高二英语选修7 unit2教案
高中英语选修七unit2重点词汇短语讲解教案及练习含解析
教学过程一、复习预习教师引导学生复习上节内容，并引入本节课程内容二、知识讲解本节课主要知识点解析，中高考考点、易错点分析考点/易错点1词汇辨析1. sympathy 同情心，同情; 怜悯一致; 同感; 赞同,慰问; 吊慰习惯用语:come out in sympathy 举行同情罢工, 罢工声援express sympathy for (对...表示)慰问 feel sympathy for (=have sympathy for) 同情in sympathy with 同情; 赞成; 和...一致 win sympathy of 博得...的同情out of sympathy with 对...不同情; 不赞成; 对...没有同感, 和...不一致feel/have sympathy for… 同情… be in sympathy with… 赞同…seek sympathy from a friend 想得到朋友的同情同义词： commiseration -mercy -pity -sensitivity -tolerance -understanding1) I felt real sympathy. 我由衷地感到同情。
2) Her sympathy became pungent. 她的同情心变得强烈起来。
3) With profound sympathy.4) I felt much sympathy for the blind.5) Her sympathy became pungent. 她的同情心变得强烈起来。
2. elegant adj.优雅的, 风雅的, 雅致的, 文雅的, 有风度的,优美的, 精彩的, 讲究的,[口]极好的, 一流的elegant furnishings 雅致的装饰 an elegant gentleman 举止文雅的绅士an elegant vase 别致的花瓶 an elegant writer 格调高尚的作家同义词： cultured fine polished refined superior tasteful反义词： inelegantHer manner is elegant. 她的举止优雅。
人教版高中英语选修7《Unit 2 Robots》教案2篇
人教版高中英语选修7《Unit 2 Robo ts》教案2篇Teaching plan of unit 2 robots for senior high school English El ective of PEP人教版高中英语选修7《Unit 2 Robots》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修7《Unit 2 Robots》教案2、篇章2：人教版高中英语选修7《Unit 2 Robots》教案篇章1:人教版高中英语选修7《Unit 2 Robots》教案教学准备教学目标Teaching goals 教学目标1.Be able to learn some important words and phrases2.Help students to learn about robots and science fiction教学重难点eaching important points教学重点Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house.Teaching dif ficult points 教学难点How Claire’s emotion developed during Tony’s stay at her house.教学过程Teaching procedures 教学过程Step I Warming upPresent a photo of robots. Then ask students to say something about robot.What is on the blackboard?What is a robot?What can a robot do?Step II Pre-readingAsk students to predict question:If you have a robot, will you fall in love with it ?Introduce the background of the text.Step III ReadingFast reading1.What is the text mainly about?It is mainly about how a household _________ was _________ ________ in a family.2.Find the characters in the storyLarry Belmont: working in a company that makes robotsClaire: Larry’s wife, a housewifeTony: the robotGladys Claffern: a woman that Claire envies3.Tell stu dents that Claire’s feelings towar ds Tony changed as the story developed. Read the story again and then fill in the blanks.Comprehensio nRead the sto ry again and find out Claire’s sense of failure and what helps did Tony offer to her.SummaryFill in the blanks according to the knowledge that we have learnt in this class.The company for which Larry worked was to have a newly?made robot____（call）Tony experimented with by his wife Claire at home. At _____first sight of Tony, Claire felt ________（alarm）. She thought it was absurd tha t a robot seemed more like a human than a ______ .For as long as three weeks, Tony wanted tohelp her to dress, which made Claire ________（embarrass） and she refused him. But she was glad that Ton y could make her home ________， give her a new h aircut and change her makeup. To improve her home，he could also ________ a list of items for her to buy. And finally Tony helped Claire win the victory to be ________ （envy）by those ladies like Gladys Claffern who Claire wanted to be like. ________made us unbelievable was that Claire fell in love ______Tony—a robot !课后习题Homework1.Surf the Internet to get more information about science fiction..2.Preview the language points in the text.篇章2:人教版高中英语选修7《Unit 2 Robots》教案【按住Ctrl键点此返回目录】教学准备教学目标教学目标1.语言知识: 使学生理解文章中表达情感变化词汇;熟悉有关机器人方面的话题。
最新牛津译林版高中英语选修七unit 2《fit for life》全单元教案.doc
3.purify v. :to make sth pure or clean
pure (adj)清洁的，纯净的pure water纯净水
Stopping pollution surely helps purify the air in the city
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bring a person to / up for～将……付诸审判
on～试验性的（地）；试验结果；在审判中
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课题
课时
9-1
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主备人
王艳
授课时间
2008.3
人教版高中英语选修7教案Unit 2 Robots
人教版高中英语选修7教案Unit 2RbtsUnit2Rbts一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1desire/ish/hpe/expet/ant/lngfr2assess/aess 3vitr/suess/nquest/triuph词形变化1satisfatinn满意satisfv使满意satisfingad令人满足的satisfiedad感到满意的2alaredad感到惊吓的alarv≈nn警报vt恐吓,警告3delarev断言，宣称delaratinn宣布，宣言，声明重点单词1desiren渴望vt想要2satisfatinn满意3alarn警报vt使```惊恐4spathn同情apanvt陪伴6delarevt宣布7envvt嫉妒8unirad较年幼的9divren离婚vt与```离婚重点词组testut考验ringup打电话给turnarund转向leave…alne不打扰setaside将```放在一边bebundt一定做……重点句型1lairedidn’tanttherbtinherhuse,espeiallasherhusbanduldbeabsent frthreeees,butLarrpersuadedherthattherbtuldn’tharherrallhertbehared2Assheturnedarund,therestdGladslaffern3Asivbeganhavingstriespublishedinsienefiti nagazinesin1939重点语法复习被动语态（包括动词不定式）（I）II词语辨析1)desire/ish/hpe/expet/ant/lngfr【解释】desire属正式用语,可代替ish和ant,强调“主观愿望的热切性”,含有“强烈希望做某事”的意思,ish语气比desire弱,一般用于“难以实现或不可能实现的愿望”,指“希望”、“愿”、“想”hpe表示实现的可能性较大的希望expet 侧重“期待，预期，指望”ant多用于口语式普通场合,指“想”、“要”或“需要”,表示“偏爱、选择”或“需要、热爱”lngfr表“希望，渴望”【练习】选择desire/ish/hpe/expet/ant或lngfr并用其适当的形式填空1)I_______Iuldhaveanear2)I_____aditinaratthepresent tie3)Heanagedtgetthebhe______finall4)I______aniedia teanserfurs)persnall,uritteahasbetterplaersandI____ __thetin6)Hehasbeenringabradfrears,andis_______teba andseehisfailveruhes:1)ish2)ant3)desired4)desire/expet/ant)expet6)lnging2)ass ess/aess【解释】assessvt估定,评定。
高中选修7 Unit 2 Robots 第一课时教案
Senior 2 Book 7 Unit 2 RobotsThe First Period教案――姓名Teaching Procedures:Step Ⅰ Warming upDeal with Warming Up. Present photos of different kinds of robots. Then ask them to say something about his or her favorite robot.Step Ⅱ Pre-readingAsk students to discuss the questions in Pre-reading in groups. Students are encouraged to speak out their opinions freely, no matter what it is. Encourage students to use their imagination.Step Ⅲ ReadingDeal with the reading part.ScanningAsk students to scan the text and find out what Tony looks like.Show the following questions on the blackboard.1. What did Tony look like?2. What did Tony do to make Claire and her home elegant?Several minutes later check the answers with the whole class.Ask students to read the text carefully and then complete the table on Page 12.Then discuss the comprehending questions on Page 12 in groups.T: L et’s read the text carefully and then do the comprehending exercises on Page 12.Several minutes later check the answers with the whole class.How absurd, she thought. He was just a machine.He held her firmly in his arms and she felt the warmth of his body. She screamed, pushed him away and ran to her room for the rest of the day.Then she remembered-Tony was just a machine.She shouted “Leave me alone” and ran to her bed.ExplanationDuring this procedure, play the tape recording for students. Students will underline the difficult sentences. After listening to the tape, explain the text and deal with the language problems.Step Ⅳ Homework1、Remember the characteristics of science fiction.2、Surf the Internet to learn more about robots and science fictions.3、Surf the Internet to learn about Isaac Asimov.。
人教版选修七高二英语全册教案
高二英语选修七教案Unit 1 Living wellPeriod 1 Word study &Warming upTeaching Aims:1.To present the topic of this unit —— disabilities2.To heighten students’ awareness of the challenges facing people with disabilities.3.To learn some words and useful expressions in order to express their own feelings.4.To promote the notion that students with disabilities have similar wishes anddesires to non-disabled students.Teaching Important Points:How to improve the students’ speaking ability.Teaching Difficult Points:How to make the students gain enough information to express themselves. Teaching Methods:1.Pair work or group work to make every student join in the class activities2.Discussion to make every student express himself freely.Teaching aids:CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedure:StepⅠGreetingsStepⅠWord studyLearn the words and expressions.StepⅠPresentation1. Show some pictures of the performance Qian Shou Guan Yin. Do you know them? Let’s see their performance.2. What do the following words mean?disabled:unable to use a certain part of one’s bodydisability:the state of being disableddisabled people :people with disability( Disabled people are those who can’t use a certain part of the body . They can’t see, hear, speak, walk or behave properly.)3. How many different types of disabilities do you know?A .physical disabilitydeafness, dumb/mute, blindness, lame(跛足的), near-sighted, six fingers, color blindness, paralyzation( 瘫痪）hunchback, dwarf, armless, legless, handless…B .mental disabilitydepression, learning difficulty, brain injury, phobias (恐惧症)StepⅠ Warming up1. Do you know?1).Do you know anyone who is disabled around you? How does he or she deal with the disabilities?2).Do you know any famous people who are disabled? What do they do?(Show some pictures of some famous people who are disabled.)Steven Hawking (1942— , England), speech impaired, can only move one of his fingers, Physicist / mathematician, made a research in the beginning of space, matter and time.In spite of his brain disease, he decides to continue with his research andwriting, and his famous book “On History of Time” used to be a best seller.Helen Keller(1882—1968, United Kingdom), blind and dumb, learn to read Braille (盲文), to speak and write .Finished the studies in Radcliff College. Became famous writer---“Three days To See.”Franklin Roosevelt (1882--- 1945, America)a disease in legs and had to use wheel chair, the 32nd, 33rd and 34th president, and was selected the 35th a year before he died. The only one who was selected the president four times in American history. Beethoven (1770 – 1827, Germany) Deaf, famous musicianVincent Van Gogh(凡高), Epilepsy(癫痫症), painterZhang Haidi: writer, paralytic, in a wheelchairHu yizhou (1978---, China) some problems in his brain. His IQ is only 30. A famous conductor (指挥家）in the Chinese Disabled Art GroupSanglan（桑兰）(1981 --, China.),a famous gymnast (体操运动员).She hurt herself seriously in a competition and can’t stand. She helped to bid 2008 Olympic Games and helped organize the Paralympics（残疾人运动会）Deng Pufang: son of Deng Xiaoping, paralytic, wheelchair, chairman of the Chinese Disabled Union.2. Read the introduction about the students. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.mental disability learning difficulty hearing problemdifficulty with eye sight brain injury loss of an arm or legsevere illness deafness walking difficultyRada is mentally disabled.Barry is vision impaired.Sally was born with spinal bifida (脊柱裂）and relies on a wheel chair to get around Gao Qiang has diabetes (糖尿病）.StepⅤDiscussionWhat do you learn from these disabled?They’re broken in body but firm in spirit. （身残志坚）StepⅠ Homework1. Try to talk to disabled people and know more about them.2. Preview “Marty’s story”.Period 2 ReadingTeaching goals1. Target language: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, encouragementb. 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 bitbehind the others.4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. Ability goalsHelp students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well3. Learning ability goalsBy 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 pointsHow positive stories about the people with disabilities inspire others.Teaching difficult pointsHow to help student understand the difficulties the disable have to overcome. Teaching methodsDiscussing, explaining, reading and practisingTeaching aidsMultimedia computerTeaching proceduresStep I Leading inDeal 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. /Miss…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 what 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 disabilities 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 achieve 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: …S2: ………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 something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.Step II Pre-readingAsk students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on 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 ReadingDeal with the reading part.Task 1 ScanningAsk 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 in 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 questions 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 storywill encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.Task 2 Careful readingAsk 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 have 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 many 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 sorry 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 hisfellow students’ respect and understanding. So they have learned to accept him for who he is.Task 3 SummaryAsk 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 work in groups and write a mini biography for him.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.Period 3&4 Reading (Language points)Teaching Aims:1.To learn some new words and phrases.2.To master the main idea of each paragraph.3.To learn some complicated sentence patterns.Teaching Important Point:The usage of some useful words and expressions.Teaching Difficult Point:How to grasp and remember the detailed information of the reading material. Teaching Methods:1.Explanations of words and phrases to get the students know their meanings.2.More examples to get the students know the usage.3.Pair work or group work to get every student to join in the class activities andlearn self-study.Teaching aids:CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedures:StepⅠGreeting and revisionT: Good morning, girls!Ss: Good morning, Huang!StepⅠLanguage pointsT: OK, now would you please open your textbook and turn to page 18——English poetry. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?” Ok, let’s read the first paragraph together.Ss: (reading)T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx, would you please?Words and expressions:1. disability n.伤残;无力;无能disabled adj.伤残的the disabled(指代一类人)伤残人士disable vt.使丧失能力;使伤残disablement n.残废;伤残选词填空: disability, disable, disabled, disablement1)He gets money from the Government because of his ____________.2)The ________ are to receive more money.3)She managed to lead a normal life in spite of her ___________.4)Many soldiers were ___________ in the war.5)The insurance(保险) policy covers sudden death or _____________.2. ambition n.野心;雄心ambitious adj.有雄心的;野心勃勃的be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望ambitiously adv.野心勃勃地Eg: A boy who is ambitious/filled with ambition usually works hard.完成句子:2)Mothers are often highly _____________(怀有热切的期望) their children.3)I am ____________________(热切希望能成功) in life.4)His ________________________________(要做首相的雄心) is likely to berealized.3. beneficial adj.=having a good or useful effect有益的;受益的be beneficial to… 对…有益; 对…有利beneficially adv.受益地; 获利地beneficiary n.受惠者;受益人benefit n.益处;帮助vt.有益于;有助于翻译:1) 新鲜空气和优良食物有益于健康.(beneficial)Fresh air and good food are beneficial to the health.2) 他的休假已产生了有益的效果.(beneficial)His holiday has had a beneficial effect.3) 旅游业对该地区的经济将有裨益.(benefit)Tourism will benefit the economy of this district.4) 这本书对你没有多大益处.(benefit)The book isn’t of much benefit to you.4.in other words=that is to say换句话说in a/one word简言之;总之翻译:1)他们叫他离开----换句话说,他被解雇了.They asked him to leave----in other words he was fired.2) 总之,我不喜欢这份工作.In a word, I don’t like the job.3) 换句话说,他成了英雄.He became, in other words, a hero.5. adapt vt.使适应;改编adapt (oneself) to使(自己)适应adapt sth for使某物适应;使某物适合;改编某物adapt sth from根据…改编某物adaptable adj.能适应的;可改编的adaptation n.适应;改编本adapter/adaptor n.适应者;改编者介词填空:1)The play is adapted _______ a novel.2)This book is adapted _______ beginners.3)When you go to a new country, you must adapt yourself ____ new customs.4)Novels are often adapted ______ the stage, television and radio.6. breath n.呼吸;气息out of breath上气不接下气catch one’s breath喘息;歇口气hold one’s breath不出声;屏息get one’s breath (again/back)喘过气来;恢复过来lose one’s breath喘不过气来;呼吸困难take a deep breath作一次深呼吸take breath歇口气;歇会儿take sb’s breath away使某人大吃一惊breathe vt.呼吸breathing adj.呼吸(着)的breathless adj.屏息的1. I was all_____ when I got to the top of the mountain.A. held my breathB. out of breathC. taken a deep breathD. taken my breath away2. We _____ while Mr Evans read the exam results.A. took a deep breathB. out of breathC. got our breath backD. held our breath7. absence n.缺席;不在(某处)absence of mind心不在焉;神不守舍absent adj.缺席的;不在的vt.使缺席;使离开be absent from缺席;不在presence n.出席;到场present adj.出席的;在场的;现在的完成句子:1)Mr Green will be in charge __________________ (在我离开期间).2)Why were you __________________(旷课) yesterday?8. annoy vt.使…不悦;惹恼annoyed adj.颇为生气的annoying adj.恼人的;讨厌的annoyingly adv.恼人地;讨厌地annoyance n.烦恼;使人烦恼的事情单句改错:1)It’s annoyed to miss a train.2)He was annoyed with the boy’s rudeness. (at/about)3)I felt annoying when he refused to help.4)To his annoy, he discovered they hadn’t waited.9. all in all总而言之above all首先;最重要的是after all毕竟;终究first of all首先not at all根本不;别客气for all虽然;尽管in all总共;总之选词填空:all in all, above all, after all, for all, in all1)He is a poor musician _________ his training.2)You must, _________, be loyal to your country.3)There are five hundred books on the shelf ______.4)Everyone makes mistakes, and _________, he is only a child.5)The book has some weak spots, but _________ I consider it a success.10. independent adj.独立自主的be independent of 不依赖;独立于independence n.独立;自主independently adv.独立地;自主地完成句子:1)It was the first time that she _had lived independently_ (独立生活).2)If you have a car, you _will be independent of_(不依赖) trains and buses.3)I quite like living alone, because it _makes me more independent (使我更独立).11. make fun of=laugh at 取笑for fun/in fun为了玩乐;开玩笑地have fun玩乐选词填空: make fun of, in fun, have fun1)The kids at school used to ____________ Jill’s clothes.2)Don’t get upset. He said it was only __________.3)We ________ in camping last week.4)It’s cruel to _____________ the disabled.12. encouragement n.鼓励;奖励encourage vt.鼓励;激励;支持encourage sb in sth在某事上鼓励某人encourage sb to do sth鼓励某人做某事encouraged adj.受到鼓励的;被鼓励的encouraging adj.鼓舞人心的;鼓励的encouragingly adv.鼓舞人心地选词填空:encouragement, encourage, encouraged, encouraging1)My mother _encouraged_ me to apply for the job.2)She felt _encouraged_ by the many letters of support.3)Praise acts as an _encouragement_ to the young.4)The results of the survey have been very encouraging.5)She was given _encouragement_ to try something new.13. conduct n.行为;品行vt.指挥;管理conduct oneself为人;表现conductor n.管理人;指挥;售票员完成句子:1)The guide conducted the visitors round_(带领游客参观了) the museum.2)I’m glad to see _your conduct at school_(你在校的行为) has improved.3)The reporter was criticized for _unprofessional conduct_ (不专业行为). Phrases and sentence structures:1. She was proud to have recently represented her country in an athletic competition where she won a gold medal in the 50-metre race.她很骄傲最近她代表她的国家参加了一次运动比赛,并赢得50米赛跑的金牌.1) “to have represented”是不定式________, 表示不定式的动作发生在谓语动词was proud之___1>I am sorry _____ you waiting for such a long time.A. keepingB. having keptC. to keepD. to have kept2>He is said ______ a new book about business English.A. to writeB. to have writtenC. writingD. having written2) “where”=__________, 引导的是_______从句,修饰的是________________________.2. Other disabled people find the website beneficial…其他残疾人认为这个网站很有益…“find”是______, the website是_______, beneficial是_____________. “find”后还常接____________、____________、____________、____________等作宾语补足语。
高中英语选修七教案：unit 2 robots
一、语言要点1. desire n.渴望vt.想要desire sth.渴望得到某物desire to do sth.希望/渴望做某事desire that sb.(should) do要求……have a desire for sth./to do sth.渴望得到某物/希望做某事at one’s desire照某人的希望1) We all desire happiness and health.我们都希望幸福健康。
2) Everyone has a desire for success, but no everyone desire to get rich.每个人都渴望成功，但并非人人都渴望金钱。
3) He desires you to go to see him at once.他要求你马上去见他。
=he desires that you should go to see him at once.汉译英1) 他想受到大学教育。
___________________________________________________________________________________2) 他们要我快点回来。
___________________________________________________________________________________3) 我请他立即回信。
___________________________________________________________________________________4) 她要你立即见她。
___________________________________________________________________________________5) 她应邀演奏了一曲。
Keys: 1)He desired a college education. 2) They desire me to return soon. 3) I desire an immediate answer of his. 4) She desires that you (should) see her at once. 5)She played a piece at others’ desire/by desire.2.satisfaction n.满意satisfactory n. 满意的,satisfy v. 满足, 使满意,demand satisfaction要求赔偿;feel satisfaction at ... 对感到满意find satisfaction in对...感到满意to sb.'s satisfaction (to the satisfaction of sb.)达到使某人满意的程度with satisfaction满意地1) At last, the whole class found satisfaction in their work.最终,全班都对他们的工作感到满意。
人教版高中英语选修7 Unit2_Language_Study_优秀教案
Unit2 Language Study 优秀教案Teaching aims1．To learn the useful expressions and sentence structures.2．To enable students to use language points both orally and in written forms.Teaching proceduresLearning words and phrases1．desire n．渴望；欲望；渴求；vt.希望得到；想要Do you think it is possible for a robot to have its own needs and desires?你认为机器人有可能有自己的需求和愿望吗？[拓展](1)desire作名词时，可接不定式或者for短语作定语，还可以接that引导的同位语从句。
(2)desire作及物动词时的常见搭配：desire sth./to do sth./sb.to do sth./that...[注意]desire作名词后接同位语从句以及作动词后跟宾语从句时，从句常常用虚拟语气，即“(should)＋动词原形”结构。
The teacher desires me to come to school on time.[来源:学科网ZXXK]＝The teacher desires that I should come to school on time.2．test out 试验；考验It was going to be tested out by Larry' wife，Claire.它将由拉里的妻子克莱尔来试验。
[拓展]test sb.on sth.就某事(物)测试某人test sth.on sb./sth.在某人(物)身上做试验test sb.for sth.为某事检查某人Mr.Li will test us on grammar next week.下周李老师要检测我们的语法。
选修7unit2教学设计
高二英语选修7教学设计Unit2 RobotsReading satisfaction guaranteedⅠ.Teaching goals 教学目标1.Knowledge goal知识目标(1). Read a passage about robot and get some information from it.(2). Practice the skills of careful-reading and fast-reading.2. Ability goal能力目标:Enable students to acquire some information needed from reading material and deal with related questions.3. Moral goal德育目标：Encourage students to cooperate with each other and express themselves through discussion. Ⅱ.Teaching important points教学重点The training of reading skills and the ability to deal with the information from reading material. Ⅲ.Teaching difficult points 教学难点How to get students to take an active part in class activities and have a better interaction.Ⅳ.Teaching methods教学方法Discussion, fast-reading, careful-reading and solo workⅤ.Teaching aids教具准备ppt, textbook, chalk and blackboardⅥ.Teaching procedures 教学过程Step I Warming up& Lead-in 导入1.Let students know what a robot is2.Show students some pictures about robots to arouse their interest.3.Discussion:What do you think robots can do ?Do robots have feelings as human?Step II Skimming 略读Ask students to skim the passage and then finish the following questions:1.What’s the main idea of the story?The story tells us how a robot used for housework was tested out in a family.2.What are the main characters in the story?Larry BelmontClaireTonyGladys ClaffernStep III Fast-reading 速读Ask students to read the story quickly and decide whether the following statements are true or false.Suggested answers: （1）F（2）T（3）T（4）FStepⅣCareful-reading 细读Ask students to read the text carefully again, and then choose the best answer for each of the following questions. This step is to train students to get some detailed information from reading material.Suggested answers:（1）A（2）A（3）DStepⅤ.Post-reading 读后1.Ask students to retell the story with the given words2.let students find out the information about Tony.Step ⅥDiscussion and writing: 讨论与写作Let students work in group of four to discuss the following topic and take some notes about different opinions at the same time. After that, ask a few volunteers to express their own opinions. StepⅦ. Homework arrangements 作业布置1. Write an article on“Will robots take the place of human?”2.Finish the exercises from page31 to 35（导学案）and preview learning about language.。
人教高中英语选修7unit2Robots整单元教案,教学设计
Unit 2 RobotsI. 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了解的比较少，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。
许多机器人在家中做繁杂的家务，甚至代替人类从事一些危险的工作。
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，以及将来机器人的发展。
Warming Up部分展示了几副图画，通过让学生们讨论这几副图画，导入本单元的话题，并让学生试着给机器人下定义。
Pre-reading部分一些关于机器人的讨论进一步激发学生对科学的热爱。
Reading部分是根据科幻小说作家——阿西莫夫的故事改编的。
在这个故事里非常具有人类智能的机器人托尼，来到主人公克莱尔家之后，帮助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。
Learning about Language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。
这篇人物传记使学生进一步了解了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地影响到以后的作家，甚至科学家对人工智能的研究。
Summing Up部分引导学生对本单元所学的知识进行归纳和总结。
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) 激发学生学习科学，热爱科学的热情；(2) 学会写作有关的人物传记。
III.教学计划本单元建议分为五个课时第一课时：Warming Up & Listening (Workbook)第二课时：Pre-reading, Reading & Comprehending第三、四课时：Learning about Language第五课时：Using LanguageIV.教学步骤：Period 1 Warming Up & Listening (Workbook)Teaching Goals: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 arouse their interest in robots.Robots are good at doing thesame task over and over again,exactly the same way. Allrobots are machines. They have computer instructions. They paint cars. They lift heavy loads. They enter some areas those are too dangerous for man. Some robots have different shapes. Some are simply arms. Robots with different shapes can do different work. People can control these robots from a distance.2. Ask Ss to talk about the following questions.(1) Do you know any robots?(2) What’s the characteristic of robots?(3) What’s the function of robots?(4) What’s the definition of a robot in you 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 Up 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.Henry wants to borrow a book from the library. He comes to the library with his classmates. They can't see any assistant in it, but only some robots standing there. Henry says to the robot, “Hey, give me a book on music.” But the robot doesn't move. Then another student tells Henry, “You must say ‘Excuse me’ and ‘please’ first when you want some help.” Henry does so and the robot brings the book. But Henry can't get the book from the robot's hands. He thinks for a moment, then he says a word to the robot. The robot gives him the book. Henry gets the book and goes home happily.(1) There is no assistant in this library. ( )(2) Henry wants to listen to music in the library. ( )(3) The robot doesn't move first because it's broken. ( )(4) Teachers and robots work in the library. ( )(5) Henry may say“Thanks” when he wants to get the book from the robot. ( )Suggested Answers:(1) T (2) F (3) F (4) F (5) TStep 3. Listening (Workbook)1. Lead Ss to Listening. Teacher may say, “Today we are going to listen to a radio interview in which a science reporter talks about recent robots. From it, we can learn more about today’s 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 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 find some information about robots.2. Ask Ss to preview the reading text.Period 2 Pre-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 Ss’ reading ability.Teaching Procedures: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 like 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 idea of the text.2. Ask Ss to find the relationships between the characters in the text.Suggested Answers:Larry Belmont — employed in a company that maked robots.Claire Belmont — Larry’s wife, a housewifeTony — the robotGladys Claffern — a woman that Claire enviesStep 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 the text.(1) On the second morning, Tony brought Claire breakfast and then dressed her. ( F )(2) Tony wanted to please Claire by borrowing books from the library. ( F )(3) Tony gave Claire a new haircut and made her up. ( T )(4) When Claire fell off a ladder, Tony caught her. ( T )(5) At last, people managed to have women falling in love with machines. ( F ) Suggested Answers:(1) F (2) F (3) T (4) T (5) F3. Play the tape, and ask Ss to listen and pay attention to Tony’s characteristics that were similar to those 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. 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.Period 3 & 4 Learning about Language Teaching Goal: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。
英语：unit2《robots》教案(1)(新人教版选修7).doc
二、课堂教学过程
时间
教学步骤
教师活动
学生活动
Today we’ll read a story about a robot that has feelings.
The story was originally written by the science fiction writer, Isaac Asimov, and published in 1951.
Task of Period 2:Decide whether your robot has feelings or not, and state your reasons.
听教师布置任务，思考任务。
以真实任务开展教学，激发学生的学习兴趣，让学生在真实情景中有目的的进行学习。
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7-8ቤተ መጻሕፍቲ ባይዱ
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Pre-reading Task
英语：Unit2《Robots》教案（1）（新人教版选修7）
一、教学内容分析
教学内容
《英语》（人教版）选修7 Unit 2 Robots第一课时
教学对象
高二学生
教学项目
词语
industrial military vacuum helicopter
结构
课文
其他
Listening & Speaking
教学目标
2. Listen to the interview again and fill in as much of the table asyou can.
江苏省江阴市成化高级中学高中英语 Unit2 Fit for life Welcome to the unit教案 牛津译林版选修7 (2)
高二英语教案 M7 Unit2 Fit for lifeWelcome to the UnitTeaching aims:1. learn more words about doctors;2. have general idea of the history of acupuncture;3. practice their spoken English.Teaching procedures:Lead-in: People can no live without medicine, especiall y when they are ill. In this unit ,we will learn about the people, the places and the medicine related to medicine.Step 1 BrainstormingMedicines are important to all of us. We must take medicine when we don’t feel well. Can you name any jobs that relate to medicine?1. a person who prepares and sells me dicine (a chemist)2. a person who takes care of people’s teeth (a dentist)3. a person who has general s kill to treat physical problems (a physician)4. a person who performs medical operations (a surgeon)Step 2 Pictures talking.Look at the following pictures and answer some questions.Picture 1: Who is the man in white? (A chemist.)What does a chemist do?(A chemist’s job us ually involves preparing and selling medicines.A chemist works in a chemist’s shop.)Picture 2: What happens to the person? (The person is receiving an acupuncture treatment on an ear. Traditional acupuncture always requiresdoctors to insert such needles into various body areas.) Do you know the o rigin of acupuncture?(Acupuncture has its origin in China b eginning before 1000BC.) Picture 3: What are the doctors and nurses busy doing?(They are performing an operation.)What do you call the doctors who perform an operation on patients?(Surgeons.)Picture 4: What is the girl doing? (She is having her eyesight examined) What do you call the man testing the girl’s eyes? (An eye doctor.)How can you protect your eyes?Step 3: Discussion:1. Have you ever seen a doctor? If so, what happened?2. Have you ever received medical treatment? What did it feel like?3. Would you like to do any of the jobs shown in the pictures? Why or why not? Step 4: Homework:1. Search for information on the Internet or in reference books to get some knowledge about the relatio nship be tween medicine and life.2. Prepare the Reading part.1。
人教版高中英语选修7教案Unit 2 Robots
人教版高中英语选修7教案 Unit 2: Robots一、教学目标1.了解并掌握与机器人相关的词汇和表达方式。
2.能听懂并理解有关机器人的听力材料。
3.能根据所听内容回答相关问题。
4.能够进行对话并描述机器人及其功能。
5.能够撰写一篇环保机器人的设计方案。
二、教学重点与难点1.重点：掌握与机器人相关的词汇和表达方式。
2.难点：能够撰写一篇环保机器人的设计方案。
三、教学准备1.课本：人教版高中英语选修7。
2.多媒体设备。
四、教学过程第一步：导入新课1.让学生观看一个关于机器人的短视频，并提出相关问题。
第二步：预习导学1.学生预习课本 Unit 2，完成相关练习题。
2.教师巡视学生完成情况，解答疑问。
第三步：听力训练1.播放 Unit 2 相关听力材料，让学生全神贯注地听。
2.跟读听力材料，让学生熟悉相关表达方式。
第四步：听力训练回答问题1.教师提问学生听到了哪些信息，并逐个进行引导，帮助学生回答问题。
第五步：对话练习1.学生分成小组，在小组内进行对话练习。
2.每组选一名代表进行展示，其他学生进行评价和指导。
第六步：设计一款环保机器人1.学生个别或小组进行讨论，设计一款环保机器人的功能和特点。
2.学生在纸上或电脑上进行设计方案的撰写。
第七步：设计方案展示1.学生展示自己的设计方案，其他学生进行评价和提问。
2.教师点评学生的设计方案，鼓励学生的创新思维和表达能力。
五、课堂小结1.回顾教学内容，检查学生对机器人相关知识的掌握情况。
2.强调学生需要复习今天学的内容，准备第二天的小测。
六、作业1.完成课堂上未完成的练习题。
2.发挥创造力，继续完善自己的环保机器人设计方案。
以上是关于人教版高中英语选修7 Unit 2：Robots的教案，希望对您有所帮助！。
选修7-Unit2--集体备课教案
Unit 2 RobotsDESIGNERS: Qi Yuping Han Guilin Wang Qingmei Liu XiaolanCai Xiaoqin Yuan Lihua Wang Jucun Han jinyuTOPIC: RobotsTEACHING PERIODS: ThreeTEACHING AIMS AND REQUIREMENTS1. Help students to learn about robots and science fiction.2. Enable students to realize science fiction reflects scientific thought; a fiction ofthings-to-come based on things-on-hand.3. Enable students to grasp the usages of important new words and expressions and master the useful sentence patterns.4. Let students revise the grammar item: the Passive Voice (including the infinitive)5. Develop students’ listening, speaking, reading and writing abilities.TEACHING IMPORTANT POINTS1. All the words and expressions2. All the tasks of reading, speaking and integrating skills.3. Grammar: the Passive Voice (including the infinitive)DIFFICULT POINTS1.How to improve the students’ speaking, listening, reading and writing skills.2.the Passive VoiceTEACHING METHODS1.Reading method2.Self-study3.Cooperation4.InteractionTHE FIRST PERIODTOPIC: Reading and Language pointsDESIGNERS: Han Guilin Yuan Lihua Liu XiaolanTEACHING PROCEDURESStep I 预习检测（学生活动）Check the important words of Unit2StepII导入新课，明确目标（教师活动）Lead inPresent photos of different kinds of robots. Then ask them to say something about robot.Learning aims1.Help students to learn about robots and science fiction.2. Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand.Step III小组合作，互动探究（生生互动）1.Pre-reading What is the type or form of literature of this passage ? (Science fiction)Part1 (para1-2) A. The night of the partyPart2 (para3-8) B. Claire’s attitude to the robot and her feeling at the sight of the robot Part3 (para9-11) C. The result of the experimentPart4 (para12) D. What Tony did for Claire4. Post-readingPost reading Find how Claire5.Evaluation standardFinish the exercise in Jin Ban Jiao Chen and complete the exercise of multi-choices.Step IV 师导生学，排疑解难（师生互动）1. desire n.渴望vt.想要[重点用法] desire sth.渴望得到某物 desire to do sth.希望/渴望做某事desire that sb.(should) do要求at one’s desire照某人的希望have a desire for sth./to do sth.渴望得到某物/希望做某事1) Everyone has a desire for success, but no everyone desire to get rich.2) He desires you to go to see him at once. =he desires that you should go to see him at once.2. satisfaction n.满意[重点用法]satisfactory n. 满意的, satisfy v. 满足, 使满意, demand satisfaction要求赔偿;feel satisfaction at ... 对感到满意find satisfaction in对...感到满意to sb.'s satisfaction (to the satisfaction of sb.)达到使某人满意的程度 with satisfaction满意地1) At last, the whole class found satisfaction in their work.2) What he promised could not satisfy his family.3. alarm n.警报vt.使```惊恐[重点用法] give /raise the alarm发警报ring the alarm敲警钟sound the alarm发警报; 吹警报号take (the) alarm at对...感到吃惊; 因...而惊恐 be alarmed at ... 被...吓一跳1) We were much alarmed by the fire in the forest.2) As soon as he saw the smoke, he sounded the alarm.4. sympathy n.同情[重点用法] feel /have sympathy for 同情某人in sympathy with同情; 赞成; 和...一致out of sympathy 出于同情win sympathy of博得...的同情1) He gave the poor child some money out of sympathy. 2) He is in sympathy with their beliefs.5. accompany vt.陪伴[重点用法] accompany sb. to a place陪伴某人去某地accompany sth. with/by sth. 与…同时存在1) He accompanied his old father to the hospital to see what’s wrong with his stomach.2) Thunders accompanied by heavy rain in this season are very common.6. declare vt.宣布[重点用法]declare sth.宣布……declare sb./sth. (to be) +n./adj.宣布……为……declare that……declare war on/upon对…宣战declare against/for…声明反对/赞成1) She declared that she didn't want to see him again.2) Soon they will declare him the owner of the house.7.envy vt.嫉妒[重点用法] envy sb. (for)sth.妒忌/羡慕某人某物become the envy of sb.成为令人嫉妒/羡慕的事物be in envy of one’s success羡慕某人的成功out of envy出于嫉妒/羡慕1) All her workmates envied her (for) her promotion.2) His talent for music becomes the envy of the other competitors.sentence patterns and phrases : 1. test out 考验；试验[短语归纳] test on sb./sth.在……(身上)做实验/试验have/take a test in 参加……考试1) This model had been tested out before it was put into production.2) Before the lecture, the professor is used to testing out the whole experiment.2. ring up 打电话给……call up[短语归纳] ring back回电话ring off 挂断电话;停止讲话1) I have to ring off now because my friend is waiting for me.2) On arriving at the airport, he rang up his mother to say everything was ok.3.turn around 转向[短语归纳]turn away把(脸)转过去turn against背叛,反抗turn on/off打开/关掉turn up出现/调大(音量) turn down拒绝,调小(音量) turn out结果是;证明是;1) He heard a voice but when he turned around, he saw nobody.2) As he walked towards the hotel, he suddenly turned around and found an old lady following him.4. leave…alone不打扰[短语归纳] leave behind留下,遗留 leave aside(把某事)搁置一边leave for出发前往leave out省去,遗漏,不考虑1) Leave him alone and he will produce.2) The teacher required us to leave out some unnecessary words in our essays.5. set aside 将……放在一边;节省或保留(时间,金钱)[短语归纳] set down写下,记下set off开始动身(for a place) set up创立，建立，搭起set out出发，着手做某事（to do sth.）set about doing 着手做，开始做……1) Would you please set aside some time to listen to my real idea?2) The department set aside the things they were doing and concentrated on a more urgent task.6. be bound to …一定做…..[典例]1) We missed the bus. We're bound to be late. 2) She's bound to be mayor.7. It was disturbing and frightening that he looked so human.It是形式主语，that引导的从句是主语从句。
人教版高中英语选修7Unit2教案
将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
将Learning about language 和Workbook中的 USING WORDS AND
排烟消防机器人 新型两栖机器人 球形壁面爬行机器人
达芬奇外科手术机器人 抢险救生机器人 智能机器人
man, perhaps R2D2 or C3PO from the movie Star Wars. That is how most people
own senses of sight and hearing. However, scientists and engineers are working hard to
；Closing down by reading a robot pong about Language 课本包括两项内容：对阅读部分的词汇做针对性的训练，通过练习帮助学生掌握这些词汇；复习被动语态和不定式的被动形式。在教学过程中，除了教授一般语法规律外，还应该给学生提供大量的语言材料与例证。在这方面，最好选择学生所学的语言材料，让学生观察语法在实际语言中的运用，加强感性认识，学会总结使用。教师可以
going over the text, try to recognize the collocations, treat them as single blocks of
robots生产机器人, experiment with做试验, do the housework做家务, test out试验, be
(完整版)高二英语选修7Unit2教案.doc
Unit 2 RobotsＩ．单元教学目标技能目标 Goals▲Learn about literary work about science, Robots and Science fiction writer-Isaac Asimov▲Talk about Robots▲Practise Supposition and belief▲Revise the Passive Voice (I) ( including the infinitive)▲Science fiction genre: imaginativewriting II ．目标语言Supposition and beliefI thinkI supposeMaybe功I don’tthink能I doubt句I guess式I believe IwonderI don’tbelieve1. 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. affair, firm, firmly, declare, victory, envy, marriage, biography, explanation, junior, navy, talent, chapter,divorce, obey, aside2.认读词汇词Isaac Asimov, Larry Belmont, Claire, Gladys, softness, makeup, complicated, transfusion, Master’s degree, Philadelphia, PhD, The Foundation Trilogy,汇empire3.词组test out, ring up, turn around, leave alone, setaside 4．重点词汇desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy,elegant, accompany ,declare, envy, obey结Revise the passive infinitive:构The company’s new car is going to be designed in the coming months.重She felt embarrassed and quickly told him to go.点Claire thought it was ridiculous to be offered sympathy by a robot.句By the amused and surprised look on her face, Claire knew that Gladys子thought she was having an affair.It was when Asimov was eleven years old that his talent for writingbecame 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 的 Satisfaction Guaranteed 和作者的生平。
高二英语选修七_Unit2_Listening_and_Reading_Task_优秀教案
Unit2 Listening and Reading Task 优秀教案Teaching aims1．Learn about robots and robots in the fight against landmines.2．Help students to learn how robots are helping human beings in clearing landmines.Teaching proceduresStep 1Lead－inPresent the pictures on Page 54 and ask students to tell what each robot does.(Students are encouraged to speak out their opinions freely.)Step 2Listening1．Listen to the interview and number the pictures in the order that you hear about them.Keys：4,2,1,3.2．Listen to the interview again and fill in as much of the table as you can. Share your answers with a partner. Listen once or twice more to check your answers.Robot What is therobot？What can the robot do？1 Vacuum cleanerIt can move from room to room cleaning your house. You can program it so that it cleans when you are away and you can control what it's doing from your computerat the office.2Personal robotcalled “PaPeRo”It understands 650 phrases，speaks more than 3000words. It can recognize different people. It can checkyour email. It can help children do research on theInternet for their homework，talk to them about theirday at school and play games.3 Tiny helicopter It will be used to fly into dangerous areas. Forexample，it can fly into a house that's been destroyedby an earthquake and check if anyone's inside.4 Walking chair It helps people who can't walk to go up and down stairs. Step 3Reading task1．As we know，Robots are designed 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，ask students to read this piece of news about landmines.Three decades of 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. Landmines，laid by the Khmer Rouge，the Heng Samrin and Hun Sen regimes，the Vietnamese，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 1100 years to clear all the mines in the world.2．Next，present the students some mine signs and remind students that in spite of so many warning signs，there are still many victims as the pictures show.(In spite of so many warning signs，there are still many victims. Look at the following pictures.)3．Ask students to glance through the text quickly and answer the following questions in Exercise 1 on Page 58.(1)What is the main topic of this article？Which part of the text tells you that?(2)Who wrote the article?(3)What do the three pictures show you?(4)Where is research being done on robots that can find landmines?(5)In which two countries might the robots be used?Suggested answers：(1)The main topic is the role of robots in the fight against landmines. The title tells us that.(2)Natasha Wesley.(3)Someone using a metal detector to find landmines；the robot that can find landmines；some people who have lost their legs because of landmines.(4)Chiba University (Japan)．(5)Afghanistan and Cambodia.4．Work in groups to write questions for these answers in Exercise 2.Check your work with your partner.Question Answer1.How many people are killed or injured by landminesevery year？26 000 people.2.How often is someone killed or injured by alandmine？One person every 20 minutes.3.For how long do landmines keep causing damage？For decades after wars haveended.4.How many landmines are buried just beneath thesurface of the ground？100 million.5.In how many countries are landmines buried？60 countries.6.How many landmines are removed every year？100 000.7.How many landmines are buried in the ground everyyear？2 000 000.8.How big is the robot that can find landmines？4 m long,1.8 m wide,1 mhigh.9.How much does it weigh？900 kg.10.How many legs has it got？ 6.11.When was an arrangement to stop the manufactureand use of landmines signed？1997.12.How many countries signed the agreement to stopthe manufacture and use of landmines？122 countries.5.Read the article again carefully and look at each paragraph in turn. Underline the sentence which sets out the main idea of that paragraph. Then fill in the table below.Paragraph Main idea Supporting details1 Introduction：the damagelandmines cause·26 000 people killed or badly injuredeach year·100 million buried in 60 countries·Most victims are innocent people2 The problem of landmines ·Each year 100 000 removed ·Each year 2 000 000 buried ·Difficult and dangerous to remove3 Robots can help findtraditional mines·Much safer in the hunt for landmines·Faster at finding landmines·Research at Chiba University4 Robots can find plasticmines·Experimental robots in production·To use radar to locate mines·To identify types of mines5 World opinions turnedagainst landmines in the1990s·Agreement in Ottawa，Canada to stop themanufacture and use of landmines·Still a lot of work to be doneStep 4Discussion1．First，ask students to read the following materials.From the text we've learned how serious 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 Min e Ban Treaty. I hope you will write a letter of suggestion to the president of the US. You may refer to the text2．Encourage students to write a letter of suggestion to the president of the US，for the US hasn't yet committed to the Mine Ban Treaty. In the letter you will suggest the US should stop manuf acturing landmines and spend more money on solutions to clearing landmines，for example developing new robots to remove the landmines.You can refer to the following material：Producing one landmine costs $3，yet once in the ground it can cost more than $1000 to find and destroy，according to the ICBL.Over 80 per cent of the 15 000 to 20 000 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 conflicts that gave rise to them.Among the most contaminated countries are Iraq，Cambodia，Afghanistan，Colombia，and Angola.If time is limited，ask students to finish it after class.Step 5HomeworkFinish writing the letter to the president of the US.A sample：Dear Mr. President，I read in the newspaper that the US hasn't yet committed to the Mine Ban Treaty. I'm writing to suggest your country sign on the agreement.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 contaminated countries are Iraq，Cambodia，Afghanistan，Colombia，and Angola. I 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 $1000 to find and destroy，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 developed 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 make a peaceful world.Yours sincerely，Sun Cheng。
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Unit 2 Robots Ｉ．单元教学目标II．目标语言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的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。
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的科幻小说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。
1.4 COMPREHENDING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在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 wordsand 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 和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的“机器人三定律”。
2. 教材重组2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。
2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using wordsand expressions及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 将WORKBOOK 的Listening 和Reading task 设计为一节阅读课写作课。
2.5 将WORKBOOK的Speaking task, Listening task和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 Period Reading2nd Period Learning about language3rd Period Using language4th Period Listening and Reading task5th Period Speaking, listening and writing taskIV. 分课时教案The First Period ReadingTeaching 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 aloneb. 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 robots 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. Enable 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Discussing, explaining, reading and practisingTeaching aids教具准备The multimedia computerTeaching procedures & ways教学过程与方式Step I Warming upDeal with Warming up. Present 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?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-readingAsk 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 ReadingDeal with the reading part.ScanningAsk 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 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 like?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 voice was deep.2. Tony gave Claire a new haircut and changed the makeup she wore. He alsosuggested 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 readingComprehending questions on Page 12Ask 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—Cla ire‘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 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 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.Claire’s emotion developmentAfter dealing with the comprehending exercises, ask students to 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 ofhim----love him---sad to remember he was just a machineT: 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 fictionT: 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 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.ExplanationDuring 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 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 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 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 science fiction reflects 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 the characteristics of science fiction.Surf the internet to learn more about robots and science fiction.Surf the internet to learn about Isaac Asimov.。