人教版（2019）选择性必修四Unit 1 Science Fiction Reading and Thinking教案
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| 名称 | 人教版（2019）选择性必修四Unit 1 Science Fiction Reading and Thinking教案 |
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| 格式 | docx | ||
| 文件大小 | 31.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-01-17 23:41:46 | ||
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2242820918845Unit 1 Science Fiction
Reading and Thinking
Unit 1 Science Fiction
Reading and Thinking
一、教学基本信息
1. 课程名称：Unit 1 Science Fiction Reading and Thinking 2. 学科：高中英语
3. 年级：高二 4. 教材版本：人教版（2019）选四
5. 课时安排：1课时 6. 授课教师：
1. 课程名称：Unit 1 Science Fiction Reading and Thinking 2. 学科：高中英语
3. 年级：高二 4. 教材版本：人教版（2019）选四
5. 课时安排：1课时 6. 授课教师：
二、教学目标
1. 语言能力：掌握科幻类核心词汇及关键语法（倒装、虚拟语气），并熟悉其在文本中的用法；能用英语恰当且流利地描述科幻场景、概念与科学理念；运用略读、寻读和精读技巧，分析科幻文本中的修辞方法。
2. 思维品质：分析科幻元素与现实科学的关联，判断科幻作品的科学合理性；培养批判性思维，评估科幻作品中的科学与伦理理念，并表达对科学与人文的看法；激发创造性思维，探索未知科学领域，并用英语表达关于未来科技的创新观点。
3. 学习能力：通过自主探究与合作学习，提升科幻类英语信息的收集、整合与应用能力；掌握自主学习方法，借助线上资源探索科幻内容；将阅读与表达技巧迁移至其他英语科幻作品的阅读与讨论中。
4. 文化意识：理解科幻作品的背景、发展脉络，以及其在不同文化语境下的文化内涵；深化对跨文化科学思维与表达的认知，提升相关沟通能力；建立文化自信，对比中外科幻语境下的科技与文化理念。
三、教学重难点
（一）教学重点
1. 在梳理女主角 Claire 情感变化的基础上，理解语篇中感情故事和机器人实验的明暗两条线索；
2. 结合语篇内容与个人的认知，对人类与机器人的关系展开初步探讨。
（二）教学难点
1. 了解Claire对Tony 的情感变化，分析机器人Tony与人类的异同；
2. 基于给出的文本进行续写，进而探讨人类与机器人之间的关系。
四、教学准备
1. 多媒体课件：整合教案相关的视频、图片、文化背景、人物介绍等（参考提供的课件素材）。
2. 学习任务单：设计课堂探究问题、语篇分析任务、课后作业等。
3. 分组准备：将学生分为4-6人小组，明确小组讨论任务和分工。
五、教学过程
（一）导入
1. Video import: Students are required to watch videos about whether robots can replace human labor.
Ask questions:
How do robots fit into our everyday lives?
What do you think household robots and AI could do to help families in the future?
What kind of help do robots already offer people in their daily lives today?
2. Introduce the topic: The topic of this class is "The Relationship between Humans and Robots".
Satisfaction Guaranteed
Pre-reading
1. Starting from the famous quotes on the homepage, provide background information of the American writer Isaac Asimov and expand his "Three Laws of Robotics".
2. Let the students discuss the following questions in groups.
How do robots already help humans in their lives today?
What do you think a domestic robot could do for a family in the future?
While-reading
1. Skim and predict.
Ask students to skim through the title and the story, predict the plot and the main idea of the article.
How do you understand the word "adapted" in the title?
What is the story entitled "Satisfaction Guaranteed" probably about?
What is the main idea of the passage?
What kind of genre (体裁) is the passage?
2. Scan the story, check the predicted content and understand the story.
①Ask students to clarify the main idea of each paragraph and focus on the story outline.
②Clarify the main characters in the story and the relationships among them.
3. Read for details.
①Ask students to read the story carefully and figure out how it develops. Pay attention to the changes of Claire's feelings towards Tony as the story developed.
②Students are required to master the logic of the story, list Claire's problems and the help Tony offers.
③Ask students to read the story again and choose the correct answers.
④Students are required to complete the blanks based on the given passage and retell the story.
Post-reading
1. Try to make an ending.
Ask students to come up with the ending of a story in groups. Then listen to the recording and make comparisons.
2. Review the story and complete the form of Activity 4.
Ask students to review the story and figure out Claire's feelings towards Tony changed as the story developed.
3. Compare and contrast.
Ask students to read the story again and complete the diagram with the similarities and differences between Tony and a human being. Then have them use the words in the boxes to describe the similarities and differences. (Activity 5)
4. Think, discuss and share.
Students are required to form teams to discuss the following questions and share their own viewpoints.
Do you think it is possible for a person to love a robot? Why?
What relationship do you think will develop between humans and robots in the future?
5. Guide students to learn the key words and phrases of this lesson.
Homework
1. Complete the exercises at the end of the class.
2. Preview pages 4 to 5 of Unit 1.
六、板书设计
Satisfaction Guaranteed
1. Video import
2. Introduce the topic
Pre-reading
American writer Isaac Asimov
2. Discuss the following questions in groups.
While-reading
1. Skim and predict.
2. Scan the story, check the predicted content and understand the story.
3. Read for details.
Post-reading
Try to make an ending.
Review the story and complete the form of Activity 4.
Compare and contrast.
Think, discuss and share.
Key words and phrases of this lesson.
七、Self-evaluation.
Ask students to evaluate their own performance in this class.
Your Performance
I can get the main idea of the story.
5
4
3
2
1
I can arrange the correct order of the story development.
5
4
3
2
1
I can draw a relationship map about the characters in the story.
5
4
3
2
1
I can express my own opinions on robots or AI.
5
4
3
2
1
I have learnt to use the new words and expressions in this lesson:
I still need to improve:
Reading and Thinking
Unit 1 Science Fiction
Reading and Thinking
一、教学基本信息
1. 课程名称：Unit 1 Science Fiction Reading and Thinking 2. 学科：高中英语
3. 年级：高二 4. 教材版本：人教版（2019）选四
5. 课时安排：1课时 6. 授课教师：
1. 课程名称：Unit 1 Science Fiction Reading and Thinking 2. 学科：高中英语
3. 年级：高二 4. 教材版本：人教版（2019）选四
5. 课时安排：1课时 6. 授课教师：
二、教学目标
1. 语言能力：掌握科幻类核心词汇及关键语法（倒装、虚拟语气），并熟悉其在文本中的用法；能用英语恰当且流利地描述科幻场景、概念与科学理念；运用略读、寻读和精读技巧，分析科幻文本中的修辞方法。
2. 思维品质：分析科幻元素与现实科学的关联，判断科幻作品的科学合理性；培养批判性思维，评估科幻作品中的科学与伦理理念，并表达对科学与人文的看法；激发创造性思维，探索未知科学领域，并用英语表达关于未来科技的创新观点。
3. 学习能力：通过自主探究与合作学习，提升科幻类英语信息的收集、整合与应用能力；掌握自主学习方法，借助线上资源探索科幻内容；将阅读与表达技巧迁移至其他英语科幻作品的阅读与讨论中。
4. 文化意识：理解科幻作品的背景、发展脉络，以及其在不同文化语境下的文化内涵；深化对跨文化科学思维与表达的认知，提升相关沟通能力；建立文化自信，对比中外科幻语境下的科技与文化理念。
三、教学重难点
（一）教学重点
1. 在梳理女主角 Claire 情感变化的基础上，理解语篇中感情故事和机器人实验的明暗两条线索；
2. 结合语篇内容与个人的认知，对人类与机器人的关系展开初步探讨。
（二）教学难点
1. 了解Claire对Tony 的情感变化，分析机器人Tony与人类的异同；
2. 基于给出的文本进行续写，进而探讨人类与机器人之间的关系。
四、教学准备
1. 多媒体课件：整合教案相关的视频、图片、文化背景、人物介绍等（参考提供的课件素材）。
2. 学习任务单：设计课堂探究问题、语篇分析任务、课后作业等。
3. 分组准备：将学生分为4-6人小组，明确小组讨论任务和分工。
五、教学过程
（一）导入
1. Video import: Students are required to watch videos about whether robots can replace human labor.
Ask questions:
How do robots fit into our everyday lives?
What do you think household robots and AI could do to help families in the future?
What kind of help do robots already offer people in their daily lives today?
2. Introduce the topic: The topic of this class is "The Relationship between Humans and Robots".
Satisfaction Guaranteed
Pre-reading
1. Starting from the famous quotes on the homepage, provide background information of the American writer Isaac Asimov and expand his "Three Laws of Robotics".
2. Let the students discuss the following questions in groups.
How do robots already help humans in their lives today?
What do you think a domestic robot could do for a family in the future?
While-reading
1. Skim and predict.
Ask students to skim through the title and the story, predict the plot and the main idea of the article.
How do you understand the word "adapted" in the title?
What is the story entitled "Satisfaction Guaranteed" probably about?
What is the main idea of the passage?
What kind of genre (体裁) is the passage?
2. Scan the story, check the predicted content and understand the story.
①Ask students to clarify the main idea of each paragraph and focus on the story outline.
②Clarify the main characters in the story and the relationships among them.
3. Read for details.
①Ask students to read the story carefully and figure out how it develops. Pay attention to the changes of Claire's feelings towards Tony as the story developed.
②Students are required to master the logic of the story, list Claire's problems and the help Tony offers.
③Ask students to read the story again and choose the correct answers.
④Students are required to complete the blanks based on the given passage and retell the story.
Post-reading
1. Try to make an ending.
Ask students to come up with the ending of a story in groups. Then listen to the recording and make comparisons.
2. Review the story and complete the form of Activity 4.
Ask students to review the story and figure out Claire's feelings towards Tony changed as the story developed.
3. Compare and contrast.
Ask students to read the story again and complete the diagram with the similarities and differences between Tony and a human being. Then have them use the words in the boxes to describe the similarities and differences. (Activity 5)
4. Think, discuss and share.
Students are required to form teams to discuss the following questions and share their own viewpoints.
Do you think it is possible for a person to love a robot? Why?
What relationship do you think will develop between humans and robots in the future?
5. Guide students to learn the key words and phrases of this lesson.
Homework
1. Complete the exercises at the end of the class.
2. Preview pages 4 to 5 of Unit 1.
六、板书设计
Satisfaction Guaranteed
1. Video import
2. Introduce the topic
Pre-reading
American writer Isaac Asimov
2. Discuss the following questions in groups.
While-reading
1. Skim and predict.
2. Scan the story, check the predicted content and understand the story.
3. Read for details.
Post-reading
Try to make an ending.
Review the story and complete the form of Activity 4.
Compare and contrast.
Think, discuss and share.
Key words and phrases of this lesson.
七、Self-evaluation.
Ask students to evaluate their own performance in this class.
Your Performance
I can get the main idea of the story.
5
4
3
2
1
I can arrange the correct order of the story development.
5
4
3
2
1
I can draw a relationship map about the characters in the story.
5
4
3
2
1
I can express my own opinions on robots or AI.
5
4
3
2
1
I have learnt to use the new words and expressions in this lesson:
I still need to improve: