英语选修7unit2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 helicopter
结构
课文
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 Company in America is holding a robot design competition. Design your robot and write a design plan.
Task of Period 1: Make a list of different kinds of robots and their functions and 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：
1. Can you make a list of works which include robots as characters? (Choose one and get prepared to tell the class about it briefly.)
2. What is a robot in your opinion?
(A robot is a machine designed to do jobs that are usually performed by humans. Robots are programmed and controlled by a computer.) 思考有关机器人的作品。
激活学生已有的知识背景，激发学生学习的兴趣。
第6分钟呈现任务 Task of Unit 2: The Future Robot Company in America is holding a robot design competition. Design your robot and write a design plan.
Task of Period 1: Make a list of different kinds of robots and their functions and decide what kind of robots you want to design. 听教师布置任务，思考任务。
以真实任务开展教学，让学生在真实情景中有目的的进行学习。
第7-9分钟头脑风暴 Brainstorming
When we talk about robots, what words will your think of?
Robots: kinds/functions/parts/appearance/feelings/technology/purposes…思考有关机器人的词汇。
复习已有词汇，熟悉话题。
第10-16分钟听前任务 Pre-listening task
Listening, P54
1. Look at the pictures on P54 and pictures in PPT.
What kind of robots do you think they are?
2. Think out as many kinds of robots as you can.
Kinds of robots：robots for army/ service/entertainment/agriculture/
industry
3. What can they do? 浏览图片，思考与之有关的词汇。
复习有关机器人种类及作用的词汇，为听力做准备。
第17-23 听中任务 While-listening task
Listening, P54
1. Listen to the interview and number the pictures in the order that you hear about them.
2. Listen to the interview again and fill in as much of the table as you can. 听听力，做练习题。
听听力，了解机器人种类及用途。
第24-30 听后任务 Post-listening reading
Discuss in groups. Find out the positive and negative aspects of each robot. Use your imagination. 讨论四种机器人的优缺点。
培养学生的想象力及表达能力。
第31-39分钟任务完成 Task of Unit 2: The Future Robot Company in America is holding a robot design competition. Design your robot and write a design plan.
Task of Period 1: Make a list of different kinds of robots and their functions and decide what kind of robots you want to design.
Prepare for the task: Make a list of different kinds of robots and their functions and decide what kind of robots you want to design. Give reasons, using the words you have learnt.
Task fulfillment：列表比较不同的机器人种类、功能及其利弊，从而决定设计什么机器人。
Kinds Functions Positive aspects Negative aspects
The robot you design: ________. 完成任务。
通过以上教学环节的开展和任务准备，完成本课时任务，从而为完成本单元任务打下基础，做好准备。
第40-44分钟随堂检测布置该课时随堂检测题“学生随堂练习”册。
完成随堂检测。
对本课时内容进行检测，对学习效果进行评价。
第45分钟布置作业 Write a passage about what kind of robot pet you want. 听老师布置作业，并记下作业。
进一步熟悉话题。
选修7Unit2集体备课教案
ModuleVII Unit2RobotsUnit2 RobotsDESIGNERS:QiYuping HanGuilin WangQingmei LiuXiaolanCaiXiaoqin YuanLihua WangJucun HanjinyuTOPIC:RobotsTEACHING PERIODS:ThreeTEACHINGAIMSANDREQUIREMENTSHelpstudentstolearnaboutrobotsandsciencefiction.Enablestudentstorealizesciencefictionreflectsscientificthought;afictionofthings-to-comebasedonthings-on-hand.Enablestudentstograsptheusagesofimportantnewwordsandexpressionsandmastertheusefulsen tencepatterns.Letstudentsrevisethegrammaritem:thePassiveVoice(includingtheinfinitive)Developstudents’listening,speaking,readingandwritingabilities.TEACHINGIMPORTANTPOINTSAllthewordsandexpressionsAllthetasksofreading,speakingandintegratingskills.Grammar:thePassiveVoice(includingtheinfinitive)DIFFICULTPOINTSHowtoimprovethestudents’speaking,listening,readingandwritingskills.thePassiveVoiceTEACHINGMETHODS1.Readingmethod2.Self-study3.Cooperation4.Interaction1ModuleVII Unit2RobotsTHE FIRST PERIODTOPIC:ReadingandLanguagepointsDESIGNERS: HanGuilin YuanLihua LiuXiaolanTEACHINGPROCEDURESStepI（学生活）ChecktheimportantwordsofUnit2StepII入新，明确目（教活）LeadinPresentphotosofdifferentkindsofrobots.Thenaskthemtosaysomethingaboutrobot.Learningaims1.Helpstudentstolearnaboutrobotsandsciencefiction.Enablestudentstorealizesciencefictionreflectsscientificthought;afictionofthings-to-comebasedonthings-on-hand.StepIII小合作，互研究（生生互）1.Pre-reading Whatisthetypeorformofliteratureofthispassage?Science(fiction)2.Skimming FindoutthefourCharactersinthestory.LarryBelmont employedinacompanythatmakesrobotsClaire Larry’swife,ahousewifeTony therobotGladysClaffern awomanthatClaireenvies3.Careful-reading Matchthemainideawitheachpart.Part1(para1-2) A.ThenightofthepartyPart2(para3-8) B.Claire’sattitudetotherobotandherfeelingatthesightoftherobotPart3(para9-11) C.TheresultoftheexperimentPart4(para12) D.WhatTonydidforClaire4.Post-reading4.Postreading FindhowClaire’semotiondevelopedinthestory.Occasion Claire⋯1.BeforeTonyarrived①disliked/refused____him2.WhenClairefirstsawTony was②alarmed3.Whenheofferedtohelpherdress felt③embarrassed4.Whenheofferedtohelpher begantotrustandadmire④improveherhouseandherself him5.Whenhehelpedherdealwiththesalesmancalledhima⑤dear6.Whenshe⑥felloff aladderandwas felthiswarmthcaughtbyTony7.WhensheheardGladyswhispering tofeltbeing⑦envied anotherwomanthatshehadneverseenanyonesohandsomeasTony8.WhensherememberedTonywasjust⑧cried allnight amachine25.Evaluationstandard FinishtheexerciseinJinBanJiaoChenandcompletetheexerciseofmulti-choices.StepIV生学，排疑解（生互）1. desire n.盼望vt.想要[要点用法] desiresth渴.望获得某物desiretodosth希.望/盼望做某事desirethatsb.(should)do要求atone’sdesire照某人的希望haveadesireforsth./todosth渴.望获得某物/希望做某事Everyonehasadesireforsuccess,butnoeveryonedesiretogetrich. Hedesiresyoutogotoseehimatonce.=hedesiresthatyoushouldgotoseehimatonce.satisfactionn.意[要点用法]satisfactoryn.意的, satisfyv.足,使意,demandsatisfaction要求; feelsatisfactionat...感觉意findsatisfactionin ...感觉意tosb.'ssatisfaction(tothesatisfactionofsb.达)到使某人意的程度withsatisfaction意地Atlast,thewholeclassfoundsatisfactionintheirwork.Whathepromisedcouldnotsatisfyhisfamily.3.alarm n.警vt.使```惊慌[要点用法]give/raisethealarm警ringthealarm敲警soundthealarm警;吹警号take(the)alarmat ...感觉惊讶;因...而惊慌bealarmedat...被...吓一跳Weweremuchalarmedbythefireintheforest.Assoonashesawthesmoke,hesoundedthealarm.sympathyn.怜悯[要点用法] feel/havesympathyfor怜悯某人insympathywith怜悯;成;和...一致outofsympathy出于怜悯winsympathyof赢得...的怜悯Hegavethepoorchildsomemoneyoutofsympathy.2)Heisinsympathywiththeirbeliefs.5.accompanyvt.陪同[要点用法]accompanysb.toaplace陪同某人去某地accompanysth.with/bysth.与⋯同存在1)Heaccompaniedhisoldfathertothehospitaltoseewhat’swrongwithhisstoma Thundersaccompaniedbyheavyraininthisseasonareverycommon.declarevt.宣告[要点用法]declaresth.宣告⋯⋯declaresb./sth.(tobe)+n./adj宣.布⋯⋯⋯⋯declarethat⋯⋯declarewaron/upon⋯宣declareagainst/for申明⋯反/成Shedeclaredthatshedidn'twanttoseehimagain. Soontheywilldeclarehimtheownerofthehouse.7.envyvt.妒忌[要点用法]envysb.(for)sth.忌妒/敬羡某人某物becometheenvyofsb成.令人妒忌/敬羡的事物beinenvyofone’ssuccess敬羡某人的成功outofenvy出于妒忌/敬羡Allherworkmatesenviedher(for)herpromotion. Histalentformusicbecomestheenvyoftheothercompetitors.sentencepatternsandphrases:1.testout考；[短]testonsb./sth在.⋯⋯(身上)做/have/takeatestin参加⋯⋯考Thismodelhadbeentestedoutbeforeitwasputintoproduction.Beforethelecture,theprofessorisusedtotestingoutthewholeexperiment.ringup打⋯⋯callup[短]ringback回ringoff挂断;停止1)Ihavetoringoffnowbecausemyfriendiswaitingforme.31)2)Onarrivingattheairport,heranguphismothertosayeverythingwasok.2) 3.turnaround向3)[短]turnaway把( )去turnagainst背叛,抗争turnon/off翻开/关掉4)turnup出/大(音量) turndown拒,小(音量)turnout果是;明是;5)Heheardavoicebutwhenheturnedaround,hesawnobody.Ashewalkedtowardsthehotel,hesuddenlyturnedaroundandfoundanoldladyfollowin ghim.leave⋯alone不打[短]leavebehind留下,留leaveaside(把某事)置一leavefor出前去leaveout省去,漏,不考Leavehimaloneandhewillproduce. Theteacherrequiredustoleaveoutsomeunnecessarywordsinouressays.setaside将⋯⋯放在一;省或保存(,金)[短]setdown写下,下setoff开始身(foraplace)setup立，成立，搭起setout出，着手做某事（todosth.）setaboutdoing着手做，开始做⋯⋯Wouldyoupleasesetasidesometimetolistentomyrealidea? Thedepartmentsetasidethethingstheyweredoingandconcentratedonamoreurgenttask.beboundto⋯必定做⋯..[典例]1)Wemissedthebus.We'reboundtobelate.2)She'sboundtobemayor.7.Itwasdisturbingandfrighteningthathelookedsohuman.It是形式主，that引的从句是主从句。
人教版高中英语选修7Unit2教案1
⼈教版⾼中英语选修7Unit2教案1 Unit 2 RobotsPart 1 Teaching Design第⼀部分教学设计Period 1 A sample lesson plan for reading(Satisfaction Guaranteed) IntroductionIn this period, after the warming up, students will first be guided to read for forms, copy collocations and write articles. Then they shall question and answer, read the text again to discover the leading sentence of each paragraph, and read the text for its type of writing and summary of Satisfaction Guaranteed. The class is to end by students reading a robot poem.ObjectivesTo help students understand the text’s forms and contents and learn about robotsTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagrams Procedures1. Warming up by getting to know w hat a robot isHello, class. When you hear the word "robot", you probably get a picture in your mind of a clever mechanical man, perhaps R2D2 or C3PO from the movie Star Wars. That is how most people think of robots, but the robots that really exist today are quite different from the robots of comic books, cartoons, and science fiction films and books.Robots come in many shape and sizes and have many different abilities. Basically, a robot is simply a computer with some sort of mechanical body designed to do a particular job. Usually, it is able to move and has one or more electronic senses. These senses are not nearly as powerful as our own senses of sight and hearing. However, scientists and engineers are working hard to improve robots. They are constantly coming up with ways to make them see, hear and respond to the environment around them.Robots have a lot to do with our lives. Now let’s go to page 11 to read an article about robot s and our lives.2. Pre-reading by talking about the three Laws of RoboticsRobots are coming into our lives. Then we are worried about being controlled by robots some day in the future. Don’t worry. We have rules for robots.3. Reading for formsRead the text Satisfaction Guaranteed again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.4. Copying collocations and writing articlesA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.5. Questioning and answeringNow let’s go over the text again by questioning and answering. Satisfaction GuaranteedA: What did Larry Belmont work for?B: Larry Belmont worked for a company that made robots.A: What was the company experimenting with recently?B: Recently it was experimenting with a robot that could be used todo the housework.A: By whom was it going to be tested out?B:It was going to be tested out by Larry’s wife, Claire.A:Why didn’t Claire want the robot in her house?B:Claire didn’t want the robot in her house, especially as her husbandwould be absent for three weeksA: How did Claire feel when she first saw the robot?B: When she first saw the robot, she felt alarmed.A: What was the robot like?B:The robot, called Tony, didn’t look like a machine at all. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.A: What did the robot do the second morning?B: On the second morning Tony brought her breakfast and then asked her whether she needed help dressing.A: How did Claire react?B:She felt embarrassed and quickly told him to go. It was disturbing and frightening that he looked so human.A: What did Claire mention one day?B:One day, Claire mentioned that she didn’t think she was clever.A: And what did Tony, the robot, say to her?B: Tony said that she must feel very unhappy to say that.A:How did Claire feel about a robot’s sympathy?B: Claire thought it was ridiculous to be offered sympathy by a robot.…6. Reading the text again to discover the topic sentence of each paragraphA well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Now read the text again to discover the leading sentence of each paragraph.7. Reading the text for its type of writing and summary of Satisfaction GuaranteedThere are words that signal a text's organizational structure. If you are struggling with how to make sense of what you're reading, you must increase your sensitivity to the particular word s.Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condeming, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.Now go over the text for its type of writing and summary of Satisfaction Guaranteed.Type of writing A narrationMain idea of 1st paragraph A robot that could be used to do the housework was going to betested out by Larry’s wife, Claire.Main idea of 2nd paragraph The robot, called Tony, was tall and handsome, his hair beingsmooth and black and his voice being deep.Main idea of 3rd paragraph Tony was disturbing and frightening to Claire that he looked sohuman.Main idea of 4th paragraph Claire began to trust Tony.Main idea of 5th paragraph Claire was amazed by Tonny’s fingernails and the softness andwarmth of his skin.Main idea of 6th paragraph Claire thanked Tony, telling him that he was a ―dear’.Main idea of 7th paragraph Tony suggested that Claire invite Gladys and her friends to the house.Main idea of 8th paragraph Tony held Claire firmly in his arms and she felt the warmth of his body.Main idea of 9th paragraph Tony folded his arms around Claire, bending his face close to hers.Main idea of 10th paragraph Claire heard Cladys whispering to another woman that she had never seen anyone so handsome as Tony.Main idea of 11th paragraph The next morning a car drove up and took Tony away.Main idea of 12th paragraph Even though Tony had been so clever, he would have to be rebuilt—you cannot have women falling in love with machines.8. Closing down by reading a robot poemMy Robot Does My HomeworkMy robot does my homework.He helps me every night.The trouble is he doesn't gettoo many answers right.He'd probably do betterat homework but, you see,I built him, so he only knowsthe things he learned from me.--Kenn Nesbitt。
人教版英语选修7教案 Unit 2
人教版英语选修7教案Unit 2
人教《英语》选修七Unit2的阅读完型的课堂教学设计
项目内容
教学内容关于小说的阅读,尤其是科幻小说的阅读.并且通过科幻小说的阅读理解,建立自己关于高科技产品与人类关系的独特理解及如何处理这种关系。
学习目标从以下学习目标中确定四类、每类至少一项作为自己本课时的学习目标。
语言知识（1）复习和学习与科幻小说有关的话题词汇的意义及用法；
（2）复习动词的被动语态,并进一步掌握动词不定式的被动语态的用法； （3）复习和巩固“推测与确信”的表达法.
语言技能学会根据语用目的表达推测与确信。
语言运用（1）能根据人物及事情发展来找到关键性词汇(线索)来了解及处理篇章信息，理解语篇意义；
（2）能利用阅读技能获取文章主旨和作者意图；
（3）能利用构词法和上下文猜测生词意义；
（4）初步了解及使用“推测与确信”的表达法。
文化意识初步了科幻类文学作品的大致情况。
人教版高中英语选修7《Unit2Robots》教案
人教版高中英语选修7《Unit2Robots》教案人教版高中英语选修7《Unit 2 Robots》教案【一】教学准备教学目标Teaching goals 教学目标1. Be able to learn some important words and phrases2.Help students to learn about robots and science fiction教学重难点eaching important points教学重点Enable students to grasp what T ony did to help Claire and how her emotion developed during Tony’s stay at her house.Teaching dif ficult points 教学难点How Claire’s emotion developed during Tony’s stay at her house.教学过程Teaching procedures 教学过程Step I Warming upPresent a photo of robots. Then ask students to say something about robot.What is on the blackboard?What is a robot?What can a robot do?Step II Pre-readingAsk students to predict question:If you have a robot, will you fall in love with it ?Introduce the background of the text.Step III ReadingFast reading1.What is the text mainly about?It is mainly about how a household _________ was _________ ________ in a family.2.Find the characters in the storyLarry Belmont: working in a company that makes robotsClaire: Larry’s wife, a housewifeTony: the robotGladys Claffern: a woman that Claire envies3. Tell stu dents that Claire’s feelings towards Tony changed as the story developed. Read the story again and then fill in the blanks.Comprehensio nRead the sto ry again and find out Claire’s sense of failure and what helps did Tony offer to her.SummaryFill in the blanks according to the knowledge that we have learnt in this class.The company for which Larry worked was to have a newly?made robot____(call)Tony experimented with by his wife Claire at home. At _____first sight of Tony, Claire felt ________(alarm). She thought it was absurd tha t a robot seemed more like a human than a ______ .For as long as three weeks, Tony wanted to help her to dress, which made Claire ________(embarrass) and she refused him. But she was glad that Ton y could make her home ________， give her a new h aircut and change her makeup. To improve her home，he could also ________ a list of items for her to buy. And finally Tony helped Claire win the victory to be ________ (envy)by those ladies like Gladys Claffern who Claire wanted to be like. ________made us unbelievable was that Claire fell in love ______Tony—a robot !课后习题Homework1. Surf the Internet to get more information about science fiction..2. Preview the language points in the text.人教版高中英语选修7《Unit 2 Robots》教案【二】教学准备教学目标教学目标1. 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。
高中英语人教版选修7【教学设计】Unit 2
This unit is the topic of robot and science fiction, which introduces the world famous science fiction novelist in the 20th century.Through the teaching of this unit, the aim is to enable students to understand the greatest feature of science fiction, to encourage students to develop their own imagination and creativity and to write a unique science fiction article.【知识目标】fiction, cartoon, 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, test out, ring up, turn around, leave alone1. She felt embarrassed and quickly told him to go.2. Claire thought it was ridiculous to be offered sympathy by a robot.3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair.【能力目标】Help students to learn about robots and science fiction.【情感目标】Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand.Teach students to enjoy science fiction. Enable students to grasp what Tony did to helpClaire and how her emotion developed during Tony’s stay at her house. Help students to sum up characteristics of science fiction.【教学难点】How Claire’s emotion developed during Tony’s stay at her house.Step 1Warming upQ1: What is a robot?A robot is a machine ___________ to do jobs that are usually _________ by humans . Robots are ___________ and ___________ by a computer.Q2: what can a robot do?Step 2 ReadingScanningReading for main ideaWhat is the text mainly about?It is mainly about how a household _________ was _________ ________ in a family. Characters in the story:Larry Belmont ---- working in a company that makes robotsClaire ---- Larry’s wife, a housewifeTony ---- the robotGladys Claffern ---- a woman that Claire envies (嫉妒)Reading for structurePart 1:Para 1- Para 3 MeetPart 2:Para 4- Para 8 HelpPart 3:Para 9- Para 11 lovePart 4:Para 12 LeaveReading for details。
高中英语选修7unit2 Reading教学设计
欢迎来主页下载---精品文档UNIT2The 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, 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 offered 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 scientific 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 Tony's stay at her house. Help students to sum up characteristics of science fiction.精品文档．欢迎来主页下载---精品文档Teaching difficult points 教学难点How Claire's emotion developed during Tony's stay at her house.Teaching methods教学方法Discussing, explaining, reading and practisingTeaching aids教具准备The multimedia computerTeaching procedures & ways教学过程与方式Step I Warming upDeal with Warming up. Present photos of 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. /Ms…T: 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?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 performed 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.精品文档．欢迎来主页下载---精品文档Step II Pre-readingAsk students to discuss the questions in pre-reading in groups. Students are encouraged to speak out their opinion freely, 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.-- a robot T:Ok. I'm glad you had a heated discussion. Now I'd like you to meet Tonythat looks exactly 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?精品文档．欢迎来主页下载---精品文档2. What did Tony do to make Claire and her home elegant?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 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 on Page 12 in groups.T: Now let's 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 women—Claire‘s guests could see them.1.2 He had prevented Claire from 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 didn't look like a machine at all.She felt embarrassed when Tony asked her whether she needed help dressing.精品文档．欢迎来主页下载---精品文档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 might not as beautiful as them, but none of them had such a handsome lover. Then she remembered—Tony was just a machine. She cried all night.2. CharacteristicsSimilarDifferentTall, handsome, blackPhysicalhair, deep voiceFacial expressions never changedClever enough toCannot think for itselfsolve all kinds of MentalproblemsNever experienced such feelings asembarrassment, alarm, anger, happiness or EmotionalloveenvyClaire's emotion development After dealing with the comprehending exercises, ask students to work together to findhow Claire's emotion developed.Suggested answer:At first refused to have Tony at her house---accept him----trust him---- proud ofhim----love him---sad to remember he was just a machine精品文档．欢迎来主页下载---精品文档T: 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 Isaac's three laws for robots. Later in 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, someof the functions performed by Tony have come true. From this story we can draw a conclusion:Science fiction is often based on scientific principles and technology.Science fiction may make predictions about life in the future.Please remember these are some characteristics of science fiction. If you areinterested, you may write short science fictions in your spare time.ExplanationDuring this procedure Teacher will play the tape 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 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.？Do you have any difficulties with the text T:精品文档．欢迎来主页下载---精品文档：She felt embarrassed and quickly :Could you please explain the sentence to us S1told him to go. T: Because Tony didn't look like a machine at all, when Tony offeredto 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 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 science fiction reflects scientific thought;things-to-come based on things-on-hand. Ok, that's all for today. Don't forget to surf theinternet 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.Surf the internet to learn more about robots and science fiction.Surf the internet to learn about Isaac Asimov.精品文档．。
高中英语选修7 Unit2教案
1. 根据词性及汉语写出单词及其拓展形式。
(1)______(n. )渴望；欲望；渴求(vt. )希望得到；想要(2)satisfy(vt. )满足；使满意→__________ (n.)满意；满足→_____________ (adj. )令人满意的→____________ (adj. )满足的；(感到)满意的(3)alarm (vt. )使警觉；使惊恐；惊动(n. )警报；惊恐___________(adj. )担心的；害怕的(4)sympathetic (adj. )有同情心的→____________(n. )同情(心)(5)__________(adj. )超重的；体重超常的(6)elegance(n. )优雅，高雅→_______(adj. )优雅的；讲究的→________(adv. )优雅地；高雅地(7)favour (n. )喜爱；恩惠(vt. )喜爱；偏袒→__________(adj. )喜欢的；有利的(8)__________(vt. )陪伴；伴奏(9)________(n. )项链(10)____________(adj. )极坏的；极讨厌的；可怕的；(口语)糟透的(11)declare(vt. )宣布；声明；表明；宣称→__________(n. )宣布；声明(12)envious(adj. )忌妒的；羡慕的→___________(vt. )忌妒；羡慕2. 短语互译。
(1) 试验；考验_____________ (2) 更确切地说_____________(3) 伸手去够_____________ (4) 给……打电话_____________(5)turn around ___________ (6)fall off a ladder ___________(7 )more than ____________ (8)leave. . . alone _____________1. ★desire(1)n. 渴望；欲望；渴求原句:______________________________________________________________________________ ___?你认为机器人有可能有自己的需求和愿望吗？desire作名词时，后常接for sth. 或to do sth. 作定语；也可接that引导的同位语从句和表语从句，从句的谓语动词用虚拟语气，即“(should+)动词原形”①Wang Hao has a strong ____________in the final match. 王皓强烈渴望在决赛中获胜。
人教版高中英语选修7Unit2教案
Unit 2 RobotsPart 1 Teaching Design第一局部教学设计Period 2 A sample lesson plan for Learning about Language(Revise the passive voice including the infinitive)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the passive voice including the infinitive. The following steps of teaching may be taken: warming up by having a dictation, discovering useful words and collocations, reading more about the 22nd century, learning about the passive voice, discovering useful structures and closing down by putting on stage a text play of Satisfaction Guaranteed. ObjectivesTo help students revise the passive voiceTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structuresProcedures1. Warming up by having a dictationTo begin with, let’s take a dictation to strengthen our memory of the text.Larry Belmont worked for a pany that make robot. Recently a robot that could do housework would be tested out Larry's life, Clair, for three weeks. Clair felt alarmed by the robot's humanly appearance. Before long she began to trust him. She told him that she and her home were not elegant enough for her husband and she envied the rich and powerful woman .The robot decided to protect her from being harm. He gave her a new haircut and changed her makeup and asked her to buy something to decorate her home. Before the night he was to leave Clair, they held a party. The guests were impressed by Clair and her home, especially by the handsome robot, whom they thought was her husband. Claire knew this is almost a dream and she felt very sad. However, the pany was very satisfied with Tony, the robot although he needed rebuilding because it is absurd to have women falling in love with a machine.2. Discovering useful words and collocationsA collocation is two or more words that often go together. These binations just sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.Now go to page 13. Work in pairs to finish the three exercises in 10 minutes.3. Learning about the passive voiceACTIVE AND PASSIVE TENSES CHARTSIMPLE PRESENT and SIMPLE PASTThe active object bees the passive subject.am/is/are + past participlewas/were + past participleActive: Simple PresentThe movie fascinates me.The movie bores Jack.The movie surprises them.Passive: Simple PresentI am fascinated by the movie.Jack is bored by the movie.They are surprised by the movie.Active: Simple PastThe movie bored me.The movie fascinated Jack.The movie surprised them.Passive: Simple PastI was bored by the movie.Jack was fascinated by the movie.They were surprised by the movie.PRESENT and PAST CONTINUOUS (PROGRESSIVE) Passive form:am/is/are + being + past participlewas/were + being + past participleActive: Present ContinuousI am helping Shannon.June is helping Su and Ling.Passive: Present ContinuousShannon is being helped by me.Su and Ling are being helped by June.Active: Past ContinuousI was cleaning the bathroom.They were cleaning the bedroom.Susan was cleaning the kitchen and patio.Passive: Past ContinuousThe bathroom was being cleaned by me.The bedroom was being cleaned by them.The kitchen and patio were being cleaned by Susan.PRESENT PERFECT, PAST PERFECT and FUTURE PERFECT Passive form:have/has been + past participlehad been + past participleActive: Present PerfectI have mailed the gift.Jack has mailed the gifts.Passive: Present PerfectThe gift has been mailed by me.The gifts have been mailed by Jack.Active: Past PerfectSteven Spielberg had directed the movie.Penny Marshall had directed those movies.Passive: Past PerfectThe movie had been directed by Steven Spielberg. The movies had been directed by Penny Marshall. Active: Future PerfectJohn will have finished the project next month. They will have finished the projects before then. Passive: Future PerfectThe project will have been finished by next month. The projects will have been finished before then. FUTURE TENSESPassive forms: will + be + past participleis/are going to be + past participleActive: Future with WILLI will mail the gift.Jack will mail the gifts.Passive: Future with WILLThe gift will be mailed by me.The gifts will be mailed by Jack.Active: Future with GOING TOI am going to make the cake.Sue is going to make two cakes.Passive: Future with GOING TOThe cake is going to be made by me.Two cakes are going to be made by Sue. PRESENT / FUTURE MODALSThe passive form follows this pattern:modal + be + past participleActive: WILL / WON'T (WILL NOT)Sharon will invite Tom to the party.Sharon won't invite Jeff to the party.(Sharon will not invite Jeff to the party.) Passive: WILL / WON'T (WILL NOT)Tom will be invited to the party by Sharon.Jeff won't be invited to the party by Sharon. (Jeff will not be invited to the party by Sharon.) Active: CAN / CAN'T (CAN NOT)Mai can foretell the future.Terry can't foretell the future.(Terry can not foretell the future.)Passive: CAN / CAN'T (CAN NOT)The future can be foretold by Mai.The future can't be foretold by Terry.(The future can not be foretold by Terry.) Active: MAY / MAY NOTHer pany may give Katya a new office.The lazy students may not do the homework.MIGHT / MIGHT NOTHer pany might give Katya a new office.The lazy students might not do the homework. Passive: MAY / MAY NOTKatya may be given a new office by her pany.The homework may not be done by the lazy students. MIGHT / MIGHT NOTKatya might be given a new office by her pany.The homework might not be done by the lazy students. Active: SHOULD / SHOULDN'TStudents should memorize English verbs.Children shouldn't smoke cigarettes.Passive: SHOULD / SHOULDN'TEnglish verbs should be memorized by students. Cigarettes shouldn't be smoked by children.Active: OUGHT TOStudents ought to learn English verbs.(negative ought to is rarely used)Passive: OUGHT TOEnglish verbs ought to be memorized by students. Active: HAD BETTER / HAD BETTER NOT Students had better practice English every day. Children had better not drink whiskey.Passive: HAD BETTER / HAD BETTER NOT English had better be practiced every day by students. Whiskey had better not be drunk by children.Active: MUST / MUST NOTTourists must apply for a passport to travel abroad. Customers must not use that door.Passive: MUST / MUST NOTA passport to travel abroad must be applied for.That door must not be used by customers.Active: HAS TO / HAVE TOShe has to practice English every day.Sara and Miho have to wash the dishes every day. DOESN'T HAVE TO/ DON'T HAVE TOMaria doesn't have to clean her bedroom every day.The children don't have to clean their bedrooms every day. Passive: HAS TO / HAVE TOEnglish has to be practiced every day.The dishes have to be washed by them every day. DOESN'T HAVE TO/ DON'T HAVE TOHer bedroom doesn't have to be cleaned every day.Their bedrooms don't have to be cleaned every day. Active: BE SUPPOSED TOI am supposed to type the position.I am not supposed to copy the stories in the book. Janet is supposed to clean the living room.She isn't supposed to eat candy and gum.They are supposed to make dinner for the family. They aren't supposed to make dessert.Passive: BE SUPPOSED TOThe position is supposed to be typed by me.The stories in the book are not supposed to be copied. The living room is supposed to be cleaned by Janet. Candy and gum aren't supposed to be eaten by her. Dinner for the family is supposed to be made by them. Dessert isn't supposed to be made by them.PAST MODALSThe past passive form follows this pattern:modal + have been + past participleActive: SHOULD HAVE / SHOULDN'T HAVEThe students should have learned the verbs.The children shouldn't have broken the window. Passive: SHOULD HAVE / SHOULDN'T HAVE The verbs should have been learned by the students. The window shouldn't have been broken by the children. Active: OUGHT TOStudents ought to have learned the verbs. (negative ought to is rarely used)Passive: OUGHT TOThe verbs ought to have been learned by the students. Active: BE SUPPOSED TO (past time)I was supposed to type the position.I wasn't supposed to copy the story in the book.Janet was supposed to clean the living room.She wasn't supposed to eat candy and gum.Frank and Jane were supposed to make dinner.They weren't supposed to make dessert.Passive: BE SUPPOSED TO (past time)The position was supposed to be typed by me.The story in the book wasn't supposed to be copied. The living room was supposed to be cleaned by Janet. Candy and gum weren't supposed to be eaten by her. Dinner was supposed to be made by them.Dessert wasn't supposed to be made by them. Active: MAY / MAY NOTThat firm may have offered Katya a new job.The students may not have written the paper.MIGHT / MIGHT NOTThat firm might have offered Katya a new job.The students might not have written the paper.Passive: MAY / MAY NOTKatya may have been offered a new job by that firm.The paper may not have been written by the students.MIGHT / MIGHT NOTKatya might have been offered a new job by that firm.The paper might not have been written by the students.4. 被动语态小结●被动语态的特殊构造形式1)带情态动词的被动构造。
人教版高中英语选修7 Unit2_Language_Study_优秀教案
Unit2 Language Study 优秀教案Teaching aims1．To learn the useful expressions and sentence structures.2．To enable students to use language points both orally and in written forms.Teaching proceduresLearning words and phrases1．desire n．渴望；欲望；渴求；vt.希望得到；想要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？[拓展](1)desire作名词时，可接不定式或者for短语作定语，还可以接that引导的同位语从句。
(2)desire作及物动词时的常见搭配：desire sth./to do sth./sb.to do sth./that...[注意]desire作名词后接同位语从句以及作动词后跟宾语从句时，从句常常用虚拟语气，即“(should)＋动词原形”结构。
The teacher desires me to come to school on time.[来源:学科网ZXXK]＝The teacher desires that I should come to school on time.2．test out 试验；考验It was going to be tested out by Larry' wife，Claire.它将由拉里的妻子克莱尔来试验。
[拓展]test sb.on sth.就某事(物)测试某人test sth.on sb./sth.在某人(物)身上做试验test sb.for sth.为某事检查某人Mr.Li will test us on grammar next week.下周李老师要检测我们的语法。
选修7unit2教学设计
高二英语选修7教学设计Unit2 RobotsReading satisfaction guaranteedⅠ.Teaching goals 教学目标1.Knowledge goal知识目标(1). Read a passage about robot and get some information from it.(2). Practice the skills of careful-reading and fast-reading.2. Ability goal能力目标:Enable students to acquire some information needed from reading material and deal with related questions.3. Moral goal德育目标：Encourage students to cooperate with each other and express themselves through discussion. Ⅱ.Teaching important points教学重点The training of reading skills and the ability to deal with the information from reading material. Ⅲ.Teaching difficult points 教学难点How to get students to take an active part in class activities and have a better interaction.Ⅳ.Teaching methods教学方法Discussion, fast-reading, careful-reading and solo workⅤ.Teaching aids教具准备ppt, textbook, chalk and blackboardⅥ.Teaching procedures 教学过程Step I Warming up& Lead-in 导入1.Let students know what a robot is2.Show students some pictures about robots to arouse their interest.3.Discussion:What do you think robots can do ?Do robots have feelings as human?Step II Skimming 略读Ask students to skim the passage and then finish the following questions:1.What’s the main idea of the story?The story tells us how a robot used for housework was tested out in a family.2.What are the main characters in the story?Larry BelmontClaireTonyGladys ClaffernStep III Fast-reading 速读Ask students to read the story quickly and decide whether the following statements are true or false.Suggested answers: （1）F（2）T（3）T（4）FStepⅣCareful-reading 细读Ask students to read the text carefully again, and then choose the best answer for each of the following questions. This step is to train students to get some detailed information from reading material.Suggested answers:（1）A（2）A（3）DStepⅤ.Post-reading 读后1.Ask students to retell the story with the given words2.let students find out the information about Tony.Step ⅥDiscussion and writing: 讨论与写作Let students work in group of four to discuss the following topic and take some notes about different opinions at the same time. After that, ask a few volunteers to express their own opinions. StepⅦ. Homework arrangements 作业布置1. Write an article on“Will robots take the place of human?”2.Finish the exercises from page31 to 35（导学案）and preview learning about language.。