高三英语robots教案

Unit 2 Robots Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov写于1951的Satisfaction Guaranteed 和作者的生平。

通过本单元的教学，旨在让学生了解科幻小说最大的特征在于：它赋予了“幻想”依靠科技在未来得以实现的极大可能，甚至有些“科学幻想”在多年以后，的确在科学上成为了现实。

如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。

在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。

1.1 Warming Up介绍了什么是机器人和不同种类及不同形状的机器人。

1.2 Pre-reading 通过讨论机器人是否像人类一样有自己的思维、是否有感情引出Isaac Asimov的科幻小说Satisfaction Guaranteed，为本单元的Reading做好了铺垫。

1.3 Reading的课文是Isaac Asimov写于1951的科幻小说Satisfaction Guaranteed。

文中描述的机器人Tony是一个除去面无表情外，身材高大、相貌英俊、聪明机智的完美男人，仅三周的时间就使女主人坠入爱河。

1.4 Comprehending共有3个练习，练习1是关于克莱尔的情感变化，练习2是关于课文内容的5个问答题，旨在考查学生对课文的理解；练习3要求学生比较机器人Tony在physical, mental两方面与人的异同，与Pre-reading 部分的问题相呼应。

1.5 Learning about Language分为两部分，Discovering useful words and expressions 是本单元词汇练习题；Revising useful structures是本单元语法练习题，通过本单元的学习，要求学生熟练掌握不定式的被动语态。

高三英语教案：《Robots》教学设计本文题目：高三英语二单元教案：Robots教案1、favour n.根据语境猜词义(1) Thanks for looking after all my things—I will return the favour sometime.(2) The idea may find favour with older people.根据语义找匹配A. 支持;赞许B. 恩惠;善意的行为(1) B (2)Aask a favour of sb. 求某人帮一个忙，求某人做某事do sb. a favour / do sth. as a favour帮某人一个忙，给某人做件事be in / out of favour (with)受宠/失宠;得到/不受偏爱find / gain / win favour 受到赞许/得到赞同lose favour 不再受支持，失去支持owe sb. a favour 欠某人一个人情in favour of赞成;主张in one's favour对某人有禾U favourable adj. 有利的unfavourable adj. 不利的完成句子高三英语教案：《Robots》教学设计(1) May I ask a favour of 求•…帮个忙)you?(2) Was he in favour of 赞成)the death pen alty?(3) Do me a favour (劳驾)and turn the radio down while I'm on the phone，will you?2、affair n.根据语境猜词义(1) They were accused of interfering in China's internal affairs.(2) I am not prepared to discuss my financial affairs with the press.(3) He had an affair with his boss that lasted six years.(4) What I do in my time is my affair and nobody else's. 根据语义找匹配：A. (公共或政治的)事务B. 暧昧关系C. (个人的)事务(1) A (2)C (3)B (4)Ccurrent affairs 时事state affairs 国事family affairs 家事foreign affairs 外交事务public affairs 公共事务private affairs 私事affair / accident / incident / event / matter / businessaffair 含义最广，可以指公共或政治的事务，也可以指个人的事务。

人教版高中英语选修7《Unit 2 Robo ts》教案2篇Teaching plan of unit 2 robots for senior high school English El ective of PEP人教版高中英语选修7《Unit 2 Robots》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修7《Unit 2 Robots》教案2、篇章2：人教版高中英语选修7《Unit 2 Robots》教案篇章1:人教版高中英语选修7《Unit 2 Robots》教案教学准备教学目标Teaching goals 教学目标1.Be able to learn some important words and phrases2.Help students to learn about robots and science fiction教学重难点eaching important points教学重点Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house.Teaching dif ficult points 教学难点How Claire’s emotion developed during Tony’s stay at her house.教学过程Teaching procedures 教学过程Step I Warming upPresent a photo of robots. Then ask students to say something about robot.What is on the blackboard?What is a robot?What can a robot do?Step II Pre-readingAsk students to predict question:If you have a robot, will you fall in love with it ?Introduce the background of the text.Step III ReadingFast reading1.What is the text mainly about?It is mainly about how a household _________ was _________ ________ in a family.2.Find the characters in the storyLarry Belmont: working in a company that makes robotsClaire: Larry’s wife, a housewifeTony: the robotGladys Claffern: a woman that Claire envies3.Tell stu dents that Claire’s feelings towar ds Tony changed as the story developed. Read the story again and then fill in the blanks.Comprehensio nRead the sto ry again and find out Claire’s sense of failure and what helps did Tony offer to her.SummaryFill in the blanks according to the knowledge that we have learnt in this class.The company for which Larry worked was to have a newly?made robot____（call）Tony experimented with by his wife Claire at home. At _____first sight of Tony, Claire felt ________（alarm）. She thought it was absurd tha t a robot seemed more like a human than a ______ .For as long as three weeks, Tony wanted tohelp her to dress, which made Claire ________（embarrass） and she refused him. But she was glad that Ton y could make her home ________， give her a new h aircut and change her makeup. To improve her home，he could also ________ a list of items for her to buy. And finally Tony helped Claire win the victory to be ________ （envy）by those ladies like Gladys Claffern who Claire wanted to be like. ________made us unbelievable was that Claire fell in love ______Tony—a robot !课后习题Homework1.Surf the Internet to get more information about science fiction..2.Preview the language points in the text.篇章2:人教版高中英语选修7《Unit 2 Robots》教案【按住Ctrl键点此返回目录】教学准备教学目标教学目标1.语言知识: 使学生理解文章中表达情感变化词汇;熟悉有关机器人方面的话题。

Period 2Language Study设计方案(一)Teaching aims1．To learn the useful expressions and sentence structures.2．To enable students to use language points both orally and in written forms.Teaching procedures1Learning words and phrases1．desire n．渴望；欲望；渴求；vt.希望得到；想要Do you think it is possible for a robot to have its own needs and desires?你认为机器人有可能有自己的需求和愿望吗？[拓展](1)desire作名词时，可接不定式或者for短语作定语，还可以接that引导的同位语从句。

(2)desire作及物动词时的常见搭配：desire sth./to do sth./sb.to do sth./that...[注意]desire作名词后接同位语从句以及作动词后跟宾语从句时，从句常常用虚拟语气，即“(should)＋动词原形”结构。

The teacher desires me to come to school on time.＝The teacher desires that I should come to school on time.2．test out 试验；考验It was going to be_tested_out_by Larry' wife，Claire.它将由拉里的妻子克莱尔来试验。

[拓展]test sb.on sth.就某事(物)测试某人test sth.on sb./sth.在某人(物)身上做试验test sb.for sth.为某事检查某人Mr.Li will test us on_ grammar next week.下周李老师要检测我们的语法。

Unit 2 Robots Ⅰ. 单元教学目标Ⅱ. 目标语言…Ⅲ. 教材分析和教材重组1. 教材分析本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov写于1951的Satisfaction Guaranteed 和作者的生平。

通过本单元的教学，旨在让学生了解科幻小说最大的特征在于：它赋予了“幻想”依靠科技在未来得以实现的极大可能，甚至有些“科学幻想”在多年以后，的确在科学上成为了现实。

如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。

在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。

Warming Up介绍了什么是机器人和不同种类及不同形状的机器人。

Pre-reading 通过讨论机器人是否像人类一样有自己的思维、是否有感情引出Isaac Asimov的科幻小说Satisfaction Guaranteed，为本单元的Reading做好了铺垫。

Reading的课文是Isaac Asimov写于1951的科幻小说Satisfaction Guaranteed。

文中描述的机器人Tony是一个除去面无表情外，身材高大、相貌英俊、聪明机智的完美男人，仅三周的时间就使女主人坠入爱河。

Comprehending共有3个练习，练习1是关于克莱尔的情感变化，练习2是关于课文内容的5个问答题，旨在考查学生对课文的理解；练习3要求学生比较机器人Tony在physical, mental两方面与人的异同，与Pre-reading 部分的问题相呼应。

Learning about Language分为两部分，Discovering useful words and expressions 是本单元词汇练习题；Revising useful structures是本单元语法练习题，通过本单元的学习，要求学生熟练掌握不定式的被动语态。

设计方案一Teaching aims1．Enable students to express supposition and belief.2．Learn to write a passage describing a new type of robot.Teaching proceduresStep 1Lead－in1．First，ask students to look at the words below.Many of them are used to describe Claire's feelings in the story.Carry out the following tasks in pairs.alarmed embarrassed amazed awful amused surprised attracted disturbed envied impressed satisfied hurt frightened upset(1)Find as many of these words in the text as possible and underline the sentences.(2)Write a short paragraph to describe Claire using some of these words.(3)Tell a story using at least five of these words.Sample writing：Claire is a very emotional woman who needs a good friend.She finds this friend in a robot called Tony，who comes to help her in her home.She is attracted to him because he is so handsome and sympathetic.He becomes her best friend.She is impressed by his abilities but embarrassed by her feelings for him.She is disturbed because she thinks of him as a man even though he is not but is amused that other women envy her and think they are having an affair.Claire succeeds in overcoming her sense of failure，but in doing so falls in love with Tony.His visit leaves her upset，frightened and hurt，which has replaced her sense of failure.She has been hurt by Tony because he is too nice rather than because he is not nice enough.2．Next，have a small talk about the story.(1)Why did Tony have to be rebuilt?(2)How would you feel if you had a robot like Tony in your house?Suggested answers：(1)Because you can't have women falling in love with machines.(2)Various answers are possible.Students are encouraged to speak out their feelings freely.Step 2Listening1．Molly and Kate are discussing the story “Satisfaction Guaranteed”．Read the questions and then listen to their conversation.Tick the correct boxes.(1)What does Kate think the difference between robots and human is?(2)How does Kate think Claire was hurting herself?(3)Why would one of the girls like a robot such as Tony living at her house?(4)What does Kate think the company's biggest mistake was?Suggested answers：(1)Robots can't feel emotion of any kind.(2)By seeing herself in a negative way.(3)She likes the idea of a handsome man whose only purpose was to please her.(4)Making the robot look so much like a real man.3．Listen to the tape again and write down the expressions of supposition and belief. Keys：Step 3DiscussionStudents are asked to work in groups and imagine having a robot in their houses to do the housework.Discuss what the positive or negative effects of the situation would be.(Don't forget to use expressions of supposition and belief.Students are given five minutes.Five minutes later，ask some students to present their ideas to the whole class.Encourage every student to use his imagination，because there're no right or wrong answers，only different opinions.After students present their opinions，the teacher speaks out his or her opinion.)A samplePositive_effectsI think it is wonderful for people to have robots in their houses to do the housework.Aftera day's work，when people get home，they can be really relaxed with everything prepared by their robots.A robot never gets tired.Nor does it complain.Life will be very easy and comfortable.Negative_effectsMaybe people can enjoy a very comfortable life with the help of their robots.But at the same time I believe people will lose the ability to do housework.As time goes by，people cannot live well without a robot's help.I think that kind of life would be terrible.Step 4WritingStudents are asked to work in groups.First decide the purpose of the robot，then make a list of the abilities the robot has.Next draw a picture on a piece of paper and name its parts and explain what each part does.Finally write a passage describing the robot and what it can do.Show the following to help students to design their robots.Tips on designing your robotsFor each robot that you build，you will have to choose options for six major robotcharacteristics.Each characteristic gives rise to one or more questions.These are：Looks：What does the robot look like？Is there a reason for it to look as it does？Sensing：How does the robot “know” or figure out what's in its environment？Ifit were put in a different environment，would it be able to figure out this newenvironment？Movement：How does the robot move within its environment？If it were put in adifferent environment，would it still be able to move within this new space？Manipulation：How does the robot move or manipulate other objects within itsenvironment？Can a single robot move or manipulate more than one kind of object？Energy：How is the robot powered？Can it have more than one energy source？Intelligence：How does the robot “think”？What does it mean to say that a robot“thinks”？Note：Not all robots have to have all six characteristics.For example，some robots don't need to manipulate things，so they have no manipulating characteristics.Some robots have more than one manifestation of a characteristic.For example，a robot may be able to sense its environment using both a vision system and sonar.Students are asked to discuss first.If there is not enough time，they should finfish it after class.Step 5HomeworkWrite a passage describing a new type of robot.Sample writing：Remote Presence RobotsRemote Presence Robots allow a medical expert to visually examine and communicate with apatient from anywhere in the world，via the machine，using wireless technology.The robot runs on a wireless system with the doctor at another location.It is controlled via a secure broadband Internet connection.The doctor (controller) and patient are able to have a real－time two－way audiovisual interaction，with the controller in full command of the robots movements，head monitor and camera.The doctor “driving” the robot can view the patient，ask questions and read patient records，view X－rays and test results from the console.The patient sees the doctor's image on the robots “face”．Although the robot does not physically examine the patient，it allows face－to－face contact between the doctor and patient，providing immediate access to specialists.Our robots certainly would never replace all doctors on ward rounds，but they are a communication tool which allows doctors to have direct contact with their patients if they are unable to get to them.And this may be a significant step for patient care.The rubbish collector robotThe rubbish collector is a robot about half the size of a small car.Its body is square and contains a large rubbish bin inside it.It has a camera attached to the top front of its body.Also at the front is a pair of arms.Underneath it has four wheels and six legs.With the camera it can “see” rubbish such as paper，glass，and plastic.If the surface of the ground is smooth，it runs on its wheels，and if the ground is rough，it unfolds its legs and walks.When it sees a piece of rubbish，it stops and uses its arms to pick it up and put it in its rubbish bin.However，when it sees a person，an animal or a plant，it goes around it as it is able to recognize when something is not a piece of rubbish.The company should make this robot as it would be very popular with schools.It would clean the outside grounds of the school and so give the students more time to spend on their studies.It would also be a great advantage to have at sports grounds or any other area where rubbish is dropped by the public.。

Unit 2 RobotsStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段 Warming up & Reading1．desire n. 渴望；欲望；渴求 vt. 希望得到；想要[教材原句] Do you think it is possible for a robot to have its own needs and desires?你认为机器人有可能有自己的需求和愿望吗？(1)have a strong desire ⎩⎪⎨⎪⎧ to do sth.for sth. 迫切想要做某事急于想得到某物have no desire to do sth. 不想做某事(2)desire to do sth. 渴望做某事desire sb. to do sth. 想要某人做某事desire that... (should) do sth. 渴望……(3)desirable adj . 想要的；可取的；值得拥有的单句语法填空①He has a desire ________ success though he has failed many times.②It is not easy to get a ________(desire) job that corresponds with interests. ③Anyone ________(desire) to vote must e to the meeting.④The school strongly desires that the project ___________(finish) before the end of this month.完成句子⑤In order to achieve goals, you must have ________________ so.要实现目标，你必须有实现它们的强烈愿望。

Unit 2 RobotsI. 教学内容分析本单元的话题是机器人，文学作品中的机器人以及科幻小说作者——阿西莫夫。

由于人们对这个话题了解的比较少，所以当我们谈起机器人的时候，人们常会想到是科幻小说，童话故事，卡通故事等。

但是机器人已经在我们现实生活中存在了，它们被广泛应用于工农业生产及军事领域。

许多机器人在家中做繁杂的家务，甚至代替人类从事一些危险的工作。

本单元介绍了各种各样的机器人，从科幻小说中的想像到现实世界中的应用，以及将来机器人的发展。

Warming Up部分展示了几副图画，通过让学生们讨论这几副图画，导入本单元的话题，并让学生试着给机器人下定义。

Pre-reading部分一些关于机器人的讨论进一步激发学生对科学的热爱。

Reading部分是根据科幻小说作家——阿西莫夫的故事改编的。

在这个故事里非常具有人类智能的机器人托尼，来到主人公克莱尔家之后，帮助她做家务并帮她解决了一些难题。

他不仅提高了她家的家庭品位并且提高了她自身的形象，致使克莱尔对他产生了复杂的感情。

这完全不同于一般的对机器人的描写，而是把它上升到一个人工智能的高度——机器人对人类感情的影响。

Learning about Language部分突出了词汇和语法的学习与训练。

其中本单元复习的语法项目是被动语态和动词不定式的被动形式。

Using Language部分中的阅读文章介绍了科幻小说作者——阿西莫夫。

这篇人物传记使学生进一步了解了Reading部分作者的生平以及科幻小说、机器人等。

阿西莫夫对机器人的看法深深地影响到以后的作家，甚至科学家对人工智能的研究。

Summing Up部分引导学生对本单元所学的知识进行归纳和总结。

II. 教学重点和难点1. 教学重点(1) 学习重要的词汇好短语；(2) 复习语法被动语态。

2. 教学难点(1) 激发学生学习科学，热爱科学的热情；(2) 学会写作有关的人物传记。

III.教学计划本单元建议分为五个课时第一课时：Warming Up & Listening (Workbook)第二课时：Pre-reading, Reading & Comprehending第三、四课时：Learning about Language第五课时：Using LanguageIV.教学步骤：Period 1 Warming Up & Listening (Workbook)Teaching Goals:1.To discuss different kinds of robots and their functions.2.To know more about today’s robots.Teaching ProceduresStep 1. Leading-in1. Tell Ss something about robots and arouse their interest in robots.Robots are good at doing thesame task over and over again,exactly the same way. Allrobots are machines. They have computer instructions. They paint cars. They lift heavy loads. They enter some areas those are too dangerous for man. Some robots have different shapes. Some are simply arms. Robots with different shapes can do different work. People can control these robots from a distance.2. Ask Ss to talk about the following questions.(1) Do you know any robots?(2) What’s the characteristic of robots?(3) What’s the function of robots?(4) What’s the definition of a robot in you opinion?Step 2. Warming Up1. Ask Ss to read the introduction of robots in Warming Up and compare with their ideas about robots.2. Ask Ss to talk about the pictures of Warming Up and make a list of anything with robots as characters. Then let them present their list before the class.3. Ask Ss to read the following text and then finish the true or false questions.Henry wants to borrow a book from the library. He comes to the library with his classmates. They can't see any assistant in it, but only some robots standing there. Henry says to the robot, “Hey, give me a book on music.” But the robot doesn't move. Then another student tells Henry, “You must say ‘Excuse me’ and ‘please’ first when you want some help.” Henry does so and the robot brings the book. But Henry can't get the book from the robot's hands. He thinks for a moment, then he says a word to the robot. The robot gives him the book. Henry gets the book and goes home happily.(1) There is no assistant in this library. ( )(2) Henry wants to listen to music in the library. ( )(3) The robot doesn't move first because it's broken. ( )(4) Teachers and robots work in the library. ( )(5) Henry may say“Thanks” when he wants to get the book from the robot. ( )Suggested Answers:(1) T (2) F (3) F (4) F (5) TStep 3. Listening (Workbook)1. Lead Ss to Listening. Teacher may say, “Today we are going to listen to a radio interview in which a science reporter talks about recent robots. From it, we can learn more about today’s robots. Before listening to the tape, please look through the exercises on P54 quickly.”2. Play the tape and ask Ss to finish Ex2 on P54.3.Ask Ss to work in pairs, listen to the tape and finish Ex3 on P54. Play the tape again and ask them to check the answers.4.Ask Ss to discuss the following questions in pairs.(1) What are the negative aspects of each robot that Emma talks about?(2) How can we deal with the negative aspects of each robot?Step 4. Homework1. Ask Ss to surf the Internet and find some information about robots.2. Ask Ss to preview the reading text.Period 2 Pre-reading, Reading & ComprehendingTeaching Goals:1. To get Ss to know the life of Tony.2. To get Ss to know more about what robots can do for people.3. To develop Ss’ reading ability.Teaching Procedures:Step 1. Pre-reading1. Ask Ss to look at the pictures of Pre-reading on P10 and discuss the following questions.(1) What are they?(2) Where can we find them?(3) What can they do for people?2. Ask Ss to imagine a robot that can think, feel, has its own needs and desires, and looks and feels like a human being. Then ask them to talk about the following question.Can we find the robot in our life?3. Tell Ss that the robot cannot be found in our real life but we can find it in the text we are going to learn next.Step 2. Fast reading1. Ask Ss to read the text quickly and try to find the main idea of the text.2. Ask Ss to find the relationships between the characters in the text.Suggested Answers:Larry Belmont — employed in a company that maked robots.Claire Belmont — Larry’s wife, a housewifeTony — the robotGladys Claffern — a woman that Claire enviesStep 3. Intensive reading1. Ask Ss to read the text carefully and answer the questions in Ex1 on P12.2. Ask Ss to look through the following sentences and try to find whether they are true or false according to the text.(1) On the second morning, Tony brought Claire breakfast and then dressed her. ( F )(2) Tony wanted to please Claire by borrowing books from the library. ( F )(3) Tony gave Claire a new haircut and made her up. ( T )(4) When Claire fell off a ladder, Tony caught her. ( T )(5) At last, people managed to have women falling in love with machines. ( F ) Suggested Answers:(1) F (2) F (3) T (4) T (5) F3. Play the tape, and ask Ss to listen and pay attention to Tony’s characteristics that were similar to those of a human being and different from those of a human being. Then ask them to finish Ex2 on P12.Step 4.Consolidation1. Ask Ss to listen to the tape again and try to retell the story.2. Ask Ss to underline what they cannot understand in the text. And tell them the language points will be dealt with in the next period.Step 5. Homework1. Ask Ss to write the retold story.2. Ask Ss to preview Learning about Language.Period 3 & 4 Learning about Language Teaching Goal:1. To get Ss to master the new words and expressions.2. To get Ss to master the grammar point: the passive infinitive and v–ed form as adjectives.Step 1.Word study1. fiction(1)【U】小说He writes fiction.他写小说。

2020届一轮复习人教版选修七Unit 2 Robots单元教案Part 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading (Satisfaction Guaranteed)AimsTo help students develop their reading abilityTo help students learn about robotsProceduresI. Warming up by getting to know: What is a robot?Robotics is the science of studying and creating robots. It is a very broad and interesting science, because like humans, robots have many fascinating aspects. It is also a new science. Although people have been imagining and writing stories about robots for many years, robotics has been a real science only since the 1970'sWhy do we need robots? First, they are hardworking and reliable. They can do dangerous work or work that is very boring or tiring for humans. They can work around the clock without complaining and without needing rest, food or vacations. And robots can go places that humans can not, such as the surface of Mars, deep under the ocean or inside the radioactive parts of a nuclear power plant.II. Pre-readingTalking about the three Laws of RoboticsAccording to Isaac Asimov, the Three Laws of Robotics are:1. A robot may not injure a human being or, through inaction, allow a human being to come to harm.2. A robot must obey orders given it by human beings except where suchorders would conflict with the First Law.3. A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.III. Reading for formsRead the text Satisfaction Guaranteed again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.IV. Copying expressions and writing articlesYou are asked to copy all the useful expressions into your notebook after class as homework. You may write your own short articles using these expressions.V. Questioning and answeringNow let’s go over the text again by questioning and answering. Satisfaction GuaranteedB: Larry Belmont worked for a company that made robots.A: What was the company experimenting with recently?B: Recently it was experimenting with a robot that could be used to do the housework.A: By whom was it going to be tested out?B: It was going to be tested out by Larry’s wife, Claire.A: Why didn’t Claire want the robot in her hou se?B: Claire didn’t want the robot in her house, especially as her husbandwould be absent for three weeksA: How did Claire feel when she first saw the robot?B: When she first saw the robot, she felt alarmed.A: What was the robot like?B: The robot, called Tony, didn’t look like a machineat all. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.A: What did the robot do the second morning?B: On the second morning Tony brought her breakfast and then asked her whether she needed help dressing.A: How did Claire react?B: She felt embarrassed and quickly told him to go. It was disturbing and frightening that he looked so human.B: One day, Cl aire mentioned that she didn’t think she was clever.A: And what did Tony, the robot, say to her?B: Tony said that she must feel very unhappy to say that.A: How did Claire feel about a robot’s sympathy?B: Claire thought it was ridiculous to be offered sympathy by a robot.…VI. Reading the text again to discover the leading sentence of each paragraphSatisfaction Guaranteed1.A robot used to do the housework was going to be tested out byLarry’s wife, Claire.2.The robot, called Tony, didn’t look like a m achine at all.3.It was disturbing and frightening to Claire that Tony looked sohuman.4.But Claire began to trust Tony.5.Tony wanted to please Claire by helping her make herself and herhome elegant.6.Tony gave Claire a new haircut and changed the makeup she wore.7.Tony expected the house to be completely transformed.8.Tony worked steadily on the improvements.9.Tony folded his arms around Claire, bending his face close to hers.10.C laire might not be as beautiful as those women, but none of themhad such a handsome lover.11.T hen she remembered – Tony was just a machine.12.T he company was very pleased with Tony’s report on his three weekswith Claire.VII. Closing down by reading a robot poemMy Robot Does My Homework My robot does my homework. He helps me every night.The trouble is he doesn't gettoo many answers right. He'd probably do betterat homework but, you see,I built him, so he only knows the things he learned from me. --Kenn NesbittA．be；should have B．was；should have C．should be；．was；Period 2: A sample lesson plan for Learning about Language (Revise the passive voice including the infinitive)AimsTo help students revise the Passive V oiceTo help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structures ProceduresI. Warming up by having a dictationTo begin with, let’s take a dictation to strengthen our memory of the text.II. Discovering useful words and expressionsNow go to page 13. Work in pairs to finish the three exercises in 10 minutes.III. Reading more about the 22nd centuryThe 22nd CenturyThe 22nd Century began with high crime rates within major cities, and life on Earth was tough. In 2105 the Terra Alpha colony reported back that all was well. Their planet had native plant and animal life, however, no sentient life had been found. Mining equipment was being set-up, and all was well.It was news such as this which started to motivate mankind to continue its exploration of space. Opposition to T-Mat had already started to appear, but the final straw was in 2110, when Earth received a major shock as both the moon base and Earth itself was attacked by the Neo-Martians.Their plan was foiled by a crack group of three men, and the global councils had the task of repairing all the damage resulting from the Martian assault. The attack had taught Earth a lesson; the ISC was given greater powers and taxes were raised to finance space travel. "Co-operation Is Key" was the media hype, and work began in establishing a true world government. T-Mat was regulated to a more normal usage and a new space-exploration program began.A true world government was finally achieved in 2113, with 99% of former countries joining. The other 1% dissolved and thereafter a new World President was elected. Individual countries were treated as federal states (for example, the USA was treated as five different states).As the 2110's began, mankind discovered the first, still rudimentary FTL propulsion. In addition, sub-ether FTL communication had been perfected. Both of these technologies propelled matter or energy at Warp 2. Thus, communication was no faster than transport. A second wave of colonization ships, this time using warp drives, was launched in 2114. IV. Learning about the passive voiceACTIVE AND PASSIVE TENSES CHARTV. Discovering useful structuresGo to page 14, and finish the two exercises in pairs.VI. Closing down by reading aloud a future poemTraverse : Into The Future by Je ' FreeWhat I say now may be elementary -Once man unravels time and its mysteryWe travel to the past by memory Imagination’s what our future will beDelve in the theories of the human mindsIt’s heaven or hell or in between those linesPush to one direction, a radical turnWe see this paradox a great concernWe have explored it almost endlessly - How we can change the course of historyKaleidoscopic the world seems to beWe need a mechanism to set us freeTraverse the unreached boundaries...Where there’s no war, poverty, and pollutionTraverse the possibilities... Where there’s no environmental devastationTraverse the unknown energy... Where th ere’s a parallel dimension disguisedTraverse levels of this mystery... Where we will be spending the rest of our livesPeriod 3: A sample lesson plan for Using Language(A Biography of Isaac Asimov)AimsTo help students read the passage ABiography of Isaac AsimovTo help students to use the language byreading, listening, speaking and writingProceduresI. Warming up by making passive voice sentences1. The new TV design will be tested out by the new engineers.2. You are not wanted in her house.3. She is being persuaded that the earth is becoming colder and colder.4. You will not be allowed to be harmed.5. She is being asked whether she needs help dressing.6. We are offered help by a robot.7. His social position will be improved greatly.8. My home is being made more elegant.9. A pile of books have been borrowed from the library.10. Each page is turned with wonder.11. His head can not be reached for.12. She was given a new haircut.13. She will be accompanied to the prison.14. A list of items for shopping has been written out.15. She was rung up early in the morning.II. Reading for formsRead the text A Biography of Isaac Asimov to on page 16: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.III. Copying expressions from A Biography of Isaac AsimovIV. Writing your own story with the expressions from A Biography of Isaac AsimovNext you are going to writing your own stories sentences using the expressions from A Biography of Isaac Asimov. You may include as many attributive clauses as possible.My father: a teacher and writerMy father is a Chinese teacher and writer. He has written around 40 books. His best known book is not his science fiction stories, but his dictionaries for English learners in China.My father has both an extraordinary imagination and an amazing mind. These give him the ability to explore English teaching and the real world lives.My father has been searching for explanations of everything related with English teaching in China, in the present, in the future and the past.My father was born on 4 May, 1959. His life as a high school teacher ofEnglish began in a small town in the mountains in north China, and continues as a college teacher of English now in a big city, also in north China.My father’s father, by the way, died as a result of high blood pressure in 1996, one year before Hong Kong returned to China.My father moved with his parents to North China when he was 14 years old. They bought a small house at their home village, where my grandmother still lives.My father worked at that small village as a farmer for 3 or so years. At the age of 19, he succeeded in the national entrance examination. He was accepted into a teacher’s college. He worked at a part-time job through his college years until 1981. Ten years later, he managed to gain a master’s degree at university in English in Beijing.My father first worked as a junior high school teacher of English.In 1992, he became a college teacher of English in a big city. He then gave up teaching to become a full-time writer.His talent for writing became obvious to him one day when he read part of his book to his students. They thought he was retelling a story from a book to them. This incident gave my father a surprise. From that moment, my father began to take himself seriously as a writer. Now my father is having book after book published in various magazines.In the past ten years or so, my father ahs been receiving many awards forhis books. He even wrote a book about the death and rebirth of a great empire in a galaxy of the future. But he is better known for his collection of short stories. In his writing, he develop s a set of three “laws” for writing books which has influenced many writers throughout the world. Right now, my father is researching into artificial intelligence. He dreams that one day robots could be writing books for us human beings.V. Reading more about AsimovOf his own work, what were Asimov's favorite and least favorite novels? What were his favorite and least favorite stories?Asimov's favorite novel was The Gods Themselves, largely because of the middle section, which was both absolutely brilliant and included non-humans and sex.His least favorite novel was The Stars Like Dust.Asimov's three favorite stories were (in order): "The Last Question", "The Bicentennial Man", and "The Ugly Little Boy" (all found in The Best Science Fiction of Isaac Asimov, among other places).Among his least favorite stories were:"Black Friar of the Flame" (found in The Early Asimov). The story was his first attempt at a "future historical" and was bounced around from editor to editor until it was finally published.His all-time least favorite story was "The Portable Star" (Thrilling Wonder Stories, Winter 1955).He also published a story, "A Woman's Heart" in the June 1957 Satellite which he considered so trivial that he never included it in any of his collections.VI. Closing down by discussing the 1940 Laws of Robotics by Asimov First Law:A robot may not injure a human being, or, through inaction, allow a human being to come to harm.Second Law:A robot must obey orders given it by human beings, except where such orders would conflict with the First Law.Third Law:A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.。