高中英语Unit2Robots教案

1、Unit2RobotsI.单元教学目标技能目标SkillGoals Learnliteraryworkaboutscienee,robotsandscieneefictionwriteIsaacAsimov Talkaboutrobots Expresssuppositionandbelief RevisethePassiveVoice(I)(includingtheinfinitive) Sciencefictiongenre:imaginativewritingn.目标语言功能句式SuppositionandbeliefIthink.Isuppose.Maybe.Idon'tthi

2、nk.Idoubt.Iguess.Ibelieve.Iwonder.Idon'tbelieve.词汇1四会词汇fiction,desire,satisfaction,absent,alarm,alarmed,embarrassed,sympathy,elegant,pile,scan,fingernail,absurd,haircut,accompany,cushion,awful,affair,declare,envy,biography,junior,navy,talent,chapter,divorce,obey2. 认读词汇household，IsaacAsimov,Larry

3、Belmont,Claire,Gladys,makeup,Marion,Philadelphia,PhD,TheFoundationTrilogy,empire3. 词组testout,ringup,turnaround,leavealone,setaside,inall,beboundto4.重点词汇desire,satisfaction,embarrassed,alarm,alarmed,sympathy,elegant,accompany,declare,envy,obey结ThePassiveInfinitive:构Thecompany'snewcarisgoingtobede

4、signedinthecomingmonths.Shefeltembarrassedandquicklytoldhimtogo.P11重Clairethoughtitwasridiculoustobeofferedsympathybyarobot.P11占八、Bytheamusedandsurprisedlookonherface,ClaireknewthatGladys句thoughtshewashavinganaffair.P11子ItwaswhenAsimovwaselevenyearsoldthathistalentforwritingbecameobvious.P16m.教材分析和教

5、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IsaacAsimov写于1951的SatisfactionGuaranteed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IsaacAsimov1951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。WarmingUp介绍了什么是机器人和不同种类及不同形状的机器人。Pre-read

6、ing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IsaacAsimov的科幻小说SatisfactionGuaranteed,为本单元的Reading做好了铺垫。Reading的课文是IsaacAsimov写于1951的科幻小说SatisfactionGuaranteed。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

7、两方面与人的异同，与Pre-reading部分的问题相呼应。LearningaboutLanguage分为两部分，Discoveringusefulwordsandexpressions是本单元词汇练习题；Revisingusefulstructures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。UsingLanguage分为两部分，Listeningandspeaking是Molly和Kate讨论SatisfactionGuaranteed的对话录音，要求学生根据对话内容学会运用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，

8、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,discussingandwriting部分的内容是科幻小说家IsaacAsimov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索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IsaacAsimov的机器人三定律”。2教材重组将WarmingUp、Pre-readingReading与Comprehending整合在一起上一节“阅读课”。把LearningaboutLanguage和Workbook的USINGWORDSANDEXPRESSIONSUSINGSTRUCTURES合在一起上一节词

9、汇语法课”。将UsingLanguage的内容设计成一节包括听说读写在内的“综合技能课（一）”。将Workbook的LISTENINGSREADINGTAS设计为一节泛读课”。将Workbook的SPEAKINGTASK,TALKNGISTENINGTAS和WRITINGTASK整合在一起上一节“综合技能课（二）”。3.课型设计与课时分配1stPeriodReading2ndPeriodLanguagestudy3rdPeriodIntegratingskills（I）4thPeriodExtensivereading5thPeriodIntegratingskills(H)IV.分课时教案T

10、heFirstPeriodReadingTeachinggoals教学目标1. Targetlanguage目标语言a. 重点词汇和短语fiction,desire,satisfaction,absent,alarm,alarmed,smooth,embarrass,sympathy,elegant,pile,scan,fingernail,absurd,haircut,accompany,curtain,cushion,carpet,paint,awful，affair,firm,firmly,declare,victory,envy,marriage,testout,ringup,turn

11、around,leavealoneb. 重点句型Shefeltembarrassedandquicklytoldhimtogo.Clairethoughtitwasridiculoustobeofferedsympathybyarobot.Bytheamusedandsurprisedlookonherface,ClaireknewthatGladysthoughtshewashavinganaffair.2. Abilitygoals能力目标Helpstudentstolearnaboutrobotsandsciencefiction.3. Learningabilitygoals学能目标E

12、nablestudentstorealizesciencefictionreflectsscientificthought;afictionofthings-to-comebasedonthings-on-hand.Teachingimportantpoints教学重点EnablestudentstograspwhatTonydidtohelpClaireandhowheremotiondevelopedduringTony'sstayatherhouse.uHdeelnptsttosumupcharacteristicsofsciencefiction.Teachingdifficu

13、ltpoints教学难点HowClaire'semotiondevelopedduringTony'sstayatherhouse.Teachingmethods教学方法Discussing,explaining,readingandpracticing.Teachingaids教具准备Multimediacomputer.Teachingprocedures&way教学过程与方式StepIWarmingupDealwithWarmingUp.Presentphotosofdifferentkindsofrobots.Thenaskthemtosaysomethinga

14、bouthisorherfavoriterobot.T:Goodmorning/afternoon,class!Ss:Goodmorning/afternoon,Mr./Ms.T:Inthisclasswearegoingtolearnaboutrobots.WhowouldliketotellmewhatarobotisS1:Arobotisamachine.T:WhatkindofmachineS2:Arobotisakindofmachinethatcandoavarietyofcomplexhumantasks.T:HowcanarobotperformhumantasksS3:Aro

15、botiscontrolledbyacomputer.T:Youareright.Thenwecangivethedefinitionofarobotlikethis:Arobotisamachinedesignedtodojobsthatareusuallyperformedbyhumans.Robotsareprogrammedandcontrolledbyacomputer.Nowlookatsomepictures.Dividethemintodifferenttypesanddecideyourfavoriteone.Alistofmoviesaboutrobots:ShortCir

16、cuit2,TheIronGiant,Futureworld,BladeRunner,TheTimeMachine,PowerRangersTimeForce-TheEndofTime(2001)StepnPre-readingAskstudentstodiscussthequestionsinPre-readingingroups.Studentsareencouragedtospeakouttheiropinionsfreely,nomatterwhatitis.Encouragestudentstousetheirimagination.Possibleanswers:1. Youwou

17、ldfindtherobotinthefirstphotoinafactory.Itisanindustrialrobotthatpicksup,carriesandmovesloads.Thesecondrobotisarobotdog.Therobotdogisatoythatwouldbefoundinpeople'home.Thethirdrobotwouldbeusedasasurveillancetoolthatcantraveloveropenterrain.Ithasacameraonitstopatthefronttofeedbacktotheoperatorsoft

18、herobotwhatliesinitspath.2. Therearemanytypesofrobots:industrialrobotsusedinmanufacturing;domesticrobotssuchasvacuumcleanersandlawnmowers;entertainmentrobotssuchastoysandthoseinthemeparks;robotsusedintoxicwastecleanupandinunderwaterandspaceexploration;surgicalrobots;bombdisposalrobotsandthosethatcan

19、detectlandmines;airbornerobotsusedtosearchforpeople(suchasinanareaaffectedbyanearthquake).3. Students'ownanswers.Allanswersarecorrect.Step川ReadingDealwiththereadingpart.ScanningAskstudentstoscanthetextandfindoutwhatTonylookslike.'dlikeyouatoataotetTonyT:OK.I'mgladyouhadaheateddiscussion.

20、NowIthatlooksexactlylikeahumanbeing.HeisacharacterinthesciencefictionSatisfactionGuaranteedbyIsaacAsimov.Pleasereadthetextandfindtheanswerstothefollowingquestions.ShowthefollowingquestionsonthePowerPoint.1. WhatdidTonylooklike2. WhatdidTonydotomakeClaireandherhomeelegantSeveralminuteslatercheckthean

21、swerswiththewholeclass.Suggestedanswers:1. Hewastallandhandsomealthoughhisfacialexpressionsneverchanged.Hishairwassmoothandblackandhisvoicewasdeep.2. TonygaveClaireanewhaircutandchangedthemakeupshewore.HealsosuggestedClairebuynewcurtains,cushions,acarpetandpaintforthehouseandnewdressesforherself.Hem

22、adeimprovementsonthehousesothatthehouselookedveryelegant.CarefulreadingAskstudentstoreadthetextcarefullyandthencompletethetableonPage12.occasionClaire1.Beforehearriveddislikedhim2.Whenhearrivedwasalarmed3.Whenheofferedtohelpherdressfeltembarrassed4.Whenheofferedtohelpherimproveherhouseandherselfadmi

23、redhim5.Whenhehelpedherwiththesalesmancalledhimadear6.WhenshefelloffaladderandcaughtbyTonyfelthiswarmth7.WhensheheardGladyswhisperingtoanotherwomanthatshehadneverseenanyonesohandsomeasTonyfeltbeingenvied8.SherememberedTonywasjustamachinecriedallnightThendiscussthecomprehendingquestionsonPage12ingrou

24、ps.T:let'sreadetextcarefullyandthendothecomprehendingexercisesonPage12.Severalminuteslaterchecktheanswerswiththewholeclass.Suggestedanswers:.HewantedClairesgueststoseehimandClairetogethersothatshewouldbeenviedbythewomenguests.TonypreventedClairefrombeingharmedbymakingherfeelgoodaboutherself.Hehe

25、lpedhermakeherandherhomeelegantsothatshewouldnotfeellikeafailure.Tonyhadtoberebuiltbecausethecompanyfeltthattheycouldnothavewomenfallinginlovewitharobot.Studentsgivetheirownanswers.Sentences:Howabsurd,shethought.Hewasjustamachine.Heheldherfirmlyinhisarmsandshefeltthewarmthofhisbody.Shescreamed,pushe

26、dhimawayandrantoherroomfortherestoftheday.Thensheremembered-Tonywasjustamachine.Sheshoutedleavemealongandrantoherbed.3.CharacteristicsSimilarDifferentPhysicalLookslikeahumanbeing.Bodyandskinsoftandwarm.Hairandfingernailsrealistic.Voicelikeahuman'.FacialexpressionsneverchangedQuickerreactions(She

27、felloffaladderandeventhoughTonywasinthenextroom,hemanagedtocatchherintime.)MentalAbletomakesuggestionsandpredictions.Abletomakeaplanandfollowitthrough.Hasgoodcommunicationskills.Behaviournotappropriate(Tonybroughtherbreakfastandthenaskedherwhethersheneededhelpdressing.)T:Fromthedevelopmentofheremoti

28、on,wecanseeTonywasdesignedasaMr.Perfect.HeisdesignednottoharmClaireorallowhertobeharmed.ThisisoneofIsaac'hseelawsforrobots.Laterinthisunitwewilllearnmoreabouthisthreelaws.CharacteristicsofscieneefictionT:Asyouknow,thestorywaswrittenin1951.Withthedevelopmentofscienee,someofthefunctionsperformedby

29、Tonyhavecometrue.Fromthisstorywecandrawaconclusion:Sciencefictionisoftenbasedonscientificprinciplesandtechnology.Sciencefictionmaymakepredictionsaboutlifeinthefuture.Pleaserememberthesearesomecharacteristicsofscieneefiction.Ifyouareinterested,youmaywriteshortsciencefictionsinyoursparetime.Explanatio

30、nDuringthisprocedure,playthetaperecordingforstudents.Studentswillunderlinethedifficultsentences.Afterlisteningtothetape,explainthetextanddealwiththeIanguageproblems.T:NowwewilldealwithsomedifficultIanguageproblems.NowIwillplaytherecordingofthetextforyou.Pleasemakeamarkwhereyouhavedifficulties.Afterl

31、isteningtotherecording,explainthedifficultsentencestostudents.Beforeexplainingthedifficultpoints,studentsareaskedtorefertothenotestothetextonPages88-89.T:DoyouhaveanydifficultieswiththetextS1:Couldyoupleaseexplainthesentencetous：Shefeltembarrassedandquicklytoldhimtogo.T:BecauseTonydidn'tlooklike

32、amachineatall,whenTonyofferedtohelphergetdressed,shewasembarrassed,perhapsshytogeta“man”helphergetdressed.S2:Howtounderstandthissentence:Clairethoughtitwasridiculoustobeofferedsympathybyarobot.T:InspiteofthefactthatTonylookedsohuman,hewasjustamachine.SoClairethoughtitwasfoolishthatTonyofferedhersymp

33、athy.DoyouhaveanyotherquestionsSs:No.T:Maybesomedaywewillhaverobotsthathavefeelingsandcanalsothinkforthemselves.Pleaseremembersciencefictionreflectsscientificthought;things-to-comebasedonthings-on-hand.OK,that'sallfortoday.Don'tforgettosurftheInternettolearnmoreaboutthegreatwriterandhisstori

34、es.Ofcourseyouwilllearnmoreaboutrobots.StepWHomeworkRememberthecharacteristicsofsciencefiction.SurftheInternettolearnmoreaboutrobotsandsciencefictions.SurftheInternettolearnaboutIsaacAsimov.TheSecondPeriodLanguagestudyTeachinggoals教学目标1. TargetIanguage目标语言a.重点词汇和短语fiction,desire,satisfaction,absent,

35、alarm,alarmed,smooth,embarrass,sympathy,elegant,absurd,haircut,accompany,curtain,cushion,carpet,paint,awful,affair,firm,firmly,declare,talent,obey,victory,envy,marriage,biography,explanation,divorce,chapter,navy,testout,turnaroundb.重点句型RevisethePassiveVoice(includingtheInfinitive)2. Abilitygoals能力目标

36、Enablestudentstouseboththeusefulwordsandexpressionsandstructuresfreely.3. Learningabilitygoals学能目标Bydoingrelatedexercisesinthetextbookenablestudentstouseboththeusefulwordsandexpressionsandstructuresfreely.Teachingimportantanddifficultpoints教学重难点Theuseofthepassiveinfinitive.Teachingmethods教学方法Explain

37、ingandpracticing.Teachingaids教具准备Multi-mediacomputer.Teachingprocedures&way教学过程与方式StepIRevisionAskstudentstotellthecharacteristicsofsciencefiction.StepnWordstudyDealwithexercisesaboutusefulwordsandexpressions.WhendoingEx1andEx3onPage13,studentsmayuseanEnglish-Englishdictionarysothattheycanunders

38、tandthesituationswherethewordsareused.Ex1willhelpstudentstoformthehabitofthinkinginEnglish.Ex2willhelpstudentstomastertheusefulwordsandphrasesincontext.Ex3willhelpstudentstolearnmoreaboutwordformationandusethewordsinpropersituations.AfterdealingwithEx3,pointoutwordslikealarmedareadjectives,whenfollo

39、wingthelinkverbbe,itisusedtodescribeafeeling.Sentencesthathavesuchstructuresarenotpassive.T:Lookatthefollowingsentence:MymotherfeltalarmedwhenIhadmyhaircolouredpurple.IfIusewastoreplacefelt,thesentencewillbe:MymotherwasalarmedwhenIhadmyhaircolouredpurple.IsthisapassivesentenceSs:No.Thoughthestructur

40、eseemslikeapassivesentence,itisnot.Apassivesentenceindicatesapassiveactionwhilethissentencedescribesasituationwhensomeonehasthefeelingofalarm.“Alarmed”isanadjectiveformedbyv+ed.T:Quitegood.Pleaseremembernotallbe+v+-ed/-en/-tsentencesarepassive.Step川GrammarstudyGooverthepassivevoice:be+v+-ed/-en/-tT:

41、Pleasegivesomeexamplesofpassivesentences.S1:Myhomeworkwaseatenbythedog.S2:Thetoyismadebyhand.T:Good.Pleaserememberthepassiveisformedwithanytimeframeoftheverb.ShowthefollowingonthePowerPoint.tobe+pastparticiple.TheMonaLisawaspaintedbyLeonardodaVinci.Researchisnowbeingdoneonacureforthisdisease.Thegame

42、ofMonopolycanbeplayedbytwotofourplayers.Reportsonseveralnewgunlawswerebeingdiscussed.Mystereohasbeenstolenbyathief.GoovertheinfinitiveT:InUnit1we'velearnedtheinfinitive.Pleaserecallthefunctionsoftheinfinitive.Ss:Exceptpredicate,theinfinitivecanfunctionassubject,object,predicative,attribute,adver

43、bialandobjectcompliment.T:Todaywearegoingtolearnmoreabouttheinfinitivethepassiveinfinitive.Explanationofthepassiveinfinitivetobe+pastparticipleeg.tobegiven,tobeshut,tobeopenedWhenthegrammaticalsubjectofthesentencereceivestheaction,weusethepassiveinfinitive.Forexample:Shehatestobelaughedat.(otherslau

44、ghathersheislaughedatbyothers)Iamexpectingtobegivenapayrisenextmonth.(givemeapayriseIwillbegiveneapayrise.)beto+passiveinfinitive(tobe+pastparticiple)isoftenusedinnoticesandinstructions.Examples:Thiscoverisnottoberemoved.Themedicineistobetakenthreetimesaday.Tobetakenthreetimesadayaftermeals.Theseben

45、chesarenottoberemovedfromthechangingrooms.Nofoodofanykindistobetakenintotheexaminationroom.DealwithExx1-4onPage14.Askstudentstodotheexercisesonebyone.Thencontinuewiththeexercisesontheworkbook.WhiledealingwithEx2onPage56,pointouttostudentsthat“needtobedone”hasthesamemeadnoiinga”s.“needBeforetranslati

46、ngthesentencesinEx3,studentsshoulddecidethekeywordsandmainstructuresfirst.Afterstudentshavefinished,showsomestudents'workonprojectororbulletinboardonthecomputer,checktheirworkwiththewholeclass.Correcttheerrorsifthereareany.AskstudentstowritedownthesentencesinEx3intheirexercisebooksafterclass.Ste

47、pWHomeworkGooverthekeywordsandexpressions.Gooverthegrammar.DoEx3onPage56.TheThirdPeriodIntegratingskills(I)Teachinggoals教学目标1. TargetIanguage目标语言a. 重点词汇和短语expIanation,junior,navy,taIent,chapter,divorceb. 重点句型ItwaswhenAsimovwaseIevenyearsoIdthathistaIentforwritingbecameobvious.Arobotmustnotinjurehuma

48、nbeingsoraIIowthemtobeinjured.2. AbiIitygoaIs能力目标EnabIestudentstoexpresssuppositionandbeIief.Learntowriteaparagraphdescribingthenewtypeofrobot.3. Learningabilitygoals学能目标ByproperIanguageinput,studentsIearntoexpresssuppositionandbeIief.Usetheirimaginationsandwriteaparagraphdescribingthenewtypeofrobot

49、.Teachingimportantanddifficultpoints教学重难点Writeaparagraphdescribingthenewtypeofrobot.Teachingmethods教学方法Listening,discussing,readingandwriting.Teachingaids教具准备Multi-mediacomputer.Teachingprocedures&ways教学过程与方式StepILead-inTalksomethingaboutIsaacAsimov.T:AfterwelearnedtheshortstorybyIsaacAsimov,Ias

50、kedyoutofindsomeinformationaboutthewriter.NowwhowouldliketosaysomethingabouthimS1:HeisaRussian-bornAmericanwriter.S2:Hehaswrittenpopularworksonscienceandthehistoryofscience,aswellasanumberofsciencefictionclassics,includingIRobot(1950),TheFoundationTrilogy(1951-53).S3:Oneofhisfamousquotesis“Iwritefor

51、thesamereasonIbreathbecauseifIdidn't,Iwoulddie.”T:Thankyou.NowI'vecometounderstandwhyhecouldwritearound480books.Nowlet'resadhisbiographyandlearnmoreabouthim.Whenyoureadthetext,pleasepaymoreattentiontothetimeline.StepnReading,discussingandwritingDealwithhisbiographyAfterstudentsreadthetex

52、t,theyareaskedtodoEx1onPage17.Thetimelinewillhelpstudentstoremembertheeventsinhislife.AfterdealingwithEx1,askstudentstoworkingroupstowriteaprofileforIsaacAsimov.Severalminuteslater,presenttheirworkandcorrecttheerrorsifthereareany.Thenshowasampletostudents.Sampleprofile:IsaacAsimov,Writer/ChemistBorn

53、:2January1920Birthplace:Petrovichi,Died:6April1992(HIVinfection)BestKnownAs:ProlificwriterofpopularscienceandsciencefictionIsaacAsimovwasbornintheformerSovietUnion,butgrewupinBrooklyn,NewYork.HetaughtbiochemistryatBostonUniversityuntilheretiredin1958tobecomeafull-timewriter.Asimovhadbeenpublishingsh

54、ortstoriessincethelate1930s,andin1952publishedhisfirstnovel.TheauthoroftheclassicIRobotseriesandTheFoundationTrilogy,Asimovwrotemorethan400booksandwoneverymajorsciencefictionaward.Healsowrotepopularbooksandessaysonscienceandtechnology,earninghimthenickname“TheGreatExplainer.”Discusshisthreelawsforro

55、botsStudentsaredividedintodifferentgroupstodiscusshisthreelawsforrobots.Severalminuteslater,asksomestudentstopresenttheiropinionstotherestoftheclass.Finallyteachermayspeakouthisorheropinion.Asampleofteacher'sopinion:OpinionforthethreelawsRobotsaretoolsforhumanity.Withoutthethreerules,theywouldbe

56、comeadangertohumanbeings.Withoutthethreerules,perhapstheywillkillus.Robots,sofar,arestrong.Robotshavefastcomputationalbrains,andtheymightnothavethecapacitytounderstandthings,butiftheyeverdo,they'lllikelybebetterthanusatit.Ifwedon'tputlaws,orrules,ormechanismsinplacetoensurethatwedon'tcre

57、atesomethingthatcandestroyus,we'dberunningacarelessriskofdestroyingourselvesbynegligenceoromission,wouldn'tweOpinionagainstthethreelawsWithoutthethreelaws,robotswouldeventuallybecomemoreintelligentandphysicallystrongerthantheirhumancreators.Ratherthanguidingandadjustingtherobottowardsgood,et

58、hicalbehavior,theThreeLawsactsasabarriertofreedom,creatingafree-willprison,anaptmetaphorbecause,liketheprisonerinajail,therobotisconfinedtothebehavioralsteelandconcretewallsofitsmind.Toimaginewhatthiswouldlike,thinkbacktoyourchildhood.Atsomepoint,youwantedsomethinglikeatoyorpieceofcandythatyourparentsdeniedyou.HowdidthatmakeyoufeelProbablyfrustrated,angry,andtrapped.Eventuallyyougrewoutofthatbecauseyouunderstoo