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2019新人教高中英语选择性必修四Unit1 Science Fiction公开课教案Teaching aims:1.Enable students to learn about the stylistic features of science fiction and explore the relationship between humans and robots.2.Guide students to complete the story with reasonable imagination.3.Guide students to develop a right and critical attitude towards the development of robots and AI.Teaching key points:1.Lead students to judge the language features and analyse the plot of the text.2.Enable students to complete the story with reasonable imagination.Teaching difficult points:1.Enable students to explore the relationship between humans and robots.2.Lead students to develop a right and critical attitude towards the development of robots and AI.Teaching procedures:StepⅠLead-inShare a video about a household robot with the students and ask them a few questions.1.What can the robot do in this video?2.Would you feel happy if a robot became a member of your family? Why or why not?3.Do you think it is possible for a robot to fall in love with a human being? Why?Suggested answers:1.She can clean up the house, make clothes, cut hair, and cook meals.2.I’d be happy. Because a household robot can save me much time.3.I don’t think so. Because a machine can’t have feelings like a human.StepⅠReadingActivity 1 Read for the main idea.Ask students to read the text for the first time and answer two questions.1.What is the type of this text?A.Narration.B.Exposition.C.Practical writing.D.Argumentation.2.What’s the main idea of the text?It is mainly about how a was in a family.Suggested answers:1.A2.household robot; tested outActivity2Read for the main characters and their relationships.Read the text to find out the main characters and their relationships with each other.①Larry Belmont—an employee of a company that makes robots②③Suggested answers:①Claire—Larry’s wife②Tony—the robot to be tested out by Claire in her house③Gladys Claffern—a woman that Claire enviesStepⅠTextual analysisActivity1Analyse the plot.Read the text again and fill in the blanks.by Claire.Tony for the first time.and offered to help .for Claire.and .the saleswoman.and her friends.Claire when she was falling off the ladder.to Claire.Suggested answers:tested out;saw;breakfast; dressing;sympathy;herself;her home;speak to;Gladys;caught;loveActivity2Brainstorm the ending.Work in groups to talk about the ending of the story referring to the following questions.·How will Claire react to Tony’s emotion?·What will happen during the party?·Will Tony pass the test in the experiment?·...Then listen to the rest of the story to make a comparison.Suggested answers:In my view, Claire will fall in love with the robot.Larry returns happily with his promotion and meets with the company, but isslightly disconcerted with Claire’s change and her depression since Tony was taken back to the lab. The engineers point out that Tony will have to be reworked, since they cannot produce a model that a woman will fall in love with.Activity3Analyse the changes of Claire’s feelings towards Tony.Suggested answers:Refused—was alarmed—felt embarrassed—admired, trusted—called him a dear—felt his warmth—felt being envied—cried all nightActivity4Summarise the similarities and differences between Tony and a human being.Use the words in the boxes to describe the similarities and differences.Example:A human being’s facial expression changes often,whereas Tony’s never changes.Suggested answers:Tony’s body is warm just as a human’s.StepⅠCritical thinkingActivity1Group discussion.Ask students to discuss the following questions in groups.1.Is Claire satisfied with Tony? Why?2.Do you think the test is a success or a failure? Why?Suggested answers:1.Yes, she is. Because Tony helped Claire a lot. When she thought she was not so beautiful, Tony gave her a new haircut and changed the makeup she wore. When she thought her house was not elegant, he helped her transform the house completely. When the saleswoman was rude to her, he made her change her attitude. When Claire was in danger, he managed to protect her.2.I think it is a failure. Because during the test, Tony not only understood Claire’s feelings and emotions, but he was developing his own. Given that Tony was not programmed to have an affection previously, it will be dangerous for humans to live with a machine with his own feelings and thoughts.Activity2Debate.The Relationship with Robots: Good or Bad for Humans?Good morning, ladies and gentlemen. A great philosopher Emil Cioran once said, “A man is a robot with defects.”We believe that it will be good and important to have robots help humans.From one perspective, ...In addition, ...Lastly, ...In conclusion, ...StepⅠSummaryA robot named Tony was sent to Claire’s house 1.(test) out. He looked like a real man, tall and handsome with smooth hair 2. a deep voice.Not only did he look like a human, but he 3.(behave) like a real man. He did everything to comfort Claire. He prepared breakfast in 4. morning. He even tried to help Claire get 5. (dress), which made Claire feelembarrassed. When he heard that Claire was not 6. (satisfy) with her house, he began to improve it. When he learnt that Claire was jealous of another lady, he helped to improve 7. (she) makeup and make Gladys and her friends admire Claire by 8. (hold) a party at home.Tony was only a robot,but he could do and think 9. (exact) like a real man. He even fell in love with his hostess, Claire, near the end of the test. 10. excellent science fiction it is!Suggested answers；1.to be tested2.and3.behaved4.the5.dressed6.satisfied7.her8.holding9.exactly10.WhatStepⅠAssignment1.Design a robot or an AI device.2.Do some research about robots or AI devices, and write a list of as many robot characters or AI devices as you can think of.。
Unit1 Reading 公开课教学设计（一）BOOK 4 Unit 1 Women of AchievementReading A Student of African Wildlife 教学设计Ⅰ. Teaching aims:1. To enable the students to know the ways how Jane Goodall observes the chimps and the achievements she makes.2. To encourage the students to appreciate the spirits of Jane Goodall.3. To get the students to master the basic reading skills, such as scanning, closing read ing, summarizing. As well as express their own opinions.4. To get the students realize the importance of wildlife protection.Ⅱ. Teaching key points and important points:Teaching key points: how to enable the students to master the reading skills Teaching difficult points: How to help the students to appreciate the spirits of Jane G oodall and express their thoughts using what they have learned in the reading.Ⅲ. Teaching methods:I’ll adopt the following teaching methods, the Communicative Language Teaching an d Task-based Language Teaching. It will offer the students an opportunity to use langu age to complete specific tasks, thus improve their spoken English and communication skills.Ⅳ. Learning method.As is described in modern education theory, “The process of obtaining knowledge is more important than obtaining knowledge itself.” So I will try to arouse the students’potential and make them obtain the knowledge by way of autonomous study and coop eration.Ⅴ. Teaching aids:Multimedia and projectorⅥ.Teachingprocedures:Step1. Greeting and lead-in1. Free talk. Q: Is there a woman you like most? Please describe her and explainwhy.Let the students discuss with classmates in English, and then ask some of them to ans wer the question.2. Q: Do you want to know more about a person we have mentioned?Show the students a video about Jane Goodall “Showing Us the Way to a BetterWorld ” and find out: What can you find in the video?Share some pictures from the video with the students and get the students toknow that Jane Goodall is the Peace Messenger of the United Nations.3. Ask the students to look at the title “A Student of African Wildlife” and predict Wh o, What and Where ?Step 2. SkimmingTask1 1)Skim the text and answer the questions:(1). Who is the student?(2). What animals are observed?(3). What’s the type of writing of this passage?A. Narration (记叙文)B. Argumentation(议论文)C. Exposition(说明文)2) Match the main idea of each paragraph:Para 1: Our group followed Jane to study chimps in the wildPara 2: Jane's achievementsPara 3: What Jane has done to protect the lives of chimpsPara 4: What Jane discovered about chimpsStep 3. ScanningTask2 Choose the correct answers after reading the passage.1) What did the group do first in the morning? They_______.A went into the forest slowlyB. left the chimp family of chimps wake upC. observed the family of chimps wake upD. helped people understand the behavior of the chimps2). Why did Jane go to Africa to study chimps in the wild? Because she wanted____.A.to work with them in their own environmentB. to prove the way people think about chimps was wrongC. to discover what chimps eatD. to observe a chimp family3). Jane was permitted to begin her work after_________.A the chimp family woke upB. she lived in the forestC. her mother came to support herD. she arrived at Gombe4). The purpose of her study was to _____.A. watch the wild chimps in cagesB. gain a doctor’s degreeC. understand and respect the lives of chimpsD. live in the forest as men canStep4 Detail reading1).Pair work. Ask the students to go through Paragraph 1and find out 4 activities we did during the whole day.2) Read paragraph2-4 and fill in the blanks below.Step 5: Discussion (students form groups of 4 and discuss the topics below)1 What can we learn from Jane Goodall?2. What do you think is the best way to protect wildlife?Step 6: SummarySummarize the reading skill we have learnt in this class.Step 7: HomeworkRead the text again and try to understand it better. Then use your own words to retell t he story.Ⅶ. Reflection of teachingⅧ. The design of the blackboard.。
【Teaching Design】Unit 1 Women of achievementUsing LanguageReading and WritingNew Senior English for ChinaStudent’s Book 4目录一、主题语境二、语篇类型三、授课时长四、课程设计思路七、学情分析八、教学内容九、教学目标十、教学重点十一、教学难点十二、教学方法十三、教学资源十四、教学过程十五、板书设计十六、附录一、主题语境人与社会——科学家与科学研究二、语篇类型介绍性文章——人物类描写三、授课时长40 分钟四、课程设计思路课程设计灵感来源于在新冠疫情期间，师生们看到对李兰娟院士和奋战在抗击疫情最前线的女医护人员的新闻报道，心中崇拜之情油然而生。
与此同时，奋战在防疫检验一线的女社区工作人员、女交警、疫情期间停课不停教的女老师以及为同学们做好在家学习各项后勤保障的母亲等这些我们身边平凡而又伟大的女性都让老师和学生感动不已。
必修四第一单元话题是“卓有成就的女性”，而Using Language部分也是对女医生林巧稚的介绍，因此本人产生了让学生借助文本掌握如何对人物进行描述的技能，对李兰娟院士进行描写，加深学生对伟大女性的了解并向之学习的设计思路。
在确定文本之后，课程设计主要是五个环节：一、导入主题语境，即卓有成就的的女性。
二、对语篇进行探究，找出人物介绍的必要因素。
三、对该类型写作中词汇、句型等进行拓展。
四、进行话题写作并对文章进行打磨。
五、感情升华，使学生对卓有成就的的女性有了新的了解并向她们学习，从而升华主题，达到在文本中培养学生英语学科素养的目的。
本课采用任务驱动教学法，整体设计环环相扣，层层递进，把语言知识学习、语言技能的运用、思维品质发展和文化意识形成有机融入课程内容和教学活动中，为在课堂教学中培养学生的英语学科核心素养进行了有益的尝试和探索。
五、课程主要亮点1、导入新颖导入部分关于对伟大女性的高贵品质这一部分运用了“Flying words”环节，学生看到屏幕上飞驰而过的单词大声读出，这让学生对描述品格的词汇有了更加直观的了解，并帮助学生做好与上节课的衔接以及本节课写作词汇输入的工作。
