Unit2Robots1Word格式.docx
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Unit2Robots1Word格式.docx
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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。
教学内容如下:
warmingup介绍了机器人的制造、种类、功能等等,再让学生分组列表,把自己熟悉的科幻文艺形式(科幻故事、电影、电脑游戏、电视剧、卡通等等)写出来,并进行简单地交流。
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isaacasimov的科幻小说satisfactionguaranteed,为本单元的reading做好了铺垫。
reading的课文是isaacasimov发表于1951年的科幻小说satisfactionguaranteed。
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。
comprehending共有3个练习,练习1是关于克莱尔的情感变化,练习2是关于课文内容的5个问答题,旨在考查学生对课文的理解;
练习3要求学生比较机器人tony在physical,mental两方面与人的异同,与pre-reading部分的问题相呼应。
learningaboutlanguage分为两部分,discoveringusefulwordsandexpressions是本单元词汇练习题;
revisingusefulstructures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。
usinglanguage分为两部分,listeningandspeaking是molly和kate讨论satisfactionguaranteed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。
并且要求自己动手设计机器人,附上文字说明。
reading,discussingandwriting部分的内容是科幻小说家isaacasimov的生平介绍。
文章后附有练习题。
练习1要求学生根据时间线索了解在作者生命中发生的重要事件;
练习2、3要求学生讨论isaacasimov的“机器人三定律”;
练习4要求学生借助文章信息和练习1的表格笔头简述阿西莫夫的生平事迹。
共5页,当前第1页12345
教材重组
period1warmingup,pre-reading,readingandcomprehending
period2languagestudy
period3grammar
period4listening,speakingandwriting
period5usinglanguage
period6listeningandreadingtask
period7speaking,listeningandwritingtask
三维目标
知识目标
1.掌握本单元教学目的和要求中的单词和词汇。
如:
fiction,desire,satisfaction,alarm,alarmed,sympathy,elegant,pile,scan,fingernail,absurd,haircut,accompany,counter,cushion,awful,affair,declare,envy,testout,ringup,turnaround,leave...aloneetc。
2.帮助学生更多地了解机器人以及有关的科幻小说、小说家阿西莫夫及其文学作品。
3.复习被动语态和学习动词不定式的被动形式。
能力目标
学会使用推测和确信的表达法。
情感目标
培养学生的想象力和对未知世界的探索精神。
教学重点
1.更多地了解机器人以及科幻小说。
2.掌握女主人公克莱尔的感情和心理上的变化。
教学难点
1.巩固动词不定式的被动式的用法。
2.学会使用推测和确信的表达法。
教学方法
1.任务型教学。
2.合作型教学。
period1warmingup,pre-reading,
readingandcomprehending
设计方案一
设计者邵宁宁
teachinggoals
1.beabletolearnsomeimportantwordsandphrases.
fiction,desire,satisfaction,alarm,alarmed,sympathy,elegant,pile,scan,fingernail,absurd,haircut,accompany,cushion,awful,affair,declare,envy,testout,ringup,turnaround,leave...aloneetc.
2.helpstudentstolearnaboutrobotsandsciencefiction.
3.enablestudentstorealizesciencefictionreflectsscientificthought;
fictionofthings-to-comebasedonthings-on-hand.
teachingimportantpoints
1.enablestudentstograspwhattonydidtohelpclaireandhowherfeelingstowardstonychangedduringtony'
sstayatherhouse.
2.helpstudentstosumupcharacteristicsofsciencefiction.
teachingdifficultpoints
howclaire'
sfeelingstowardstonychangedduringtony'
teachingmethods
discussing,explaining,readingandpracticing
teachingaids
themultimediacomputer
teachingprocedures
step1warmingup
1.presentphotosofdifferentkindsofrobots.thenaskthestudentstosaysomethingabouttheirfavoriterobots.
2.askstudentstodiscussthefollowingquestionsinpairs.
(1)whatisarobot?
(2)whatcanarobotdo?
suggestedanswers:
(1)arobotisamachinedesignedtodojobsthatareusuallyperformedbyhumans.robotsareprogrammedandcontrolledbyacomputer.
(2)arobotcandomanythings.forexample,itcanplaymusic,singsongsanddancetomusic;
itcanpourtea,sweepthefloorandcookdinner;
itcanplayfootball;
itcanexploredangerousplaces;
itcanplaywithchildren;
itcanserveusetc.共5页,当前第2页12345
step2pre-reading
lookatthephotosofrobotsandaskstudentstodiscussthequestionsinpre-readingingroups.studentsareencouragedtospeakouttheiropinionsfreely.
1.wherewouldyoufindeachrobot?
whatdoeseachonedo?
2.canyouthinkofanyothertypeofrobot?
3.doyouthinkitispossibleforarobottothinkforitself,havefeelings,haveitsownneedsanddesires,orlookandfeellikeahumanbeing?
step3skimming
1.skimthetexttofindoutthemaincharactersinthestory.
titlecharactersinthestorysatisfactionguaranteed
employedinacompanythatmaderobots
larry'
swife,ahousewife
arobot
awomanthatclaireenvied
keys:
larrybelmontemployedinacompanythatmaderobots
clairelarry'
tonyarobot
gladysclaffernawomanthatclaireenvied
2.ingroups,findanswerstothefollowingquestions:
(1)whatdidtonylooklike?
(2)whatwaslarrybelmont'
sproblemintheend?
severalminuteslaterchecktheanswerswiththewholeclass.
(1)hewastallandhandsomealthoughhisfacialexpressionsneverchanged.hishairwassmoothandblackandhisvoicewasdeep.
(2)hiswifemayhavefalleninlovewithtony,therobot.
step4scanning
1.askstudentstoreadthetextcarefullyandthenfindoutthetruestatements.
(1)clairedidn'
tliketheideaatthebeginning,butsheagreedtoitatlast.
(2)whentony,therobot,offeredtohelpdressing,clairewaspleasedtoacceptit.butshethoughtitwassurprisingforarobottobesohuman.
(3)tonycouldunderstandclairewhenshesaidshewasnotclever.
(4)clairewassorryshecoulddolittletohelpherhusband,whowantedtoimprovehissocialposition.
(5)tonywaseagertohelpclaire.hescannedquitealotofbooksinthelibrary,buthecouldfindnowayout.
(6)tonywenttotownwithclairetobuythingshewantedtoimprovethehouse.
(7)whiletonyworkedontheimprovementsofthehouse,clairealsodidherpart.
(8)claire'
sguestswerefilledwithadmirationwhentheysawherhousewascompletelychanged.
(9)clairewasveryhappytofindthatgladysenviedher.
(10)thecompanywasverypleasedwithtony'
sreportbecausehehadsuccessfullymadeawomanfallinlovewithhim.
truestatements:
(1),(3),(4),(7)and(9)
2.ingroups,discussthequestionsincomprehendingonpage12.
(1)whydidtonyopenthecurtains?
(2)whatdidtonydotopreventclairefrombeingharmed?
共5页,当前第3页12345
(3)whydidtonyhavetoberebuilt?
(4)howwouldyoufeelifyouhadarobotliketonyinyourhouse?
(5)clairespentthreeweekswithtonyinherhouse.whichsentencesinthestoryshowthatshekeptforgettingandthenrememberinghewasamachine?
(1)hewantedclaire'
sgueststoseehimandclairetogethersothatshecouldbeenviedbythewomenguests.
(2)tonypreventedclairefrombeingharmedbymakingherfeelgoodaboutherself.hehelpedhermakeherandherhomeelegantsothatshewouldnotfeellikeafailure.
(3)becausethecompany(designers)feltthattheycouldnothavewomenfallinginlovewithmachines.
(4)variousanswerscanbeaccepted.
(5)sentences:
howabsurd,shethought.hewasjustamachine.
heheldherfirmlyinhisarmsandshefeltthewarmthofhisbody.shescreamed,pushedhimawayandrantoherroomfortherestoftheday.
thensheremembered—tonywasjustamachine.
sheshouted“leavemealone”andrantoherbed.
3.ingroups,listtony'
scharacteristicsthatweresimilartoandthosethatweredifferentfromthoseofahumanbeing.
characteristicssimilardifferent
physical
mental
physicallookslikeahumanbeing.bodyandskinsoftandwarm.hairandfingernailsrealistic.voicelikeahuman'
s.facialexpressionsneverchange.
quickerreactions(shefelloffaladderandeventhoughtonywasinthenextroom,hemanagedtocatchherintime.)
mentalabletomakesuggestionsandpredictions.abletomakeaplanandfollowitthrough.hasgoodcommunicationskills.behaviournotappropriate(tonybroughtherbreakfastandthenaskedherwhethersheneededhelpdressing.)
step5comprehending
1.tellstudentsthatclaire'
sfeelingstowardstonychangedasthestorydeveloped.readthestoryagainandthenfillintheoccasionswhenclairehadthesefeelings.
occasionclaireoccasionclaire
dislikedhimcalledhimadear
wasalarmedfelthiswarmth
feltembarrassedfeltbeingenvied
admiredhimcriedallnight
1.beforehearriveddislikedhim5.whenhehelpedherwiththesalesmancalledhimadear
2.whenhearrivedwasalarmed6.whenshefelloffaladderandcaughtbytonyfelthiswarmth共5页,当前第4页12345
3.whenheofferedtohelpherdressfeltembarrassed7.whensheheardgladyswhisperingtoanotherwomanthatshehadneverseenanyonesohandsomeastonyfeltbeingenvied
4.whenheofferedtohelpherimproveherhouseandherselfadmiredhim8.whensherememberedtonywasjustamachinecriedallnight
2.afterfillingintheoccasionswhenclairehadthesefeelings,askstudentstoworktogethertofindouthowclaire'
semotiondeveloped.
suggestedanswer:
atfirstrefusedtohavetonyatherhouse—acceptedhim—trustedhim—proudofhim—lovedhim—sadtorememberhewasjustamachine
(t:
fromheremotiondevelopment,wecanseetonywasdesignedasamr.perfect.heisdesignednottoharmclaireorallowhertobeharmed.thisisoneofisaac'
sthreelawsforrobots.laterinthisunitwewilllearnmoreabouthisthreelaws.)
step6discussion
ingroups,discussthefollowingquestions.(studentsareencouragedtospeakouttheiropinionsfreely.)
whatsuggestionsdoyouwanttogivetolarrybelmontasanengineer?
whatsuggestionsdoyouwanttogivetolarrybelmontasahusband?
step7homework
1.learntheusefulwordsandphrasesinthisunitbyheart.
2.remembe
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- Unit2Robots1