高三英语robots教案5

设计方案(二)设计者陆雪妹Teaching goals教学目标1．Target 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.A robot must not injure human beings or allow them to be injured.2．Ability goals 能力目标Enable students to get some knowledge about Isaac Asimov.Learn to write a paragraph describing a new type of robot.3．Learning ability goals学能目标Use their imagination and write a paragraph describing a new type of robot.Teaching important and difficult points教学重、难点Write a paragraph describing a new type of robot.Teaching methods教学方法Listening，discussing，reading and writing.Teaching aids教具准备Multi－media computer.Teaching procedures & ways教学过程与方式Step 1Lead－in：revisionT：What is the short story about that we learned in the previous lessons?S1：It is a love story between Claire and Tony，a robot.It seems that the robot has emotions and affections，which makes Claire fall in love with it.In this sense，there is a long way to go to improve the robot.T：Well done！Then do you know who the writer is?S2：Isaac Asimov.T：Thank you.Do you know anything about him?Students' answers may vary.Step 2First readingT：Now let's read Asimov's biography and learn more about him.Ask the students to glance through the text and find the answers to such questions as：1．Which paragraph tells you when and where Asimov was born and died?2．Which paragraph tells you about his education?3．Which paragraph tells you about the awards he received?Then get them to scan the text for specific information by asking the following questions：1．What subject did Asimov teach?2．When did he start having stories published?3．How many children did he have?Step 3Second readingT：Now，please read the text in pairs，helping each other with anything that you don't understand.Then try to complete the following timeline：Read about Isaac Asimov and complete the timeline of the events in his life.Date Event1920 Born in Russia.1922 ________________.1923 ________________.Parents bought a candy store.1929 ________________.Mother had her third child.______ Started to take himself seriously as a writer.1939 ________________________________.______ Gained master's degree in chemistry.1942 Finished working in the candy store.________________.1942－1945 ________________.______ Got his PhD in chemistry.______ Became a biochemistry teacher，BostonUniversity School of Medicine.1950 Published his first novel.________________.Developed three laws for robots. 1951－1953 Published the Foundation trilogy and won an award for it. ______ Published his first science book______ Became a full－time writer.1973 Divorced his first wife.________________.______ Had a blood transfusion.Became infected with HIV. 1992 ________________.Step 4Group discussionT：By now I'm sure you have a better understanding about Isaac Asimov.In one of his short stories，I，Robot，he developed three laws for robots.The first law was：“A robot must not injure human beings or allow them to be injured.”In groups of four，discuss what the other two laws might be.Write them down on a piece of paper.Then exchange your opinions with other groups.Suggested answers：1．A robot must help human beings do what they wish to do.2．A robot must protect its owner but cannot have him/her fall in love with it.After that，get the students to refer to Asimov's laws for robots on Page 18.Step 5ListeningT：OK，so much for Isaac's biography and his three laws for robots.Let's come back to his short story Satisfaction Guaranteed.How do you like this story?S1：I like the story very much.I wish to have a robot like Tony at my house.T：You are not alone.Someone else wants to have such a Tony too.Now please listen to the tape carefully.Ask students to look through the questions in Exercise 1 before playing the tape.Play the tape again when necessary and then tick the correct boxes.Step 6WritingT：So it seems that Molly likes the idea of a handsome robot such as Tony to stay at her house and make her happy all the time.And we have every reason to believe that in the future，household robots will be more and more popular.They can help us with our housework or homework，and they can even play with us.Suppose you are an engineer in a company that makes household robots and you have been asked to design a new type of robot.Describe it in a short passage and draw a picture of it if necessary.The following tips may help you：◆Your robot should follow Asimov's three laws.◆You should state the purpose of your robot and the abilities you want your robot to have.◆You'd better make a list of the kinds of body part your robot would need to carry out your instructions.◆Name the different parts if necessary and explain what each part does.While the students are preparing their assignment，encourage them to make full use of their imagination.Step 7Report/PresentationAfter the students have finished their work，ask three or four of them to report or present their short passages or pictures.Sample writing：The rubbish collectorThe rubbish collector is a robot about half the size of a small car.Its body is square andcontains a large rubbish bin inside it.It has a camera attached to the top front of its body.Also at the front is a pair of arms.Underneath it has four wheels and six legs.With the camera it can “see”rubbish such as paper，glass，and plastic.If the surface of the ground is smooth，it runs on its wheels，and if the ground is rough，it unfolds its legs and walks.When it sees a piece of rubbish，it stops and uses its arms to pick it up and put it in its rubbish bin.However，when it sees a person，an animal or a plant，it goes around it as it is able to recognize when something is not a piece of rubbish.The company should make this robot as it would be very popular with schools.It would clean the outside ground of the school and so give the students more time to spend on their studies.It would also be a great advantage to have at sports grounds or any other area where rubbish is dropped by the public.Step 8Homework1．Try to improve the short passage after class.2．Go over the text，and learn all the new words and expressions in the reading passage.。

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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Unit2《Robots》语法课件新人教版选修

时态与语态的综合应用
通过综合应用时态与语态的知识，提高语言表达能力。
四、总结与展望
复习本次课程所学内容
带着知识体系的完整复习，加深对整个课程的理解。
机器人未来的发展与应用方向
展望机器人未来的科技发展趋势及应用方向。
学习语法知识的重要性和实际意义
探讨学习语法知识对提高语言表达能力的影响。
高三英语Unit2《Robots》语法课件新人教版选修
# 高三英语Unit2《Robots》语法课件新人教版选修
一、主题简介
机器人的定义和分类
从机器人的定义和分类入手，介绍机器人的基本概念。
机器人在现代社会中的应用
探讨机器人在各个领域中的广泛应用。
机器人未来发展方向
展望机器人技术可能的未来发展方向。
二、语法概述
1. 定语从句
为什么我们要学习定语从句以及它的作用。
2. 倒装句
探讨倒装句的不同种类和构成规则。
3. 时态与语态
学习现在时态、过去时态、将来时态以及被动语态的构成和用法。
三、练习与应用
1
倒装句的实践应用
2
尝试运用倒装句来表达不同的语言风格。来自3定语从句的练习
通过练习巩固对定语从句的理解和运用。

高中英语_Robots教学设计学情分析教材分析课后反思

教学设计一Teaching goalsKnowledge aims:1、Get students learn some useful new words and expressions in the passage.2、Let students learn the knowledge of robotsAbility aims:1、Develop students’ reading ability and let them learn different reading skills2、Enable the students to talk about the topics about robots.Emotional aims:Develop students’ sense of cooperative learning二、Teaching key points and difficult pointsTeaching key points:1、Let students learn more about something about the future of robots.2、Get students to learn different reading skills.Teaching difficult points:1、Develop students’ reading ability2、Enable students to talk about something about science fiction.三、Teaching and learning methods guiding1、Teaching methods: students-centered, teacher-assistedTask-based teaching and learning methodCommunicative method, Debating methodGroup work and individual study methodLearning methods1、word pictures2、group discussionTeaching aid: multimedia and other teaching tools四、Teaching procedure:1、Warming up and pre-readingAsk students the question: What is the definition of the robot and what are three types of robots? Enjoy 3 movies about robots2、Scanning.: Listen to the mp3 and discuss the following questions①What is the text mainly about?②What did the robot called Tony look like?③How many characters are mentioned? Who are they? What is the relationship between them?3.Judge whether the following statements are true or false.(see the computer screen)4、Read the text silently again and fill in Claire’s feelings on the following occasions and pay attention to the change(see the computer screen)5、Multiple choice Choose the best answer. Read the text silently again and let the students find out the best answer（see the computer screen）6、Summary.(课文语法填空)7、Design a dialogue between Tony and Claire and act it out.①About when they just met each other.②About when Claire went shopping in the city.③About her friends went to her house for the party.8 、Homeworkg学情分析就我校而言，大多数学生经过高二上半学期的学习，在听说读写方面均有进步，但不平衡，有约百分之二十的学生对知识的理解和运用能力较强，能够比较准确地理解课文。

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。

英语全国通用版第32讲 Robots 教案

一、自我诊断知己知彼Ⅰ、单句语法填空１、Haｖing________(ｐile)the falｌen ｌeaｖｅs in the yａｒd,ｔhe clea ｎer ｌeft ｗｉth ａsmiｌe、２、If ｙou _＿____＿＿(ｏbey)ｔhe ｌaｗ,you would ｂe ｐunｉshed、3、Aｆｔer____＿_＿_ (dｉvorcｅ)hｅｒhusｂanｄ,she sｗoreｎｅvｅrto marry agａin。

4、It’s suｒｐｒisiｎg tｈａtｈe ＿___＿＿__(desire)sｏｍuch moneｙ。

5。

Beforｅdrivinｇinto the citｙ,yoｕare requirｅd to gｅｔyour car＿＿______ (wａsh)。

6、Thiｓneｗmedicｉne_______＿(test)oｕt ｏn tｈe ａnｉｍaｌsｆorｓeverａl times sｏｆａr、７、Ｗith thｅolｄpeople aｎd youｎg children_＿_＿____ (lｅave)alｏne ａt home,mｏrｅaｎd morｅpeasantsｅｔo big cｉｔies to make a fｏrtuｎe、8。

Shｅｗａｓｖery bｅautｉfuｌbuｔsｈe did ｎot lｉｋｅ____________(ｅnvy)by ｓo mａnｙpeoplｅ、9、Tim ｒefｕｓed _＿＿＿＿___＿___(ａｃpany)by his fａthｅr whｅｎhe went ｆoｒa haircut。

１0。

Ｏftｅn theｒobｏts ｗould favｏuｒdｅsigns ｔhat were________ (grand)thａn ｔheir oｗnｅrs wantｅd、【答案】１、piled 2、disobeyed3、divoｒcing 4。

高考英语总复习 Unit 2 Robots教学案新人教版选修7-新人教版高三选修7英语教学案

Unit 2 RobotsStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段 Warming up & Reading1．desire n. 渴望；欲望；渴求 vt. 希望得到；想要[教材原句] Do you think it is possible for a robot to have its own needs and desires?你认为机器人有可能有自己的需求和愿望吗？(1)have a strong desire ⎩⎪⎨⎪⎧ to do sth.for sth. 迫切想要做某事急于想得到某物have no desire to do sth. 不想做某事(2)desire to do sth. 渴望做某事desire sb. to do sth. 想要某人做某事desire that... (should) do sth. 渴望……(3)desirable adj . 想要的；可取的；值得拥有的单句语法填空①He has a desire ________ success though he has failed many times.②It is not easy to get a ________(desire) job that corresponds with interests. ③Anyone ________(desire) to vote must e to the meeting.④The school strongly desires that the project ___________(finish) before the end of this month.完成句子⑤In order to achieve goals, you must have ________________ so.要实现目标，你必须有实现它们的强烈愿望。

高三英语Robots教案

合用优选文件资料分享2010 届高三英语 Robots 教课方案2010 年《高考风向标》?英语目录第一部分教材梳理必修一Unit 1 Friendship 单元要点预览语言要点词语辨析词性变化要点单词要点词组要点句子课文要点课文词汇填空课文粗心归纳课文佳句背诵与仿写单元自测Unit 2 English around the world单元要点预览语言要点词语辨析词性变化要点单词要点词组要点句子课文要点课文词汇填空课文粗心归纳课文佳句背诵与仿写单元自测Unit 3 Travel journal 单元要点预览语言要点词语辨析词性变化要点单词要点词组要点句子课文要点课文词汇填空课文粗心归纳课文佳句背诵与仿写单元自测Unit 4 Earthquakes 单元要点预览语言要点词语辨析词性变化要点单词要点词组要点句子课文要点课文词汇填空课文粗心归纳课文佳句背诵与仿写单元自测Unit 5 Nelson Mandela―a modern hero 单元要点预览语言要点词语辨析词性变化要点单词要点词组要点句子课文要点课文词汇填空课文粗心归纳课文佳句背诵与仿写单元自测必修二 Unit 1 Cultural relics 单元要点预览语言要点词语辨析词性变化要点单词要点词组要点句子课文要点课文词汇填空课文粗心归纳课文佳句背诵与仿写单元自测Unit 2 The Olympic Games单元要点预览语言要点词语辨析词性变化要点单词要点词组要点句子课文要点课文词汇填空课文粗心归纳课文佳句背诵与仿写单元自测Unit 3 Computers 单元要点预览语言要点词语辨析词性变化要点单词要点词组要点句子课文要点课文词汇填空课文粗心归纳课文佳句背诵与仿写单元自测Unit 4 Wildlife protection 单元要点预览语言要点词语辨析词性变化要点单词要点词组要点句子课文要点课文词汇填空课文粗心归纳课文佳句背诵与仿写单元自测Unit 5 Music 单元要点预览语言要点词语辨析词性变化要点单词要点词组要点句子课文要点课文词汇填空课文粗心归纳课文佳句背与仿写元自必修三 Unit 1 Festivals around the world元要点言要点辨析性化要点要点要点句子文要点文填空文粗心归纳文佳句背与仿写元自Unit 2 Healthy eating元要点言要点辨析性化要点要点要点句子文要点文填空文粗心归纳文佳句背与仿写元自Unit 3 The Million Pound Bank Note元要点言要点辨析性化要点要点要点句子文要点文填空文粗心归纳文佳句背与仿写元自⋯⋯第二部分法一冠二名三代四数五形容和副六介七情八非九和短十的十一的十二句子种十三名性从句十四定从句十五状从句十六倒装句和省略句十七句十八虚气十九主一致二十直接引和接引第三部分高考型听力完形填空法填空理解信息般配基写作写任第一部分教材梳理修七 Unit 2 Robots一、言要点 I元要点（旨在同学整体认识本元要点）部分辨析1.desire/wish/hope/expect/want/long for2.assess/access3.victory/success/conquest/triumph形化 1.satisfaction n.意 satisfy v.使意 satisfying adj.令人足的 satisfied adj.感觉意的 2. alarmed adj.感觉惊吓的 alarm v.&n. n. 警 vt.恫吓 , 警示 3.declare v. 断言，声称 declaration n. 宣布，宣言，声明要点1. desire n.希望 vt.想要 2. satisfaction n.意 3. alarm n.警 vt.使``` 慌张 4. sympathy n. 同情 5. accompany vt. 陪同 6. declare vt.宣布 7. envy vt.忌妒 8. junior adj. 年幼的 9.divorce n. 离婚 vt. 与``` 离婚重点test out考 ring up打 turn around向leave ⋯alone 不打 set aside将```放在一 be bound to必然做⋯⋯要点句型 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. 2. As she turned around, there stood Gladys Claffern. 3. Asimov began having stories published in sciencefiction magazines in 1939.要点法复被（包括不定式）（I ）( 法 ) II辨析 (旨在供应完形填空所需资料 ) 1). desire/wish/hope/expect/want/long for【解】 desire属正式用 , 可代替 wish 和 want,“主梦想的切性” ,含有“ 烈希望做某事”的意思 , wish 气比 desire 弱,一般用于“ 以或不能能的梦想” , 指“希望”、“愿”、“想”hope 表示的可能性大的希望expect 重“希望，期，希望”want 多用于口式一般合 , 指“想”、“要”或“需要” , 表示“偏、”或“需要、” long for 表“希望，希望” 【】 desire/wish/hope/expect/want 或long for 并用其合适的形式填空 1) I _______ I could have a new car. 2) I _____ a dictionary at the present time. 3) He managed to get the bookhe ______ finally. 4) I ______ an immediate answer of yours.5) personally, our city team has better players and I ______them to win 6) He has been working abroad for years, and is _______to come back and see his family very much. Keys: 1)wish 2) want 3) desired 4) desire/expect/want 5) expect 6)longing 2).assess/access 【解】 assess vt.估定,定。

高二英语教案：Robots教案

常用结构：
envysb.doing/forsth.忌妒或羡慕某人做某事
withenvy羡慕地;忌妒地
betheenvyof是令人羡慕/忌妒的事物
outofenvy出于妒忌
Ienvyyouhavingsuchagoodfriend!
我羡慕你有这幺一位好朋友!
Theylookedathernewcarwithenvy.
Hereachedforhisgunwhenheheardtheenemyssound.
当他听到敌人的声音时就伸手去拿自己的枪。
Hereachedintohispocketforhiskeys.
他把手伸到口袋里找钥匙。
联想拓展
reachto达到;触到
within/outof/beyondonesreach在某人伸手可及/够不到的距离
高手过招
翻译句子(原创)
①看到孩子们在返校时遭遇车祸的消息，家长们很害怕。
②看到大火，社区的居民发出警报。
答案：①Theparentstook(the)alarmatthenewsthattheirchildrencaughta
trafficaccidentwhenreturningtheschool.
6.testout
考验;试验
Thismodelhadbeentestedoutbeforeitwasputintoproduction.这个型号经过
高二英语教案：Robots教案
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Unit2Robots
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人教高中英语选修7unit2Robots整单元教案,教学设计

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 arouse their interest in robots.Robots are good at doing thesame task over and over again,exactly the same way. Allrobots are machines. They have computer instructions. They paint cars. They lift heavy loads. They enter some areas those are too dangerous for man. Some robots have different shapes. Some are simply arms. Robots with different shapes can do different work. 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.Henry wants to borrow a book from the library. He comes to the library with his classmates. They can't see any assistant in it, but only some robots standing there. Henry says to the robot, “Hey, give me a book on music.” But the robot doesn't move. Then another student tells Henry, “You must say ‘Excuse me’ and ‘please’ first when you want some help.” Henry does so and the robot brings the book. But Henry can't get the book from the robot's hands. He thinks for a moment, then he says a word to the robot. The robot gives him the book. Henry gets the book and goes home happily.(1) There is no assistant in this library. ( )(2) Henry wants to listen to music in the library. ( )(3) The robot doesn't move first because it's broken. ( )(4) Teachers and robots work in the library. ( )(5) Henry may say“Thanks” when he wants to get the book from the robot. ( )Suggested Answers:(1) T (2) F (3) F (4) F (5) TStep 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.Suggested Answers:Larry Belmont — employed in a company that maked robots.Claire Belmont — Larry’s wife, a housewifeTony — the robotGladys Claffern — a woman that Claire enviesStep 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.(1) On the second morning, Tony brought Claire breakfast and then dressed her. ( F )(2) Tony wanted to please Claire by borrowing books from the library. ( F )(3) Tony gave Claire a new haircut and made her up. ( T )(4) When Claire fell off a ladder, Tony caught her. ( T )(5) At last, people managed to have women falling in love with machines. ( F ) Suggested Answers:(1) F (2) F (3) T (4) T (5) F3. 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 Language Teaching 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。

2021年人教版高中英语《Unit 2 Robots》精选教案

人教版高中英语《Unit 2 Robots》精选教案“不学习语言规则、不掌握相当数量的词汇，英语应用能力就是空中楼阁”。

（包天仁语）俄罗斯通常在初中一年级开设英语课（相当于我国的小学5年级），每周3节课，第一学年即要求掌握约1300个英语词汇，学生到高中毕业时要掌握1万以上词汇，基本可以读懂英文原著。

而我国现在对高中毕业生的要求是掌握XX词汇（包括词组），新研制的’课程标准’要求掌握4000个左右的词汇。

我们应该借鉴国外的经验，尽快解决英语教学费时较多、收效较低的现状。

下面就和课件网一起看看有关人教版高中英语《Unit 2 Robots》精选教案。

人教版高中英语选修7《Unit 2 Robots》教案1教学准备教学目标教学目标语言知识: 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。

（把重点词汇列出来）语言技能: 能从一般性文章中获取和处理主要信息；能通过上下文克服生词困难，理解语篇意义。

语言运用: 能运用语言就学生想要机器人为自己做点什么。

文化意识: 帮助学生更多的了解机器人及有关阿西莫夫的信息。

情感态度: 培养学生的想象力和对未知世界的探索精神。

学习策略: 借助联想建立相关知识之间的联系；教学重难点教学目标语言知识: 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。