選修7單元2教案

1、BOOK VII Unit 2 Robots 單元教學目標技能目標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 目標語言功能句式Supposition

2、and beliefI thinkI supposeMaybeI dont thinkI doubtI guessI believeI wonderI dont believe詞匯1. 四會詞匯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. 認讀詞匯Isaac Asimov, Larry Belmont, Claire, Gladys, softness, makeup, complicated, transfusion, Masters degree, Philadelphia, PhD, The Foundation Trilogy, empire3. 詞組test out, ri

4、ng up, turn around, leave alone, set aside4重點詞匯desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, accompany ,declare, envy, obey結(jié)構(gòu)Revise the passive infinitive:The companys new car is going to be designed in the coming months.重點句子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 教材分析與教材重組1. 教材分析本單元以機器人和科幻小說為話題，

6、介紹了20世紀世界知名的科幻小說家Isaac Asimov寫于1951的Satisfaction Guaranteed 和作者的生平。通過本單元的教學，旨在讓學生了解科幻小說最大的特征在于，它賦予了“幻想”依靠科技在未來得以實現(xiàn)的極大可能，甚至有些“科學幻想”在多年以后，的確在科學上成為了現(xiàn)實。如Isaac Asimov1951年描述的機器人的部分功能已經(jīng)被應用于現(xiàn)實生活和工作中。在教學中，要鼓勵學生敢于幻想，大膽創(chuàng)新，發(fā)揮自己豐富的想象力和創(chuàng)作力，寫出獨具特色的科幻文章。1.1 WARMING UP介紹了什么是機器人，和不同種類及不同形狀的機器人。1.2 PRE-READING 通過討論機器

7、人是否像人類一樣有自己的思維，是否有感情引出Isaac Asimov的科幻小說Satisfaction Guaranteed。為本單元的READING做好了鋪墊。1.3 READING課文是Isaac Asimov寫于1951的科幻小說Satisfaction Guaranteed。文中描述的機器人Tony是一個除去面無表情外，身材高大，相貌英俊，聰明機智的完美男人。僅三周的時間就使女主人墜入愛河。1.4 COMPREHENDING共有2部分，第一部分是關(guān)于課文內(nèi)容的5個問答題，旨在考察學生對課文的理解。第二部分要求學生比較機器人Tony在physical, mental, emotional

8、 三方面與人的異同。與PRE-READING 部分的問題相呼應。1.5 LEARNING ABOUT LANGUAGE 分為兩部分，Discovering useful words and expressions是本單元詞匯練習題；Discovering useful structures是本單元語法練習題，通過本單元的學習，要求學生熟練掌握不定式的被動語態(tài)。1.6 USING LANGUAGE分為兩部分，Listening ,discussing and writing部分內(nèi)容是Molly 和Kate 討論Satisfaction Guaranteed的對話錄音，要求學生根據(jù)對話內(nèi)容學會運用

9、表達自己觀點的常用句型。這部分教學內(nèi)容還要求學生以機器人為話題，充分發(fā)揮自己的想象力，談論機器人做家務的利與弊。并且要求自己動手設計機器人，附上文字說明。Reading and discussing 部分的內(nèi)容是科幻小說家Isaac Asimov的生平介紹。文章后附有練習題。第一題要求學生根據(jù)時間線，了解在作者生命中發(fā)生的重要事件。第二、三題要求學生討論Isaac Asimov的“機器人三定律”。2. 教材重組2.1 將WARMING UP 、PRE-READINGR、READING與COMPREHENDING放在一起上一節(jié)閱讀課。2.2 把LEARNING ABOUT LANGUAGE 和W

10、ORKBOOK 的Using words and expressions及Using structures整合在一起上一節(jié)詞匯語法。 2.3 根據(jù)USING LANGUAGE 內(nèi)容上一節(jié)聽說讀寫綜合技能課。2.4 將WORKBOOK 的Listening 和Reading task 設計為一節(jié)閱讀課寫作課。2.5 將WORKBOOK的Speaking task, Listening task 和Writing task 整合在一起上一節(jié)綜合技能課。3. 課型設計與課時分配（經(jīng)教材分析，本單元可以用5課時教完）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. 分課時教案The First Period ReadingTeaching goals 教學目標 1. Target language目標語言a. 重點詞匯和短語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. 重點句型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能力目標: Help students to learn about robots and science fiction. 3. Learning ability goals學能目標：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教學重點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 教學難點How Claires emotion developed during Tonys stay at her house.Teaching methods教學方Discussing, explaining, reading and practisingTeaching aids教具準備The multimedia computer Teaching procedures & ways教學過程與方式Step I Warming upDeal with Warming up. Present photos o

16、f different 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 mac

17、hine?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 pe

18、rformed 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 freel

19、y, no 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 exac

20、tly 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 ele

21、gant?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 Clai

22、re buy 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 o

23、n Page 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

24、 harming 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 he

25、r whether 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.

26、She 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 pr

27、oblemsCannot 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

28、to have 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 i

29、n this 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 sci

30、entific 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 tap

31、e recording 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

32、 you 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 u

33、s：She 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 sympat

34、hy by 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 s

35、cience 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 fic

36、tion.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 教學目標1. Target Language目標語言a. 重點詞匯和短語fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy

37、, elegant, 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. 重點句型Revise the passive voice (including the Infinitive)2. Ability go

38、als能力目標Enable students to use both the useful words and expressions and structures freely.3. Learning ability goals學能目標By doing related exercises in the textbook enable students to use both the useful words and expressions and structures freely.Teaching important points教學重點Useful words and expressio

39、ns and structures.Teaching difficult points 教學難點How to use them properly.Teaching methods教學方法Explaining and practisingTeaching aids教具準備The multi-media computerTeaching procedures & ways教學過程與方式Step I RevisionAsk students to tell characteristics of science fiction. Step II Discovering useful words

40、 and expressionsDeal 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 stude

41、nts to master 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. Sent

42、ences that 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 st

43、ructure 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

44、 III Discovering 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 Powe

45、rPoint.TO 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 in

46、finitiveT: 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 passiv

47、e.Explanation 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 herà she is laughed at by others)I a

48、m expecting to be given a pay-rise next month. (give me a pay riseà 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 thr

49、ee times a day after 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

50、dealing with Ex2 on 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 bullet

51、in board on the computer, 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 LanguageTeac

52、hing goals 教學目標1. Target Language目標語言a. 重點詞匯和短語explanation, junior, navy, talent, chapter, divorceb. 重點句型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 能力目標 Enable students to express supposition an

53、d belief. Learn to write a paragraph describing the new type of robot.3.Learning ability goals學能目標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教學重點Learn to express sup

54、position and belief.Write a paragraph describing the new type of robot.Teaching methods教學方法 Listening, discussing , reading and writingTeaching aids 教具準備A multi-media computerTeaching procedures & ways 過程與方式Step I Leading inTalk something about Isaac Asimov.T: After we learned the short story by

55、 Isaac Asimov, I asked you 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 (195

56、0), The Foundation Trilogy (1951-53).S3: One of his famous quote is “I write for the same reason I breathe - because if I didn't, 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 tex

57、t, please pay more attention 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.The sample: