Unit 1Science Fiction教案

Reading and Thinking: Satisfaction Guaranteed(Adapted)

文本簡(jiǎn)析

本單元閱讀文本是美國(guó)著名科幻小說(shuō)家艾薩克阿西莫夫的同名科幻小說(shuō)《包君滿意》(Satisfaction Guaranteed)的改編版本節(jié)選。小說(shuō)采用順序的敘述方式，通過(guò)女主人公克萊爾的視角，講述了家用機(jī)器人托尼在她家進(jìn)行使用試驗(yàn)期間發(fā)生的故事。

托尼由克萊爾丈夫拉里的公司制造，在他被送到克萊爾家之前，克萊爾對(duì)此有輕微的抵觸情緒。因?yàn)槔镆霾?，只有她和托尼相處生活于同一屋檐下，她覺(jué)得有所不便。但是最后她被拉里說(shuō)服，表示同意。當(dāng)見(jiàn)到托尼時(shí)，她被他英俊的仿真外型震驚了。隨著故事的發(fā)展，因?yàn)橥心岬募?xì)心、貼心，克萊爾從尷尬拒絕，到習(xí)慣接受，再到依賴信任?？巳R爾敏感、脆弱、自卑，覺(jué)得自己不如當(dāng)?shù)孛赂窭纤箍死彝心崞?，也不是一個(gè)能干的女主人，不能助力丈夫拉里實(shí)現(xiàn)社會(huì)階層的跨越。于是，托尼幫助克萊爾改變妝容、改善家居，提升她的魅力值，增加房子的美觀度，增強(qiáng)她的自信力。故事的結(jié)局，因?yàn)榭巳R爾愛(ài)上了托尼，所以托尼需要被送回公司改造。機(jī)器人不能讓人類愛(ài)上自己，否則就是在情感上傷害到了人類，這標(biāo)志著試驗(yàn)的失敗。小說(shuō)聚焦艾薩克阿西莫夫所提出的機(jī)器人三大行為定律中的第一條定律，即機(jī)器人不能傷害人類，也不能允許人類受到傷害。旨在探討人類與機(jī)器人之間的關(guān)系和由此衍生的倫理、道德等問(wèn)題。

該文本節(jié)選小說(shuō)的前半部分，敘述了托尼的到來(lái)，以及他為克萊爾提供的各種周到服務(wù)和細(xì)致幫助。托尼建議克萊爾在他離開的前一晚邀請(qǐng)朋友們來(lái)煥然一新的家中聚會(huì)。在文本的結(jié)尾部分，托尼摟著克萊爾，向她訴說(shuō)自己對(duì)她的依戀，這時(shí)門鈴響了。文本結(jié)束。在課后練習(xí)中，聽力文本作為補(bǔ)充材料，為閱讀文本提供了故事結(jié)尾。

在進(jìn)行文本教學(xué)設(shè)計(jì)時(shí)，要幫助學(xué)生關(guān)注小說(shuō)獨(dú)特的敘事特征，了解作者及其作品的相關(guān)背景信息，激發(fā)閱讀期待的同時(shí)也為精準(zhǔn)解讀做好鋪墊。建構(gòu)主題語(yǔ)料庫(kù)詞匯圖式，如關(guān)于人類與機(jī)器人之間關(guān)系的表達(dá)、人物心理變化的表達(dá)。同時(shí)，關(guān)注功能類語(yǔ)言，如表明上下文邏輯關(guān)系的詞匯as，but，however，although等，引導(dǎo)學(xué)生關(guān)注銜接詞，體會(huì)行文邏輯，理解文本主題。在文本解讀過(guò)程中，著重培養(yǎng)學(xué)生的文本概括和理解能力，梳理故事的主要情節(jié)。訓(xùn)練學(xué)生推理判斷的思維能力，激發(fā)學(xué)生探究思辨，挖掘主題意義。

第1課時(shí)

一、教學(xué)內(nèi)容

速讀全文，了解故事梗概和人物關(guān)系。細(xì)讀文本，梳理情節(jié)線，探究情緒鏈。

二、課時(shí)目標(biāo)

1. 通過(guò)了解背景知識(shí)、預(yù)測(cè)和速讀，導(dǎo)入主題情境，分析文本體裁，理解故事主要內(nèi)容，厘清人物關(guān)系，培養(yǎng)整體閱讀能力。

2. 通過(guò)自主閱讀，明確克萊爾的情緒鏈。運(yùn)用比較和對(duì)比的閱讀策略，剖析托尼特征形象，提升分析思維能力。

3. 通過(guò)思考、分析、討論，切換人物視角，思考辨析，為預(yù)測(cè)后續(xù)情節(jié)和深入探究主題作好鋪墊，提高閱讀邏輯思維能力和思辨能力。

三、教學(xué)過(guò)程

Activity 1: Getting into the topic about AI and robots

本活動(dòng)為實(shí)現(xiàn)課時(shí)目標(biāo)1作鋪墊。

1.Talk about AI and robots.

The teacher draws students’ attention to AI and robots.

Q1: What does AI stand for?

S: AI stands for Artificial Intelligence.

Q2: When it comes to AI, or Artificial Intelligence,what do you usually think of?

S: Robots.

Q3: What roles do robots play in our life?

Q4: How are robots similar to humans?

Q5: How are robots different from humans?

Answers vary.

Students air their views. The teacher provides feedbackor make comments if necessary.

2.Activate and supply the background knowledge aboutAmerican writer Isaac Asimov.

Students share their knowledge about Isaac Asimovand the teacher introduces some background information as well.

Q1: Have you ever read novels written by Isaac Asimov,a master of science fiction?

Q2: What impresses you the most about Isaac Asimov’sworks?

S1: He wrote about robots.

S2: His works focus on exploring the relationshipbetween robots and humans.

S3: He developed three laws for robots.

[設(shè)計(jì)意圖]通過(guò)談?wù)摗叭斯ぶ悄堋?，直接進(jìn)入主題情境，激活學(xué)生的認(rèn)知圖式，引導(dǎo)學(xué)生運(yùn)用比較和對(duì)比的策略，思考機(jī)器人和人類的異同點(diǎn)，為探究人類和機(jī)器人的關(guān)系做好鋪墊。了解關(guān)于美國(guó)著名科幻小說(shuō)家艾塞克阿西莫夫的背景知識(shí)，激發(fā)閱讀期待，增強(qiáng)閱讀興趣。

Activity 2: Outlining the story and clarifying therelationships among characters

本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)1。

1. Skim the title and predict the plot.

The teacher asks students to skim the title, viewthe photo and make possible guesses about the story.

Q1: How do you understand the word “adapted” in thetitle?

S: Rewritten.

T: It was originally written by Isaac Asimov, a photoof whom is shown with the passage.

Q2: What is the story entitled Satisfaction Guaranteedprobably about?

S1: It is probably about a product which makes itsusers feel satisfied.

S2: Maybe it is about a seller who promises to makehis buyers satisfied.

S3: Since it was originally written by Asimov, itmight be about a robot which guarantees a satisfactory user experience.

2. Scan the passage, check the predictions and understandthe story.

Students go through the passage, focusing on the outlineof the story and the relationships among characters.

Q1: Who are the main characters of the story?

S: Claire, Tony, Larry, Gladys Claffern.

Q2: What are the relationships among the characters?

S: Claire and Larry are wife and husband. Tony isa household robot tested out by Claire. Gladys is a wealthy and beautiful lady whomClaire envies.

Q3: How does the story relate to the title SatisfactionGuaranteed?

Q4: Whose satisfaction shall be guaranteed?

S: Claire’s. Tony are supposed to guarantee that Clairewill be satisfied with him and his service.

[設(shè)計(jì)意圖]引導(dǎo)學(xué)生解讀文本標(biāo)題，圍繞題眼中心詞“Satisfaction Guaranteed”，預(yù)測(cè)文本內(nèi)容。通讀全文，厘清人物關(guān)系，聚焦題眼主旨，構(gòu)建“俯瞰式”整體認(rèn)知的文本閱讀思維模式。

Activity 3: Focusing on Claire’s feelings and findingout the similarities and differences between Tony and humans

本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)2。

1.Read carefully and figure out the change of Claire’sfeelings.

Students read the passage carefully to figure outhow Claire’s feelings change as the story develops.

Q1: Was Claire satisfied with Tony and his service?

Q2: How did her feelings towards Tony change?

S1: When she first saw Tony, she felt alarmed.

S2: When Tony asked her whether she needed help dressing,she felt embarrassed.

S3: She gradually admired his wisdom and integrityand began to trust him.

S4: She looked at his fingers with wonder as theyturned each page.

S5: Claire thanked Tony, telling him that he was a“dear”.

S6: As he held her, she felt the warmth of his body.

2.Evaluate Claire’s feelings and analyze Tony’s characteristics.

Students read for the reasons behind the change ofClaire’s feelings and analyze Tony’s characteristics by comparing and contrastingTony with humans.

Q1: Was Claire satisfied with Tony and his service?

S1: Yes, she was so satisfied with Tony that she trustedhim totally.

S2: Yes. Because he provided her with such perfectservice and great comfort.

S3: No. She actually had mixed feelings for him.

S4: No. She kind of fell in love with Tony and guiltengulfed her.

Q2: What caused the change of Claire’s feelings?

S: Tony’s care/ attention/ service/ support/ help/encouragement/ wisdom/ integrity/ ...

Q3: To Claire, was Tony more like a household robot,or a friend or even a lover?

Q4: How was Tony similar to a human?

Q5: How was Tony different from a human?

Students complete the diagram with the similaritiesand differences between Tony and a human being.

Possible answers.

Similarities:

Tony was tall and handsome with smooth hair and adeep voice just like an attrative man.

Tony offered help, suggestions, sympathy and comfort,and treated Claire with dignity just like a human, or rather, a gentleman.

Differences:

A human being’s facial expression changes often, whereasTony’s never changed.

Different from a human, Tony had no idea of avoidingbody contact between men and women when he offered to help dressing.

A human being read books, however, Tony scanned books.

Tony managed to catch Claire in time when she fellof the ladder in the next room, but a human being can’t make it.

[設(shè)計(jì)意圖]以題眼為軸心，并設(shè)問(wèn)“克萊爾對(duì)托尼和他的服務(wù)是否感到滿意(Was Claire satisfied with Tony and his service)”，以此為線，開展自主閱讀，厘清克萊爾的情緒變化情感起伏。并進(jìn)行合理歸因，引導(dǎo)學(xué)生運(yùn)用比較和對(duì)比的策略，深入分析托尼的特征，探究人類和機(jī)器人的異同點(diǎn)。

Activity 4：Discussing and further exploring the topic

本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)3。

1.Think, discuss and share.

Students form groups of 4, discuss with their groupmembers, and then share personal insights.

Q: How did Tony feel about Claire?

Answers vary.

S1: He was also attached to Claire.

S2: He had no feelings. He was just a robot and wasjust performing his duty.

[設(shè)計(jì)意圖] 在對(duì)克萊爾情緒和托尼特征分析的基礎(chǔ)之上，鼓勵(lì)學(xué)生合作學(xué)習(xí)，切換人物視角，思考辨析，為預(yù)測(cè)后續(xù)情節(jié)和深入探究主題作好鋪墊。

Assignment:

1.Retell the story.

2.Make predictions about what might happen to Tonyand Claire later.

[設(shè)計(jì)意圖] 要求學(xué)生通過(guò)復(fù)述鞏固所學(xué)，并預(yù)測(cè)故事的后續(xù)發(fā)展，鍛煉學(xué)生的邏輯思維能力和鞏固敘事類文本的寫作圖式。

第2課時(shí)

一、教學(xué)內(nèi)容

預(yù)測(cè)后續(xù)情節(jié)發(fā)展，并通過(guò)聽力材料進(jìn)行驗(yàn)證。分析托尼行為的合理性，了解機(jī)器人定律，探究主題意義。

二、課時(shí)目標(biāo)

1. 通過(guò)復(fù)述故事并進(jìn)一步分析托尼對(duì)克萊爾的情感，預(yù)測(cè)后續(xù)情節(jié)，鍛煉邏輯思維能力。

2. 通過(guò)補(bǔ)充聽力材料，驗(yàn)證后續(xù)情節(jié)，完善對(duì)文本情節(jié)的整體認(rèn)知，并思考其結(jié)尾的合理性，培養(yǎng)發(fā)散性、評(píng)判性思維。

3. 通過(guò)學(xué)習(xí)相關(guān)背景知識(shí)，了解原著作者提出的機(jī)器人三大定律，探討本文寫作目的，探究主題意義。

三、教學(xué)過(guò)程

Activity 1: Retelling the story and reviewing Tony’scharacteristics and feelings

本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)1。

1. Retell the story.

The teacher asks several students to retell the story,focusing on the main plots and the change of Claire’s feelings.

2. Review Tony’s characteristics and dig deeper.

Students go over the similarities and differencesbetween Tony and humans, and then read the text carefully, especially the last paragraph,before they again air their views about whether Tony had special attachment to Claire.

[設(shè)計(jì)意圖]通過(guò)鼓勵(lì)學(xué)生進(jìn)行故事復(fù)述，鍛煉口頭表達(dá)能力。再一次回顧托尼和人類的異同點(diǎn)，鞏固運(yùn)用比較和對(duì)比策略，引導(dǎo)學(xué)生進(jìn)一步研讀思考推斷托尼對(duì)克萊爾的情感態(tài)度，為預(yù)測(cè)后續(xù)情節(jié)的發(fā)展做好鋪墊。

Activity 2: Continuing the story and listening tothe end of the story

本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)2。

1.Make predictions about the end of the story.

Students make possible guesses about what might happento Claire and Tony in the end.

Q1: Who was ringing the doorbell?

Q2: What might happen to Claire and Tony at the endof the story?

Answers vary.

2.Listen to the end of the story.

Students listen to the end of the story and answerthe questions below.

Q1: How did the guests feel about Claire, the houseand Tony?

Q2: Why did Claire shout “Leave me alone!”?

Q3: What happened to Tony in the end?

Students listen again and complete the following sentences.

① Tony let her go and ________________. It was thenthat Claire realised that ________________.

② What ________________ by those women! She mightnot be as beautiful as them, but ________________.

③ But even though Tony had been ________________,he would ________________ --you cannot have women ________________.

(Keys: disappeared from sight; Tony had opened thecurtains of the front window; a sweet victory to be envied; none of them had sucha handsome lover; so clever and caring; have to be rebuilt; falling in love withmachines.)

附：Listeningtext:

[Then the front door bell rang.]

Tony let her go and disappeared from sight. It wasthen that Claire realised Tony had opened the curtains of the front window. Herguests had seen everything!

The women were impressed by Claire, the house, andthe delicious cuisine. Just before they left, Claire heard Gladys whispering toanother woman that she had never seen anyone so handsome as Tony. What a sweet victoryto be envied by those women! She might not be as beautiful as them, but none ofthem had such a handsome lover.

The she remembered－Tony was just a machine. She shouted “Leave me alone!”and ran to her bed. She cried all night. The next morning a car drove up and tookTony away.

The company was very pleased with Tony’s report onhis three weeks with Claire. Tony had protected a human being from harm when heprevented Claire from falling off a ladder. He had also opened the curtains thatnight so that the other women would see him and Claire, which would make them envyClaire. But even though Tony had been so clever and caring, he would have to berebuilt—you cannot have women falling in love with machines.

[設(shè)計(jì)意圖]通過(guò)預(yù)測(cè)，鍛煉寫作邏輯思維能力。課文配套聽力材料的補(bǔ)充，既訓(xùn)練了學(xué)生的聽力理解能力，又為學(xué)生提供了完整的小說(shuō)敘事圖式，使其對(duì)該文本所承載的主題意義理解更加透徹。