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1、精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -Unit 2RobotsI. 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明白的比较少,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.很多机器人在家中做纷杂的家务,甚至代替人类从事一些危急的工作.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,以及将来机器人的进展.Warming Up部分展现了几副图画,通过让同学们争论这几副
2、图画,导入本单元的话题,并让同学试着给机器人下定义.Pre-reading 部分一些关于机器人的争论进一步激发同学对科学的喜爱.Reading 部分是依据科幻小说作家阿西莫夫的故事改编的.在这个故事里特别具有人类智能的机器人托尼, 来到主人公克莱尔家之后, 帮忙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.LearningaboutLanguage 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
3、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.这篇人物传记使同学进一步明白了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的影响到以后的作家,甚至科学家对人工智能的争论.Summing Up 部分引导同学对本单元所学的学问进行归纳和总结.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) 激发同学学习科学,喜爱科学的热忱.(2) 学会写作有关的人物传记.III. 教学方案本单元建议分为五个课时第一课时： Warming Up & Listening Workbook
4、其次课时： Pre-reading, Reading & Comprehending第三、四课时：Learning about Language第五课时： Using LanguageIV. 教学步骤：可编辑资料 - - - 欢迎下载精品_精品资料_学习资料 名师精选 - - - - - - - - - -第 1 页,共 6 页 - - - - - - - - - -可编辑资料 - - - 欢迎下载精品_精品资料_可编辑资料 - - - 欢迎下载精品_精品资料_Teaching Goals:Period 1Warming Up & Listening Workbook可编辑资料 - - - 欢
5、迎下载精品_精品资料_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 People can control these robots from a distance.2. Ask Ss to talk about the following questions.(1) Do you know any
6、robots.(2) What s the characteristic of robots.(3) What s the function of robots.(4) What s the definition of a robot inyou 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 U
7、p 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.Step 3. Listening Workbook1. Lead Ss to Listening. Teacher may say,“Today we are going to listen to a radio inte
8、rview in which a science reporter talks about recent robots. From it, we can learn more about todays 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
9、 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 f
10、ind some information about robots.2. Ask Ss to preview the reading text.可编辑资料 - - - 欢迎下载精品_精品资料_Period 2Pre-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 Ssreading ability.Teaching Proc
11、edures: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 lik
12、e 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 i
13、dea of the text.2. Ask Ss to find the relationships between the characters in the text.Step 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 th
14、e text.3. Play the tape, and ask Ss to listen and pay attention to Tony s characteristics that were similar tothose 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.
15、 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.可编辑资料 - - - 欢迎下载精品_精品资料_Period 3 & 4Learning about LanguageTeaching G
16、oal :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.(2) 【 C】杜撰的故事,虚构的事情It is only a fiction not a fact.这件事是虚构的,不是事实.2. desire vt期望,想要We all
17、 desire happiness and health.我们都想得到幸福和健康.3. absent adj.(1) 缺席,不在He was absent from the meeting.他没有出席会议.(2) 缺少Love was totally absent from his childhood.他从童年就完全失去了爱.(3) 漫不经心的,心不在焉的We can see an absent expression on her face. 我们能看到她脸上漫不经心的表情.4. alarmed 着急的,可怕的I m very alarmed at your leaving.你准备离开,我相当
18、着急.Step 2. Phrase study1. test out 考察,检验He is going to test out the result of the experiment.他要检查一下试验的结果.2. turn around 回转,转向When he turned around, he found his friend gone.他转身发觉他的伴侣已经走了.3. leave alone 不管,不理睬,不干涉Leave that mad dog alone. 别理那条疯狗.Step 3. Sentence study1. It was disturbing and frighten
19、ing that he looked so human.他看上去太像人类了,这令人担心且可怕.It is /was +adj +thatIt was surprising that he had failed the exam.他没有通过考试,真让人惊讶.2. It was then that Claire realized that Tony had opened the curtains on the front window.就在那时,克莱尔发觉托尼已经拉开了前窗的窗帘.It was/is + 被强调部分 +thatIt was yesterday that I met your sis
20、ter in the zoo.就在昨天我在动物园遇见了你的姐姐.It was in the zoo that I met your sister yesterday.昨天正是在那个动物园我遇见了你的姐姐.Step 4. Grammar study1. The passive infinitive1 Explanation可编辑资料 - - - 欢迎下载精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -当不定式动词与其规律主语之间是被动关系时, 不定式要用被动语态构成形式为to be done/to have been done.例如：He claimed
21、 to be treated badly in the super market when he was doing shopping yesterday.留意:有时尽管不定式与其规律主语是被动关系,但不定式仍用主动语态,不用被动语态.不定式作状语,假如句子中存在light, heavy, difficult, easy, comfortable等词就应当用不定式的主动形式表示被动含义.The box is so heavy to carry.He isnt easy to get along with另外 ,下面的被动语态是常常的考点,也应特殊留意: 在口语和非正式场合下为了强调动作,常用“
22、get+过去分词”结构.有时带有不开心,不顺当的含义.其否定和疑问句要借助动词do 来构成.有时也会显现“become+过去分词” 的结构.例如：Did you get scolded yesterday ？He became seized with a deep sorrow. 短语动词和含有情态动词的被动语态形式短语动词的被动结构中,构成短语动词的介词或副词不能省略.情态动词的被动语态形式是：情态动词 +be+过去分词.例如：The doctor has been sent for.Bad habits have been done away with. 主动形式被动意义 当 feel,
23、look, smell, taste, sound等系动词后面接形容词时.The fish smells good. 鱼闻起来香. 当 cut, read, sell, wear, write, wash, cook, shut, dry, drink, wash等表示某种性质时且带状语修饰语时.当动词表示“开头、终止、关、停、转、启动”等意义时,如：The book written by that famous writer is selling very well.那位作家写的书很畅销.These cups clean easily. 这些杯子很简单洗. want, require, ne
24、ed , worth后面的动名词用主动形式表示被动意义,如：These flowers want/ require /need watering. 这些花需要浇水.These books are worth reading. 这些书值得读. （被读） 下面的词汇用主动语态：come out, come into being, go off, run out, give out, give in., happen, take place, break out The accident happened yesterday evening.The fire went out gradually.对
25、于被动语态, 弄清主语与谓语动词的关系是做题的关键.在实际应用中, 假如一个动词只能用作不及物动词,那么它就不会用于被动语态.而且, 一个动词究竟是否应当用被动语 态,不能从汉语的角度去懂得,而应当留意到英语和汉语的不同表达方式.在很多情形下,汉语的被动关系要么表现得不那么明显,要么和英语的被动语态刚好相反.应当说这就是被动语态的难点和重点.例如：Hundreds of jobs will be lost if the factory closes. 2022春 句意为 -“工厂关闭将失去几百个工作.”汉语中不用被动形式,但英语句里主语是jobs,因此 用被动结构.可编辑资料 - - - 欢迎
26、下载精品_精品资料_学习资料 名师精选 - - - - - - - - - -第 5 页,共 6 页 - - - - - - - - - -可编辑资料 - - - 欢迎下载精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -可编辑资料 - - - 欢迎下载精品_精品资料_Teaching Goals:Period 5 Using Language可编辑资料 - - - 欢迎下载精品_精品资料_1. To develop Sslistening and writing ability.2. To know something about Isaac Asim
27、ov. Teaching ProceduresStep 1. Listening, discussing and writing1. Ask Ss to look through Ex1 of Listening, discussing and writing on P14 and then play the tape for them. After Ss finish Ex1, ask them to check the answers in pairs.2. Ask Ss to listen to the tape again and finish Ex2 on P15.3. Ask Ss
28、 to look through the from of Ex3 on P15 and make sure they know the words in the from mean. Then play the tape again and ask Ss to complete the sentences of Ex3 and check the answers in pairs.4. Organize a game. Ask Ss to imagine people have robots to dotheir housework in the future. DivideSs into t
29、wo groups. One group discusses the positive effects of the situation; the other discusses the negative effects of the situation. Give Ss some time to prepare and see which group can finish the task better.Step 2. Reading and discussing1. Leading-inLead Ss to the reading text. Teacher may say,“Today
30、we are going to learn a biography of Isaac Asimov. He is a famous American scientist and writer. He is very good at writing science fiction stories. Would you like to know more about him. Ok, please turn to page 16.”2. Fast reading(1) Ask Ss to read the text quickly and try to find the main idea of
31、the text.(2) Ask Ss answer the following questions.3. Intensive reading(1) Ask Ss to read the text carefully and finish Ex1 on P17. And then let them check the answers in pairs.(2) Ask Ss to findout what they cannot understand in the text and lead them to deal with the following language points.4. D
32、iscussion1 Ask Ss to work in groups and discuss the other two laws for robot, according to the first law“A robot must not injure human beings or allow them to be injured”. Then let them write down their two laws on a piece of paper and exchange with other groups.1Ask Ss to turn to P18 and see Asimov
33、 s laws for robots. Let them compare with their laws anddiscuss the following question. Which set of laws is better. Why. Which law is the story“Satisfaction Guaranteed”based on. What might happen in a world where were robots if Asimovs laws did not exist.Step 3. Homework1. Ask Ss to review this unit.2. Ask Ss to finish all the exercises in the Workbook.可编辑资料 - - - 欢迎下载精品_精品资料_学习资料 名师精选 - - - - - - - - - -第 6 页,共 6 页 - - - - - - - - - -可编辑资料 - - - 欢迎下载