X4U1ScienceFictionReadingandThinking—Part1I.LearningAims:1.studentstopredictthegenreandthemeofthediscourseaccordingtothetitleofthediscourse;2.StudentscangetsomebasicinformationaboutrobotsandAI..3.TodeveloparightandcriticalattitudetowardsthedevelopmentofrobotsandAI.II.TeachingKeyandDifficultPointsKeypoint:Studentscanunderstandthepassagebyusingsomeusefulreadingskills.DifficultPoints:Cultivatestudents'readingprehensionabilityandthinkingquality.III.TeachingMaterialsTaskbasedTeachingMethodsIV.TeachingArrangement1periodV.TeachingProceduresStep1:Warmingup1.Tintroducestheaimsofthelesson.2.TguidesSstoappreciatetheopeningpage.3.TshowsSssomepicturesandavideoclip.Step2:Readformainidea&choosethebestanswerActivity1:ReadforthetitleandtexttypeQ1:Whosesatisfactiondoyouthinkwillbeguaranteed?________________Q2:Whatisthetexttypeofthispassage?A.ArgumentationB.NarrationC.AdvertisementD.ExpositionActivity2:Skimthetext,divideitintothreepartsandthenfillintheblanks.Ⅱ.Themainideaofthepassageisaboutastoryabout_____________________Activity3:Readthepassagecarefullyandchoosethebestanswer.1.WhatdidLarryBelmontthinkoftestingouttherobotinhishouse?A.Itwasanextrabenefit.B.Itwashisresponsibility.C.Ithelpedimprovehishouse.D.ItcouldmakeClairehappy.2.HowdidClairefeelwhenTonyofferedtohelphergetdressed?A.Proud. B.Happy.C.Guilty. D.Embarrassed.3.WhydidTonyworkonthehouseimprovement?A.Clairewantedtoholdapartyinherhouse.B.ClaireplannedtogiveLarryasurprise.C.Clairedidn’tthinkitgoodenoughforLarry.D.ClaireintendedtomakethebestofTony.4.WhatdidGladysClaffernthinkoftherelationshipbetweenClaireandTony?A.Friends. B.Lovers.C.Relatives. D.Colleagues.5.Whatcanweinferfromthelastparagraph?A.TonyfellinlovewithClaire.B.Tonywouldhavearestthatnight.C.TonywouldstaywithClaireforever.D.Tony,therobot,neededtobeimproved.Step3:PostReadingCoupwork:Howdidclaire'sfeelingstowardTonychangeasthestorydeveloped?Underlinethewordsandexpressionsshowingherfeelings.Step4:SummaryInvitestudentstosummarizewhatwehavelearnedVI.BlackboardDesignVII.HomeworkDesignVIII.TeachingReflectionX4U1ScienceFictionReadingandThinking—Part2I.LearningAims:1.Studentscananalyzethestructureofeachparagraphandthepassage.2.Studentscanappreciatethelanguagefeaturesofthepassage.3.Studentscanretellthepassageaccordingtothestructure.II.TeachingKeyandDifficultPoints1.Keypoint:analyzethestructureofeachparagraphandthepassage.2.Difficultpoint:appreciatethelanguagefeaturesofthepassageandretellthepassageaccordingtothestructure.III.TeachingMaterialsTaskbasedTeachingMethodsIV.TeachingArrangement1periodV.TeachingProceduresStep1:Review1.Readthepassagecarefullybyyourself.2.Reviewthemainideaofthepassage.Step2:ReadfordetailsActivity1:ReadforcharactersandrelationshipsHowmanycharactersarementioned?_______Whoarethey?_________________Whataretherelationshipstoeachother?_______________________Activity2:ReadfordetailsstorylineHowdidTonyhelpherwithherproblemswhen(shesaid)Shewasnotclever._____________Herhousewasnotelegant.______________Thesaleswomanwasrudetoher._________________ShewasnotlikeGladysClaffern.______________Shefellofftheladder.__________________________Activity3:ReadfordetailsemotionlineClaire’sfeelingstowardsTonychangedasthestorydeveloped.Readthepassagecarefullyandfigureoutthechanges.BeforeTonyarrived,______disliked_______WhenshefirstsawTony,____alarmed__________Whenofferedtohelpdressing,__embarrassed_________Whenofferedsympathy,____admired_____________Whenhelpedtalktothesaleswoman,_____calledhimadear__________Whenshefellofftheladder,Tonycaughtherintimeanheldher,felthiswarmth.Activity4:ReadfortheendingofthestoryWorkingroupsandeupwithareasonableending.Tonylethergoanddisappearedfromsight.Whatwouldhappennextattheparty?WhatwouldhappentoClaire?WhydidClairefeelenvied?Bywhom?Whydidshecryallnight?ThenextmorningacardroveupandtookTonyawayWhatwouldhappentoTony?Didhepassthetestintheexperiment?WouldTonyberebuilt?Why?Thenlistentotherestofthestory.Howdifferentisitfromyourending?_____________1.DidTonyreallyfallinlovewithClaire?___________________________2.Doyouthinkitispossibleforapersontolovearobot?Why?_________________________________________________________________Step3:AppreciatethelanguagefeaturesActivity1:PleasetranslatethefollowingbeautifulsentencesintoChinese.1.Hewastallandhandsomewithsmoothhairandadeepvoice,althoughhisfacialexpressionneverchanged.(外貌描寫)他雖然面部表情毫無變化，但是個子高大，相貌英俊，頭發平整，聲音低沉渾厚。2.Shelookedathisfingerswithwonderastheyturnedeachpage.(情感、動作描寫)她驚奇地看著他的手指翻動著書頁。3.Asheheldher，shefeltthewarmthofhisbody.Shescreamed，pushedhimaway,andrantoherroom.(動作描寫)當他抱著她時，她感覺到了他身上的溫暖。她尖叫了起來，把他推開，跑回了自己的房間。Step4:PostReading1.pletethediagramwiththesimilaritiesanddifferencesbetweenTonyandthehumanbeing.2.Usethewordsintheboxestodescribethesimilaritiesanddifferences.Step5:SummaryInvitestudentstosummarizewhatwehavelearnedVI.BlackboardDesignVII.HomeworkDesignVIII.TeachingReflectionX4U1ScienceFictionReadingandThinking—Part3I.LearningAims:1.Studentscantranslatethetextandhaveabetterunderstandingofthepassage.2.Studentscananalyzesomedifficultsentencesandmastersomesentencepatterns.3.Cultivatestudents'prehensiveapplicationskills.II.TeachingKeyandDifficultPoints1.Keypoint:studentscantranslatethetextandanalyzethedifficultsentences.2.Difficultpoint:studentscanmastersomesentencepatternsandusethemcorrectly.III.TeachingMaterialsTaskbasedTeachingMethodsIV.TeachingArrangement1periodV.TeachingProceduresStep1:Leadin1.Greetwitheachother.2.Rereadthepassagebythemselves.3.Reviewwhatwehavelearned.Step2:ReadandTranslate1.Askstudentstoreadthetextinsectionsandunderlinethereadingbarriers.2.Readtogetherinordertocorrecttheconfusingpronunciation.3.Translatethewordswithmultiplemeanings.4.Circleandtranslateusefulphrases.5.Analyzetheplexsentences.6.Whitedowntheimportantnotes.Step3:Languagepoints1.Clairedidn’twanttherobotinherhouse,especiallyasherhusbandwouldbeawayonabusinesstripforthreeweeks,butLarrypersuadedherthattherobotwouldn’tharmherorallowhertobeharmed.[句式分析]該句為并列復合句，由but連接前后兩個并列分句。asherhusbandwouldbeawayonabusinesstripforthreeweeks是時間狀語從句；that引導的是賓語從句。2.Clairethoughtitwasridiculousthatshewasbeingofferedsympathybyarobot,butshegraduallyadmiredhiswisdomandintegrityandbegantotrusthim.[句式分析]該句為并列復合句。but連接表示轉折關系的并列分句；itwasridiculousthat...byarobot是一個省略了引導詞that的賓語從句。3.Shetoldhimhowshewasunhappythatherhomewasn’telegantenoughforLarry,whowantedtoimprovehissocialpositionwithabiggersalary.[句式分析]該句為復合句。Shetoldhim是主句；how引導的是賓語從句，其后的that引導賓語從句；who是關系代詞，引導非限制性定語從句，修飾前面的名詞Larry。Step4:Fillintheblanksaccordingtothetext.ThepanyforwhichLarryworkedwastohaveanewly－maderobot1(call)Tony,whichwasgoingtobetestedoutbyhiswifeClaireathome.AtthefirstsightofTony,Clairefelt2(alarm).Shethought3wasridiculousthatarobotshouldlooksomuchlikeahuman,4hissmoothhairandadeepvoice,althoughhisfacialexp