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
Reading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 desire satisfaction absent alarm smooth embarrass sympathy elegant pile scan absurd makeup accompany affair declare envy test out ring up turn around leave alone
结构：课文 Reading；其他 Warming Up &Vocabulary
教学目：语言知识理解话语中词汇表达的不同功能、意图和态度等；熟悉有关机器人方面的话题。
语言技能：能从一般性文章中获取和处理主要信息；能理解文章主旨和作者意图；
能通过上下文克服生词困难，理解语篇意义。
语言运用：能运用语言就机器人与人类是否具有相同的权利发表自己的观点。
文化意识：帮助学生更多的了解机器人及有关的科幻小说。
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；在读的过程中，借助情景和上下文猜测词义或推测段落大意。
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：理解文章大意，获取文章中有用的信息。
教学难点：培养学生的想象力以及对科幻作品的欣赏能力。
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 2: Decide whether your robot has feelings or not, and state your reasons.
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分钟热身活动 As we all know there are many kinds of robots. Robots can be used in many fields. But do you think robots should
think for itself ?
have feelings?
have its own needs and desires?
look and feel like a human being?
先让学生就问题进行讨论，再用多媒体播放Bicentennial Man （机器管家）的片段，并让学生进行回答并给出原因。
注：这部影片改编自著名的科幻小说家艾萨克-阿西莫夫(Isaac Asimov)科幻小说。
观看视频，对机器人是否应该有感情进行讨论。
以贴近单元内容的视频启动教学，激活学生已有的知识，又把学生的注意力集中到本单元内容上。
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 2: Decide whether your robot has feelings or not, and state your reasons. 听教师布置任务，思考任务。
以真实任务开展教学，激发学生的学习兴趣，让学生在真实情景中有目的的进行学习。
第7-8分钟读前任务 Pre-reading Task
Today we’ll read a story about a robot that has feelings.
The story was originally written by the science fiction writer, Isaac Asimov, and published in 1951.
Look at the picture and the title of the passage, and think:
What does the title mean?
What do you think the story is mainly about?
Then skim the passage to see if you were right. 讨论回答问题。
讨论回答问题，导入课文内容。
第9-25分钟读中任务 While-reading Task
1. Read the story quickly and do Comprehending 1, P1
2.
2. Read the story again and do Comprehending 2, P12.
Language focus:
1. Work with your partner and make a list of the useful words and structures you’ve noticed in the passage.
sympathy
favour
declare
it作形式主语（It was disturbing and frightening that he looked so human.）
have sb doing
2. Finish Ex.1, P1
3. 快速阅读课文，找出文章的主旨大意。
细节阅读，回答问题。
找出并理解文章中出现的重要短语。
锻炼学生快速阅读，把握中心的含义。
培养学生细节理解能力为以后活动的开展和任务的实现扫除语言障碍。
第26-30分钟读后任务 Post-reading Task
Ex.3, P13.
1. Find as many of these words in the text as possible and underline the sentences.
2. Write a short paragraph to describe Claire using some of these words.
3. Tell a story using at least five of these words. ？了解故事人物的情感变化。
第31-35分钟讨论 Discuss in groups. Finish Ex.3 on Page 12.
Characteristics Similar Different
Physical
Mental
讨论并找出答案。
培养学生分析及比较能力。
为任务的完成做准备。
第36-39分钟完成任务
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 2: Decide whether your robot has feelings or not, and state your reasons.
Task fulfillment：Complete the following:
Positive aspects of robots with feelings:
Negative aspects of robots with feelings:
Your decision:
Your reason: 根据对比人类与机器人的差异，决定是否设计带有感情的机器人。
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
1. Find any language items you think difficult and try to solve them by, for example, referring to the dictionary.
2. Do Exercise 2 on Page 1
3. 听老师布置作业，并记下作业。
巩固所学知识。
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。
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。
高中选修7 Unit 2 Robots 第一课时教案
Senior 2 Book 7 Unit 2 RobotsThe First Period教案――姓名Teaching Procedures: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.Step Ⅱ Pre-readingAsk students to discuss the questions in Pre-reading in groups. Students are encouraged to speak out their opinions freely, no matter what it is. Encourage students to use their imagination.Step Ⅲ ReadingDeal with the reading part.ScanningAsk students to scan the text and find out what Tony looks like.Show the following questions on the blackboard.1. What did Tony look like?2. What did Tony do to make Claire and her home elegant?Several minutes later check the answers with the whole class.Ask students to read the text carefully and then complete the table on Page 12.Then discuss the comprehending questions on Page 12 in groups.T: L et’s read the text carefully and then do the comprehending exercises on Page 12.Several minutes later check the answers with the whole class.How absurd, she thought. He was just a machine.He held her firmly in his arms and she felt the warmth of his body. She screamed, pushed him away and ran to her room for the rest of the day.Then she remembered-Tony was just a machine.She shouted “Leave me alone” and ran to her bed.ExplanationDuring this procedure, play the tape recording for students. Students will underline the difficult sentences. After listening to the tape, explain the text and deal with the language problems.Step Ⅳ Homework1、Remember the characteristics of science fiction.2、Surf the Internet to learn more about robots and science fictions.3、Surf the Internet to learn about Isaac Asimov.。
高中英语 Unit2 Robots Period 2优秀教案 新人教版选修7
高中英语 Unit2 Robots Period 2优秀教案新人教版选修7教学重点掌握课文中一些重要的词组和句型的用法，并能够正确使用。
教学难点正确使用重要的词组和句型教学方法自主学习，合作学习，教师讲解教学过程1Revision1．Ask students to retell the story，using their own words.2．Show the pictures of the robots which the students design and tell the whole class what the robots can do.[设计说明]要求学生自己设计机器人是上节阅读课的家庭作业，可以在课堂上安排一定的时间进行展示和英语说明，也可以让学生自由组队，把自己设计的机器人画出来，并且对于机器人的功用加上文字说明，然后张贴在教室的学习园地中，进行评比。
2Language pointsGo through the important phrases and sentences.(1)test out 试验test sth.on sb./sth.在某人/某物身上做试验(2)His name was Tony and he seemed more like a human than a machine.more...than...与其说……不如说……(3)It was disturbing and frightening that he looked so human.常用句型：It be＋adj.＋that...It be＋n.＋that...It be＋done＋that...(4)accompany sb.to someplacee．g.The robots are not allowed to accompany the owners to the supermarket.accompany sb.in doinge．g.Will you please accompany me in travelling to Shanghai on business?(5)ring sb.upring off(6)turn around补充常用短语：turn up turn down turn on turn off turn over(7)The clock struck eight.“strike”有“罢工、袭击、划火柴”等多种意思，在此处指“敲钟”(8)leave sb.alone＝let sb.alone(let alone更不用说)3PracticeExercise 1Translate the following expressions into English.1．试验 2.陪伴某人去某处3．陪伴某人做某事 4.让某人单独待着5．与其说……不如说…… 6.打电话给某人7．挂断电话8.转过身9．同情某人10.一大堆书11．更确切地说12.和某人有暧昧关系13．从视线中消失14.对某人耳语15．阻止某人做某事Suggested answers：1．test out 2.accompany sb.to someplace 3.accompany sb.in doing 4.leave sb.alone 5.more...than... 6.ring sb.up7.ring off8.turn around9.have/feel sympathy for sb.10.a pile of books11.or rather12.have an affair with sb.13.disappear from sight14.whisper to sb.15.prevent sb.from doing sth.Exercise 2Translate the following sentences into English.1．我必须请你陪我去警察局。
人教版高中英语选修7教案Unit 2 Robots
人教版高中英语选修7教案Unit 2RobotsUnit2Robots一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1.desire/wish/hope/expect/want/longfor2.assess/access3.victory/success/conquest/triumph词形变化1.satisfactionn.满意satisfyv.使满意satisfyingadj.令人满足的satisfiedadj.感到满意的2.alarmedadj.感到惊吓的alarmv.&n.n.警报vt.恐吓,警告3.declarev.断言，宣称declarationn.宣布，宣言，声明重点单词1.desiren.渴望vt.想要2.satisfactionn.满意3.alarmn.警报vt.使```惊恐4.sympathyn.同情5.accompanyvt.陪伴6.declarevt.宣布7.envyvt.嫉妒8.junioradj.较年幼的9.divorcen.离婚vt.与```离婚重点词组testout考验ringup打电话给turnaround转向leave…alone不打扰setaside将```放在一边beboundto一定做……重点句型 1.clairedidn’twanttherobotinherhouse,especiallyasherhusbandwould beabsentforthreeweeks,butLarrypersuadedherthattherobotwouldn’tharmherorallowhertobeharmed.2.Assheturnedaround,th erestoodGladysclaffern.3.Asimovbeganhavingstoriespu blishedinsciencefictionmagazinesin1939.重点语法复习被动语态（包括动词不定式）（I）II词语辨析1).desire/wish/hope/expect/want/longfor【解释】desire 属正式用语,可代替wish和want,强调“主观愿望的热切性”,含有“强烈希望做某事”的意思,wish语气比desire弱,一般用于“难以实现或不可能实现的愿望”,指“希望”、“愿”、“想”hope表示实现的可能性较大的希望expect侧重“期待，预期，指望”want多用于口语式普通场合,指“想”、“要”或“需要”,表示“偏爱、选择”或“需要、热爱”longfor 表“希望，渴望”【练习】选择desire/wish/hope/expect/want 或longfor并用其适当的形式填空1)I_______Icouldhaveanewcar.2)I_____adictionaryatth epresenttime.3)Hemanagedtogetthebookhe______finally .4)I______animmediateanswerofyours.5)personally,our cityteamhasbetterplayersandI______themtowin6)Hehasb eenworkingabroadforyears,andis_______tocomebackands eehisfamilyverymuch.keys:1)wish2)want3)desired4)desire/expect/want5)expect6)longin g2).assess/access【解释】assessvt.估定,评定。
【知识学习】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7Unit2Robots教学设计《英语》（人教版）选修7Unit2Robots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7Unit2Robots第一课时教学对象高二学生教学项目词语industrialmilitaryvacuumhelicopter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TaskofUnit2:TheFutureRobotcompanyinAmericaisholding arobotdesigncompetition.Designyourrobotandwriteades ignplan.TaskofPeriod1:makealistofdifferentkindsofrobotsandt heirfunctionsanddecidewhatkindofrobotsyouwanttodesi gn.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-5分钟热身导入，启动教学播放有关奥特曼的动画片段：.canyoumakealistofworkswhichincluderobotsascharacters?2.whatisarobotinyouropinion?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。
高中英语人教版选修7Unit2Robotsperiod1教案2
高二英语科Module7 Unit2 Robots导学案Period 1 Warming up, Prereading and Reading高班级姓名：座号：交印日期：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)：Preread the text.二、课前检测（Preclass 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 (para12) A. The night of the partyPart2 (para38) B. Claire’s attitude to the robot and her feeling at the sight of the robot Part3 (para911) 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: (☆)①Why 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.②We can infer that at the first sigh of Tony, Claire felt alarmed by _____.A. his appearanceB. his abilityC. his facial expressionsD. his cleverness③Tony did the following things to help Claire EXCEPT _______.A. giving her a new haircutB. changing her makeupC. having the house pletely transformed and improvedD. going into a jewellery shop to buy her a necklace④Which 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.⑤we can infer from the last paragraph_________A. the robot proved to be a failureB. the pany 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. (☆☆)四．课堂小结(Brief summery)plete 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 bees 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 overing 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 o n?What might happen in a world where there were robots if Asimov’s three 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（Selfexamination）:答案：ⅠSkimming:1. BDAC2.BII. Scanning:1. Choose the best answer: CADBD2. Answer the following questions:①He was tall and handsome with smooth hair and a deep voice although his facial expressions never changed.②Tony had to be rebuilt because the pany felt that they could not have women falling in love with a robot.3. Find how Claire’s emotion developed in the story.①disliked/refused②alarmed ③embarrassed④improve⑤dea r ⑥fell of f ⑦envied ⑧criedtest out, attracted , impressed embarrassed, envy affair rebuilt。
人教选修七 Unit2 Robots 优秀教案
7 2重点词汇与短语：重点句型：1. .2. 强调句型3. 带的主语从句句型重点词汇一【原句回放】a ?（P10）【点拨】1. 既是可数名词，又是不可数名词；意为“愿望；欲望”；后面常接不定式或引导的同位语从句，同位语从句要由“ + 动词原形”来担当，可以省去。
如：2.作动词，表示“想要……；向往……”常见搭配： . . .+宾语从句（谓语用动词原形，且可省）如：1) . 或() .【拓展】下列动词接宾语从句或其名词接的表语从句或同位语从句也常用“动词原形”，可省：，，，，, , , , , , , , 等。
二. 【原句回放】, , . (P11)【点拨】1.. 担心的，害怕的，一般表示人的感觉。
常见搭配：因为......感到惊恐例如：2. . 使警觉，使惊恐，惊动n.警报；惊恐.常见搭配：发警报 a 火警4. .使人惊恐的, 令人担忧的提示：及物动词的用法与、等动词用法相同，即：及物动词表示“使......”，形式表示“令人......的”，过去分词表示“（人）感到......的”。
三【原句回放】 a . (P 11)【点拨】n.恩惠、帮忙、善行、喜爱、支持，注意其美语拼写“”。
常见搭配：. a 帮某人一个忙同意/支持......【拓展】.喜欢，偏袒，有利于四【原句回放】a .【点拨】.意为“伴随，陪同；和……一起发生；附带”。
常用被动结构。
12 .常见搭配： . …“陪某人去……”5【原句回放】“”’t . (P11)【点拨】.意为“表明；声明；宣布；宣告；宣称”。
常见结构： . ( ) .…重点短语一【原句回放】’s , . (P 11)【点拨】考验；检验二【原句回放】... . (P 11)【点拨】 . 给某人打电话动词短语 . 也可写成 .，但如果宾语是代词时，一般放在前，其中可省去。
表示“打电话”还可用：() . . a a . () .【拓展】挂断电话回电话三【原句回放】 a , , . （P 11）【点拨】或者说，准确地说与其......倒不如...，而不是；除了，不同于；超过，不仅仅。
人教版高中英语选修七Unit2Robots阅读课教学设计
人教版高中英语选修七Unit2Robots阅读课教学设计___ skills training。
including listening。
speaking。
reading。
and writing。
into specific language ___。
n。
and discovery。
students are encouraged to take an active role in their learning。
Group work and activities are also used to ___' interest in learning English。
build their confidence。
develop good study habits。
and form effective learning ___。
this ___' n。
memory。
thinking。
and ___.___ design is based on the new curriculum'___。
which emphasizes the development of students' autonomous ___' abilityto acquire。
process。
analyze。
and solve problems with English。
as well as their ability to think and express ___.The central topic of this reading lesson is "Robots," which is also the theme of the ___ topic and us about it。
The unit "Computers" in the first year of high school also ___。
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。