最新人教版高中英语选修七unit 2《robots》period 1 reading教案docWord下载.docx
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最新人教版高中英语选修七unit 2《robots》period 1 reading教案docWord下载.docx
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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SatisfactionGu
aranteed,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,Listeningandspe
aking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。
教材重组
Period1WarmingUp,Pre-reading,Readingand
Comprehending
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,ala
rmed,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。
Period1 WarmingUp,Pre-reading,
ReadingandComprehending
Teachinggoals
1.Beabletolearnsome
importantwordsandphrases.
fiction,desire,satisfaction,alarm,alarmed,sympathy,elegant,pile,scan,fingern
ail,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,readingandpra
cticing
Teachingaids
Themultimediacomputer
Teachingprocedures
Step1 Warmingup
1.Presentphotosofdifferentkindsofrobots.Thenaskthestudentstosaysomethingabouttheirfavoriterobots.
2.Askstudentstodiscussthefollowingquestionsinpairs.
(1)Whatisarobot?
(2)Whatcanarobotdo?
Suggestedanswers:
(1)Arobotisamachinedesignedtodojobsthatareusuallyperformedbyhumans.Robotsareprogrammedandcontrolledbyacomputer.
(2)Arobotcandomanythings.Forexample,itcanplaymusic,singsongsanddancetomusic;
itcanpourtea,sweepthefloorandcookdinner;
itcanplayfootball;
itcanexploredangerousplaces;
itcanplaywithchildren;
itcanserveusetc.
Step2 Pre-reading
LookatthephotosofrobotsandaskstudentstodiscussthequestionsinPre-readingingroups.Studentsareencouragedtospeakouttheiropinionsfreely.
1.Wherewouldyoufindeachrobot?
Whatdoeseachonedo?
2.Canyouthinkofanyothertypeofrobot?
3.Doyouthinkitispossibleforarobottothinkforitself,havefeelings,haveitsownneedsanddesires,orlookandfeellikeahumanbeing?
Step3 Skimming
1.Skimthetexttofindoutthemaincharactersinthestory.
TitleCharactersinthestory
SatisfactionGuaranteed
em
ployedinacompanythatmaderobots
Larry'
swife,ahousewife
arobot
awomantha
tClaireenvied
Keys:
LarryBelmont
employedinacompanythatmaderobots
Claire
Tony
GladysClaffern
awomanthatClaireenvied
2.Ingroups,findanswerstothefollowingquestions:
(1)WhatdidTonylooklike?
(2)WhatwasLarryBelmont'
sproblemintheend?
Severalminuteslaterchecktheanswerswiththewholeclass.
(
1)Hewastallandhandsomealthoughhisfacialexpressionsneverchanged.Hishairwassmoothandblackandhisvoicewasdeep.
(2)HiswifemayhavefalleninlovewithTony,therobot.
Step4 Scanning
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,Claire
alsodidherpart.
(8)Claire'
sguestswerefilledwithadmirationwhentheysawherhousewascompletelychanged.
(9)ClairewasveryhappytofindthatGladysenviedher.
(10)ThecompanywasverypleasedwithTony'
sreportbecausehehadsuccessfullymadeawomanfallinlovewithhim.
Keys:
Truestatements:
(1),(3),(4),(7)and(9)
2.Ingroups,discussthequestionsinComprehendingonPage12.
(1)WhydidTonyopenthecur
tains?
(2)WhatdidTonydotopreventClairefrombeingharmed?
(3)WhydidTonyhavetoberebuilt?
(4)Howwouldyoufeelifyouhadarobot
likeTonyinyourhouse?
(5)ClairespentthreeweekswithTonyinherhouse.Whichsentencesinthestoryshowthatshekeptforgettingandthenrememberinghewasamachine?
(1)HewantedClaire'
sgueststoseehimandClairetogethersothatshecouldbeenviedbythewomenguests.
(2)TonypreventedClairefrombeingharmedbymakingherfeelgoodaboutherself.Hehelpedhermakeherandherhomeelegantsothatshewouldnotfeellikeafailure.
(3)Becausethecompany(designers)feltthattheycouldnothavewomenfallinginlovewithmachines.
(4)Variousanswerscanbeaccepted.
(5)Sentences:
Howabsurd,shethought.Hewasjusta
machine.
Heheldherfirmlyinhisarmsandshefeltthewarmthofhisbody.Shescreamed,pushedhimawayandrantoherroomfortherestoftheday.
Thensheremembered—Tonywasjustamachine.
Sheshouted“Leavemealone”andrantoherbed.
3.Ingroups,listTony'
scharacteristicsthatweresimilartoandthosethatweredifferentfromthoseofahumanbeing.
Characteristics
Similar
Different
Physical
Mental
Suggestedanswers:
Lookslikeahumanbeing.Bodyandskinsoftandwarm.Hairandfingernailsrealistic.Voicelikeahuman'
s.
Facialexpressionsneverchange.
Quickerreactions(ShefelloffaladderandeventhoughTonywasinthenextroom,he
managedtocatchherintime.)
Abletomakesuggestionsandpredictions.Abletomakeaplanandfollowitthrough.Hasgoodcommunicationskills.
Behaviournotappropriate(Tonybroughtherbreakfastandthenaskedherwhethersheneededhelpdressing.)
Step5 Comprehending
1.TellstudentsthatClaire'
sfeelingstowardsTonychangedasthestorydeveloped.ReadthestoryagainandthenfillintheoccasionswhenClairehadthesefeelings.
Occasion
Occasio
dislikedhim
calledhimadear
wasalarmed
felthiswarmth
f
eltembarrassed
feltbeingenvied
admiredhim
criedallnight
1.Beforehearrived
5.Whenhehelpedherwiththesalesman
2.Whenhearrived
6.WhenshefelloffaladderandcaughtbyTony
3.Whenheofferedtohelpherdress
feltembarrasse
d
7.WhensheheardGladyswhisperingtoanotherwom
anthatshehadneverseenanyonesohandsomeasTony
4.Whenheofferedtohelpherimproveherhouseandherself
8.WhensherememberedTonywasjustamachine
2.AfterfillingintheoccasionswhenClairehadthesefeelings,askstudentstoworktogethertofi
ndouthowClaire'
semotiondeveloped.
Suggestedanswer:
At
firstrefusedtohaveTonyathe
rhouse—acceptedhim—trustedhim—proudofhim—lovedhim—sadtorememberhewasjusta
machine
(T:
Fromheremotiondevelopment,wecanseeTonywasdesignedasaMr.Perfect.HeisdesignednottoharmClaireorallowhertobeharmed.ThisisoneofIsaac'
sthreelawsforrobots.Laterinthisunitwewilllearnmoreabouthisthreelaws.)
Step6 Discussion
Ingroups,d
iscussthefollowingquestions.(Studentsareencouragedtospeakouttheiropinionsfreely.)
Whatsuggestionsdoyouwa
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