Book 7 Unit 1 Living well

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Nov 14, 2013 (3 years and 8 months ago)

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B
ook 7

U
nit 1 Living well

The First Period

Reading

教材分析
:

本单元以残疾及残疾人生活为话题,介绍了一些残疾人凭借顽强的毅力和社
会的关爱克服生活中的种种困难,以积极的态度面对人生的挑战。通过本单元的
学习,可以帮助残疾学生树立生活的信心,激励残疾人实现自身价值;同时又能
教育健康学生理解、尊重、关心、帮助残疾人,使残疾人与健全人一样共享美好
生活。
W
arming up

让学生了解残疾的种类,讨论各种残疾给人们的生活带来的
种种不便,尽管如此仍然有许多残疾人在不
同领域取得了非凡成就,为
reading
部分精彩故事做好了铺垫。
P
re
-
reading

通过介绍
“Family village”
,激发学生的阅
读兴趣。
R
eading
课文是一篇以第一人称表述
Marty
身残志坚,以积极的态度快
乐生活的故事。课文以网页的形式展示,能够吸引学生的注意力,引起学生的极
大兴趣。

学生分析
:

本课的教学对象是高中

年级的学生
,
他们已经
意识到英语学习
的重要性
,
非常渴望学好英语
,
由此对英语产生浓厚的兴趣
,
他们都有一定的英语
基础
,
在学习英语上也已经具有一定的听说读写能力
,
自主学习能力和分析理解


,
但在仍需要进一步训练与提高。


Teaching goals
教学目标


1. Target language
目标语言
:

a.
重点词汇和短语

eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto,
adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all,
industry,

tank, independent, make fun of, encouragement

b.
重点句型

1. I have to adapt to my disability.

2. All in all, I have a good life.

3. Every time after a long absence from school, I feel really stupid because I am a bit
behind the others.

4. Just accept them fo
r whom they are and give them encouragement to live as rich
and full a life as you do.

2. Ability goals
能力目标

Help students to learn about disabilities and life of the disabled. Enable students
to realize people with disabilities can also live well

3. Learn
ing ability goals
学能目标

By talking about disabilities and life of the disabled, students will learn some
positive stories of the disabled. This will help students understand more about how
challenging life can be for the disabled.

Teaching important points
教学
重点

How positive stories about the people with disabilities inspire others.

Teaching difficult points
教学难点



How to help student understand the difficulties the disable have to overcome.

Teaching methods
教学方法

Discussing, explaining, reading and practising

Teac
hing aids
教具准备

Multimedia computer



Teaching procedures & ways
教学过程与方式

Step I Leading in

Deal with Warming up. Play some videos of people with disabilities for students
to watch. Then ask them to discuss what the disabilities are and what difficulties they

have to overcome in daily life.

T:
Good morning /afternoon, class!

Ss:
Good morning/ afternoon, Mr. /Ms…

T:

In this class we are going to learn about disabilities and the life of the disabled.
First let’s watch some short videos. Then discuss in groups

wh
at the disabilities are
and what difficulties they have to overcome in daily life.

After the discussion, Teacher will present the four pictures on Page 1 to students.

T:

Quite right.
Disabilities can be visible or invisible. People with invisible disabilit
ies
don’t look disabled. Depression, sleep disorders and learning difficulty are invisible
disabilities. No matter what disability one has, life is not easy. They have many
difficulties to overcome, but please keep in mind they can also live well, even ach
ieve
great success.
Now look at the pictures, how do they look?

Ss
: They look happy and satisfied. They are smiling.

T
: Yes, they are. But all of them are disabled. Can you guess what their disability
might be?

S1:
I think the girl has difficulty in walk
ing in picture 1.

S2:

The boy has hearing problem in picture 2.

T:
OK, please remember there are many disabled people in the world. They are part of
the world. They also have rights to enjoy life. Would you like to learn more about
them and try to do somet
hing for them? Here is a website “Family village”. From here
we can learn some positive stories about the disabled.

Step II Pre
-
reading

Ask students to read the pre
-
reading carefully and find out the purpose of the website.
Then show the suggested answer o
n the PowerPoint.

Suggest answer:

1. To give ordinary young people with a disability the chance to share their stories
with others.

2. To inspire other disabled people.

3. To get non
-
disabled people to understand more about how challenging life can be
for
people with disabilities.

Step III Reading

Deal with the reading part.

Scanning



Ask the students to scan the text and find problems Marty have in his life and what he
does in spite of his disability.

T: First I’d like you to do the scanning and then fill i
n the chart with the information
you get from the text. After you have finished, please compare with your partner.

Several minutes later, students compare their information with each other in groups.
Then check the answer with the whole class.

T:

From this

chart we can have a clear image of Marty. What kind of person is Marty?
You may discuss in groups. You may refer to the adjectives on the PowerPoint.

Show some suggested adjectives on the PowerPoint.

brave, unlucky, weak, clumsy, strong
-
minded, optimistic
, happy, independent, stupid

T:
Ok. You are right. Though Marty has a muscle disease, which causes many
difficulties to his life, he still lives well. He is living a busy and satisfying life. He is
very optimistic. Then continue to discuss the next two que
stions on Page3.

Deal with the next two questions in the same way.

Suggested answers:

1. I think Marty is very optimistic. He is strong and independent. He has learned to
enjoy life.

2. I think when others make fun of him or feel sorry for him, he may feel

hurt and get
annoyed.

3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story
will encourage me to overcome the difficulties. I will learn to adapt to the disability
and try to live a positive and satisfying life.

Careful readin
g

Ask students to read the text carefully and then finish Ex3 on Page 4.

T:

Now let’s read the text again and try to sum up the main idea of each paragraph.

Several minutes later check the answers with the whole class.

Suggested answers:

Paragraph 1: I ha
ve a muscle disease, which is very unusual.

Paragraph 2: No one knows how the disease develops.

Paragraph 3: The difficulties I have in daily life.

Paragraph 4: My fellow students have begun to accept me for who I am.

Paragraph 5 All in all, I have a good
life.

Paragraph 6: People with disabilities can also live well.

T:

Now let’s read Paragraph 4
-
6 again. Then we will deal with Ex4 on Page 4. Please
think actively. Then we will check the answers together.

Suggested answers:

1. He has a busy life and has ma
ny hobbies. When he is well, he goes to the movies
and football matches with his friends. He keeps pets. He spends a lot of time to look
after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of
study to do.

2. Don’t feel sor
ry for the disabled or make fun of them, and don’t ignore them either.
Just accept them for who they are and give them encouragement to live a good life as
non
-
disabled people.



3. Because Marty is strong
-
minded and independent. His efforts have gained his
fellow students’ respect and understanding. So they have learned to accept him for
who he is.

Summary

Ask students to work together to write a mini biography for Marty according to the
text.

T:
Now we’ve finished Marty’s story. Now it’s time for you to wor
k in groups and
write a mini biography for him.

My Minibio

Name:

Status:

Health:

Interests and Hobbies:


Ambition:


Motto:

A few minutes later show the sample on the PowerPoint.

My Mini bio

Name:
Marty Fielding

Status:
High school student

Health:
devel
oped a muscle disease at the age about 10, very weak, cannot do things
like normal people

Interests and Hobbies:


Enjoys writing and computer programming

Going to the movies and football matches
-

when I am well enough

Spending a lot of time with my pets

t
wo rabbits, five mice, a tank full of fish and a
snake


Ambition:

to work in the computer industry

Motto:
live one day at a time

Explanation
:

During this procedure
, t
eacher will play the tape 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 tape, explain the difficult sentences to students. Before
explaining the difficult points, students are asked to refer to the notes to the text on
Page86
-
87.


T:

Do you have any difficulties with the text


S1
:Could you please explain the sentence to us

I have learned to adapt to my
disability.

T
:
Before he developed the disease, he could run or climb the stairs as quickly as
other people. But after he had the disease, he becomes very weak, so he cannot run

very fast. It takes time for him to get used to slow pace. Besides this the disease has
brought many other difficulties to him, he has to get used to living with the disease.


So we can understand it like this:
I have got used to living with the disease.

D
o you
have any other questions?

Ss
: No.

T:
This is a very inspiring story. From Marty’s story, what have you learned from?

S1: We should be patient with people with disabilities. We shouldn’t get annoyed just
because they are slow.

S2: We shouldn’t feel so
rry for them. That might hurt them.

S3: We should help them in a clever way.

S4: We should encourage them when they feel down.

……

S8: Just having a disability doesn’t mean your life is not satisfying.

T:
I’m very glad all of you have learned something from

the story. Please remember

everyone can live well even if he has a disability. If you’d like to learn more about the
life of disabled people, please surf the internet.

Step IV Homework:

Retell Marty’s story according to the mini bio.

Surf the internet to

learn more about the lif
e

of disabled people.

课后反思
:

在本节课中,我较好地完成了教学设计的任务,基本上达到了教学目标的要
求,体现了以学生为主体,教师起主导的作用,学生都积极参与了教学活动,课
堂气氛很活跃。其主要表现在教师创设的各个情境下,能迅速进入话题,在每个
环节都体现学生的个人活动,都运用了英语进行思维或表达,达到了听说读写的
语言综合运用能力目标。由于学生的基础一般,在英语表达上存在着一些错误,
所以在以后的教学中还要注意基础


Book 7
U
nit 2

Robots

The First Period



Reading

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。如
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。
W
arming up
介绍了什么是机器人,和不同
种类及不同形状的机器人。
P
re
-
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
的科幻小说
Satisfaction Guaranteed
,

reading
做好了铺垫。

R
eading
课文是
Isaac Asimov
写于
1951
的科幻小说
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。

学生分析
:
高中

年级的学生
已经
意识到英语学习的重要性
,
非常渴望学好英



.
他们都有一定的英语基础
,
在学习英语上也已经具有一定的听说读写能力
,

主学习能力和分析理解能力
,
但在仍需要进一步训练与提高。

Teaching 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 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 thought she
was having an affair.

2. Ability goals
能力目标
: Help students to learn about ro
bots 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. En
able 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.

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 practising

Teaching aids
教具准备

The multimedia computer

Teaching procedures & ways
教学过程与方式

Step I



Warming up

Deal with Warming up. Present photos of different kinds of robots. Then ask t
hem 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.
























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
encourage students to use their imagination.

Step III


Reading

Deal with the rea
ding 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 looks exactly like a human being. He is a character in the science fiction
Sa
tisfaction 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?

2. What did Tony do to make Claire and her home elegant?

Several minute
s 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 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 clas
s.

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 l
ove 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.

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 beau
tiful as
them, but none of them had such a handsome lover. Then she
remembered

Tony was just a machine. She cried all night.

2.

Characteristics

Similar

Different

Physical

Tall, handsome, black
hair, deep voice

Facial expressions never changed

Mental

Cle
ver enough to solve
all kinds of problems

Cannot think for itself

Emotional

love

Never experienced such feelings as
embarrassment, alarm, anger, happiness or
envy

Claire’s emotion development

After dealing with the comprehending exercises, ask students t
o work together to find
how Claire’s emotion developed.

Suggested answer:

At 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 three laws.

Characteristics of science fiction



T:
As you know, th
e 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 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 are
interested, you may write short science fictions in your spare time.


Explanation

During this procedure Teacher will play the tape recordin
g 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 tex
t 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.


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 Tony 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
: In spite of the fact that Tony looked so human, he was just a machine. So
Claire
thought it was foolish that T
ony 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
-
han
d
.
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 the characteristics of science fiction.

Surf the internet to lear
n more about robots and science fiction.

Surf the internet to learn about Isaac Asimov.

课后反思
:

在本节课中,我较好地完成了教学设计的任务,基本上达到了教学目标的要
求,体现了以学生为主体,教师起主导的作用,学生都积极参与了教学活动,课
堂气氛很活跃。其主要表现在教师创设的各个情境下,能迅速进入话题,在每个
环节都体现学生的个人活动,都运用了英语进行思维或表达,达到了听说读写的
语言综合运用能力目标。
存在的问题是:有些学生还
在英语表达上存在着一些错
误,
或者无法用英语表达自己的观点,
所以在以后的教学中还要注意基础
的学习,



多锻炼学生的口语表达。