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人教版高中英语选修7 Unit 2 Robots教学设计人教版高中英语选修7 Unit 2 Robots教学设计《英语》（人教版）选修7 Unit 2 Robots第一课时任务型教学设计一、教学内容分析教学内容《英语》（人教版）选修7 Unit 2 Robots 第一课时教学对象高二学生教学项目词语industrial military vacuum hel结构其他Listening Speaking教学目标语言知识熟悉有关机器人种类与功能的话题。
语言技能能运用词汇表述自己的想法与观点。
语言运用能运用语言就选择什么样的机器人发表自己的观点。
文化意识培养学生想象力和对未知世界的探索精神。
情感态度在英语学习中有较强的自信心，敢于用英语进行交流与表达。
学习策略借助联想学习相关词汇。
教学方法任务教学法、学生中心教学法、多媒体教学法教学媒体PPT幻灯媒体、黑板教学重点学习有关机器人的词汇，培养学生表达能力。
教学难点培养学生的表达及判断能力。
运用任务Task of Unit 2: The Future Robot Companyin America is holding a robot desigDesign your robot and write a design plan.Task of Period 1: Make a list of dds of robots anduand decide what kind of robots you want to design.二、课堂教学过程时间教学步骤教师活动学生活动教学目的第1-5分钟热身导入，启动教学播放有关奥特曼的动画片段：an you makea list of works wlude robots as characters? (and get prepared to tell the class about it briefly.)2. What is a robu?(A robot is a machine designed to do jobs that are usualld by humaRobots are programmed and controlled by a computer.)思考有关机器人的作品。
Senior 2 Book 7 Unit 2 Robots The First Period说课稿――姓名一、说教材1、教材的地位与作用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。
2、教学目标的确定○1知识目标：1、Learn literary work about science, robots and science fiction writer—Isaac Asimov2、Talk about robots3、Express supposition and belief○2能力目标：开展任务型阅读、调查活动，获得理解、识别和处理相关信息的能力。
展开多种形式的任务活动，使学生具备较熟练地运用语言的能力。
○3情感目标：培养学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，能够写出独具特色的科幻文章。
3、教学重点、难点教学重点：Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house. Help students to sum up characteristics of science fiction.教学难点：How Claire’s emotion developed during Tony’s stay at her house.4、对教材的处理基于对教材的分析，同时结合本班学生的阅读能力，我首先通过PPT课件向学生展示机器人图片，以创设学习氛围，其次，为学生提供小组合作学习的时间，让学生处理预读部分，在完成预读部分的学习任务之后，我引导学生学习阅读部分，在这一部分的学习过程中，我一面要求学生自主学习，一面适时点拨帮助学生，加深了学生对课文内容的理解，培养了学生的阅读能力。
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 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.Step 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.Step 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.3. 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 LanguageTeaching 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。
人教版高中英语选修7《Unit2Robots》教案人教版高中英语选修7《Unit 2 Robots》教案【一】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 T ony 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 towards 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 to help 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.人教版高中英语选修7《Unit 2 Robots》教案【二】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。
人教新课标高二英语选修七教案：Unit2+Robots+课文解析.doc课文解析1. Claire thought it was ridiculous to be offered sympathy bya robot. 克莱尔觉得，机器人会向她表示同情，这有点儿荒唐可笑。
(P11)【要点提示】sympathy n. 同情，同情心，一致，慰问。
如：He has no sympathy for beggars. 他不同情乞丐。
Many people are in sympathy with your views. 许多人赞同你的看法。
We sent our sympathies on the death of his mother. 他母亲故去时我们去信吊慰。
2. As he was not allowed to accompany her to the shops, he wrote out a list of items for her. 因为她不想让他陪她去商店，所以他就给她写了一份购物清单。
(P11)【要点提示】accompany vt. 陪伴，伴奏，为……伴奏。
如：He wished her to accompany him. 他希望她陪他。
Lightning usually accompanies thunder. 闪电通常伴着雷声。
The pianist accompanied her singing. 钢琴家为她的歌唱伴奏。
【归纳拓展】固定搭配：be accompanied by; accompany sb to。
3．...he suggested that she invite Gladys and her friends to the house the night before he was to leave and Larry was to return. ……他建议在他即将离开和拉里回来之前，她应该邀请格拉迪斯和她的朋友们来做客。
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。
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一．预习词汇1 vt。
满足,使满意→n. 满足，满意，→-adj. 令人满意的→ adj. 满意的2. adj. 优雅的,高雅的讲究的→ n. 优雅，高雅→反义词，不雅的，粗俗的。
an elegant woman elegant manners3. pile n. 。
一堆→ v。
堆起 pile sth. (up）堆放,摞起4。
n。
手指→ n. 钉子，指甲→ n。
手指甲5。
v。
计算,认为→ counter n。
6 adj. 可怕的,令人敬畏的→ adv。
很，非常极It is cold. 天气极冷。
→ n。
威严，令人畏惧7。
n. 事件，事→事物，事态→ family affairs The affairs of the state 国家大事时事,新闻8。
（美) 邮箱＝ letter box 或pillar box(英)9. state vt. 陈述，宣布。
→ n。
陈述10. receive vt。
收到，→ n. 收件人，接收器，电话听筒11 n. 影响→ v。
影响→ n。
慈爱，友爱，爱,感情12. bound n。
（常用复数) 边界，界限→adj。
一定的，必定的→-__________一定要,一定做。
13. adj. 兼职的，→ adj. 全职的14。
staff 全体工作人员，手杖.杆→ a flag staff →（pl。
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 Robots教材内容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发表于1951年的Satisfaction Guaranteed 和他的生平。
本课时是本单元的第一课时，内容包括Warming Up，Pre－reading，Reading and prehending 四部分。
通过本课时的教学，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，的确在科学上成了现实。
如Isaac Asimov 1951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，小组合作创作出课堂话剧，写出独具特色的科幻文章。
教学目标知识目标1．掌握本单元教学目的和要求中的单词和词汇。
如：fiction，desire，satisfaction，alarm，alarmed，sympathy，elegant，pile，scan，fingernail，absurd，haircut，acpany，counter，cushion，awful，affair，declare，envy，test out，ring up，turn around，leave...alone 等。
2．帮助学生更多地了解机器人以及有关的科幻小说、小说家阿西莫夫及其文学作品。
能力目标：学会使用推测和确信的表达法。
情感目标：培养学生的想象力和对未知世界的探索精神。
教学重点：1．更多地了解机器人以及科幻小说。
2．掌握女主人公克莱尔的感情和心理上的变化。
教学难点：1．学会使用推测和确信的表达法。
2．话剧的编排和展示。
教学方法：1．任务型教学。
2．合作型教学。
教学过程：Step 1 Leading-inLet students see parts of the movie Big Hero Six to arise their interest in this class.Step 2 Warming up1．Present photos of different kinds of robots. Then ask the students to say what the robots are doing and what kind of robots they are.2．Ask students to summarize what robots can do.Step3 Pre-readingLook at the photos of robots and ask students to discuss the following question. Students are encouraged to speak out their opinions freely.Do you think it is possible for a robot to think for itself，have feelings，have its own needs and desires，or look and feel like a human being?Step 4 SkimmingSkim the text to find out the main idea and the main characters in the story.(1)What is the text mainly about?It is mainly about how_________ used for ___________was tested out in a ________.(2)How many characters are mentioned in the story? Who are they?What’s therelationshipbetween them?Step 4 Scanning1．Read the story and decide whether the following statements are true or false.(1)Larry was going to be away from home so he hired a robot to acpany his wife .(2) Claire didn’t like the idea at the beginning, but she agreed to it at last.(3) Tony could understand Claire when she said she was not clever.(4) It was Claire that first decided to invite Gladys and her friends to her house.(5) Claire’s guests were filled with admiration when they saw her house was pletelychanged.(6)The pany was satisfied with Tony’s report because he had successfully made awoman fall in love with him.2． Multiple Choice〔1〕Why did Claire feel alarmed at the sight of Tony?A. Because he was a robot.B. Because she didn’t like him.C. Because he was more like a being than a machine.D. Because he never changed his facial expressions.〔2〕We can infer that when Claire first saw Tony, she felt alarmed by _____.A. his appearanceB. his abilityC. his facial expressionsD. his cleverness〔3〕Why did Claire buy the items from the shop?A. Because her husband was to return.B. Because Tony was to leave.C. Because Tony wanted the house transformed.D. Because she thought she needed them.〔4〕The robot Tony helped Claire to realize her dream by______.A. making her home elegantB. giving her a new haircut and changing the makeup she woreC. giving her advice on her dressesD. all the above〔5〕Which of the following is NOT the reason why Tony opened the curtains?A. To let other women see everything.B. To show the risk of Claire’s marriage.C. To let other women envy Claire.D. To make Claire elegant just like her neighbor.〔6〕As a result, the experiment shows _____.A. Claire and Tony fell in love with each otherB. Tony had to be rebuiltC. Tony was angry with his designerD. Both A and B〔7〕 All the following statements are true except _____.A. Tony tried to please ClaireB. Claire tried to displease TonyC. Tony managed to protect ClaireD. Gladys admired Claire for Tony3. Blank-fillingA robot used for housework 1.________(test) out in a family. He looked like a tall and handsome man with smooth hair ,2._________(speak)in a deep voice. Larry was going to be away from home so he hired such a robot 3.________ 〔acpany〕his wife Claire. Claire didn’t like the idea at the beginning, but she agreed to it at last. At the first sight of Tony, Claire was 4.__________ (alarm). When Tony offered to help her dress ,Claire felt embarrassed. Gradually , Tony began to win Claire’s trust. He helped Claire realize her dreams 5. _________ making her home elegant, giving 6.______ a new haircut, changing the makeup she wore and giving her advice on her dresses. Therefore at the party all the guests 7. __________ were invited were filled with admiration 8.________ they saw her house was pletely changed.9.________ the t est, the pany was satisfied with Tony’s report because he had successfully made a woman regain her confidence 10._________ fall in love with him. Step 5 Talking: Play PerformanceYou are going to use your imaginations to make up a play about a robot looking after two or three school friends.To prepare your play, you may follow these procedures:●Decide who will play each character.●Plan what the characters will say. Perhaps the play could start with the robot sayingin a robotic voice:〞 Take off your school uniform.●Put on your after school clothes.〞 Think about how to make the play interesting,for example, perhaps the friends do not do what the robot tells them to do.●Plan the actions of each character.●Show how the characters are feeling by using appropriate gestures, facial expressionswords and actions.(Think about whether the robot has any facial expressions)●Practice the your play and the perform it in front of the class.Step 6 Homework1. Surf the internet to learn more about robots and science fiction.2. Surf the internet to learn about Isaac Asimov.3. Do Exercise 2 on Page 13.。
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 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.Step 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.Step 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.3. 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 LanguageTeaching 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。
