文本解读教案

Book 7 Unit 2 Satisfaction guaranteed （ reading ）教学设计
教材文本解读：
本单元话题是“机器人”和“科幻文学作品”，本课文是单元的主课文，是关于机器人Tony在Claire家中为她排忧解难的故事。在Tony的帮助下，她变得有魅力了，家也富有品位。更不可思议的是，他们产生了感情！文章较长，需要引导学生进行一定的预测，在阅读过程中，需要抓住情感变化这条主线，同时，因生词较多，可在课前适当重点除了部分生词。
教学目标
1. Language target
Learn and employ some of the following words：fiction, desire, satisfaction, bonus, alarm(ed), apron, sympathy, overweight, elegant, favour, pile, scan, fingernail, absurd, haircut, accompany, cushion, bedding, necklace, clerk, counter, awful, affair, armchair, declare, cuisine, envy, test out, ring up, turn around, leave…alone
2. Teaching aims
●The students will be able to have some knowledge about robots and the story “Satisfaction Guaranteed”.
●The students will be able to master some of the reading strategies, such as predicting，skimming, scanning, summarizing etc.
●The students will be able to discuss in groups and express their supposition &beliefs using some of the topic-related words and expressions.

重点和难点
1.重点
词汇：desire, alarm, sympathy, favour, accompany, declare, test out, ring up， turn around, leave…alone
语篇内容：Who are the main characters and their identities?/What is the order of the time?/What events happened according to the timeline?/How did Claire change her feelings towards Tony?
2.难点：
Guide students to understand:
/How did Claire change her feelings to Tony?

学情分析
授课对象是苍南中学高二学生，学生英语基础比较好,因此需要教师引导他们不仅关注阅读课中相关主题词汇的意义理解，而且还要引导他们关注课文情节的概括、人物情感变化和内涵的挖掘，并通过相关阅读技能的指导，提高他们的课文阅读能力。
教学方法: 任务型 交际性
教学辅助：黑板 粉笔 多媒体

教学步骤和设计说明
Step I: Lead-in
1. Retell a story based on the short video played between the classes, including the following words.
fiction: short story alarmed: frightened
awful: terrible, unpleasant desire: strong wish,
sympathy: feeling sorry for sb leave …alone: let…be
accompany: stay together with absurd: ridiculous
favour: fondness, kindness declare: announce
设计意图：课前用学生喜欢的音乐和机器人的短片引起学生兴趣，课上用可爱的机器人Viki的故事（配有简要文字的ppt和音乐），使学生对人与机器人共处的情节有个具体的印象。同时，将本语篇中的一些词汇穿插在故事中，达到在语境中学习单词的目的。
(词汇教学思路：分为两个层次。第一层次，对于加粗部分的重点词汇采用语境法，即在导入部分和课文讲解中结合主题内容设置语境，并配有图片帮助学生识记，并在整堂课中反复使用、落实，如desire, alarmed, sympathy, favour, accompany, declare, test out , leave…alone等；第二层次，对于学生大脑记忆库中已有相关词记忆的单词或是在课文语境中容易理解的单词采用的是学生自学的方式，根据上下文语境学生自己理解、体会。)

Step II: Predicting
Q1. What does the title mean?
Q2. Looking at the title and the picture, can you guess what will be talked about?
设计意图：提高兴趣，培养读前预测的阅读策略。

Step III: Skimming
Skim the text and answer questions.
Q1.Who is the consumer(消费者）?
Q2. What is the product（产品）?
Q3. Is the consumer satisfied

设计意图：让学生带着问题略读课文，对课文的问题、主要角色和构建方式有个了解，并介绍记叙文阅读中通常要注意的一些线索。另外，在这三个问题上进行追问，让学生对故事的主要角色和他们之间发生的故事有个粗略的轮廓。最后，用分段、找时间主线的方法引导学生进入细节阅读。

Step IV: Scanning
Read the text carefully and underline sentences that describe Claire’s feelings to Tony
events Claire’s feelings
(Para. 2) …when she first met… felt alarmed
(Para 3) …asked whether …help dressing…
(Para 4) ..offered sympathy…
(Para 6) …clerk…rude…rang tony up…attitude changed
(Para 8) …fell off…held …firmly…
(Para 10) …folded…declared…more than …desire…
(Para 11) …remember-just a machine shouted “Leave me alone”…cried

设计说明：通过梳理情感主线-- /How did Claire change her feelings to Tony when different incidents happened？以及与它们相关的主题句，让学生了解语篇内容，中间穿插了一些重点词汇(be tested out, bonus, leave…alone)的教学。在这一部分结束的时候进行课文主题的凸显：由Claire的情感变化主线“unacceptable→ alarmed→ embarrassed → having trust in→ thankful proud→ touched”引出主题——“satisfied”;在这基础上进行主题的挖掘

Step V: Using language
Finish the letter with what you’ve learned today.(Task II on the work sheet)
设计意图：学生用补全概要的形式对故事进行回顾，同时巩固所学语言知识。另外，由Tony“don’t want to be rebuilt”, 引出讨论环节。

Step VI。 Discussion
Do you think Tony will be rebuilt?
If so, what will a new one be like?
If not, why not?
设计意图： 结合文章作者提出的机器人三大原则，激发学生思考在机器人研制中存在的问题与对策，培养学生批判性思维。同时，在讨论过程中， 可鼓励学生使用本单元功能项目：猜测性表达。如：I don’t suppose…,等。

Homework
1. Surf the internet and find information about the author, Isaac Asimov and robots.
2. Write a summary of the passage and express your belief about the design of robots and send it to : vivan222@126.com
设计说明：第一项作业学生结合主题、关注现实生活和科技发展新形势的一种媒介;；第二项作业是。是学生对课内所学内容的进一步深化理解与思考.