guaranteed
Q4: Whose satisfaction shall be guaranteed
S: Claire’s. Tony are supposed to guarantee that Claire will be satisfied with him and his service.
[ design intention ] to guide students to interpret the text title, around the key word“Satisfaction Guaranteed”, to predict the text content. Read the whole text, clarify the relationship between the characters, focus on the theme, build“Overlooking” the overall cognitive text reading mode of thinking.
Activity 3: Focusing on Claire’s feelings and finding out the similarities and differences between Tony and humans
This activity aims to implement classroom teaching goal 2.
1.Read carefully and figure out the change of Claire’s feelings.
Students read the passage carefully to figure out how Claire’s feelings change as the story develops.
Q1: Was Claire satisfied with Tony and his service
Q2: How did her feelings towards Tony change
S1: When she first saw Tony, she felt alarmed.
S2: When Tony asked her whether she needed help dressing, she felt embarrassed.
S3: She gradually admired his wisdom and integrity and began to trust him.
S4: She looked at his fingers with wonder as they turned each page.
S5: Claire thanked Tony, telling him that he was a “dear”.
S6: As he held her, she felt the warmth of his body.
2.Evaluate Claire’s feelings and analyze Tony’s characteristics.
Students read for the reasons behind the change of Claire’s feelings and analyze Tony’s characteristics by comparing and contrasting Tony with humans.
Q1: Was Claire satisfied with Tony and his service
S1: Yes, she was so satisfied with Tony that she trusted him totally.
S2: Yes. Because he provided her with such perfect service and great comfort.
S3: No. She actually had mixed feelings for him.
S4: No. She kind of fell in love with Tony and guilt engulfed her.
Q2: What caused the change of Claire’s feelings
S: Tony’s care/ attention/ service/ support/ help/ encouragement/ wisdom/ integrity/ ...
Q3: To Claire, was Tony more like a household robot, or a friend or even a lover
Q4: How was Tony similar to a human
Q5: How was Tony different from a human
Students complete the diagram with the similarities and differences between Tony and a human being.
Possible answers.
Similarities:
Tony was tall and handsome with smooth hair and a deep voice just like an attrative man.
Tony offered help, suggestions, sympathy and comfort, and treated Claire with dignity just like a human, or rather, a gentleman.
Differences:
A human being’s facial expression changes often, whereas Tony’s never changed.
Different from a human, Tony had no idea of avoiding body contact between men and women when he offered to help dressing.
A human being read books, however, Tony scanned books.
Tony managed to catch Claire in time when she fell of the ladder in the next room, but a human being can’t make it.
[ design intent ] self-directed reading, centered on the eye of the question “Was Claire satisfied with Tony and his service ”, to clarify Claire's mood swings, emotional ups and downs. Using the strategy of comparison and contrast, students were guided to analyze Tony's characteristics and explore the similarities and differences between humans and robots.
Activity 4：Discussing and further exploring the topic
The aim of the activity is to implement classroom teaching objective 3.
1.Think, discuss and share.
Students form groups of 4, discuss with their group members, and then share personal insights.
Q: How did Tony feel about Claire
Answers vary.
S1: He was also attached to Claire.
S2: He had no feelings. He was just a robot and was just performing his duty.
[ design intent ] based on the analysis of Claire's emotions and Tony's characteristics, students are encouraged to cooperate in learning, switch characters' perspectives, think and analyze, so as to make a good preparation for predicting the following plot and exploring the theme in depth. Assignment:
1.Retell the story.
2.Make predictions about what might happen to Tony and Claire later.
The students are required to retell and consolidate what they have learned, and to predict the follow-up development of the story so as to train their logical thinking ability and consolidate the writing schema of narrative texts.
第2课时
一、教学内容
预测后续情节发展，并通过听力材料进行验证。分析托尼行为的合理性，了解机器人定律，探究主题意义。
二、课时目标
1. 通过复述故事并进一步分析托尼对克莱尔的情感，预测后续情节，锻炼逻辑思维能力。
2. 通过补充听力材料，验证后续情节，完善对文本情节的整体认知，并思考其结尾的合理性，培养发散性、评判性思维。
3. 通过学习相关背景知识，了解原著作者提出的机器人三大定律，探讨本文写作目的，探究主题意义。
三、教学过程
Activity 1: Retelling the story and reviewing Tony’s characteristics and feelings
本活动旨在落实课时教学目标1。
1. Retell the story.
The teacher asks several students to retell the story, focusing on the main plots and the change of Claire’s feelings.
2. Review Tony’s characteristics and dig deeper.
Students go over the similarities and differences between Tony and humans, and then read the text carefully, especially the last paragraph, before they again air their views about whether Tony had special attachment to Claire.
[设计意图]通过鼓励学生进行故事复述，锻炼口头表达能力。再一次回顾托尼和人类的异同点，巩固运用比较和对比策略，引导学生进一步研读思考推断托尼对克莱尔的情感态度，为预测后续情节的发展做好铺垫。
Activity 2: Continuing the story and listening to the end of the story
本活动旨在落实课时教学目标2。
1.Make predictions about the end of the story.
Students make possible guesses about what might happen to Claire and Tony in the end.
Q1: Who was ringing the doorbell
Q2: What might happen to Claire and Tony at the end of the story
Answers vary.
2.Listen to the end of the story.
Students listen to the end of the story and answer the questions below.
Q1: How did the guests feel about Claire, the house and Tony
Q2: Why did Claire shout “Leave me alone!”
Q3: What happened to Tony in the end
Students listen again and complete the following sentences.
① Tony let her go and ________________. It was then that Claire realised that ________________.
② What ________________ by those women! She might not be as beautiful as them, but ________________.
③ But even though Tony had been ________________, he would ________________ --you cannot have women ________________.
(Keys: disappeared from sight; Tony had opened the curtains of the front window; a sweet victory to be envied; none of them had such a handsome lover; so clever and caring; have to be rebuilt; falling in love with machines.)
附：Listening text:
[Then the front door bell rang.]
Tony let her go and disappeared from sight. It was then that Claire realised 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.
The 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.
[设计意图]通过预测，锻炼写作逻辑思维能力。课文配套听力材料的补充，既训练了学生的听力理解能力，又为学生提供了完整的小说叙事图式，使其对该文本所承载的主题意义理解更加透彻。
Activity 3: Pondering and commenting
本活动旨在落实课时教学目标2。
1.Think, discuss and share.
Students form groups of 4, discuss about the given ending make comments.
Q1: Do you like the ending
Q2: Was it a logical ending Why so or why not
[设计意图]通过引导学生思考、讨论、评价，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，发展学生的评判性思维能力。
Activity 4: Exploring Asimov’s three laws of robotics and the purpose of the writing
本活动旨在落实课时教学目标3。
1. Get to know Isaac Asimov’s three laws of robotics.
The teacher shares Isaac Asimov’s three laws of robotics. The three laws state that:
①A robot may not injure a human being or, through inaction, allow a human being to come to harm.
②A robot must obey any orders given to it by human beings, except where such orders would conflict with the First Law.
③A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.
Q: How does Tony’s story relate to the laws
2. Figure out Isaac Asimov’s purpose of writing Satisfaction Guaranteed.
The students express their opinions about the author’s writing purpose.
Q: Why did Isaac Asimov write such a story
S: To explore the relationship between robots and humans.
[设计意图]通过了解艾萨克·阿西莫夫所制定的机器人三大定律，加深学生对文本的理解，深入探究文本的主题意义。推理作者的写作目的，联系生活实际，思考人类与机器人的关系。
Assignment
Read the original Satisfaction Guaranteed written by Isaac Asimov. After reading, try to tell a section of the story as if you were one of the four characters.
[设计意图]阅读艾萨克·阿西莫夫的原版英文小说Satisfaction Guaranteed，引导学生感受英语科幻作品的独特魅力，并通过思考科幻文学作品反映的社会现象，探究作品所传达的内在主题意义。
Teaching plan
Subject：English Title：Reading and Thinking: Satisfaction Guaranteed (Adapted) Period：1 class
Text analysis
This Isaac Asimov is an excerpt from Satisfaction Guaranteed, a science fiction novel of the same name by a famous American science fiction writer. The novel is told sequentially, from the point of view of its heroine, Claire, about the Domestic robot Tony's experiments with use in her home. Tony was made by Claire's husband, Lary's company, and Claire was mildly resistant before he was sent to Claire's home. Since Lary was away on business, she felt inconvenienced by the fact that she and Tony were the only Hitotsu Yane no Shita. But in the end she was persuaded by Lary to agree. When she met Tony, she was shocked by his handsome, lifelike appearance. As the story progresses, Claire moves from awkward rejection to habitual acceptance to reliance on trust, thanks to Tony's thoughtfulness and thoughtfulness. Sensitive, vulnerable and self-conscious, Claire felt she was not as pretty as local socialite Gwladys Kraffintoni, nor a capable hostess who could help her husband, Lary, make the social leap. So Tony helped Claire change her make-up, improve her home, enhance her charm, increase the beauty of the house and boost her confidence. The end of the story, because Claire fell in love with Tony, so Tony need to be sent back to the company to reform. A robot can not make a human fall in love with itself, or it would be emotionally damaging to a human being, marking a failure of the experiment. The novel focuses on the first of Isaac Asimov three laws of robot behavior, which states that robots can not harm or allow humans to be harmed. The purpose of this paper is to discuss the relationship between human beings and robots and the ethical and moral issues derived from it.
An excerpt from the first half of the novel describes Tony's arrival and the thoughtful services and meticulous help he provided to Claire. Tony suggested that Claire invite his friends over for a refreshed house party the night before he left. At the end of the text, as Tony puts her arm around Claire and tells her how much she loves her, the doorbell rings. End of text. In the after-class exercises, the listening text serves as supplementary material, providing a story ending for the reading text. In the text teaching design, we should help students pay attention to the novel's unique narrative features, understand the author and his works related background information, stimulate reading expectations and lay a good foundation for accurate interpretation. Construct the lexical schema of the subject corpus, such as the expression of the relationship between human and robot, the expression of the psychological changes of the characters. At the same time, focus on functional languages, such as the words as, but, however, although, which indicate the context of logical relations, and so on, guide students to pay attention to cohesion, realize the logic of the text, understand the theme of the text. In the process of text interpretation, the emphasis is on training the students' ability of text generalization and comprehension, combing the main plot of the story. Train the students' thinking ability of reasoning and judgment, stimulate the students to explore and ponder, and excavate the theme meaning.
Teaching objectives and core literacy：
Language ability：Speed read the full text, understand the plot and character relationship. Read the text carefully, comb the plot line, explore the emotional chain.
Learning ability：By understanding the background knowledge, prediction and speed reading, leading into the theme of the situation, analysis of the text genre, understanding the main content of the story, clarify the relationship between the characters, and cultivate the overall reading ability.
Cultural awareness：Identify Claire's emotional chain through self-directed reading. Using the reading strategy of comparison and contrast, analyze the characteristic image of Tony and improve the ability of analytical thinking.
Thinking quality:Through thinking, analysis and discussion, changing the perspective of the characters, thinking and analysis, to predict the follow-up plot and in-depth exploration of the theme of a good preparation to improve reading logic thinking and thinking ability.
Teaching process：
Activity 1: Getting into the topic about AI and robots
This activity sets the stage for achieving class goal 1.
1.Talk about AI and robots.
The teacher draws students’ attention to AI and robots.
Q1: What does AI stand for
S: AI stands for Artificial Intelligence.
Q2: When it comes to AI, or Artificial Intelligence, what do you usually think of
S: Robots.
Q3: What roles do robots play in our life
Q4: How are robots similar to humans
Q5: How are robots different from humans
Answers vary.
Students air their views. The teacher provides feedback or make comments if necessary.
2.Activate and supply the background knowledge about American writer Isaac Asimov.
Students share their knowledge about Isaac Asimov and the teacher introduces some background information as well.
Q1: Have you ever read novels written by Isaac Asimov, a master of science fiction
Q2: What impresses you the most about Isaac Asimov’s works
S1: He wrote about robots.
S2: His works focus on exploring the relationship between robots and humans.
S3: He developed three laws for robots.
[ design intention ] by talking about“Artificial intelligence”, we can go directly into the subject situation, activate the students' cognitive schema, and guide the students to use the strategy of comparison and contrast to think about the similarities and differences between robots and humans, to explore the relationship between humans and robots to pave the way. Learn about Isaac Isaac Asimov, the famous American science fiction writer, to stimulate reading expectations and increase interest in reading.
Activity 2: Outlining the story and clarifying the relationships among characters
This activity aims to implement classroom teaching goal 1.
1. Skim the title and predict the plot.
The teacher asks students to skim the title, view the photo and make possible guesses about the story.
Q1: How do you understand the word “adapted” in the title
S: Rewritten.
T: It was originally written by Isaac Asimov, a photo of whom is shown with the passage.
Q2: What is the story entitled Satisfaction Guaranteed probably about
S1: It is probably about a product which makes its users feel satisfied.
S2: Maybe it is about a seller who promises to make his buyers satisfied.
S3: Since it was originally written by Asimov, it might be about a robot which guarantees a satisfactory user experience.
2. Scan the passage, check the predictions and understand the story.
Students go through the passage, focusing on the outline of the story and the relationships among characters.
Q1: Who are the main characters of the story
S: Claire, Tony, Larry, Gladys Claffern.
Q2: What are the relationships among the characters
S: Claire and Larry are wife and husband. Tony is a household robot tested out by Claire. Gladys is a wealthy and beautiful lady whom Claire envies.
Q3: How does the story relate to the title Satisfaction Guaranteed
Q4: Whose satisfaction shall be guaranteed
S: Claire’s. Tony are supposed to guarantee that Claire will be satisfied with him and his service.
[ design intention ] to guide students to interpret the text title, around the key word“Satisfaction Guaranteed”, to predict the text content. Read the whole text, clarify the relationship between the characters, focus on the theme, build“Overlooking” the overall cognitive text reading mode of thinking.
Activity 3: Focusing on Claire’s feelings and finding out the similarities and differences between Tony and humans
This activity aims to implement classroom teaching goal 2.
1.Read carefully and figure out the change of Claire’s feelings.
Students read the passage carefully to figure out how Claire’s feelings change as the story develops.
Q1: Was Claire satisfied with Tony and his service
Q2: How did her feelings towards Tony change
S1: When she first saw Tony, she felt alarmed.
S2: When Tony asked her whether she needed help dressing, she felt embarrassed.
S3: She gradually admired his wisdom and integrity and began to trust him.
S4: She looked at his fingers with wonder as they turned each page.
S5: Claire thanked Tony, telling him that he was a “dear”.
S6: As he held her, she felt the warmth of his body.
2.Evaluate Claire’s feelings and analyze Tony’s characteristics.
Students read for the reasons behind the change of Claire’s feelings and analyze Tony’s characteristics by comparing and contrasting Tony with humans.
Q1: Was Claire satisfied with Tony and his service
S1: Yes, she was so satisfied with Tony that she trusted him totally.
S2: Yes. Because he provided her with such perfect service and great comfort.
S3: No. She actually had mixed feelings for him.
S4: No. She kind of fell in love with Tony and guilt engulfed her.
Q2: What caused the change of Claire’s feelings
S: Tony’s care/ attention/ service/ support/ help/ encouragement/ wisdom/ integrity/ ...
Q3: To Claire, was Tony more like a household robot, or a friend or even a lover
Q4: How was Tony similar to a human
Q5: How was Tony different from a human
Students complete the diagram with the similarities and differences between Tony and a human being.
Possible answers.
Similarities:
Tony was tall and handsome with smooth hair and a deep voice just like an attrative man.
Tony offered help, suggestions, sympathy and comfort, and treated Claire with dignity just like a human, or rather, a gentleman.
Differences:
A human being’s facial expression changes often, whereas Tony’s never changed.
Different from a human, Tony had no idea of avoiding body contact between men and women when he offered to help dressing.
A human being read books, however, Tony scanned books.
Tony managed to catch Claire in time when she fell of the ladder in the next room, but a human being can’t make it.
[ design intent ] self-directed reading, centered on the eye of the question “Was Claire satisfied with Tony and his service ”, to clarify Claire's mood swings, emotional ups and downs. Using the strategy of comparison and contrast, students were guided to analyze Tony's characteristics and explore the similarities and differences between humans and robots.
Activity 4：Discussing and further exploring the topic
The aim of the activity is to implement classroom teaching objective 3.
1.Think, discuss and share.
Students form groups of 4, discuss with their group members, and then share personal insights.
Q: How did Tony feel about Claire
Answers vary.
S1: He was also attached to Claire.
S2: He had no feelings. He was just a robot and was just performing his duty.
[ design intent ] based on the analysis of Claire's emotions and Tony's characteristics, students are encouraged to cooperate in learning, switch characters' perspectives, think and analyze, so as to make a good preparation for predicting the following plot and exploring the theme in depth. Assignment:
1.Retell the story.
2.Make predictions about what might happen to Tony and Claire later.
The students are required to retell and consolidate what they have learned, and to predict the follow-up development of the story so as to train their logical thinking ability and consolidate the writing schema of narrative texts.
第2课时
一、教学内容
预测后续情节发展，并通过听力材料进行验证。分析托尼行为的合理性，了解机器人定律，探究主题意义。
二、课时目标
1. 通过复述故事并进一步分析托尼对克莱尔的情感，预测后续情节，锻炼逻辑思维能力。
2. 通过补充听力材料，验证后续情节，完善对文本情节的整体认知，并思考其结尾的合理性，培养发散性、评判性思维。
3. 通过学习相关背景知识，了解原著作者提出的机器人三大定律，探讨本文写作目的，探究主题意义。
三、教学过程
Activity 1: Retelling the story and reviewing Tony’s characteristics and feelings
本活动旨在落实课时教学目标1。
1. Retell the story.
The teacher asks several students to retell the story, focusing on the main plots and the change of Claire’s feelings.
2. Review Tony’s characteristics and dig deeper.
Students go over the similarities and differences between Tony and humans, and then read the text carefully, especially the last paragraph, before they again air their views about whether Tony had special attachment to Claire.
[设计意图]通过鼓励学生进行故事复述，锻炼口头表达能力。再一次回顾托尼和人类的异同点，巩固运用比较和对比策略，引导学生进一步研读思考推断托尼对克莱尔的情感态度，为预测后续情节的发展做好铺垫。
Activity 2: Continuing the story and listening to the end of the story
本活动旨在落实课时教学目标2。
1.Make predictions about the end of the story.
Students make possible guesses about what might happen to Claire and Tony in the end.
Q1: Who was ringing the doorbell
Q2: What might happen to Claire and Tony at the end of the story
Answers vary.
2.Listen to the end of the story.
Students listen to the end of the story and answer the questions below.
Q1: How did the guests feel about Claire, the house and Tony
Q2: Why did Claire shout “Leave me alone!”
Q3: What happened to Tony in the end
Students listen again and complete the following sentences.
① Tony let her go and ________________. It was then that Claire realised that ________________.
② What ________________ by those women! She might not be as beautiful as them, but ________________.
③ But even though Tony had been ________________, he would ________________ --you cannot have women ________________.
(Keys: disappeared from sight; Tony had opened the curtains of the front window; a sweet victory to be envied; none of them had such a handsome lover; so clever and caring; have to be rebuilt; falling in love with machines.)
附：Listening text:
[Then the front door bell rang.]
Tony let her go and disappeared from sight. It was then that Claire realised 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.
The 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.
[设计意图]通过预测，锻炼写作逻辑思维能力。课文配套听力材料的补充，既训练了学生的听力理解能力，又为学生提供了完整的小说叙事图式，使其对该文本所承载的主题意义理解更加透彻。
Activity 3: Pondering and commenting
本活动旨在落实课时教学目标2。
1.Think, discuss and share.
Students form groups of 4, discuss about the given ending make comments.
Q1: Do you like the ending
Q2: Was it a logical ending Why so or why not
[设计意图]通过引导学生思考、讨论、评价，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，发展学生的评判性思维能力。
Activity 4: Exploring Asimov’s three laws of robotics and the purpose of the writing
本活动旨在落实课时教学目标3。
1. Get to know Isaac Asimov’s three laws of robotics.
The teacher shares Isaac Asimov’s three laws of robotics. The three laws state that:
①A robot may not injure a human being or, through inaction, allow a human being to come to harm.
②A robot must obey any orders given to it by human beings, except where such orders would conflict with the First Law.
③A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.
Q: How does Tony’s story relate to the laws
2. Figure out Isaac Asimov’s purpose of writing Satisfaction Guaranteed.
The students express their opinions about the author’s writing purpose.
Q: Why did Isaac Asimov write such a story
S: To explore the relationship between robots and humans.
[设计意图]通过了解艾萨克·阿西莫夫所制定的机器人三大定律，加深学生对文本的理解，深入探究文本的主题意义。推理作者的写作目的，联系生活实际，思考人类与机器人的关系。
Assignment
Read the original Satisfaction Guaranteed written by Isaac Asimov. After reading, try to tell a section of the story as if you were one of the four characters.
[设计意图]阅读艾萨克·阿西莫夫的原版英文小说Satisfaction Guaranteed，引导学生感受英语科幻作品的独特魅力，并通过思考科幻文学作品反映的社会现象，探究作品所传达的内在主题意义。