资源简介

教学设计
课程基本信息
学科 高中英语 年级 高三 学期 秋季
课题 Unit 1 Reading and Thinking 复习课
教学目标
1. 通过完成故事梗概填空练习，巩固对核心情节的理解，并深入分析标题的含义； 2. 通过创作性写作任务，基于原文情节发展和标题寓意续写故事结局； 3. 通过批判性思考问题，引导学生反思人类与人工智能之间的复杂关系。
教学重难点
教学重点： 通过创作性写作任务，基于原文情节发展和标题寓意续写故事结局。 教学难点： 通过批判性思考问题，引导学生反思人类与人工智能之间的复杂关系。
教学过程
Activity 1: Completing the story summary 本活动旨在落实课时目标1。 The Ss are tasked with filling in the gaps in the story summary based on their comprehension of the text. Larry Belmont's company developed ____________________ named Tony, which his wife Claire ____________________ agrees to test while Larry is away for three weeks. Tony's ____________________appearance initially____________________ Claire, but he quickly begins assisting with ____________________. Claire gradually ____________________ Tony due to his wisdom and integrity, helping her ____________________ her appearance and home. During a shopping trip, Tony intervenes when a saleswoman is rude to Claire, leading to a ____________________ with a wealthy acquaintance, Gladys Claffern. Tony continues to ____________________ the house, and when Claire accidentally falls, Tony catches her, causing her to feel ____________________. On the night of a party, Tony expresses his ____________________ to stay with Claire, complicating her emotions just as guests begin to arrive. Upon completion, the T will present the suggested answers along with supporting evidence from the original text. The Ss are then asked to read the completed summary aloud to reinforce their understanding of the plot. Following this, the T will facilitate a discussion on the change of Claire’s feelings towards Tony. This discussion serves as a foundation for the subsequent activity of writing the story’s conclusion. 【设计意图】此活动通过概要填空的形式，引导学生回顾文本内容，整合关键信息，从而深化对故事情节的理解。 【核心素养提升点】培养学生的文本分析能力和信息整合能力，提升语言应用能力。 Activity 2: Exploring the meaning of the title 本活动旨在落实课时目标1。 The T prompts the Ss to consider two questions related to the title’s interpretation: Q1: Whose satisfaction should be guaranteed Q2: Was the satisfaction truly guaranteed For Q1, the T will guide the Ss through an in-depth analysis from three perspectives: Claire’s, Larry’s, and Tony’s. The T will provide suggested answers for Claire’s and Tony’s perspectives, while leaving Larry’s perspective as a post-lesson assignment for further reflection. Regarding Q2, the T will present relevant textual evidence and offer reference answers to stimulate discussion. This approach encourages the Ss to critically examine the story’s events in relation to the title’s implication. (Suggested answers: On a shallow level, Claire’s immediate needs are met by Tony’s presence, suggesting a form of satisfaction. However, Claire’s realization that Tony is merely a machine. She feels conflicted and distressed, indicating that her deeper emotional needs remain unfulfilled.) 【设计意图】此活动通过提问引导，促使学生从多角度思考标题含义，深入探讨文本主题，培养批判性思维。 【核心素养提升点】培养学生的多维思考能力和文本深度解读能力，提升批判性思维素养。 Activity 3: Crafting a suitable ending based on the story and title 本活动旨在落实课时目标2。 Following the review of the plot and exploration of the title’s meaning, the Ss are tasked with writing an appropriate conclusion to the story. Upon completion, the T will present a possible ending. The Ss will listen to this version being read aloud. After the reading, they are instructed to note down their thoughts and reactions to this proposed conclusion. Subsequently, the T will share his own analysis of this ending, focusing on four key aspects: Emotional impact Social influence Moral dilemma Technology and control 【设计意图】此活动通过创作性写作任务，鼓励学生基于已有情节和主题进行创新思考，同时通过多维度分析培养其批判性思维能力。 【核心素养提升点】培养学生的创造性思维能力和文学创作能力，提升综合分析和评价能力。 Activity 4: Introducing the author 本活动为实现课时目标3作铺垫。 The T will present a video featuring Isaac Asimov, the author of the story. After the Ss have viewed the video, the T will summarize its key points, focusing particularly on Asimov's renowned Three Laws of Robotics. The T will then provide a more detailed explanation of these laws, exploring their implications and significance in Asimov's works and in the broader context of science fiction and robotics. 【设计意图】此活动通过介绍作者背景和核心理念，为学生提供更广阔的文本解读视角，为后续讨论奠定基础。 【核心素养提升点】培养学生的文学素养和科技伦理意识，提升跨学科思考能力。 Activity 5: Examining the future of human-robot relations 本活动旨在落实课时目标3。 The T will pose a thought-provoking question to the Ss. Q: What relationship do you think will develop between humans and robots in the future The Ss are given time to reflect on this question and record their thoughts and predictions. After the Ss have formulated their ideas, the T will share his own perspectives on the topic. This will serve as a point of reference and comparison for the Ss, potentially broadening their understanding of the complex issues surrounding human-robot interactions. (Suggested answers: The future relationship between humans and robots will be complex. Robots will increasingly assist in daily tasks. They could also enhance educational experiences by providing personalized learning. However, their integration into social and emotional roles raises significant moral concerns about the nature of human interactions and the definition of companionship. Therefore, developing moral guidelines will be critical to address issues of privacy and security.) 【设计意图】此活动通过开放性问题讨论，引导学生将文本主题与现实世界联系，深入思考科技发展对人类社会的影响。 【核心素养提升点】培养学生的社会洞察力和前瞻性思维能力，提升问题意识和批判性思考能力。 Activity 6: Assignment 1. Review the words and phrases learned in the passage. 2. From Larry’s perspective, was his satisfaction guaranteed Write a short passage to show your opinions. 【设计意图】此活动通过课后作业，巩固学生对文本的理解，并鼓励其进行延伸思考，实现知识内化。 【核心素养提升点】培养学生的自主学习能力和持续探究精神，提升语言应用能力和写作能力。 注：T=Teacher; Ss=Students
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

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