选修7单元2教案 BOOK VII Unit 2 Robots

1、BOOK VII Unit 2 Robots 单元教学目标技能目标Goals Learn about literary work about science, Robots and Science fiction writer- Isaac Asimov Talk about Robots Practise Supposition and belief Revise the Passive Voice (I) ( including the infinitive) Science fiction genre: imaginative writingII 目标语言功能句式Supposition

2、and beliefI thinkI supposeMaybeI dont thinkI doubtI guessI believeI wonderI dont believe词汇1. 四会词汇fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful. affair, f

3、irm, firmly, declare, victory, envy, marriage, biography, explanation, junior, navy, talent, chapter, divorce, obey, aside2. 认读词汇Isaac Asimov, Larry Belmont, Claire, Gladys, softness, makeup, complicated, transfusion, Masters degree, Philadelphia, PhD, The Foundation Trilogy, empire3. 词组test out, ri

4、ng up, turn around, leave alone, set aside4重点词汇desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, accompany ,declare, envy, obey结构Revise the passive infinitive:The companys new car is going to be designed in the coming months.重点句子She felt embarrassed and quickly told

5、 him to go.Claire thought it was ridiculous to be offered sympathy by a robot.By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair.It was when Asimov was eleven years old that his talent for writing became obvious.III 教材分析与教材重组1. 教材分析本单元以机器人和科幻小说为话题，

6、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

7、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2部分，第一部分是关于课文内容的5个问答题，旨在考察学生对课文的理解。第二部分要求学生比较机器人Tony在physical, mental, emotional

8、 三方面与人的异同。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；Discovering 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。1.6 USING LANGUAGE分为两部分，Listening ,discussing and writing部分内容是Molly 和Kate 讨论Satisfaction Guaranteed的对话录音，要求学生根据对话内容学会运用

9、表达自己观点的常用句型。这部分教学内容还要求学生以机器人为话题，充分发挥自己的想象力，谈论机器人做家务的利与弊。并且要求自己动手设计机器人，附上文字说明。Reading and discussing 部分的内容是科幻小说家Isaac Asimov的生平介绍。文章后附有练习题。第一题要求学生根据时间线，了解在作者生命中发生的重要事件。第二、三题要求学生讨论Isaac Asimov的“机器人三定律”。2. 教材重组2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。2.2 把LEARNING ABOUT LANGUAGE 和W

10、ORKBOOK 的Using words and expressions及Using structures整合在一起上一节词汇语法。 2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。2.4 将WORKBOOK 的Listening 和Reading task 设计为一节阅读课写作课。2.5 将WORKBOOK的Speaking task, Listening task 和Writing task 整合在一起上一节综合技能课。3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）1st Period Reading 2nd Period Learning abou

11、t language3rd Period Using language 4th Period Listening and Reading task 5th Period Speaking, listening and writing task IV. 分课时教案The First Period ReadingTeaching goals 教学目标 1. Target language目标语言a. 重点词汇和短语fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy,

12、elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave aloneb. 重点句型1. She felt embarrassed and quickly told him to go.2. Claire thought it was ridiculous to be o

13、ffered sympathy by a robot.3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair.2. Ability goals能力目标: Help students to learn about robots and science fiction. 3. Learning ability goals学能目标：Enable students to realize science fiction reflects scient

14、ific thought; a fiction of things-to-come based on things-on-hand.Teaching important points教学重点Teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during Tonys stay at her house. Help students to sum up characteristics of scien

15、ce fiction.Teaching difficult points 教学难点How Claires emotion developed during Tonys stay at her house.Teaching methods教学方Discussing, explaining, reading and practisingTeaching aids教具准备The multimedia computer Teaching procedures & ways教学过程与方式Step I Warming upDeal with Warming up. Present photos of di

16、fferent kinds of robots. Then ask them to say something about his or her favorite robot.T: Good morning /afternoon, class!Ss: Good morning/ afternoon, Mr. /MsT: In this class we are going to learn about robots. Who would like to tell me what a robot is?S1:A robot is a machine.T: What kind of machine

17、?S2: A robot is a kind of machine that can do a variety of often complex human tasks.T: How can a robot perform human tasks?S3: A robot is controlled by a computer.T: You are right. Then we can give the definition of a robot like this: A robot is a machine designed to do jobs that are usually perfor

18、med by humans. Robots are programmed and controlled by a computer. Now look at some pictures. Divide them into different types and decide your favorite one. Step II Pre-readingAsk students to discuss the questions in pre-reading in groups. Students are encouraged to speak out their opinion freely, n

19、o matter what it is. Teacher should encourage students to use their imagination.Step III ReadingDeal with the reading part.ScanningAsk the students to scan the text and find out what Tony looks like.T: Ok. Im glad you had a heated discussion. Now Id like you to meet Tony- a robot that looks exactly

20、like a human being. He is a character in the science fiction Satisfaction Guaranteed by Isaac Asimov. Please read the text and find the answers to the following questions.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

21、?Several minutes later check the answers with the whole class.Suggested answer:1. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.2. Tony gave Claire a new haircut and changed the makeup she wore. He also suggested Claire b

22、uy new curtains, cushions, a carpet and paint for the house and new dresses for herself. He made improvements on the house so that the house looked very elegant.Careful readingComprehending questions on Page 12Ask students to read the text carefully and then discuss the comprehending questions on Pa

23、ge 12 in groups. T: Now lets read the text carefully and then do the comprehending exercises on Page 12.Several minutes later check the answers with the whole class.Suggested answers:1.1. He opened the curtains so that the other womenClaires guests could see them.1.2 He had prevented Claire from har

24、ming herself through her own sense of failure. 1.3 Because the company (designers) cannot have women falling in love with machines.1.4 Various answers can be accepted.1.5 When she first saw the robot, she felt alarmed. Tony didnt look like a machine at all.She felt embarrassed when Tony asked her wh

25、ether she needed help dressing.Claire thought it was ridiculous to be offered sympathy by a robot.She was amazed by the fingernails and the softness and warmth of his skin.She screamed, pushed him away and ran to her room for the rest of the day.What a sweet victory to be envied by those women. She

26、might not as beautiful as them, but none of them had such a handsome lover. Then she rememberedTony was just a machine. She cried all night.2. CharacteristicsSimilarDifferentPhysicalTall, handsome, black hair, deep voiceFacial expressions never changedMentalClever enough to solve all kinds of proble

27、msCannot think for itselfEmotionalloveNever experienced such feelings as embarrassment, alarm, anger, happiness or envyClaires emotion developmentAfter dealing with the comprehending exercises, ask students to work together to find how Claires emotion developed.Suggested answer:At first refused to h

28、ave Tony at her house-accept him-trust him- proud of him-love him-sad to remember he was just a machineT: From her emotion development, we can see Tony was designed as a Mr. Perfect. He is designed not to harm Claire or allow her to be harmed. This is one of Isaacs three laws for robots. Later in th

29、is unit we will learn more about his three laws.Characteristics of science fictionT: As you know, the story was written in 1951. With the development of science, some of the functions performed by Tony have come true. From this story we can draw a conclusion:Science fiction is often based on scienti

30、fic principles and technology.Science fiction may make predictions about life in the future.Please remember these are some characteristics of science fiction. If you are interested, you may write short science fictions in your spare time.ExplanationDuring this procedure Teacher will play the tape re

31、cording for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems. T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you

32、 have difficulties.After listening to the recording, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page88-89. T: Do you have any difficulties with the text？S1:Could you please explain the sentence to us：Sh

33、e felt embarrassed and quickly told him to go. T: Because Tony didnt look like a machine at all, when Tony offered to help her get dressed, she was embarrassed, perhaps shy to get a “man” help her dressing.S2: How to understand this sentence: Claire thought it was ridiculous to be offered sympathy b

34、y a robot.T: In spite of the fact that Tony looked so human, he was just a machine. So Claire thought it was foolish that Tony offered her sympathy. Do you have any other questions?Ss: No.T: Maybe someday we will have robots that have feelings and can also think for themselves. Please remember scien

35、ce fiction reflects scientific thought; things-to-come based on things-on-hand. Ok, thats all for today. Dont forget to surf the internet to learn more about the great writer and his stories. Of course you will learn more about robots.Step IV Homework: Remember the characteristics of science fiction

36、.Surf the internet to learn more about robots and science fiction.Surf the internet to learn about Isaac Asimov. The Second Period Learning about languageTeaching goals 教学目标1. Target Language目标语言a. 重点词汇和短语fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, el

37、egant, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful. affair, firm, firmly, declare, talent, obey, victory, envy, marriage, biography, explanation, divorce, chapter, navy, test out, turn around, set asideb. 重点句型Revise the passive voice (including the Infinitive)2. Ability goals能

38、力目标Enable students to use both the useful words and expressions and structures freely.3. Learning ability goals学能目标By doing related exercises in the textbook enable students to use both the useful words and expressions and structures freely.Teaching important points教学重点Useful words and expressions a

39、nd structures.Teaching difficult points 教学难点How to use them properly.Teaching methods教学方法Explaining and practisingTeaching aids教具准备The multi-media computerTeaching procedures & ways教学过程与方式Step I RevisionAsk students to tell characteristics of science fiction. Step II Discovering useful words and exp

40、ressionsDeal with exercises on useful words and expressions. When doing Ex1 and Ex3on Page 13 students may use an English-English dictionary so that they can understand the situations where the words are used.Ex1 will help students to form the habit of thinking in English.Ex2 will help students to m

41、aster the useful words and phrases in context.Ex3 will help students to learn more about word formation and use the words in proper situations.After dealing Ex3 Teacher should point out words like alarmed are adjectives, when following the link verb be, it is used to describe a feeling. Sentences th

42、at have such structures are not passive.T: Look at the following sentence: My mother felt alarmed when I had my hair coloured purple. If I use was to replace felt, the sentence will be: My mother was alarmed when I had my hair coloured purple. Is this a passive sentence?Ss: No. Though the structure

43、seems like a passive sentence, it is not. A passive sentence indicates a passive action while this sentence describes a situation when someone has the feeling of alarm. “alarmed”is an adjective formed by v+ed.T: Quite good. Please remember not all be + V+-ed/-en/-t sentences are passive.Step III Dis

44、covering useful structuresGo over the passive voice be+ V+-ed/-en/-tT: Please give some examples of passive sentences.S1: My homework was eaten by the dog.S2: The toy is made by hand.T: Good. Please remember the passive is formed with any time frame of the verb.Show the following on the PowerPoint.T

45、O BE + the PAST PARTICIPLEeg.The Mona Lisa was painted by Leonardo Da Vinci.Research is now being done on a cure for this disease.The game of Monopoly can be played by two to four players.Reports on several new gun laws were being discussed.My stereo has been stolen by a thief.Go over the infinitive

46、T: In Unit 1 weve learned the infinitive. Please recall the functions of the infinitive.Ss: Except predicate, the infinitive can function as subject, object, predicative, attribute, adverbial and object compliment.T: Today we are going to learn more about the infinitive-the infinitive passive.Explan

47、ation of the passive infinitiveto be + past participle, eg. to be given, to be shut, to be openedWhen the grammatical subject of the sentence receives the action, we use the passive infinitive. For example:She hates to be laughed at. (others laugh at her she is laughed at by others)I am expecting to

48、 be given a pay-rise next month. (give me a pay rise I will be given a pay rise.) be to + passive infinitive (to be + past participle) is often used in notices and instructions. Examples:This cover is not to be removed.The medicine is to be taken three times a day.To be taken three times a day after

49、 meals. These benches are not to be removed from the changing rooms. No food of any kind is to be taken into the examination room.Using structuresDeal with Exercise1-2 on Page14. Ask students to do the exercises one by one. Then continue with the exercises on the workbook. While dealing with Ex2 on

50、page 56, point out to students that “need to be done” has the same meaning as “need doing”. Before translating the sentences in Ex3, students should decide the key words and main structures first. After students have finished, show some of students work on the projector or bulletin board on the comp

51、uter, check their work with the whole class. Correct the errors if there are any.Ask students to write the sentences in Ex3 into their exercise-books after class.Step V HomeworkGo over words and expressions.Go over the grammar.Do Ex3 on Page 56.The Third Period Using LanguageTeaching goals 教学目标1. Ta

52、rget Language目标语言a. 重点词汇和短语explanation, junior, navy, talent, chapter, divorceb. 重点句型It was when Asimov was eleven years old that his talent for writing became obvious.Expressions used to express supposition and belief.2.Aility goals 能力目标 Enable students to express supposition and belief. Learn to w

53、rite a paragraph describing the new type of robot.3.Learning ability goals学能目标By proper language input, students learn to express supposition and belief.Use their imaginations and write a paragraph describing the new type of robot.Teaching important points教学重点Learn to express supposition and belief.

54、Write a paragraph describing the new type of robot.Teaching methods教学方法 Listening, discussing , reading and writingTeaching aids 教具准备A multi-media computerTeaching procedures & ways 过程与方式Step I Leading inTalk something about Isaac Asimov.T: After we learned the short story by Isaac Asimov, I asked y

55、ou to find some information about the writer. Now who would like to say something about him?S1: He is a Russian-born American writer.S2: He has written popular works on science and the history of science, as well as a number of science-fiction classics, including I Robot (1950), The Foundation Trilo

56、gy (1951-53).S3: One of his famous quote is “I write for the same reason I breathe - because if I didnt, I would die.”T: Thank you. Now Ive come to understand why he could write around 480 books. Now lets read his biography and learn more about him. When you read the text, please pay more attention

57、to the timeline.Step II Reading and discussingDealing with his Bibliography.After students read the text, they are asked to do Ex 1 on Page 17. The timeline will help students to remember the events in his life.After dealing with Ex1, ask students to work in groups to write a profile for Isaac Asimov. Several minutes later, present their work and correct the errors if there are any. Then show a sample to students.Th