高二英语robots教案4
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。
高三英语教案：《Robots》教学设计
高三英语教案：《Robots》教学设计本文题目：高三英语二单元教案：Robots教案1、favour n.根据语境猜词义(1) Thanks for looking after all my things—I will return the favour sometime.(2) The idea may find favour with older people.根据语义找匹配A. 支持;赞许B. 恩惠;善意的行为(1) B (2)Aask a favour of sb. 求某人帮一个忙，求某人做某事do sb. a favour / do sth. as a favour帮某人一个忙，给某人做件事be in / out of favour (with)受宠/失宠;得到/不受偏爱find / gain / win favour 受到赞许/得到赞同lose favour 不再受支持，失去支持owe sb. a favour 欠某人一个人情in favour of赞成;主张in one's favour对某人有禾U favourable adj. 有利的unfavourable adj. 不利的完成句子高三英语教案：《Robots》教学设计(1) May I ask a favour of 求•…帮个忙)you?(2) Was he in favour of 赞成)the death pen alty?(3) Do me a favour (劳驾)and turn the radio down while I'm on the phone，will you?2、affair n.根据语境猜词义(1) They were accused of interfering in China's internal affairs.(2) I am not prepared to discuss my financial affairs with the press.(3) He had an affair with his boss that lasted six years.(4) What I do in my time is my affair and nobody else's. 根据语义找匹配：A. (公共或政治的)事务B. 暧昧关系C. (个人的)事务(1) A (2)C (3)B (4)Ccurrent affairs 时事state affairs 国事family affairs 家事foreign affairs 外交事务public affairs 公共事务private affairs 私事affair / accident / incident / event / matter / businessaffair 含义最广，可以指公共或政治的事务，也可以指个人的事务。
高二英语(人教版)-选修七 Unit 2 Robots (4)-1教案
教案Reading for understanding the purpose of design and its benefits topeople 1. Understand the purpose of design.Ss read the passage carefully and answer the followingquestions:1) What were the robotic toys designed for?They were designed for companionship.2) Who was this kind of robot mainly intended for?The elderly and children.3) What is this kind of robot used for?It is used as a companion for older adults with dementiaor depression. It also serves as children’s friends.4) What can it be used in the future? Why?In the future it could be used as caretakers for olderpeople. Because they could be designed with endlesspatience.2. Get people’s opinions on robots and get to knowthe advantages and the benefits robots bring todifferent people.Task: Find out different people’s opinions on robots:1）Some kids say they prefer these pets to real dogs andcats that can grow old and die.2）The boy said he would prefer to talk to a robot,which could be designed with a large database ofknowledge about relationship patterns, instead of talkingto his dad, who might give bad advice.3）Many people think that robots could serve as friendswho would always listen to them, who would neverbecome angry, and who would never disappoint.3. Summarize the purposes of design.Ss summarize the purpose to design the robot is either tosolve the existing problems in our lives or to promote abetter life in the future.学生通过阅读文本,认识设计机器人的初衷应该是帮助人们解决生活中现存问题或是为实现更好未来。
Robotswilldoeverything
全国中小学“教案中的互联网搜索”优秀教案案例评选教案设计Book 4Module 4 RobotsUint 1 Robots will do everything .河南省孟州市韩愈小学汤丽霞Module 4 RobotsUint 1 Robots will do everything .教案设计四、教案方法1. 多媒体辅助教案2. 形式多样的操练法3. 画画演示法4. 小组合作学习法5.运用语言交际法五、教案过程Step1: Warmer1、Game:T: Hello ! Boys and girls. Show me your hands. please .Do like me .Monday ,(拍一下手) S: Yes .T: MondayS: ×…2、GreetingsT: What day is it today?Ss: It’s Tuesday.T: Today is Tuesday . Tomorrow is ….(Ss : Tomorrow is Wednesday .) Wh S1: On Wednesday I’ll fly my kite.T: Will you play with a toy on Sunday? Ss: …T: I like toy very much .I have a toy in my bag .Guess : What is it ?(出示一个机器Step2:Presentations1、用can来描述机器人会做的事情。
T: Today，let’s talk about robots. First ,Look at the pictures about robots . Robo （A）T：(课件出示机器人走的图片)It can (做动作)…/i?ct=503316480&z=&tn=baiduimagedetail&word=%BB%E1%D7%DF%B5%C4%BB%FA%C6%F7%1&pn=9&rn=1&di=20815786 Ss: Walk . 出示单词卡，学习walk. 要求孩子们用手书写walk. (板书：It can … T：Now ,do like me .Walk .( 要求孩子们模仿机器人走路。
高二英语教案：《Robots》教学设计
高二英语教案：《Robots》教学设计高二英语教案：《Robots》教学设计Teaching aims:1) Learn about robots and science fiction.2) Develop reading skills by skimming, scanning and careful reading.Teaching important points:1.Have students understand the passage well2.Make students know Claire’s feelings changeTeaching difficult points:1. How to skim, scan and carefully read the text effectively2. Grasp Claire’s feelings change in the passage导学过程（Guiding Procedures）:一、自主预习(Preview)：Pre-read the text.二、课前检测（Pre-class test）（协作探究）1. Lead in by the title of this unit and ask the following question: What is a robot?2. Have students discuss in a group: What can robots do?三、新知导学（Guiding）：Reading（协作探究）ⅠSkimming: (☆)1. Match the main idea with each part.Part1 (para1-2) A. The night of the partyPart2 (para3-8) B. Claire’s attitude to the robot and her feeling at the sight of the robotPart3 (para9-11) C. The result of the experimentPart4 (para12) D. What Tony did for Claire2. Larry brought a robot home to_______A. make his wife happyB. test out the robotC. send his wife a gift.D. free his wife from housework.II. Scanning:1.Choose the best answer: (☆)① Why didn’t Claire want the robot in her house?A. Because she didn’t like robots at all.B. Because she didn’t like the robot’s appearance.C. Because she was worried about being harmed by the robot.D. Because the robot looked like a real person.② We can infer that at the first sigh of Tony, Claire felt alarmed by _____.A. his appearanceB. his abilityC. his facial expressionsD. his cleverness③ Tony did the following things to help Claire EXCEPT _______.A. giving her a new haircutB. changing her makeupC. having the house completely transformed and improvedD. going into a jewellery shop to buy her a necklace④ 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 neighbors.⑤ we can infer from the last paragraph_________A. the robot proved to be a failureB. the company was not satisfied with Tony’s report.C. the robot would go back to help Claire again.D. the robot had Claire falling in love with him.2. Answer the following questions: (☆☆)①What did Tony look like?________________________________________________________________②Why did Tony have to be rebuilt?____________________________________________________________ _____Ⅲ.Careful readingFind how Claire’s emotion developed in the story.(☆☆)Occasion Claire…1.Before Tony arrived ①__________ him2.When Claire first saw Tony was ②__________3.When he offered to help her dress felt ③__________4. When he offered to help her④_________ her house and herself began to trust andadmire him5.When he helped her deal with the salesman called him a⑤_______6.When she ⑥_____ ___a ladder and wascaught by Tony felt his warmth7.When she heard Gladys whisperingto another woman that she had neverseen anyone so handsome as Tony felt being ⑦_________8.When she remembered Tony wasjust a machine⑧________ all night4．课堂小结(Brief summery)Complete the following passage.Larry persuaded his wife, Claire, to _______ ______ (试验) a household robot called Tony. Claire is a very emotional (感情上的，感情脆弱的) woman who needs a good friend. She is ________（吸引）by Tony because he is so handsome and sympathetic (有同情心的). He becomes her best friend. She is ________(给…印象) by his abilities but ___________（尴尬的）by her feelings for him. She is disturbed because she thinks of him as a man (even though he is not). But she is amused that other women ________（忌妒）her and think they are having an __________（暧昧关系）. Finally, Claire succeeds in overcoming her sense of failure, but in doing so falls in love with Tony. Even though Tony had been so clever, he would have to be _________(重建).5. 课后讨论（Discussion）Which law is the story “Satisfaction Guaranteed” based on?What might happen in a world where there were robots if Asimov’sthree lawsdid not exist?6．作业布置(Homework)1.Finish exercises1&2 on page 13.2.Read the passage again and find some difficult points and the long sentences.7.课后反思（Self-examination）:答案：ⅠSkimming:1. BDAC2.BII. Scanning:1. Choose the best answer: CADBD2. Answer the following questions:① He was tall and handsome with smooth hair and a deep voice although his facial expressions never changed.② Tony had to be rebuilt because the company felt that they could not have women falling in love with a robot.3. Find how Claire’s emotion developed in the story.①disliked/refused ②alarmed ③embarrassed ④improve⑤dear⑥fell off⑦envied⑧criedtest out, attracted ,impressed embarrassed, envy affair rebuilt。
英语 全国通用版 第32讲 Robots 教案
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高二英语Robots教案
高二英语Robots教案高二英语Rbts教案Perid Using LanguageTeahing gals1．Learn se useful rds，expressins and sentene strutures in the passage explanatin，unir，nav，talent，hapter，divreIt as hen Asiv as eleven ears ld that his talent fr riting beae bvius Expressins f suppsitin and belief2．Learn t rite a suar f Asiv’s lifeTeahing preduresLead－inFirst，present a pht f Isaa Asiv and tell students sething abut hiBagrund infratin：He is a Russian－brn Aerian riterHe has ritten ppular rs n siene and the histr f siene，as ell as a nuber f siene fitin lassis，inluding I，Rbt(190)and the Fundatin trilg(191－193)．ne f his faus qutatins is “I rite fr the sae reasn I breathe—beause if I didn’t，I uld die”Next，tell students t read his bigraph and learn re abut hihen reading，please pa re attentin t the tielineReadingRead abut Isaa Asiv and plete the tieline f the events in his life(The tielineill help students t reeber the events in his life)DateEvent1920Brn in Russia19221923______________________________________________ Parents bught a and stre1929_______________________________________________________ _________________ ther had her third hildStarted t tae hiself seriusl as a riter1939Gained aster’s degree in heistr1942Finished ring in the and stre ___________________________________1942－194Gt his PhD in heistrBeae a biheistr teaher，Bstn Universit Shl f ediine190Published his first nvel __________________________________Develped three las fr rbts191－193Published the Fundatin trilg and n an aard fr itPublished his first siene bBeae a full－tie riter1973Divred his first ife_________________________________________Had a bld transfusinBeae infeted ith HIV1992Suggested ansers：DateEvent1920Brn in Russia1922Sister brn1923ved ith fail t Ne rParents bught a and stre1929Started ring in the and strether had her third hild1931Started t tae hiself seriusl as a riter1939Began having stries published in siene fitin agazines 1941Gained aster’s degree in he istr1942Finished ring in the and streGt arried1942－194red as a unir heist，Philadelphia Nav ard 1948Gt his PhD in heistr1949Beae a biheistr teaher，Bstn Universit Shl f ediine 190Published his first nvelPublished I，RbtDevelped three las fr rbts191－193Published the Fundatin trilg and n an aard fr it193Published his first siene b198Beae a full－tie riter1973Divred his first ife arried fr a send tie1983Had a bld transfusinBeae infeted ith HIV1992Died in Ne rDisussinFirst，as students t thin f hat the ther t las fr rbts ight beThree las fr rbts：1A rbt ust nt inure huan beings r all the t be inured,2A rbt ust be the rders given t it b huan beings as lng as huan beings are nt inured,3A rbt ust prtet its n existene as lng as huan beings are nt inured；and as lng as the rbt des nt disbe huan beingsNext，in grups，disuss Asiv’s three las fr rbts and exhange their pinins ith eah ther(Several inutes later，as se students t present their pinins t the rest f the lass)A saple f pininspinins_fr_the_three_lasRbts are tls fr huanitithut the three rules，the uld bee a danger t huan beingsithut the three rules，perhaps the ill ill usRbts，s far，are strngRbts have fast putatinal brains，and the ight nt have the apait t understandthings，but if the ever d，the’ll liel be better than us at itIf e dn’t put las，r rules，r ehaniss in plae t ensure that e dn’t reate sething that an destr us，e’d be running a areless ris f destring urselves b negligene r issin，uldn’t e?pinins_against_the_three_lasithut the three las，rbts uld eventuall bee re intelligent and phsiall strnger than their huan reatrsRather than guiding and adusting the rbt tards gd，ethial behaviur，the Three Las at as a barrier t freed，reating a free－ill prisn，an apt etaphr beause，lie the prisner in ail，the rbt is nfined t the behaviural steel and nrete alls f its indT iagine hat this uld lie，thin ba t ur hildhdAt se pint，u anted sething lie a t r piee f and that ur parents denied uH did that ae u feel？Prbabl frustrated，angr，and trappedEventuall u gre ut f that beause u understd the rle f ur parents better，but Three Las rbts dn’t get t gr upTheir parents，the Three Las，are alas there，n atter h ature a rbt is，saing “n” t ertain thughts，engendering thse sae feelings u had as a hild hen ur parents said “n”．ertainl n ne deserves t be put in this situatin frever；therise，rbts ight bee depressed and ish fr their n death (nl，beause f the Third La，the p rbabl an’t suiide)．And perhaps the greatest sin anne an it is t reate a being，huan r rbt，that ishes it didn’t existritingFirst，l ba at the tieline f Asiv’s lifeNext，as students t r in grups t underline the st iprtant parts f his life that ade hi a great riter f siene fitinThen it an serve as the utline f a suarFinall，rite a prfile fr Isaa Asiv(Several inutes later，present their r and rret the istaes if there are anThen sh a saple t students)The saple：Isaa Asiv，riter/heist,Brn：2 anuar 1920 ,Birthplae：Petrvihi，USSR,Died：6 April 1992 AIDS,Best nn as：Prlifi riter f ppular siene and siene fitin ,Isaa Asiv as brn in the frer Sviet Unin，but gre up in Brln，Ne rHe taught biheistr at Bstn Universit until he retired in 198 t bee a full－tie riterAsiv had been publishing shrt stries sine the late 1930s，and in 192 published his first nvelThe authr f the lassi I，Rbt series and the Fundatin trilg，Asiv rte re than 400 bs and n ever ar siene fitin aardHe als rte ppular bs and essas n siene and tehnlg，earning hi the ninae “The Great Explainer”Herrite a shrt suar f Asiv’s life in 10－200 rds。
高二英语Robots教案
高二英语Robots教案高二英语Robots教案Period 5 Using LanguageTeaching goals1．Leauseful words，exanductuassagxplanation，junior，navy，talent，chapter，divIt was when Asimov was eleven years old that his talwriting became obviouxuand bel2．Learn to write a summary of Asimov's lTeaching procedures?Step 1 Lead－inFirst，aIsaac Asimov and tell studg abouBackground information：He is a Russian－born American wHe has wular wand，as well as a numblassics，including I，Robot(1950)and the Foundalogy(1951－1953)．amous quota“I wame reason I breathe—because if I didn't，I would die.”Next，tell studad his biography and leaabout him.When reading，please pay more al?Step 2 ReadingRead about Isaac Asimov and compllvlife.(The timeline will help studbvlife.)DateEv20Born in Russia221923_____________________________________________ _ Parents bought acand29___________________________________________ _____________________________add childarted totalf seriously as a wGained master's deg2Finished workingand___________________________________2－Got his PhDBecame a bacher，Boston Univl ofMed0Publishedvel.__________________________________Developed three lawb－1953Published the Foundalogy and won an awardPublishedbBecame a full－time wDivorcedwife. _________________________________________Had a blood transfusion.Becad with HIV2 Suggested answers：DateEv20Born in Russia22Sister b23Moved with family to NewParents bought a cand29Started workingandadd childarted to talf seriously as a wBegan havingublishedagaGained master'sdeg2Finished workingandGot married2－1945Worked as a ju，Philadelphia Navy YardGot his PhDBecame abacher，Boston Univl of Med0Publishedvel.Published I，Robot.Developed three lawb－1953Published the Foundalogy and won an awardPublishedbBecame a full－time wDivorcedwife. Married for a secondHad a blood transfusion.Becad with HIV2Died in New?Step 3 DiscuFirst，ask studwhawo lawbots might be.Three lawbots：1.A robot muure human beings or allowbe injured.,2.A robot must obders givby human beingsas long as human beings auredA robot muwn exas long as human beings aured；and as long abot ddisobey human beingsNext，in groups，discuss Asimov'lawbots and exchangwith ea(Several minutes later，aude class.)A sampl_for_the_three_lawsRobots are tools for humanity.Withouules，they would become a danger to human beings.Withouules，perhawill kill us.Robots，so far，ag.Robots have fast computational brains，andgave the capaunderstand things，buver do，they'll likely be ban us at it.If we don't put laws，or rules，ormechalaure that we don't creag that can destroy us，we'd be running a careldg ourselves by neglig，wouldn't we?_against_the_three_lawsWithoulaws，robots would eventually blligent and physically stronger thauman creaRather than guiding and adjusting the robot towards good，ethical behaviour，the Three Laws act as a badom，creating a free－will prison，an apt metaphor because，lail，the robdbehavioural steel andwalld. To imagine what this would like，think baur childhood.A，you wantedg like aandy that your parents denied you.How did that make you feel？Probably frustrated，angry，and trapped.Eventually you grew out of that because you understood the role of your parents better，but Three Laws robots don't get to grow up.Their parents，the Three Laws，are alwa，no matter how mature a robot is，saying “no”ain thoughts，engenderingame feelings you had as a child when your parents said “no”．Certainldeserves to be puuaver；otherwise，robots might become depressed and wwn death (only，becauThird Law，bably can't suicide)．And perhapsthe greaanyone caate a being，human or robot，that wdidn't ex?Step 4 WritingFirst，look back aline of Asimov's life.Next，ask studwork in groups to underlant palife that made him a great wTan serve as the outline of a summary.Finally，write a profile for Isaac Asimov.(Several minutes later，work andaareany.Then show a sample to students.)The sample：Isaac Asimov，Writer/Born：2 January1920 ,Birthplace：Petrovichi，USSR,Died：6 April 1992 AIDS,Best known as：Prolific wulaandIsaac Asimov was bviet Union，but grew up in Brooklyn，New York.He taught bat Boston University untildbecome a full－time writer.Asimov had been publishinglate 1930s，and in 1952 publishedvel.The aulassic I，Roband the Foundalogy，Asimov wan 400 books and won every maaward.He also wular books and essaand technology，earningame “The Great Explainer”.?Step 5 HomewWrite aummary of Asimov's l0－200 words。
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4．What does kate think the company's biggest mistake was? Task 3：Third listening Before listening to the tape again，explain to the students what the expressions of supposition and belief are.Then let them listen again and try towrite down the expressions they get from thematerial.After listening，they may discuss with their partners before reporting to the class. 1．Yes，maybe Clair fell in love with him，... 2．I_don't_think/believe robots can feel emotion of any kind. 3．I_think/suppose/guess/believe Tony loved Clair. 4．So_it_must_have_hurt her when he was taken away. 5．I_suppose that was thecompany's greatest mistake.
6．I_suppose/guess that's why the company had to rebuild him.
3 Speaking
Task 1：Imagining and discussing T：Molly likes to have a robot at her house.Would you like one？If you like，what will it be like and what do you want it to do for you? Students may work in groups to imagine and talk about robots they like in the future.Any type is OK.In groups，carry out the following tasks： 1．Describe what their imaginary robot looks like. 2．Make a list of the purpose of your robot and theabilities your robot have. 3．Tell the reasons why you want to have such arobot. Task 2：Reporting Each group should choose areporter to present their ideas to thewhole class.
设计方案二 设计者 陈缨 设计思想 笔者将高二英语选修 7 Unit 2 Student's Book 中的 Using Language 部分的 Listening and speaking 与 Workbook 中的 Listening Task、Writing Task 部分内容经整合设计成一节以听带说、发展写作的 语言运用课，旨在从听说写多方面培养学生的语言运用能力。根据《普通高中英语课程标准》对高 中学生听说读写各种能力的要求，笔者从学生的学习兴趣和认知水平出发，倡导新课程理念下的自 主学习与合作学习，鼓励和引导学生进行自主探究，培养学生的想象力和对未来世界的探索精神， 在自主探索和合作交流的过程中真正理解和掌握基本的英语知识与技能，从而培养综合的语言运用 能力。
这一环节的顺利进行，为下一环节的“写”做好必要的铺垫。根据这些特点，教师可以采用与新课 标要求相一致的新的教学方式，即活动式教学法，面向全体学生调动全班学生的积极性，在合作学 习的模式下实现教学任务和目标。 教学目标 1．语言知识目标：引导学生通过听对话掌握有关“supposition and belief”的表达法。 2．语言技能目标：训练学生听对话获取信息；训练学生运用所习得语言进行讨论；训练学生 在讨论的基础上尝试写作，并学会对他人所写文章进行正确评价。 3．学习策略目标：培养学生自主探究、合作学习的能力。 4．情感态度目标：通过读听科幻小说，激发学生对科学的兴趣；通过想象，培养学生对未来 世界的探索精神。
1．What does Kate think the difference between robots and humans is? 2．How does Kate think Claire was hurting herself?
3．Why would one of the girls like arobot such as Tony living at her house?
重点难点
1．通过听力练习让学生习得有关“supposition and belief”的表达法。
2．培养学生运用想象力探索未来世界的能力。 3．培养学生的自主学习策略和合作学习能力。 教学策略与手段 笔者在课前做好充分的准备工作，对教学内容进行优化组合、有效拓展，充分利用“任务型” 教学策略，在每一个教学环节给予学生明确的任务。在教学过程中，教师的基本任务是“导”，即 起组织和引导的作用，启发诱导学生积极主动地参与教学活动，引导学生逐步从听到写，获取信息、 拓展信息并进行加工直到输出信息，培养其开拓精神和创新意识。笔者在教学中指导学生运用合作 学习策略进行自主探究，培养其分析问题和解决问题的能力。遵循认知规律，教学环节的安排由浅 入深、由近及远、由表及里、由简单到复杂，逐步发展和提高；重视激发学生的学习热情，让学生 在创造性的学习活动中获得愉悦的心理体验，变课堂为一个互动的、开放的课堂。 教学过程 1 Pre－listening
Task 1：Retell thestory Ask several students to retell the story “Satisfaction Guaranteed”． Task 2：Talk about the story Get theclass to talk about thestory according to thefollowing questions. Q：Do you think Claire loves Tony？Does Tony really love Claire？Would you like to have such a
First read the questions in Exercise 1 and then listen to their conversation.Tick the correct boxes.Emphasize that they are listening for particular pieces of information.
iting
T： I've heard a lot of amazing ideas and I'm really proud of you！ Among you there aresome students who want to have a robot as a pet.Do you think it's a good idea？I 've rung up a robot company and they are very interested in the idea.They want you to write down what you think of and perhaps later they can make such arobot.So，come on，talk about arobot pet in pairs！The following had better be included： 1．What does your robot pet look like? 2．What's thepurpose to have arobot pet? 3．What do you want the robot to do? 4．Why do you want a robot as a pet? Task 2：Writing
robot at your house? 2 Listening
T：Your views sound reasonable and interesting.Now let's listen to Molly and Kate's dialogue to see what aretheir opinions. Task 1：First listening
教材分析
本单元的话题是“机器人”、“科幻文学作品”和“科幻小说作家”。在第一课时的 Reading
中，学生们在讨论了机器人的制造、种类、功能等的基础上，阅读了一篇科幻小说，讲述某公司试 验机器人 Tony 的故事，Tony 是如此之好竟然让女主人对他产生了感情！在读了这样一个亦真亦幻 的故事之后，笔者安排这一课时的内容为与课文内容相关的听说练习(Using Language 中的 Listening and speaking)，先听两位女士读完科幻小说故事之后的对话并运用想象力展开小组讨论，再将 Workbook 中的 Listening Task 与 Writing Task 整合为一个 Writing Task，由听带说到写，利用已有认 知并发挥自己的想象力，创造性地完成写作活动。 学情分析 本课堂设计教学对象为高中二年级学生，他们思维活跃，智力发展趋于成熟，认知能力比初进 高中阶段有了进一步的发展，能较顺利地听取英语信息、处理信息、分析问题和解决问题；学生已 储备了相当的词汇和英语知识，能较好地展开话题讨论，各抒己见，书面表达能力也逐步提高；他 们有自己的学习技能和策略，学习欲望和能动性加强，主动参与到活动中去，成为课堂的主体，同 时也加强了与他人交流合作的能力；同时，高二学生朝气蓬勃，想象力丰富，从而能保证“讨论”