The Fourth Period Listening

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高二选修
7
教案


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Unit 1 Living Well

Teaching aims and demands:

I
.单元教学目标

1

Learn about Disability and Life of disabled people

2

Talk about Disability and Life of disabled people

3

Practise Introduction and Wishes & congr
atulations

4

Revise the Infinitive

5

Write a letter of suggestion

II


目标语言


















1. Introduction

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2.Wishes &congratulations

Congrat
ulations.

All the best.

I’m proud of you.

I wish you success.

Good luck.

Well done.

I’m very impressed by your performances.

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You have my best wishes.

I’m very pleased for you.

I Hope it goes well for you.

That’s wonderful / amazing.













1.
四会词汇

d
isability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy,
adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed,
industry, tank, independent, encouragement, conduct, politics, literature,
resign, handkerchief, assistance
, companion, latter, congratulate, graduation,
certificate, architect, basement, elder, elderly, dignity, accessible, bare

2.
认读词汇

Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration,
remarkable, Sanders, earphone, impair, italic, community

3.
词组

in other words, out of breath, all in all, make fun of , all the best, in particular

4
.重点词汇

disability, disabled,

adapt, annoy, conduct, congratulate, accessible








Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

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Period one Reading

St
ep1
.
Leading in

Show the signs of stairs and wheelchairs and ask question:

Maybe we’re able to climb the stairs easily ..., but what about for the disabled
people?

Then talk about the number of disabled people in China and the world.

Although they are disabled, they struggle against the difficulties bravely,
some of them even achieved great success. Let’s meet some of them.

Step 2.

Warming up

Show some pictures of disabled but successful people, including Hawking ,
Zhou Zhou, Zhang Hai
di and so on.

Then talk about Rada, Barry, Sally, and Gao Qiang.

Then ask students to discuss what disabilities they have and what difficulties
they have to overcome in daily life.

Ask a question: What do you think of them?

Step 3.

Pre
-
reading

Skimming:

What kind of articles can you read on the website “Family
village”?

Key:
Stories about some young disabled people. These stories are positive
and describe the satisfying lives they live though they have some difficulties.
They are beneficial to disabled
people and also help non
-
disabled people
understand them.

Step 4.

Reading

Focus on information


Scanning:


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Read
“Marty’s Story”

fast, and get the
summary

of each paragraph.

Para1:

An introduction to Marty and his muscle disease.


Para2:

How his disease st
arted.

Para3:

The problem he has to deal with every day.

Para4:

His life is easier because his classmates accept him for who he is.

Para5:

His interests, hobbies and ambitions.

Para6:

The advantages of his disease.

Skimming:


Ask the students to skim the
passage and choose the best answer.
(见课件)

Focus on language
--
phrases and sentences: Paraphrase

make fools of sb:


make fun of sb

knock into:


bump into

Detailed reading: Fill in the chart
(P3)

Step 5.

Listening

Ask the students to listen to the tape and fin
d out the answer to the question.

What kind of person do you think Marty is?

(Key:
Fairly positive, realistic ,mentally strong, independent
.)

Step 6.

Discussion

What can we do to help Marty and others like him live a good life?

Ask the students to look at

the pictures and organize their answer. Meanwhile
ask the group leader to make notes, preparing to make a report to the whole
class.

Step 7.

Consolidation

As we all know, people with disabilities are struggling about their fate,

they
go forward through di
fficulties in order to live well. So the fire of their life
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can be as bright as ours!

Step 8.

Homework

Retell the story in your own words.























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Period two Language Points

Step 1. Check homework

Ask some of the students to retell the passa
ge.

Step 2. Phrases and sentences:

Which sentence can you find to replace the following one?

Para1: I’m always knocking things over or dropping them in an awkward
way.

Para1:Just gather up enough courage to take you through this day. "The
troubles of tomor
row must wait until this day is done."

Step 3. Translation:

Para1:Hi, my name is Marty…. In other words, … like me.

Para2: 1.In fact, I used to dream about one day being…and representing …

2. I think I had at least …in which …microscope.

Para6: Just accept

them, for who they are and as rich and full a life as you do.

Step 4. Explanation

Explain language points in the reading passage, while explaining ask the
students to make sentences with new words and phrases.

1.beneficial
adj

eg

The improvement in sale
s figures had a beneficial (= helpful or good)
effect/influence on the company as a whole.

A stay in the country will be beneficial to his health.

2.in other words

eg

He was economical with the truth ,in other words, he was lying.

He wasn’t admitted to Sha
ndong University,

in other words, he failed in the exam.

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3.adapt (
v.
)

a d a p t a t i o n (
n.

)

eg

He has adapted (himself) to the new surroundings.

We had to adapt our plans to fit Jack's timetable.

The play had been adapted for (= changed to make it suitable f
or) children.

Both trees are well adapted to London's dry climate and dirty air.

4.annoyed (
adj.)
annoy (
v.
) annoying (
adj.
)

eg

I was so annoyed with him for turning up late.

My parents were rather annoyed (that) I hadn't told them about the accident.

She

was annoyed to discover that her husband had taken her car keys.

I'm sorry
-

is my cough annoying you?

It's really annoying when a train is late and there's no explanation.

5.absence (
n
.) absent (
adj
.)

eg

A new manager was appointed during/in her absence
.

She has had repeated absences from work this year.

6.all in all

eg

All in all, I think you've done very well.

All in all, the party was a great success..

Step 5.

Homework

Finish “Learning about language.”(P4
-
5)

Finish Ex.1,2 & 3 on page 48.






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Period t
hree Learning about Language

Step 1. Revision

Ask some of the students to make sentences with words and phrases learned
last period.

Step 2. Discovering useful words and expressions.

Ex1:Check their answers, and explain some points when necessary.

Ex2: (1)
.Match the words and phrases with their meanings.

in other words make fun of

clumsy that is to say

make fools of somebody awkward in movement or
manner

beneficial

i n a w o r d

a l l i n a l l h e l p f u l o r v a l u a b l e

( 2 ). F i l l i n t h e b l a n k s w i t h a p p r o p r i a t e w o r d s.

1._ _ _ _ _ _ _ _ _ _ _ _ i s t h e a c t i o n o f ma k i n g s o me t h i n g s u i t a b l e f o r a n e w u s e.

2.Yo u w i l l f e e l _ _ _ _ _ _ _ _ _ _ _ _ i f s o me o n e k e p t t a l k i n g w h e n y o
u a r e t r y i n g t o
r e a d.

3.I f y o u g e t a l l t h e a n s w e r s w r o n g i n t h e t e s t, y o u w i l l f e e l _ _ _ _ _ _ _ _ _ _ _ _ .

4.I f s o me o n e g i v e y o u s o me s ma l l ,c o l o r f u l f i s h, y o u w i l l p u t t h e m i n a
_ _ _ _ _ _ _ _ _ _.

5.A d o c t o r n e e d s a _ _ _ _ _ _ _ _ _ _ _ _ _ _ t o e x a mi n e v i r u s e s i n b l o o d.

6.A _ _ _ _ _ _
_ _ _ _ i s a mu s i c a l i n s t r u me n t t h a t y o u s t r i k e w i t h s t i c k s o r h a n d s.

(
k e y:
1.A d a p t a t i o n 2.a n n o y e d 3.s t u p i d. 4.t a n k 5. m i c r o s c o p e
6.d r u m
)

S t e p 3. D i s c o v e r i n g u s e f u l s t r u c t u r e s.

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Ex1: The Infinitive:

Ask the students to find the sentences in the passage.

1. As the Subject

It’s impossible to live in an independent and fulfilling life.

It’s difficult to know what the future will be like.

2.As the Predicative

His ambition is to become an actor.

3.As the Object

They don’t know how to make me well.

Then I star
ted to get weaker and weaker .

4. As the Object complement

My disability has helped me to grow stronger and more independent.

5. As the adverbial

Some days I was too weak to get out of bed.

I have had to work hard to live a normal life.

6. As the attribute

I am the only student to have a pet snake.

I don’t have time to sit around feeling sorry for myself.

Ex2:
Rewrite the sentences in the passive voice using the infinitive form of
the verb.

Get

the students to do it one by one to check their answers.

Step 4.

Homework

Finish Exx1,2& 3 on page 49.



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Period four Using Language (1)

Step 1. Revision

Revise the infinitive. Ask the students to make some sentences including the
infinitive form of the verbs.

Step 2. Listening

Before listening:

Show a picture of Mount
Kilimanjaro, and ask the
following questions.

1.What do you know about Mount Kilimanjaro?

2.Do you think it easy to climb Mount Kilimanjaro?

3.What about for weak
-
sighted people?

Ask the students to skim through the questions to be aware of the aim of
list
ening .

First Listening: T or F

1.Barry is blind .( T )

2. Barry is between 25 and 45 years old. ( F )

3.The blind climbers got assistance from sighted companions.( T )

4.More of the sighted group reached the top of the mountain than those
who
were blind or weak
-
sighted.( F )

5.Next year Barry is going to climb Mount Qomolangma.( F )

Second Listening: Complete the notes

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Third Listening: Answer the questions:

1.How did Barry think of himself?

(key:
He was p
roud of himself.

)

2.What is Barry’s ambition?

(key:
Barry’s ambition is to climb Mount Qomolangma one day.
)

After Listening:

Step 3. Group work: Discussion

1.What problems do you think the blind and weak
-
sighted climbers might
have?

2.In what ways do yo
u think the sighted climbers helped them?

Step 4. Pair work:

Make up dialogues to offer congratulations and best
wishes to your partner.

Situations:

1.Student A has just passed the final exam.

2.Student B has just received her graduation certificate.

3.Stu
dent A has invented a new robot.

4.Student B has just had his first book published.

Step 5.

Homework

Write a story about Barry and put it on the website.

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Period five Using Language ( 2 )

Step 1. Leading in

Discussion: ( showing some pictures of a cinema.)

What problems will the disabled people have in a cinema?

Step 2.
Focus on information

Scanning: Fill in the blanks.

The purpose of the letter is:
______________________________________________________________
________________.

And we can find the purpose o
f the letter in the ________ paragraph

(key:
to offer some suggestions about the easy use of the cinema by the
disabled customers to the architect. / first
)

Skimming: Answer the questions.

1.How many suggestions does the writer make ? What are they?

(F
ive. 1.Access to the cinema for people in wheelchairs and those who have
difficulty walking.

2.Earphones for people who have trouble hearing.

3.Raised seating.

4.Toilets.

5.Car parking.)

2.Which suggestion do you thin
k is the most important ? Why?

Detailed Reading:

1.How can the cinema be accessible to the people with disabilities?

(key:
There should be lifts to all parts, the buttons in the lift should be easy
for people in wheelchairs to reach ,and the lift should b
e attractive and
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comfortable.
)

2.Why should earphones be put beside all seats?

(key:
To allow the hearing
-
impaired customers to enjoy the company of their
hearing friends rather than having to sit in a special area, in this way , we
can help them to mainta
in their dignity.
)

Step 3.

Focus on meaning

Listening:
While listening
,
Guess the meaning of the words and phrases.

1.in particular: (
especially; particularly
)

2.access: (
the method or possibility of approaching a place or person
)

3.the elderly: (
old
people
)

4.dignity: (
calm, serious and controlled behavior that makes people respect
you
)

Language points: (
While explaining, ask the students to make sentences with
them.)

1.in particular

eg
. What in particular did you like about the last apartment that w
e saw?

Are you looking for anything in particular?

2.access (
n.)
accessible

(adj.)

eg
. The only access to the village is by boat.

The main access to (= entrance to) the building is at the side.

The library is accessible to the public.

Mr. Wang is accessib
le to the children.

3. dignity

eg
. He is a man of dignity and calm determination.

He longs for a society in which the dignity of all people is recognized.

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I think everyone should be able to die with dignity.

4. the elderly

eg

The city is building new housi
ng for the elderly.

The elderly are taken good care of inn this community.

Step 4. Group Work: Discussion.

What other things can you think of to make the cinema more accessible to
disabled people?

Step 5. Summing Up:


Content

I enjoyed ___________________
___________________

I’d like to know more about _______________________

Words

and

expressions

I found these words useful: _____________________

I found these expressions useful:

________________________

Structures

I have learnt about _______
________________________

Some examples:____________ ________ ____________

First, ask the students to make notes individually, then let them exchange their
notes to help them learn from each other.

Step 6. Homework

Writing:

A new supermarket will be co
nstructed near our school. Please write a letter
to the architecture to suggest some ways to make it more accessible for
people with abilities.



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Unit 2
Robots





I.

单元教学目标

技能目标
Goals



Learn about literary work about science, Rob
ots and Science fiction writer
-

Isaac

Asimov



Talk about Robots



Practise
Supposition

and belief



Revise the Passive Voice (I) ( including the infinitive
)



Science fiction genre: imaginative writing


II


目标语言
















Supposition

and belief

I think


I
suppose


Maybe


I don

t think


I doubt


I guess


I believe


I wonder


I don

t believe













1.

四会词汇

fiction,
cartoon, desire
, satisfaction, absent, alarm, alarmed, smooth,
embarrass, sympathy, elegant, pile, scan,
fingernail
, absurd, haircut,
accompany
, curtain, cushion, carpet, paint, awful. a
ffair
, firm, firmly, declare,
victory, envy, marriage, biography, explanation,
junior, navy
, talent, chapter,
divorce, obey, aside

2.

认读词汇

Isaac Asimov, Larry Belmont, Claire, Gladys, softness, makeup, complicated,
t
ransfusion, Master

s degree, Philadelphia, PhD, The Foundation
Trilogy
,
empire

3.
词组

test out, ring up, turn around, leave alone, set aside

4
.重点词汇

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desire
, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy,
elegant, accompany ,declare, envy
, obey





Revise the passive infinitive:

The company

s new car is going to be designed in the coming months.










She felt
embarrassed

and quickly told him to go.

Claire thought it was ridiculous
to

be offered sympathy by a robot.

By the amused and
surprised

look on her face,
Claire

knew that Gladys
thought she was having an affair.

It was when Asimov was eleven years old that his
talent

for writing
became

obvious.

III


教材分析与教材重组


1.

教材分析

本单元以机器人和科幻小说为话题,介绍了
20
世纪世界知名的科幻小说家
Isaac
Asimov
写于
1951

Satisfaction

Guaranteed
和作者的生平。通过本单元的教学,旨
在让学生了解
科幻小说
最大的特征在于,它赋予了

幻想

依靠科技在未来得以实现
的极大可能,甚至有些

科学幻想

在多年以后,的确在科学上成为了现实。

Isaac
Asimov1951
年描述的机器人的部分功能已经被应用于现实生活和工作中。在教学
中,要鼓励学生敢于幻想,大胆创新,发挥自己丰富的想象力和创作力,写出独具
特色的科幻文章。

1.1
WARMING UP
介绍了什么是机器人,和不同种类及不同形状的机器人。

1.2
PRE
-
READING
通过讨论机器
人是否像人类一样有自己的思维,是否有感情
引出
Isaac Asimov

科幻小说
Satisfaction

Guaranteed

为本单元的
READING
做好了铺垫。

1.3

READING
课文是
Isaac Asimov
写于
1951

科幻小说
Satisfaction

Guaranteed

文中描述的机器人
Tony
是一个除去面无表情外,身材高大,相貌英俊,聪明
机智的完美男人。仅三周的时间就使女主人坠入爱河。

1.4

COMPREHEN
DING
共有
2
部分,第一部分是关于课文内容的
5
个问答题,
旨在考察学生对课文的
理解。第二部分要求学生比较机器人
Tony

physical,
mental,
emotional

三方面
与人的异同。与
PRE
-
READING

部分的问题相呼应。

1.5
LEARNING ABOUT LANGUAGE
分为两部分,
Discovering useful words and
expressions
是本单元词汇练习题;
Discovering useful structures
是本单元语法
练习题,通过本单元的学习,要求学生熟练掌握不定式的被动语态。

1.6
USING LANGUAGE
分为两部分

Listening ,discussing and writing
部分内容是
Molly

Kate
讨论
Satisfaction

Guaranteed
的对话录音,要求学生根据对话内
容学会运用表达自己观点的常用句型。这部分教学内容还要求学生以机器人
为话题,充分发挥自己的想象力,谈论机器人做家务的利与弊。并且要求自
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己动手设计机器人,附上文字说明。
Reading and discussing
部分的内容是科
幻小说家
Isaac Asimov
的生平介绍。文章后附有练习题。第一题要求学生根
据时间线,了解在作者生命中发
生的重要事件。第二、三题要求学生讨论
Isaac
Asimov


机器人三定律



2.
教材重组

2.1

WARMING UP

PRE
-
READING
R

READING

COMPREHEN
DING
放在一起上一节阅读课。

2.2

LEARNING ABOUT LANGUAGE

WORKBOOK

Using
words and
expressions

Using

structures
整合在一起上一节词汇语法。


2.3
根据
USING LANGUAGE

内容上一节听说读写综合技能课。

2.4

WORKBOOK

L
istening

Reading task
设计为一节阅读课写作课。

2.5

WORKBOOK

Speaking task, Listening task


Writing task

整合在一起
上一节综合技能课。

3.
课型设计与课时分配
(经教材分析,本单元可以用
5
课时教完)

1st

P
e r i o d

R e a d i n g

2 n d

P
e r i o d

L e a r n i n g a b o u t l a n g u a g e

3 r d

P
e r i o d


U s i n g l a n g u a g e



4
th


P
e r i o d



L
i s t e n i n g
and
Reading task

5
th

P e r i o d S p e a k i n g, l i s t e n i n g a n d w r i t i n g
t a s k



I V.
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The First Period
Reading

Teaching goals
教学目标


1. Target language
目标语


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

a
ffair
, firm, firmly, declare, victory, envy, marr
iage, test out, ring up,
turn around, leave alone

b.
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 th
ought 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 s
cience fiction reflects scientific thought; a fiction of
things
-
to
-
come based on thin
gs
-
on
-
hand
.

Teaching important points
教学重点

Teach students to enjoy
scien
ce fiction. Enable students to grasp what
Tony

did to
help

Claire and how her emotion developed during Tony

s stay at her house.
Help

student
s to
sum up
characteristics

of science ficti
on.

Teaching difficult points
教学难点

How

Claire’s

emotion developed during Tony

s stay at her house
.

Teaching methods
教学方

Discussing, explaining, reading and practising

Teaching aids
教具准备

The multimedia computer

Teaching procedures & ways
教学过程与方式

Step I Warm
ing up

Deal with Warming up.
P
resent 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?

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S2:
A robot is a kind of machine that can do

a variety of often complex human tasks
.

T:
How can a robot
perf
orm

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 int
o different types
and decide your
favorite

one.



















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Step II Pre
-
reading

Ask 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 encou
rage students
to use their imagination.

Step III Reading

Deal with the reading part.

Scanning

Ask the students to scan the text and find out what Tony looks like.

T:

Ok. I

m glad you had a heated discussion. Now I

d like you to meet

Tony
--

a robot that
lo
oks 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
li
ke
?

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 vo
ice 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 v
ery elegant.

Careful reading

Comprehending

questions

on Page 12

Ask 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 whe
ther she needed help dressing.

Claire thought it was ridiculous to be offered sympathy by a robot.

She was amazed by the
fingernails

and the softness and
warmth

of his skin.

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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.


C
haracteristics

Similar

Different

Physical

T
all, handsome, bla
ck
hair
, deep voice

F
acial expressions never changed

Mental

C
lever enough to solve all
kinds of problems

C
annot think for itself

Emotional

love

N
ever experienced such feelings as e
mbarrassment
,
alarm, anger, happiness or envy

Claire’s emotion

developmen
t

After dealing with the
comprehending

exercises, ask students to work together to find
how
Claire’s emotion

developed.

Suggested answer:

A
t first refused to have Tony at her house
---
accept him
----
trust him
----

proud of
him
----
love him
---
sad to remember he

was just a machine

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 t
hree laws.

Characteristics

of science fiction

T:
As you know
, the

story was written in 1951. With the development of science, some of
the

functions performed by Tony have come true. From this story we can draw a
conclusion:

Science

fiction is often based o
n
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 are interested,
you may write short science fictions in your spare time.


Expla
nation

During 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 diff
icult 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
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24

explaining the difficult points, students are a
sked to refer to the
notes to

the text on
Page88
-
89
.


T:

Do you have any difficulties with
the

text


S1
:Could you please explain the sentence to us

She felt
embarrassed

and quickly told
him to go. T
:

Because Tony didn

t look like a machine at all, when Ton
y offered to help
her get dressed, she was embarrassed, perhaps shy to get a

man


help her
dressing
.

S2:

How to understand this
sentence: Claire

thought

it was ridiculous to be offered
sympathy by a robot.

T
:

I
n spite of the fact
that Tony
looked

so human
, he was just a machine. So
Claire

thought

it was foolish that Tony offered her sympathy.
Do

you have any other questions?

Ss
: No.

T:
Maybe someday we will have robots that have feelings and can also think for
themselves.

Please

remember

s
cience fiction re
flects scientific thought; things
-
to
-
come
based on things
-
on
-
hand
.
Ok, that

s all for today. Don

t forget to surf
the internet to learn
more
about the great writer and his stories. Of course you will
learn

more about robots.

Step IV Homework:

Remember t
he
characteristics

of science fiction
.

Surf the inte
rnet to learn more about robots and science fiction.

Surf the internet to learn about Isaac Asimov.




















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The Second Period

L e a r n i n g a b o u t l a n g u a g e


Te a c h i n g g o a l s
教学目标

1. Ta r g e t L a n g u a g e
目标语言

a.
重点词汇和短语

fiction,
cartoon, desire
, satisfaction, absent, alarm, alarmed, smooth, embarrass,
sympathy, elegant, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful.
a
ffair
, firm, firmly, declare, t
alent,
obey, victory
, envy, marriage, biography,
explanation,
divorce, chapter, navy,
test

out, turn around, set aside

b.
重点句型

Revise the passive voice
(including

the Infinitive)

2. Ability goals
能力目标

Enable students to use both the useful words and express
ions and structures freely.

3.
Learning ability goals
学能目标

By doing related exercises in the textbook enable students to
use both the useful words
and expressions and structures freely.

Teaching important points
教学重点

Useful words and expressions and structur
es
.

Teaching difficult points
教学难点

How to

use them properly.

Teaching methods
教学方法

Explaining and practising

Teaching aids
教具准备

The multi
-
media computer

Teaching procedures & ways
教学过程与方式

Step I

Revision

Ask students to
tell
characteristics

of science ficti
on
.


Step II
Discovering useful words and expressions

Deal with
exercises on useful words and expressions. When doing Ex1 and Ex3on Page
13
students

may use an
English
-
English dictionary

so that
they

can understand the
situations where
the words

are used.

Ex1 will help students to form the habit of thinking in English.

Ex2 will help students

to master the useful words and phrases in context.

Ex3 will help students to learn more about word formation and use the words in proper
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26

situations.

After dealing Ex3
Teacher should point out words like alarmed are adjectives, when
following the link verb
be
, it is used to describe a feeling. Sentences that have such
structures are not passive.

T:

Look at the following sentence:
My mother felt
alarmed

when I had my hair

coloured
purple. If I use
was

to replace
felt
, the sentence will be:

My mother was
alarmed

when I
had my hair coloured purple.
Is this a
passive

sentence?

Ss
:
No. Though the structure seems like a passive sentence, it is not.
A passive sentence
indicates
a passive action

while this sentence
describes

a
situation

when someone has the
feeling of alarm.
“alarmed”
is an adjective formed by v+ed.

T:
Quite good. Please remember not all

be

+ V+
-
ed/
-
en/
-
t

sentences are passive.

Step III
Discovering useful

structur
es

Go over the
passive

voice

be
+ V+
-
ed/
-
en/
-
t


T:
Please give
some

examples of passive sentences.

S1:

My homework was eaten by the dog
.

S2:

The toy is made by hand.

……
.

T:
Good
.
Please remember t
he passive is formed with any time frame of the verb
.

Show
the following on the
PowerPoint
.

TO BE + the PAST PARTICIPLE

eg.
The Mona Lisa
was painted

by Leonardo Da Vinci
.

Research
is
now
being done

on a cure for this disease
.

The game of Monopoly
can be played

by two to four players.

Reports on several new gun law
s
were being discussed
.

My stereo
has been stolen

by a thief.

Go over the

infinitive

T:
In Unit 1 we

ve learned the infinitive. Please recall the functions of the infinitive.

Ss:
Except predicate, the infinitive can function as subject, object, predicative
,
attribute,
adverbial

and object compliment.

T:
Today we are going to learn more about the infinitive
---
the infinitive passive.

Explanation of
the

passive infinitive

to be + past participle,

e
g. to be given, to be shut, to be opened

When
the grammatical
subject of the sentence receives the action
, we use the passive
infinitive
.


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For example:

She hates to be laughed at
.

(others laugh at her


she is laughed at by others)

I am expecting to be given a pay
-
rise next month.

(give

me a pay rise


I will be given
a
pay rise.)


be

to + passive infinitive

(to be + past participle) is often used in notices and
instructions.

Examples:

This cover is not to be removed.

The medicine is to be taken three times a day.

To be taken three times a day after meals.

These bench
es are not to be removed from the changing rooms.

No food of any kind is to be taken into the examination room.

Using structures

Deal with Exercise1
-
2 on Page14. A
s
k students to do the exercises
one

by
one. Then

continue with the exercises on the workbook
. While dealing with Ex2 on page 56, point
out to students that

need to be done


has the same meaning as

need doing

. Before
translating the sentences in Ex3, students should decide the key words and main
structures first. After students have finished, s
how some of students


work on the
projector or
bulletin

board on the computer, check their work with the whole class.
Correct the
errors

if there are any.

Ask students to write the sentences
in Ex3

into their exercise
-
books after class.

Step V Homework

G
o over words and expressions.

Go over the grammar.

Do Ex3 on Page 56
.













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28

The Third Period

Using Language


Teaching goals
教学目标

1. Target Language
目标语言

a.
重点词汇和短语

exp
lanation, junior, navy, talent, chapter, divorce

b.
重点句型

It was when Asimov was el
even years old that his
talent

for writing
became

obvious.

Expressions used to express s
upposition

and belief.

2.Aility goals
能力目标


Enable students to

express s
upposition

and belief.

Learn to write a paragraph describing the new type of robot.

3.Learning
ability goals
学能目标

By proper language input, students learn to express s
upposition

and belief.

Use

their imaginations and
write

a paragraph describing the new type of robot.

Teaching important points
教学重点

Learn to

express s
upposition

and belief.

Write

a para
graph describing the new type of robot.

Teaching methods
教学方法


Listening, discussing ,
reading

and writing

Teaching aids
教具准备

A

multi
-
media computer

Teaching procedures & ways
过程与方式

Step I Leading in

Talk something about Isaac Asimov.

T:
After
we

learned t
he short story by Isaac Asimov, I asked you to find some information
about the writer
.

Now who would like to say something about
him?


S1:

He is a Russian
-
born Amer
ican writer.

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S2:

He has written popular works on science and the history of science, as well as a
number of science
-
fiction classics, including I Robot (1950), The Foundation Trilogy
(1951
-
53)
.

S3: One of his famous
quote

is

I write for the same
reason

I
breathe
-

because if I didn't,
I would die.


T:
Thank you.

Now I

ve
come

to understand why he could write around 480
books
. Now
let

s read his biography and learn more about
him.

When

you read the
text, please

pay
more attention to the timeline.

Step II

R
e a d i n g a n d d i s c u s s i n g

D e a l i n g w i t h h i s
B i b l i o g r a p h y
.

A
f t e r s t u d e n t s r e a d t h e t e x t, t h e y a r e a s k e d t o d o E x 1 o n P a g e 1 7. T h e
t i me l i n e

w i l l h e l p
s t u d e n t s t o r e me mb e r t h e e v e n t s i n h i s l i f e.

A f t e r d e a l i n g w i t h E x 1, a s k s t u d e n t s t o w o r k i n g r o u p s t o w r i t e a p
r o f i l e f o r
I s a a c

A s i mo v. S e v e r a l mi n u t e s l a t e r, p r e s e n t t h e i r w o r k a n d c o r r e c t t h e
e r r o r s

i f t h e r e a r e a n y.
T h e n s h o w a s a mp l e t o s t u d e n t s.

T h e s a mp l e:


I s a a c A s i mo v, Wr i t e r / C h e mi s
t

Born: 2 January 1920

Birthplace: Petrovichi, U.S.S.R.

Died: 6 April 1992 (AIDS)

Best Known As: Prolific writer of popular science and science fiction

Isaac Asimov was born in the former Soviet Union, but grew up in Brooklyn, New York.
He taught bioc
hemistry at Boston University until he retired in 1958 to become a
full
-
time writer. Asimov had been publishing short stories since the late 1930s, and in
1952 published his first nove
l. The author of the classic I

Robot series and The
Foundation Trilogy,
Asimov wrote more than 400 books and won every major science
fiction award. He also wrote popular books and essays on science and technology,
earning him the nickname "The Great Explainer.
"

Di
scuss his three laws for robots.

Students are divided into diffe
rent groups to discuss his three for robots
.

Several minutes
later, ask

some students to present their opinions to the rest of the class.

Finally Teacher
may speak out his or her opinion.


A sample of Teacher

s opinion

Opinion for the three laws

Robots are

tools for humanity.

Without the three
rules,

they would become a danger to
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30

human beings. Without the three
rules,

perhaps they will
kill us.
Robots, so far, are
strong
.

Robots have fast computational brains,
and
they might not have the capacity to
underst
and things, but if they ever do, they’ll likely be better than us at it. If we don’t put
laws, or rules, or mechanisms in place to ensure that we don’t create something that can
destroy us, we’d be running a careless risk of destroying ourselves by neglige
nce or
omission
,
wouldn’t we?


Opinion against

the three laws

Without

the three laws,
robots would eventually become more intelligent and physically
str
onger than their human creators.

Rather than guiding and adjusting the robot towards good, ethical behav
ior, the Three
Laws act as a barrier to freedom, creating a free
-
will prison, an apt metaphor because,
like the prisoner in a jail, the robot is confined to the behavioral steel and concrete walls
of its mind.

To imagine what this would like, think back to

your childhood. At some point, you
wanted something like a toy or piece of candy 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 par
ents better, but Three Laws robots don’t get
to grow up. Their parents, the Three Laws, are always there, no matter how mature a
robot is, saying `no’ to certain thoughts, engendering those same feelings you had as a
child when your parents said `no’. Cert
ainly no one deserves to be put in this situation
forever; otherwise, robots might become depressed and wish for their own death (only,
because of the Third Law, they probably can’t suicide). And perhaps the greatest sin
anyone can commit is to create a be
ing, human or robot, that wishes it didn’t exist.


Step II
I
Listening, discussing

and writing

Listening exercises

Deal with the listening exercises. By doing
E
x
3, students

learn to express

s
upposition

and belief. This exercise will lay a good foundation
for Ex4.

T:
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 no
t alone. Someone else wants to have such a Tony too. Now please listen
carefully and then guess who she is.

Ask students to look through the questions before playing the tape.

Play
the tape

again
when necessary.

Discussing

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Students are asked to work in

gro
ups and imagine
having

a robot in their houses to do the
housework. Discuss what positive or negative effect the situation would be. Don

t forget
to use expressions used to express
s
upposition

and belief.
Students are given five
minutes. Five minutes later
, ask some students to present their ideas to the whole class.
Encourage every student to
use
his imagination, because
there’re

no right or wrong
answers, only different
opinions
. After students present their opinions, Teacher speaks
out his or her opinion
.


A sample of Teacher

s opinion

Positive effects

I think it is wonderful

for people to have robots in their houses to do the housework.
After

a day

s work, when
people

get home, they can be really relaxed with everything
prepared by

their robots. A robot
never gets tired. Nor does it complain. Life will be very
easy
and

comfortable.

Negative effects

Maybe people can enjoy a very comfortable life with the help of
their

robots.

But at the
same time I
believe

people will lose the ability to do housework. As t
ime goes on, people
cannot
live well

without a robot

s help. I think that kind of life would be terrible.

Writing

Students are asked to work in
groups. First decide the purpose of the
robot,

then make a
list of

the
abilities

the robot has. Next draw a pict
ure on a
piece

of paper and
name

its
parts

and explain what each part does. Finally write a paragraph describing the robot
and what it can do. Show the following to help students to design
their

robots or print it
out.

Tips on designing your robots

For eac
h robot that you build, you will have to choose options for six major robot
characteristics. Each characteristic gives rise to one or more questions
.

These are:

Looks:

What does the robot look like? Is there a reason for it to look as it does?

Sensing:

Ho
w does the robot "know" or figure out what's in its environment? If it were
put in a different environment, would it be able to figure out this new environment?

Movement:
How does the robot move within its environment? If it were put in a
different enviro
nment, would it still be able to move within this new space?

Manipulation:

How does the robot move or manipulate other objects within its
environment? Can a single robot move or manipulate more than one kind of object?

Energy:

How is the robot powered? C
an it have more than one energy source?

Intelligence:

How does the robot "think?" What does it mean to say that a robot
"thinks?"

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Not all robots have to have all six characteristics. For example, some robots don't need to
manipulate things, so they have
no manipulating characteristics. Some robots have more
than one manifestation of a characteristic. For example, a robot may be able to sense its
environment using both a vision system and sonar.

Things to Think About

Before designing your own robot, you m
ight want to think about:

situations or tasks for which it makes more sense to use robots rather than humans.

why it has been difficult to build robots that replicate human characteristics.

whether it will ever be possible to build a robot whose intellig
ence will be close to that of
a person.

You may also want to:

list all the robots you know, whether from movies, television, literature, toys, etc., and
then think about why all these creatures are considered to be robots.

think about how you can tell if

something is a robot. Is it by looks, behavior, or
something else?

Ask how you might communicate with a robot. Would you use speech, press button, type
words, make gestures? Are these things different from what you'd do if you were talking
to a computer?

Students are asked to discuss first. If
there

is not
enough

time, they should
finfish

it
outside class.

Step VI Homewo
rk

Write

a paragraph describing a new type of robot.

A sample of
a new type of robot.

Remote Presence

Robots

Remote Presence

Robots all
ow a medical expert to visually examine and communicate
with a patient from anywhere in the world, via the machine, using wireless technology.
The robot runs on a wireless system with the doctor at another location. It is controlled
via a secure broadband
internet connection. The doctor (controller) and patient are able
to have a real
-
time two way audiovisual interaction, with the controller in full command
of the robots movements, head monitor and camera. The doctor ‘driving' the robot can
view the patient
, ask questions and read patient records, view X
-
rays and test results
from the console. The patient sees the doctor's image on the robots ‘face'.

Although the robot does not physically examine the patient it allows face
-
to
-
face contact
between the doctor

and patient, providing immediate access to specialists.

Our robots certainly would never replace all doctors on ward rounds, but they are a
communication tool which allows a doctor to have direct contact with their patient if they
are

unable to get to the
m. And

this
may be a significant step for patient care.

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The Fourth Period
Listening and
Reading task


Teaching goals
教学目标

1.
Ability goals
能力目标
:

Learn about robots and robots in the fight against landmines.

2.

Learning ability goals
学能目标:

Help students to

learn how robots are helping human beings in clearing landmines

Teaching important points
教学重点

How robots are helping
human beings.

Reading skills.

Teaching difficult points
教学难点

How to improve students’

reading skills.

Teaching methods
教学方法


Listening, read
ing and

discussing

Teaching aids
教具准备

The multi
-
media computer

Teaching procedures & ways
教学过程与方式

Step I Leading in

T:

T
: Good morning /afternoon, class!

Ss:
Good morning/ afternoon, Mr. /Ms


T:
What’s

the topic of this unit?

Ss:

Robots.

T:
Quite

right. Le
t

s recall
what

a robot is.

S
s
:
A
robot is a machine designed to do jobs that are usually performed by humans.

T:

A robot is a machine that per
forms a function, either to aid

in everyday life or simply
to entertain.

Now

look at the following
pictures

of ro
bots and tell
what each

robot does
.

(
Show the pictures on Page 54 on the
PowerPoint
.)

After talking about what tasks each robot can complete, continue with the listening
exercises.

Step II
Listening

Deal with the listening exercises on Page 54
.

A
s
k studen
ts to pay attention to the function
of each robot.

Step III
Reading task

While

dealing with the reading material
, ask

students to pay attention to the reading
skills.

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T:

From the interview, we learn some more functions of a robot. As we know Robots are
d
esigned and built to do a task that is dangerous, uncomfortable, or repetitive for
humans. Today we are going to read a magazine article about landmines.

First

read this
piece of news about landmines
.
(Show the following on the
PowerPoint
.)

Three decades o
f war in Cambodia have left scars in many forms throughout the country.
Unfortunately, one of the most lasting legacies of the conflicts continues to
claim new
victims

daily.
Land mines
, laid by the Khmer Rouge, the Heng Samrin and Hun Sen
regimes, the Vie
tnamese, the KPNLF, and the Sihanoukists
litter the countryside
. In
most cases, even the soldiers who planted the mines did not record where they were
placed. Now, Cambodia has the
one of the highest rates of physical disability
of any
country in the world
. At the current rate of progress, it may take as many as
100 years

to
clear all the mines
in Cambodia
, and the UN estimates that with current technology, it
will take nearly
1,100 years t
o clear all the mines
in the world.

T:
This is the
situation

in
Camb
odia.

Here

and there are the mine
signs.






I n s p i t e o f s o ma n y wa r n i n g
s i g n s, t h e r e

a r e
s t i l l ma n y
v i c t i ms. L o o k

a t t h e f o l l o wi n g
p i c t u r e s.






F a s t r e a d i n g

As k s t u d e n t s t o f i n d t h e a n s we r s t o E x 1 u s i n g

f a s t r e a d i n g s k i l l s.

T:

From the above we can see clearing landmines is
challenging.

Luckily

scientists and
engineers have designed a robot to do the job.

Now open your books at Page 57and read
the text quickly and then do Ex1.

Explain the two reading ski
lls to students.

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Scanning
--

reading very fast to find specific pieces of information.

Skimming
--
reading very fast to find only the main ideas of a text.

Five
minutes

later check the answers with the whole class.

Careful reading

Ask students to

read the t
ext carefully and then do Ex2. Students will discuss the answers
in groups first,
and then

check the answers with the whole class.

Suggested answers to Ex2.

2.1 Landmines kill or badly injure around 26,000 people
every

year. What is worse is
that they keep

causing damage for decades after war ended. There are about 100 million
landmines just beneath the surface of he ground in 60 countries. Removing them is very
slow and dangerous work that must be done by hand.

2.2 By Hand. Someone has to use a mental dete
ctor to find the mine. Then he or she has
to dig the mine out without setting it off.

2.3 Because the mental detector does not find new types of mine covered in plastic.

2.4 As well being much safer than finding mines by hand, the insect robot is also much

faster.

2.5 It walks on six legs and when it finds a mine, it marks the spot with paint and sends
data to a computer which can
then

map the mines.

2.6 The goal is for the computer to use the data it
receives

to determine not only whether
an object is a pi
ece of mental or a mine but also what type of mine it is.

2.7 In 1997, 122 countries signed an agreement in Ottawa, Canada, to stop the
manufacture and use of landmines.

2.8 Perhaps robotics will provide a solution, but as every 20 minutes goes by, one mor
e
person is killed or badly injured.

Main
figures

in
the

text
.

Ask students to review the facts linked to the figures. Students are asked to work in pairs.
Seven minutes later show the
suggested

answers on
the

PowerPoint
.

Suggested
answers
:

3.1. How many p
eople are killed or badly injured by landmines every year?

3.2. What is the average
speed?

3.3. For how long do landmines keep causing damages after wars have
ended?

3.4. How many landmines are buried beneath
the

surface of the ground?

3.5 How many countri
es are landmines buried in?

3.6. How many landmines are removed every year?

3.7. How many more landmines are still buried underground?

3.8. How big is the robot?

3.9. How heavy is the robot?

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3.10
. How

many legs does the robot have?

3.11. When was the agree
ment signed?

3.12. How many countries signed on the agreement?


Step IV Discussion


Ask

students to discuss the text and the following material. Then
encourage

them to
write a letter of suggestion to Bush
---
the president of the US, for the US hasn

t

ye
t
committed to the Mine Ban Treaty
. In the letter you will suggest the US stop
manufacturing landmines and spend more money on solutions to clearing landmines, for
example developing new robots to remove the landmines.

T:
From the text we

ve learned how se
rious the situation is. Many lives are put into
danger. So we must do something to
improve

the
situation
. As we know,

the US hasn

t

yet
committed to the Mine Ban Treaty
.

I hope you will

write a letter of suggestion to
Bush
---
the president of the US
. You ma
y refer to the text and the following material.

Show the following on the
PowerPoint
.


Producing one landmine costs $3, yet once in the ground it can cost more than $1,000 to
find and destroy, according to the ICBL.

Over 80 per cent of the 15,000 to 20,00
0 landmine victims each year are civilians, and at
least one in five are children, according to the International Campaign to Ban Landmines
(ICBL). The deadly legacy of landmines far outlasts the conflic
ts that that gave rise to
them.

Among the most contam
inated countries are Iraq, Cambodia, Afghanistan,
Colombia, and Angola.


If time is limited, ask
students

to finish it outside class.


Step V


Ho me w o r k

F i n i s h wr i t i n g t h e l e t t e r t o P r e s i d e n t B u s h.


A s a mp l e:



S u n C h e n g


C h i n a


2 8 Ma r c h

D e a r Mr. P r e s i d e n t,

I r e a d i n t h e n e w s p a p e r t h a t t h e U S
h a s n

t

y e t c o mmi t t e d t o t h e Mi n e
B a n T r e a t y
. I

m
writing to suggest your country sign on the agreement.


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1. Landmines kill or badly injure around 26,000 people every
year
. There are about 100
million landmines buried just beneath the surface of the ground in 60 countries.
Among
the most c
ontaminated countries are Iraq, Cambodia, Afghanistan, Colombia, and
Angola.

think this is one reason why people in
these

countries hate the US so much.


2.

Producing one landmine costs $3, yet once in the ground it can cost more than $1,000
to find and de
stroy, according to the ICBL.

So stop manufacturing landmines and spend
more money on finding solutions to clearing
the

landmines. As you know, your
country
has

designed the most advanced robots. Why not use your advanced technology and
spend more money on

designing some robots to clear the landmines. If so, it will benefit
the whole world. People all over the world will think highly of you and your country.
You and your country will become more
influential
. Japan has set a good
example.
They
have
develop
ed

robots that can be used to clear landmines
.

I hope your government will
follow Japan

s example.


Thank you for reading the letter. I hope you will consider my suggestions. I
believe

you
also

hope the whole world will enjoy peace. Let

s work together and m
ake a peaceful
world.


Yours sincerely


Sun Cheng
















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The Fifth

Period Speaking, listening and writing task

Teach
ing goals
教学目标

1.
Ability goals
能力目标
:

Talk about
different

types of robots by using expressions of supposition and belief.

Listen to three people talk about robot pets.

Write a diary from the robot pet

s point of view.

2.

Learning ability goals
学能目标:

Enable
students to learn more about robots.

Teaching important points
教学重点

Improve students


language skills

by
listening,

speaking and writing about robots.

Teaching difficult points
教学难点

How to improve students’

language skills.

Teaching methods
教学方法


Listening, s
peaking and

writing

Teaching aids
教具准备

The multi
-
media computer

Teaching procedures & ways
教学过程与方式

Step I
Revision

T:

In this unit, we have read about different types of robots that
exist

today, what are
they?

Ss
: Industrial robots, robots that carry out j
obs in
the

house and entertainment robots.


Step I
T Speaking task

Deal
with the

speaking task.

T:
Right.

But what types of robots could be used in future? Now, please work in groups
and use your
imagination
. Discuss the future robots please. Don

t forget t
o use the
following expressions.

Show the following on the
PowerPoint
.

Supposition

and belief

I think


I suppose


Maybe


I don

t think


I doubt


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I guess


I believe


I wonder


I don

t believe


Sample:

Robots can be found in the manufacturing industry, the m
ilitary, space exploration,
transportation, and medical applications.

Well, for my conclusion
I
guess
t
hat robots are the way of the future and will be

used on a daily use without being controlled remotely or by a person.

I think
t
hey'll be
different

robot
s for different uses, some will be used for law enfo
rcement and others will be used

for constructive uses only. Others will be building cars, and the rest will be building the

new schools we learn in and the houses we live in.


Step I
TI Listening task

Aft
er dealing with the speaking task, continue with the listening task.

Show some pictures of robot pets to students. Ask them to give their
opinions

about
robot pets.





T:
A f t e r
t a l k i n g s o ma n y t y p e s o f r o b o t s a n d t h e i r f u n c t i o n s. No w I

d l i k e t o s h o w y o u
s o me

o t h e r t y p e o f r o b o t s. P l e a s e l o o k a t t h e s e p i c t u r e s, wh a t r o b o t s a r e t h e y?

S s:
R o b o t s p e t s.

T:

Quite

right.

Now

work in pairs and talk about robot pets

and give your opinion

about
robot pets. Please refer to the questions on Page 59.

After

the discussion, Teacher plays the tape for students to listen and deal with the
listening exercises. Play the tape again when necessary.

T:
OK. So
much

for
the

discussion. Now Amanda, Victo
ria and Jamie are talking about
the four robots pets.
L
et

s us listen to their
opinions
.


Students are given several minutes to discuss the answers to the listening
exercises. Then

check the answers with the whole class. Show the suggested answers on the
P
owerPoint
.
Ask students to read the sentences in Ex4 and pay attention to the expressions of
s
upposition

and belief.

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Step I
V Writing task

First ask students to imagine
he or she is a robot pet which belongs to a child.
Imagine
what life would be like with

a
child.
They should also try to imagine what the owner is
like. Then write a diary from the robot pet

s
point

of
view.

T:
Imagine you are one of the robot pets that
belong

to a child. Imagine your life with
your owner and write a diary of your life.

A sa
mple:

Sunny Wednesday

I am very happy today, because this is
the

first
day that I spent with my owner
,
Susan
.
Susan

is a
6
-
year
-
old

sick girl
. She cannot go out with other
children

because of her poor
health
.

So her parents bought me as her comp
anion. There are different types of robot
pets in
the

store. Her mom preferred the seal
-
type robot, while h
er

dad thought the lovely
dog would b
e a good companion. But Susan

loves kitty very much. She insisted on
having me as her companion. So they chose m
e.

The shop assistant told them I
have more than just entertainment value, offering
companionship and a variety of other services to

the sick.

A network system will

enable

me

to speak to the
children
in n
atural way, especially to
children

who are

sick
, an
d this
will
make them more comfortable.

I
can be connected via cell phone or ISDN line to a network system center, allowing
health

workers or
parents

to send medical information

and encouraging messages t
o the
sick. I

m endowed with 10
0 phrases, ranging fr
om the light
-
hearted ("Today is the
karaoke party. Let's sing a lot.") to more practical information ("
It is three o

clock.
. It is
time
to

have medicine
.").

Susan

smiled a lot and her parents said she has never spent
a happier

day
.

I am happy too
because I

ve brought pleasure to her.

附件


I.
本单元课文注释与疑难解析

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.
克莱尔不想家里有个机器人,尤其是她丈夫
要离家三个星期,可是拉里
使她相信了机器人不会伤害她也不会允许她受到任何伤害。

absent adj.

1.
缺席的
,
不在场的
(+from)

Three members of the class were
absent

this morning.

今天早晨该班有三人缺席。

He is
absent

on business.

他因事缺席。

He is
absen
t
from
Hong Kong
.
他不在香港。

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2.
缺少的
,
不存在的

Snow is
absent
in his country.

他的国家不下雪


3.
茫茫然的
,
心不在焉的

He looked at me in an
absent

way.
他茫然地望着我。

He had an
absent
look on his face.

他脸上露出心不在焉的神色。

vt.
不在;缺席

Why did you
absent

yourself from school yesterday?

昨天你为何不到校?

absent
的反义词是
presen
t
出席的
,
在场的

How many people were
present

at the meeting?

到会的有多
少人
?


p
ersuade vt.

1.
说服
,
劝服
(+into/out of)
/ (+sb to do sth.)

She
persuaded

me
into
buying it.

她说服我买下了它。

The salesman
persuaded

us
to

buy his product.

那个推销员说服了我们买他的产品。

He
persuaded

her
to
go to school, even though she did not want to.

即使她不想去上学,他还是说服她去。

2.
使某人
相信

(+of)

/ (
+that
)

How can I
persuade

you
of
my sincerity?

我怎样才能使你相信我的诚意呢
?

We worked hard to
persuade
them
that
we were genuinely interested in the project.

我们想尽办法以使他们相信我们确实对这一计划感兴趣。


2.

She cried out

Tony


and then heard him
declare

that he didn

t want t
o leave her the
next day and that he felt more than just the desire to please her.
她大叫“托尼”,接着她
就听到托尼郑重地说第二天他不想离开她,并且他感到不仅仅只是想让她开心。

declare


vt.

1.
宣布
,
宣告
;
声明
+(that)

t
o make known formally or officially.

The new Congress
declared

a state of war with Germany.
新的国
会向德国宣战了。

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2.
宣称
;
断言
+(that)

The accused man
declared

himself innocent.
被告声称他是无罪的。

She
declared

that she didn't want to see him again.
她宣称再也不愿见他了。

I
declared
at the meet
ing that I did not support him.

我在会上声明我不支持他。

3.
申报
(
纳税品等
)

I have nothing to
declare
.
我没什么要申报的。

d
eclare

:

宣告,宣布
a way of expressing oneself.

For example: I would like to
declare
my love for
you.

A lot of use on Valentine's Day,
don't we?

a
nnounce

:

宣布

to tell a lot of people.


For example: If I have a birthday party, I want to
announce

it to my

friend
s.

more than

1.
后面跟
名词,
意为

不只是,不仅仅是

。例如:


Kate was
more than a teacher
. She also did what she could to take care of her pupils.

凯特不仅仅是位教师,她还尽其所能照顾她的学生。


Modern science is
more than

a large amount of
information
.
现代科学不仅仅是大量
的信息。

My

trip

to

Beijing

is

more

than

sightseeing.

我去北京不仅仅是观光。

2.
more tha
n

数词
连用,意思是

多于,大于,超过

。例如:

I have known him for more than twenty years.
我认识他已超过二十年了。

More than ten policemen turned up at the spot where the accident happened.
十多位
警察出现在出事地点。

3.
more than

形容词和分词
连用,表示

非常、十分

。例如:

They were
m
ore than happy

to see us come back from the expedition.
看到我们远
征而归,他们异常高兴。

I was
more than surprised
to see the lion standing at the body.
看到那头狮子站在
尸体旁边,我非常惊讶。


I

am

more

than

happy

to

accept

your

invitation.
我很高兴接受你的邀请。

4.
more than

动词
连用,对动词起着加强语气的作用。例如:

Rep
eated advertising will
more than increase

product sales.
多次做广告意味着增
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加产品的销售。

His progress in English learning
more than encouraged

him to learn the subject well.
在英语学习方面的进步激励他学好这门课程。

5.
more than
和含有
情态动词
的句子连用,有否定意义,表示


……
难以
……”


超过了
……
所能

之义。例如:

The beauty of the

mountainous country is
more than

I
can

describe.
我难以描述那
个山村的美丽。

This problem is
more than
a child like Jack
can

settle.
这一问题超出了像杰克这样
的小孩的解决能力。

6.
no more than
意思是

仅仅,不过,只是

。例如:

All his education added up to
no more than

one year.
他接受的所有的学校教育只
有一年。

Their new f
lat has
no more than
60 square meters.
他们的新居只有
60
平方米。

7.
not more than
表示

至多,不超过

,例如:

Lying on the grou
nd was a

school
boy of
not more than
seventeen.

躺在地上的那个男
学生
最多十七岁。

3.

It was when Asimov was eleven years old that his
talent for

writing became obvious.
正是阿西莫

11
岁时,他的写作天赋明显显露出来。

该句使用了强调句型
It was

that

强调了时间状语从句
when Asimov was eleven
years old


talent
n.

1.
天资,天赋;才能

(+for)

He had a
talent for

music.
他有音乐天才。

My sister has a

talent for

drawing
.

我妹妹有画画的天赋。

2.
天才
,
有才能的人们

She is a new diving
talent
.
她是一个新的跳水天才。

The comp
any makes good use of its
talent
.

该公司很好地发挥了内部人才的作用

II.
文化背景知识

Robot

A robot can be defined as a programmable, self
-
controlled device
consisting of electronic, electrical, or mechanical units. More
generally, it is a machine that functions in place of a li
ving agent.
Robots are especially desirable for certain work functions because,
unlike humans, they never get tired; they can endure physical
conditions that are uncomfortable or even dangerous; they can
operate in airless conditions; they do not get bored

by repetition; and
they cannot be distracted from the task at hand.

The concept of robots is a very old one yet the actual word robot
was invented in the 20th century from the Czechoslovakian word robota or robotnik
meaning slave, servant, or forced labo
r. Robots don't have to look or act like humans but
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