Unit1ScienceFictionReadingandThinking教案高中英語人教版選擇性

LessonPlanning

Title

SCIENCEFICTION

Students

No.11seniorhighschoolstudents,Class2,Grade2

Materials

PEPHighSchoolEnglishOptionalpulsorybook4,Unit1SCIENCEFICTION,readingandthinking

Totalclasshour

5

Period

2

Typeof

lesson

Readingandthinkingclass

Time&Date

8:008:20am.,Tuesday,26thMay,2022

Teachingmethods

Taskbasedlanguageteachingmethod，municativeteachingmethod

Learningmethods

Cooperativelearningmethod

Aids

PPT,blackboard,brainstorming,mindmaps

Teacher

Angela

School

No.11seniorhighschool

Ⅰ.AnalysisofTeachingContents

What

ThisarticleisfromPEPHighSchoolEngliashOptionalpulsory4,Unit1SCIENCEFICTION.Thethematictopicishumanandsociety.Thetypeofthistextisnarrativewriting.ThisarticletellsthestoryofahouseholdrobotTonybeingtestedoutbyClaire,whoisthewifeofanemployeeofarobotmanufacturingpany.Finally,thisarticlecanbedividedinto4parts,thebeginningofthestory,thedevelopmentofthestory,theclimaxofthestoryandtheendingofthestory.

How

Theauthorusescauseandeffectandlogicalordertowritethisarticle.

Why

Theauthorwrotethisarticletoarousereaderstothinkabouthowtodefinethedifferenceandrelationshipbetweenhumanandrobotandtoinspirereaderstoimaginehowtherobotinthefuturewillbe.

Ⅱ.AnalysisofStudents

Studentshaveknowntheusesofrobotsintheireverydaylifeandtheimportanceofrobot.

Studentswanttoknowthenewestrobotintheworld,therelationshipbetweenhumanandrobot,thewirtingtechnologyofnarrativewritingandwhattheauthorwanttotellus.

Themethodsthatstudentsneedarestrategiesandscaffoldingfortextanalysis.

Ⅲ.LearningObjectives

Languagepetence:Tolearnsomephrases,suchasdifferentfrom,similartoandsoon.

LearningAbility:Beabletouseparison,contrastandotherstrategiestoanalyzethecharactersinthestory.

ThinkingQuality:Beabletocontinuethestoryanddeveloplogicalthinkingability

CulturalAwareness:Tounderstandtherealisticmeaningimpliedinthesciencefictionworksandinspirethethinkingofhumandestiny.

Ⅳ.FocalPoints

Helpthestudentstosortouttheheroine'semotionalchanges

Understandthelightanddarkcluesofemotionalstoriesandrobotexperimentsinthetext

Ⅴ.DifficultPoints

Guidestudentstoexploretherelationshipbetweenhumanbeingsandrobotsbasedontheirowncognition.

Ⅵ.TeachingProceduresandTimeAllotment

Stage1Leadin(4minutes)

（Purpose:Theteachercanattractthestudents'interestbyshowingavideoabouttransformers.Usesomepicturesandvideostodeepenstudents'impressionofmodernrobots.）

Step1Showavideoabouttransformers.

Step2Freetalk

Teacher’sactivity:Leadstudentstothinkaboutwhatrobotscandointheirdailylife,andinwhatfieldsdotheygenerallyapplythem.Thenaskthestudentstodiscussthefollowingtwoquestionswiththeirpartner:

Whatcanrobotsdo?Listthreeofthem.

Wouldyoufeelhappyifarobotbecameamemberofyourfamily?Whyorwhynot?

Students’activity:Answerthequestionsandwritetheminthepaper.

Step3Showsomepicturesandavideoaboutthenewestrobotintheworld

Teacher’sactivity:Usepicturestoshowstudentsthewideusesofrobots,suchassweepingthefloor,playingMusicalInstrumentsandtheirapplicationsinmanufacturing.Thenshowthevideoandaskstudentstopayattentiontothesimilarityofthenewestrobotandhumaninthevideo.

Students’sactivity:Enjoypicturesandvideosandthinkabouttheimpactofthedevelopmentofrobotsonhumans.

Step4Asksomequestions

Teacher’sactivity:Theteacherleadsthestudentstothinkaboutwhetherrobotscanhavetheirownemotionslikehumanbeingsbyaskingthemquestionsstepbystep.

Students’sactivity:Followtheteacher'squestions,discussthemwiththeirpartnerandanswerthem.

Stage2Prereading(5minutes)

（Purpose:Inspirestudentstothinkaboutwhetherrobotscanproduceemotions.Letthestudentshaveapreliminaryunderstandingofthebackground,themeaningofthetitleandthegeneralideaofthepassage）

Step1Introducethebackgroundofthearticle

Teacher’sactivity:Introducethefirstlawofroboticstostudentsandaskthemwhetherrobotsviolatethislawinthepassage.

Students’activity:Listentoteacher’sintroductionandthinkboutthequestion.

Step2Guessthemeaningofthetitle

Teacher’sactivity:Beforereadingthepassage,teacheraskstudentstothinkaboutthemeaningofthetitleandletstudentsimaginewhattypeofrobotwillbementionedinthearticle.

Students’sactivity:Thinkaboutthesequestionsandanswerthem.

Step3Skimthepassageandfindoutsomeinformation

Askstudentstoskimthepassagequicklyandfindoutthemainideaandwritingstyle.

Stage3Whilereading(25minutes)

（Purpose:Byanalyzingtherelationshipbetweencharacters,wecanquicklygetthecontentofthetext,andhelpstudentstosortouttheheroine'semotionalchangesandreasons,sothatstudentscanhaveadeeperunderstandingofthearticle）

Step1Analysistherelationshipbetweencharacters

marriedcouple

Gladys

Claire

Larry

witnesstheiraffair

envied

fellinlove

made

Tony

Step2FindoutClaire’semotionchangesandthereason

Teacher’sactivity:TeacherwillhelpstudentsfindouttherelationshipbetweencharactersandClarie’semotionalchanges.

Students’activity:Studentsneedtoreadthepassageindetailandhaveadeeperunderstanding.

Step3FindoutthedifferencesandsimilaritiesbetweenTonyandhuman

Teacher’sactivity：TeacherwilldividestudentsintoseveralgroupsandaskthemtoworktogethertofindoutthesimilaritiesanddifferencesbetweenTonyandhumanbeings.

Students’activity:studentswillrealizethatalthoughTonylooksandbehaveslikeahumanbeing,heisstillverydifferentfromarealperson.

Stage4Postreading