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选修七 Unit 2 Robots Period 7[优秀教案]

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Period 7 Speaking ，Listening and Writing TaskTeaching goals1．Talk about different types of robots by using expressions of supposition and belief. 2．Listen to three people talking about robot pets. 3．Wri te a diary from the robot pet's point of view. Teaching procedures Step 1 Speaking taskAsk students to use their imagination in groups to discuss the types of robots that could be used in the future.Guide them to use the expressions below in the discussion.Is it possible that...？Could it be that...？Are you sure that...？It is possible/impossible that...It could be that...I am sure that...It is most likely/unlikely that...There is a belief that...I am positive that...Sample ：Robots can be found in the manufacturing industry ，the military ，space exploration ，transportation ，and medical applications.Well ，for my conclusion I_guess that robots are the way of the future and will be used on a daily use without being controlled remotely or by a person.I_think there will be different robots for different uses.Some will be used for law enforcement and others will be used for constructive uses only.Others will be building cars ，and the rest will be building the new schools we learn in and the houses we live in.Step 2 Listening task1．Before listening ，ask students to look at the pictures of these robot pets on Page 59.In pairs ，answer the following questions.(1)What kinds of animal do you think they are?(2)Would you like to own one ？Which one ？Give reasons.(3)Do you think having a robot as a pet is a good idea ？Give reasons.Various answers are possible.Through asking students questions about the pictures ，make sure students understand the following words they will hear in the listening text ：wag ，pat ，flippers ，purr and hiss.2．Listen to Amanda ，Victoria and Jamie talking about robot pets.Look at the pictures again and match them with the robots' names.Aibo ______ Furby______ Paro______ Tama______ Keys ：Aibo Picture_2Furby Picture_1Paro Picture_3Tama Picture_43．Ask students to fill in as much of the table on Page 60 as they can.Then listen to the firstStep 3Writing task1．First ask students to imagine he or she is a robot pet which belongs to a child.(1)Think about what kind of child you belong to.Is it a boy or a girl？What is the child like？Is the child kind or not？Is the child sick or in good health?(2)What kind of robot pet are you—Aibo，Furby，Paro or Tama?2．Write about one day in his/her life in his/her diary.Remember to write from the robot pet's point of view and remember to follow these steps.(1)Collect their ideas in pairs or groups.(2)Write down the main ideas and supporting details.Here is an example.Step 4HomeworkWrite a diary from the robot pet's point of view.A sample：Sunny WednesdayI am very happy today，because this is the first day that I has spent with my owner，Susan.Susan is a 6－year－old sick girl.She cannot go out with other children because of her poor health.So her parents bought me as her companion.There are different types of robot pets in the store.Her mom preferred the seal－type robot，while her dad thought the lovely dog would be a good companion.But Susan loves kitty very much.She insisted on having me as her companion.So they chose me.The shop assistant told them I have more than just entertainment value，offering companionship and a variety of other services to the sick.A network system will enable me to speak to the children in a natural way，especially to children who are sick，and this will make them more comfortable.I can be connected via cell phone or ISDN line to a network system center，allowing health workers or parents to send medical information and encouraging messages to the sick.I'm endowed with 100 phrases，ranging from the light－hearted (“Today is the karaoke party.Let's sing a lot.”) to more practical information (“It is three o'clock.It is time to have medicine.”)．Susan smiled a lot and her parents said she has never spent a happier day.I am happy too because I've brought pleasure to her.备课资料一、本单元课文注释与疑难解析1．Claire didn't want the robot in her house，especially as her husband would be absent for three weeks，but Larry persuaded her that the robot wouldn't harm her or allow her to be harmed.克莱尔不想家里有个机器人，尤其是她丈夫要离家三个星期，可是克莱尔被拉里说服了。

他说，机器人不会伤害她，也不会允许她受到任何伤害。

(1)absent adj.a．缺席的，不在场的(＋from)Three members of the class were absent this morning.今天早晨该班有三人缺席。

He is absent on business.他因事缺席。

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高中英语 Unit2 Robots教案2 新人教版选修7-新人教版高二选修7英语教案

高中英语 Unit2 Robots教案2 新人教版选修7-新人教版高二选修7英语教案

教学反思
Show the following questions on the PowerPoint.
1. What did Tony look like?
2. What did Tony do to make Claire and her home elegant?
Several minutes later check the answers with the whole class.
2．Cooperative learning.
情感态度价值观
Enable students to realize science fiction reflects scientific thought; a fiction of things-to-e based on things-on-h
教材分析
课题
Unit2Robots
授课时间
12th.Mar
课型
New
二次修改意见
课时
1
授课人
科目
英语
主备
教学目标
知识与技能
Help students to learn about robots and science fiction
过程与方法
1．Task－based teaching and learning.
2．教学难点：
How Claire’s emotion developed during Tony’s stay at her house.
教学设想
教法
Task－based teachingplaining, reading and practicing.
四、精讲点拨
Ask students to read the text carefully and then plete the table on Page 12.
最新人教版选修七Unit-2--Robots教案及说课稿7个

最新人教版选修七Unit-2--Robots教案及说课稿7个

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《Unit2Robots》教案

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。

人教版选修七Unit2Robots教学设计(中文版)

人教版选修七Unit2Robots教学设计(中文版)

人教版选修七Unit2 Robots 教学设计（中文版）Using language--- Reading, discussing and writing 武汉三中刘敏教学目标：知识目标:引导学生学习有关美国科幻作家阿西莫夫的生平及其作品。

能力目标:1. 提高学生通过扫读和跳读获取信息的能力。

2. 提高学生分析、合作、说和写的能力。

教学重点:引导学生完成阅读、讨论和写作的能力。

教学难点:组织学生讨论，写作和有效呈现其讨论及写作成果。

教学步骤:一、导入通过播放“我，机器人”的精彩电影片段（该影片学生早期看过），和学生回顾讨论该影片情节从而导入到课文话题。

矚慫润厲钐瘗睞枥庑赖賃軔。

引导学生谈论阿西莫夫和他的作品（课前已经布置学生上网搜集部分相关信息）二、第一遍阅读让学生在规定的三分钟时间里快速浏览课文，在设计的表格里勾选出文中提到的相关话题。

三、第二遍阅读再次阅读文章，快速获取相关信息，并完成信息表格。

四、第三遍阅读任务1：根据时间线索以第一人称的口吻讲述阿西莫夫的故事。

（童年时期）任务2：把阿西莫夫经历的事件按时间顺序排序。

（青年时期）任务3：阅读理解（中年时期）根据阿西莫夫这段时间经历，下面哪种说法不正确？任务4：假设一名记者采访阿西莫夫，请设计一段两人间的采访对话。

（晚年生活）五、课堂讨论问题: 1. 为什么阿西莫夫要提出“机器人三大定律”?2. 你认为有必要界定“机器人三大定律”吗?3 若没有“机器人三大定律”，世界将会怎样？六、课堂微型写作要求学生用至少 5 句话内容，概况课堂上所学和所讨论内容，写一篇关于阿西莫夫的简介，要让那些并不认识了解阿西莫夫的读者对他有一定的印象。

聞創沟燴鐺險爱氇谴净祸測。

七、课后写作课后丰富课堂上的微型习作，要求学生写成不少于150 字的书面表达。

Teaching plan for Book 7 Unit2 Robots （英文版）Using language--- Reading, discussing and writingWuhan No.3 High SchoolLiu MinTeaching Aims ：Knowledge Aim:Guidethe Ss to lear n about America n scie nee fictio n writer Asimov s workS.残骛楼諍锩d hi瀨濟溆塹籟婭骒。