Unit4 A Boys Best Friend？教学设计 高中英语 新外研版选择性必修三

选择性必修三Unit4ABoy'sBestFriend?

课标分析

选择性必修三

课题课型阅读课

Unit4ABoy'sBestFriend?

新课标明确指出：英语课程要培养的学生核心素养包括

语言能力、文化意识、思维品质和学习能力等方面。语

言能力是核心素养的基础要素。文化意识体现核心素养

的价值取向。思维品质反映核心素养的心智特征。学习

能力是核心素养发展的关键要素4这四个方面的核心素

养相互渗透，融合互动，协同发展。根据此课程标准，

Analysis对本节课的课标分析如下：

ofthenew1.Languagecompetence（语言能力）

curriculum1）Helpstudentsgraspthenewvocabularyofthis

criterialesson:slopehopwavelengthmechanicalimitation

（课标frowntightlydesperateclue（本课重点词汇）

分析）2）Helpstudentsgetthemainstructureandmain

ideaofthenovelthroughfastreading.

3）Getstudentstocomparethesimilaritiesand

differencesbetweenRobuttandarealdog.

2.Culturalconsciousness（文化意识）

l）Helpstudentsknowthetruemeaningofareal

friendshipbetweenarobotandarealdog.

2）Helpstudentsunderstandtheadvantagesand

disadvantagesofArtificialIntelligence

3.Thinkingquality（思维品质）

l）Helpstudentshaveabetterunderstandingof

keepingarobotdogasapet.

2）Helpstudentsimprovecriticalthinkingby

dialecticallyrecognizingandevaluatingthe

phenomenonofkeepingarobotdogasapet.

4.Learningability（学习能力）

Helpstudentsimprovestudents，autonomous

learningandcooperativelearningabilitythrough

self-preparationbeforeclassandgroupactivities

inclass.

教材分析

一、主题分析

本单元的主题语境是“人与社会”，涉及的主题语境内

容是未来与科技发展、认识与探索未本单元从不同角度展

现了未来科技发展带来的便利以及可能存在的问题，依次

呈现了科幻电影报、人工智能发展、时间旅行、未来的医

疗与交通、科幻小说等内容，旨在引导学生思考未来科技

发展给牛.活带来的改变和世界的发展趋势，以及如何对待

这种发展趋势，如何应对人工智能时代给人类带来的挑战

Analysis等，进而更好地预测未来，创造未来。

ofthe二、内容分析

teaching本语篇节选门科幻小说家阿西莫夫的科幻小说《男孩儿

material的挚友》，讲述的是吉米的父母为他从地球上带来了一只

真正的狗，可是在月球上出生的几米呢？却更喜欢一直

陪伴他的机器狗。旨在启发学生辩证地看待人工智的发

展，引导学生从情感角度体会人工智能可能带来的影响,

运用所学“伏笔”这一写作手法，续写科幻小说，进一

步提升语言能力和思维品质。

三、文体分析：

Genre:novel

Thebasicelementsofthenovel：

Setting：厂time：inthefuture

[place：onthemoon

Characters：,Jimmy

JMrAnderson,Jimmy'sfather

MrsAnderson,Jimmy'smother

<Robutt,Jinny'spet

Plot：Jimmy'sparentsgotadogfromEarth.They

wantedtogiveittoJimmyasapet.ButJinmy

alreadyhadarobotpetnamedRobutt.Hisparents

thoughtitwouldbegoodforJimmytohaveareal

dog,andthathewouldlikeit.Theywantedtosend

Robutttoanotherfami1y.Tohisparentstsnrprise,

Jimmyrefusedtoaccepttherealdog,becausehe

lovedRobuttandhebelievedRobuttloveshimtoo.

ForJimmy,Robuttisnotjustamechanicaldog,but

arealfriend.

Topic：keeparobotdogorarealdog

Thestructure：

PartIPara.(1-3)(beginning)

Mainidea:ThereasonwhyJimmy'sfatherbrought

himarealdog

TeachingDesign

课型________________________________________Reading

主题语境人叮社会一未来与科技发展、认识♦探索未来

AnalysivsofthelearnDingmaterial

Thepassageisexcerptedfromasciencefiction"ABoy'sBestFriend",\viittenby

IssacAsimov.Jimmy'sparentsgotadogfiomEarth.TheywantedtogiveittoJimmy

asapet.ButJimmyalreadyliadarobotpetnamedRobutt.Hisparentsthoughtit

wouldbegoodforJiinniytohavearealdog.andthatliewouldlikeit.Theywantedto

sendRobutttoanotherfamily.Tohisparents'surprise,Jiminyreftisedtoacceptthe

realdog.becausehelovedRobuttandhebelievedRobuttloveshimtoo.ForJiimny,

Robuttisnotjustamechanicaldog,butarealfriend.Thepassageshowsapossible

influenceofAIfromtheaspectemotionanditprovideawritingskillof

foreshadowingforthestudents;toleaniforstoiywriting

TeachingObjectives

1.Masterhowtoreadanovelfiomtheaspectsofnovelelements,plotdesignand

characteranalysis.

2.Mastertheskillofibreshadowingandlearnhowtocontinueasci-finovel.

3.Understandthestoryanddevelopaproperattitudetowaidsteclmology

innovation.

Teachingfocus

1.Knowhowtouse"fbieshadowiiigntopredictthecoiningeventsandappreciate

literaiyworks.

2.Developtheabilityofiinaginationandcreationandmasterthewritingskillto

continueasci-fistoiy.

Teachingdifficulty

Helpstudentsdevelopapositiveandcriticalattitudetowardstheemotionalconnection

betweenliumanandrobots,anddeepentheunderstandingofthethemeoftheunit.

Learningmethods

Task-basedteaching;Elicitation

Learningprocedures

Teaching

Teacher'sactivitiesStudents'activitiesPurposes

contents

Pre-reading

1.Sslookatthe

picturesandanswerToarouse

Showsomepicturesofa

thequestions.students?interest

Activity1cat.adogandarobotcat

2.Studentsmakeaintheleaniing

Leadinandthenasktherelevant

predictionaboutmaterialandpay

Qs.

thepassagethewayforfiutlicr

accordingtothestudy.

title.

While-reading

1.Askstudentstoread1.Scanthewhole

tliewholearticlequicklypassagequicklyToenablestudents

Activity2

andanswerteacher'sandanswertogetabasicidea

Basic

questions.teacher'squestions.andthebasic

elements

2.Encouragestudentsto2.Findouttheelementsofthe

ofthenovel

findouttliebasicbasicelementsofapassage.

elementsofasci-finovel.sci-finovel

Tohelpstudents

Askstudentstoreadparttohaveabetter

Ssreadpart1and

Activity31andfinishtherelevantunderstandingof

answerthe

Readtwoquestions.thebackgroundof

questions

forplotthenovel.

1.Askstudentstoread

1.ToenableSsto

pail2andcompletethe

figureoutthe

tabletocomparelifeon

difference

Earthwithlifeonthe

Ssreadpart2andbetweenlifeon

Activity4Moon

suinmaiizetheEarnandonthe

2.Askstudentstofillin

questionsMoon

theblanksaboutthe

2.Togiaspthe

nioveiiientdescriptionof

vividdescription

Robutt.

ofverbs.

1.Makeabetter

uiiderstandiiigoftlie

1.leadSstoreadpart3

l.Ssreadpart3anddetailinfbnnation

andccmpaietheattitudes

Activity5completethetable.andfigineoutthe

ofDadwithJinnny.

2.Readsomedifferentattitudes

2.Asktwopersonstoact

dialoguesbetweenbetweenDadand

asDadandJiinmvto

JDadandJiininy.Jimmy.

readsomedialogues.

3.Sumiiiarizethe2.Appreciate(he

3.Summarizetheplotof

plotofthenovel.ideologicaland

thenovel.

literaiynatureofdie

novel

TleadsSstofindoutthe

wordsandexpressions

1.Makeabetter

thatreflectsthechanges

understandingof

ofJimmy'sandDad'sSsreadsome

characters*

emotionandfillintheparagraphsagain

changeableemotion.

blankstoseetheandanswersome

Activity62.Graspsomeverbs

reactionsofRobutt.questions.

Read