人教版选修7unit2RobotsP2教学设计
人教版高中英语选修7 Unit 2 Robots教学设计
人教版高中英语选修7 Unit 2 Robots教学设计人教版高中英语选修7 Unit 2 Robots教学设计《英语》（人教版）选修7 Unit 2 Robots第一课时任务型教学设计一、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 hel结构其他Listening Speaking教学目标语言知识熟悉有关机器人种类与功能的话题。
语言技能能运用词汇表述自己的想法与观点。
语言运用能运用语言就选择什么样的机器人发表自己的观点。
文化意识培养学生想象力和对未知世界的探索精神。
情感态度在英语学习中有较强的自信心，敢于用英语进行交流与表达。
学习策略借助联想学习相关词汇。
教学方法任务教学法、学生中心教学法、多媒体教学法教学媒体PPT幻灯媒体、黑板教学重点学习有关机器人的词汇，培养学生表达能力。
教学难点培养学生的表达及判断能力。
运用任务Task of Unit 2: The Future Robot Companyin America is holding a robot desigDesign your robot and write a design plan.Task of Period 1: Make a list of dds of robots anduand decide what kind of robots you want to design.二、课堂教学过程时间教学步骤教师活动学生活动教学目的第1-5分钟热身导入，启动教学播放有关奥特曼的动画片段：an you makea list of works wlude robots as characters? (and get prepared to tell the class about it briefly.)2. What is a robu?(A robot is a machine designed to do jobs that are usualld by humaRobots are programmed and controlled by a computer.)思考有关机器人的作品。
人教版高中英语选修7《Unit2Robots》教案
人教版高中英语选修7《Unit2Robots》教案人教版高中英语选修7《Unit 2 Robots》教案【一】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 T ony 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 towards 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 to help 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.人教版高中英语选修7《Unit 2 Robots》教案【二】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。
人教版选修七Unit2Robots教学设计(中文版)
人教版选修七Unit2 Robots 教学设计（中文版）Using language--- Reading, discussing and writing 武汉三中刘敏教学目标：知识目标:引导学生学习有关美国科幻作家阿西莫夫的生平及其作品。
能力目标:1. 提高学生通过扫读和跳读获取信息的能力。
2. 提高学生分析、合作、说和写的能力。
教学重点:引导学生完成阅读、讨论和写作的能力。
教学难点:组织学生讨论，写作和有效呈现其讨论及写作成果。
教学步骤:一、导入通过播放“我，机器人”的精彩电影片段（该影片学生早期看过），和学生回顾讨论该影片情节从而导入到课文话题。
矚慫润厲钐瘗睞枥庑赖賃軔。
引导学生谈论阿西莫夫和他的作品（课前已经布置学生上网搜集部分相关信息）二、第一遍阅读让学生在规定的三分钟时间里快速浏览课文，在设计的表格里勾选出文中提到的相关话题。
三、第二遍阅读再次阅读文章，快速获取相关信息，并完成信息表格。
四、第三遍阅读任务1：根据时间线索以第一人称的口吻讲述阿西莫夫的故事。
（童年时期）任务2：把阿西莫夫经历的事件按时间顺序排序。
（青年时期）任务3：阅读理解（中年时期）根据阿西莫夫这段时间经历，下面哪种说法不正确？任务4：假设一名记者采访阿西莫夫，请设计一段两人间的采访对话。
（晚年生活）五、课堂讨论问题: 1. 为什么阿西莫夫要提出“机器人三大定律”?2. 你认为有必要界定“机器人三大定律”吗?3 若没有“机器人三大定律”，世界将会怎样？六、课堂微型写作要求学生用至少 5 句话内容，概况课堂上所学和所讨论内容，写一篇关于阿西莫夫的简介，要让那些并不认识了解阿西莫夫的读者对他有一定的印象。
聞創沟燴鐺險爱氇谴净祸測。
七、课后写作课后丰富课堂上的微型习作，要求学生写成不少于150 字的书面表达。
Teaching plan for Book 7 Unit2 Robots （英文版）Using language--- Reading, discussing and writingWuhan No.3 High SchoolLiu MinTeaching Aims ：Knowledge Aim:Guidethe Ss to lear n about America n scie nee fictio n writer Asimov s workS.残骛楼諍锩d hi瀨濟溆塹籟婭骒。
高中英语 Unit2 Robots Period 2优秀教案 新人教版选修7
高中英语 Unit2 Robots Period 2优秀教案新人教版选修7教学重点掌握课文中一些重要的词组和句型的用法，并能够正确使用。
教学难点正确使用重要的词组和句型教学方法自主学习，合作学习，教师讲解教学过程1Revision1．Ask students to retell the story，using their own words.2．Show the pictures of the robots which the students design and tell the whole class what the robots can do.[设计说明]要求学生自己设计机器人是上节阅读课的家庭作业，可以在课堂上安排一定的时间进行展示和英语说明，也可以让学生自由组队，把自己设计的机器人画出来，并且对于机器人的功用加上文字说明，然后张贴在教室的学习园地中，进行评比。
2Language pointsGo through the important phrases and sentences.(1)test out 试验test sth.on sb./sth.在某人/某物身上做试验(2)His name was Tony and he seemed more like a human than a machine.more...than...与其说……不如说……(3)It was disturbing and frightening that he looked so human.常用句型：It be＋adj.＋that...It be＋n.＋that...It be＋done＋that...(4)accompany sb.to someplacee．g.The robots are not allowed to accompany the owners to the supermarket.accompany sb.in doinge．g.Will you please accompany me in travelling to Shanghai on business?(5)ring sb.upring off(6)turn around补充常用短语：turn up turn down turn on turn off turn over(7)The clock struck eight.“strike”有“罢工、袭击、划火柴”等多种意思，在此处指“敲钟”(8)leave sb.alone＝let sb.alone(let alone更不用说)3PracticeExercise 1Translate the following expressions into English.1．试验 2.陪伴某人去某处3．陪伴某人做某事 4.让某人单独待着5．与其说……不如说…… 6.打电话给某人7．挂断电话8.转过身9．同情某人10.一大堆书11．更确切地说12.和某人有暧昧关系13．从视线中消失14.对某人耳语15．阻止某人做某事Suggested answers：1．test out 2.accompany sb.to someplace 3.accompany sb.in doing 4.leave sb.alone 5.more...than... 6.ring sb.up7.ring off8.turn around9.have/feel sympathy for sb.10.a pile of books11.or rather12.have an affair with sb.13.disappear from sight14.whisper to sb.15.prevent sb.from doing sth.Exercise 2Translate the following sentences into English.1．我必须请你陪我去警察局。
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。
【知识学习】人教版高中英语选修7 Unit 2 Robots教学设计
人教版高中英语选修7 Unit 2 Robots教学设计人教版高中英语选修7Unit2Robots教学设计《英语》（人教版）选修7Unit2Robots第一课时任务型教学设计一、教学内容分析教学内容《英语》（人教版）选修7Unit2Robots第一课时教学对象高二学生教学项目词语industrialmilitaryvacuumhelicopter结构课文其他Listening&Speaking教学目标语言知识熟悉有关机器人种类与功能的话题。
语言技能能运用词汇表述自己的想法与观点。
语言运用能运用语言就选择什么样的机器人发表自己的观点。
文化意识培养学生想象力和对未知世界的探索精神。
情感态度在英语学习中有较强的自信心，敢于用英语进行交流与表达。
学习策略借助联想学习相关词汇。
教学方法任务教学法、学生中心教学法、多媒体教学法教学媒体PPT幻灯媒体、黑板教学重点学习有关机器人的词汇，培养学生表达能力。
教学难点培养学生的表达及判断能力。
运用任务TaskofUnit2:TheFutureRobotcompanyinAmericaisholding arobotdesigncompetition.Designyourrobotandwriteades ignplan.TaskofPeriod1:makealistofdifferentkindsofrobotsandt heirfunctionsanddecidewhatkindofrobotsyouwanttodesi gn.二、课堂教学过程时间教学步骤教师活动学生活动教学目的第-5分钟热身导入，启动教学播放有关奥特曼的动画片段：.canyoumakealistofworkswhichincluderobotsascharacters?2.whatisarobotinyouropinion?思考有关机器人的作品。
激活学生已有的知识背景，激发学生学习的兴趣。
高中英语 设计方案(一)Unit2 Robots Period 2优秀教案 新人教版选修7
设计方案一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 proceduresStep 1Learning 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.＝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。
英语：unit2《robots》教案(2)(新人教版选修7).doc
Do Exx.4 & 5 on P15.
小组针对话题进行讨论。
小组进行讨论，运用所学内容。
第
28-39分钟
完成任务
Task of Unit 2:The Future Robot Company in America is holding a robot design competition. Design your robot and write a design plan.
What trouble does Tony cause?
Molly and Kate are also discussing the storySATISFACTION GUARANTEED.
Can you guess which topic they will discuss?
讨论，分析Tony带来的负面效果。
预测课文内容。
通过预测，激发学生的学习兴趣。
第
6-21
分钟
读中任务
While-reading task
1. Reading, discussing & writing, P16
2. Read the passage and find out the main idea of the passage.
Please make a list of the troubles that might be caused by robots and give your reasons.
想象机器人带来的负面效应，为进一步学习做准备。
激发学生的学习兴趣。
第
4
分钟
呈现任务
Task of Unit 2:The Future Robot Company in America is holding a robot design competition. Design your robot and write a design plan.
高中英语 Unit2 Robot教案 新人教版选修7-新人教版高二选修7英语教案
Unit 2 Robots教材内容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发表于1951年的Satisfaction Guaranteed 和他的生平。
本课时是本单元的第一课时，内容包括Warming Up，Pre－reading，Reading and prehending 四部分。
通过本课时的教学，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，的确在科学上成了现实。
如Isaac Asimov 1951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，小组合作创作出课堂话剧，写出独具特色的科幻文章。
教学目标知识目标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，acpany，counter，cushion，awful，affair，declare，envy，test out，ring up，turn around，leave...alone 等。
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。
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．学会使用推测和确信的表达法。
2．话剧的编排和展示。
教学方法：1．任务型教学。
2．合作型教学。
教学过程：Step 1 Leading-inLet students see parts of the movie Big Hero Six to arise their interest in this class.Step 2 Warming up1．Present photos of different kinds of robots. Then ask the students to say what the robots are doing and what kind of robots they are.2．Ask students to summarize what robots can do.Step3 Pre-readingLook at the photos of robots and ask students to discuss the following question. Students are encouraged to speak out their opinions freely.Do you think it is possible for a robot to think for itself，have feelings，have its own needs and desires，or look and feel like a human being?Step 4 SkimmingSkim the text to find out the main idea and the main characters in the story.(1)What is the text mainly about?It is mainly about how_________ used for ___________was tested out in a ________.(2)How many characters are mentioned in the story? Who are they?What’s therelationshipbetween them?Step 4 Scanning1．Read the story and decide whether the following statements are true or false.(1)Larry was going to be away from home so he hired a robot to acpany his wife .(2) Claire didn’t like the idea at the beginning, but she agreed to it at last.(3) Tony could understand Claire when she said she was not clever.(4) It was Claire that first decided to invite Gladys and her friends to her house.(5) Claire’s guests were filled with admiration when they saw her house was pletelychanged.(6)The pany was satisfied with Tony’s report because he had successfully made awoman fall in love with him.2． Multiple Choice〔1〕Why did Claire feel alarmed at the sight of Tony?A. Because he was a robot.B. Because she didn’t like him.C. Because he was more like a being than a machine.D. Because he never changed his facial expressions.〔2〕We can infer that when Claire first saw Tony, she felt alarmed by _____.A. his appearanceB. his abilityC. his facial expressionsD. his cleverness〔3〕Why did Claire buy the items from the shop?A. Because her husband was to return.B. Because Tony was to leave.C. Because Tony wanted the house transformed.D. Because she thought she needed them.〔4〕The robot Tony helped Claire to realize her dream by______.A. making her home elegantB. giving her a new haircut and changing the makeup she woreC. giving her advice on her dressesD. all the above〔5〕Which of the following is NOT the reason why Tony opened the curtains?A. To let other women see everything.B. To show the risk of Claire’s marriage.C. To let other women envy Claire.D. To make Claire elegant just like her neighbor.〔6〕As a result, the experiment shows _____.A. Claire and Tony fell in love with each otherB. Tony had to be rebuiltC. Tony was angry with his designerD. Both A and B〔7〕 All the following statements are true except _____.A. Tony tried to please ClaireB. Claire tried to displease TonyC. Tony managed to protect ClaireD. Gladys admired Claire for Tony3. Blank-fillingA robot used for housework 1.________(test) out in a family. He looked like a tall and handsome man with smooth hair ,2._________(speak)in a deep voice. Larry was going to be away from home so he hired such a robot 3.________ 〔acpany〕his wife Claire. Claire didn’t like the idea at the beginning, but she agreed to it at last. At the first sight of Tony, Claire was 4.__________ (alarm). When Tony offered to help her dress ,Claire felt embarrassed. Gradually , Tony began to win Claire’s trust. He helped Claire realize her dreams 5. _________ making her home elegant, giving 6.______ a new haircut, changing the makeup she wore and giving her advice on her dresses. Therefore at the party all the guests 7. __________ were invited were filled with admiration 8.________ they saw her house was pletely changed.9.________ the t est, the pany was satisfied with Tony’s report because he had successfully made a woman regain her confidence 10._________ fall in love with him. Step 5 Talking: Play PerformanceYou are going to use your imaginations to make up a play about a robot looking after two or three school friends.To prepare your play, you may follow these procedures:●Decide who will play each character.●Plan what the characters will say. Perhaps the play could start with the robot sayingin a robotic voice:〞 Take off your school uniform.●Put on your after school clothes.〞 Think about how to make the play interesting,for example, perhaps the friends do not do what the robot tells them to do.●Plan the actions of each character.●Show how the characters are feeling by using appropriate gestures, facial expressionswords and actions.(Think about whether the robot has any facial expressions)●Practice the your play and the perform it in front of the class.Step 6 Homework1. Surf the internet to learn more about robots and science fiction.2. Surf the internet to learn about Isaac Asimov.3. Do Exercise 2 on Page 13.。
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。
第
7-8ቤተ መጻሕፍቲ ባይዱ
分钟
读前任务
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.
人教版选修七Unit 2 Robots教案及说课稿7个
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 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.Step 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.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 the text.3. 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 LanguageTeaching 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。
人教版选修七Unit2Robots教案及说课稿7个.doc
Unit 2 RobotsI.教学内容分析木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屮存在了，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屮的应用，以及将來机器人的发展。
Warming Up部分展示了儿副图画,通过让学生们讨论这儿副图価，导入木单元的话题，并让学生试着给机器人下定义。
匕空竺鱼鸥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。
Readily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，來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。
Learniiu; about Lanpuaze部分突出了词71 :和语法的学习与训练。
其屮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，甚至科学家対人工智能的研究。
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)学习重耍的词汇好短•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)学会写作冇关的人物传记。
11L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:Prc-rcading, Reading & Comprehending第三、卩q课U寸：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 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)What5s 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 any thing 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 (Workbook)1 ・ Lead Ss to Listening. Teacher may say, "Today wc arc 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 PIO 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.Step 3. Intensive reading1.Ask Ss to read the text carefully and answer the questions in Exl 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.3.Play the tape, and ask Ss to listen and pay attention to Tonyas 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 LanguageTeaching 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 l.Word study1 • fiction(1)【u】小说He writes fiction.他写小说。
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！。
人教版英语选修7unit2Robot教案
Unit 2 RobotsⅠ. 单元教学目标技能目标Skill Goals▲ Learn literary work about science, robots and science fiction writer—Isaac Asimov▲ Talk about robots▲ Express supposition and belief▲ Revise the Passive V oice (I) (including the infinitive)▲ Science fiction genre: imaginative writingⅡ. 目标语言功能句式Supposition and belief I think ...I suppose ...Maybe ...I don‟t think ...I doubt ...I guess ...I believe ...I wonder ...I don‟t believe ...词汇1．四会词汇fiction, desire, satisfaction, absent, alarm, alarmed, embarrassed, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, cushion, awful, affair, declare, envy, biography, junior, navy, talent, chapter, divorce, obey2．认读词汇household，Isaac Asimov, Larry Belmont, Claire, Gladys, makeup, Marion, Philadelphia, PhD, The Foundation Trilogy, empire3．词组test out, ring up, turn around, leave alone, set aside, in all, be bound to 4．重点词汇desire, satisfaction, embarrassed, alarm, alarmed, sympathy, elegant, accompany, declare, envy, obey结构The Passive Infinitive:The company‟s new car is going to be designed in the coming months.重点句子She felt embarrassed and quickly told him to go. P11Claire thought it was ridiculous to be offered sympathy by a robot. P11By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair. P11It was when Asimov was eleven years old that his talent for writing became obvious. P16Ⅲ. 教材分析和教材重组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。
2024-2025学年学年高中英语Unit2Robot教案新人教版选修7
f.形成性评价：通过课堂表现、作业完成情况、小组讨论参与度等方面，及时了解学生的学习状况，给予反馈和指导。
g.终结性评价：在课程结束后，进行一次全面的考核，评估学生的学习成果，为后续教学提供参考。
h.家校沟通：定期与家长沟通，了解学生的学习情况，共同关注学生的成长，提高教学质量。
4.写作技能：学生们能够描述机器人外观和功能，叙述使用机器人的经历，并表达自己对机器人的看法和展望。
5.口语表达：学生们能够用英语介绍机器人及其应用，讨论机器人的优势和劣势，并表达自己对机器人的态度和期望。
6.听力技巧：学生们能够把握对话或文章的主题和要点，获取事实和细节信息，理解图表和数据的意义，并推断说话人的意图和情感。
技能训练：
设计实践活动或实验，让学生在实践中体验英语和科学知识的应用，提高实践能力。
在本节课结束后，对学习内容进行梳理和总结。
强调重点和难点，帮助学生形成完整的知识体系。
（四）巩固练习（预计用时：5分钟）
随堂练习：
随堂练习题，让学生在课堂上完成，检查学生对英语词汇和句子知识的掌握情况。
鼓励学生相互讨论、互相帮助，共同解决疑问。
4.学习能力：通过自主学习、合作学习和探究学习，学生能够培养良好的学习习惯和策略，提高英语学习的能力。
学习者分析
1.学生已经掌握了哪些相关知识：在学习本节课之前，学生应该已经掌握了英语基础语法、词汇和阅读理解能力。此外，学生应该对简单的科学知识，如机器人的基本概念和功能，有一定的了解。
2.学生的学习兴趣、能力和学习风格：根据对学生的了解，大部分学生对科技产品和人工智能领域感兴趣，尤其是近年来随着人工智能技术的迅猛发展，学生对于机器人技术有着浓厚的兴趣。在学习能力方面，大部分学生具备良好的逻辑思维能力和问题解决能力。在学习风格上，学生喜欢通过互动、讨论和实践活动来学习。
人教版高中英语选修7 Unit 2 Robots教学设计
人教版高中英语选修7 Unit 2 Robots教学设计一、教学目标1.了解与讨论未来科技发展对人类社会生活的影响；2.掌握与描述机器人的外貌特征、功能和能力；3.学会运用英语表达对机器人的态度和观点。
二、教学重点1.词汇和短语的掌握与运用；2.机器人的外貌特征、功能和能力的描述；3.对机器人的态度和观点的表达。
三、教学准备1.Powerpoint或白板；2.背景材料和相关图片；3.翻译工具。
四、教学过程4.1 导入与导入教师在教室的白板上展示一些未来科技发展的图片，引发学生对未来科技的兴趣。
然后，教师与学生就下列问题进行讨论：•未来的科技会如何改变我们的生活？•你认为机器人在未来的社会中会起到什么作用？通过讨论，激发学生对机器人话题的思考和兴趣，为后续的学习打下基础。
4.2 新词汇学习教师提供关于机器人相关的生词和短语，如robot, artificial intelligence, automation等，并让学生通过给出的词义、例句等进行学习。
教师可使用Powerpoint或白板来呈现相关词汇的解释和例句。
学生可以通过课堂演示来展示他们对新词汇的理解，并与全班分享。
4.3 阅读与讨论教师分发与机器人相关的文章，要求学生独立阅读并回答一些问题，以检查他们的理解。
随后，教师组织全班讨论，让学生分享他们的观点和想法。
可以使用下列问题进行引导：•你认为机器人将会在未来的社会中扮演怎样的角色？•机器人会对人类的就业和经济产生什么影响？通过讨论，学生可以更深入地理解机器人的潜在影响，并进行积极的思考和思辨。
4.4 语法与写作练习教师介绍与表达观点和态度相关的语法结构，并提供一些例句和练习进行巩固。
学生可以以小组形式进行写作练习，要求他们就自己的观点和态度写一篇短文。
教师可以提供写作指导，如给出一些论点和观点的切入点。
4.5 展示与评价学生可以选择将自己的写作展示给全班，并接受同学们的评价和反馈。
教师可以提供评价指标和标准，让学生在评价他人的作品时有依据。
人教版选修7unit2RobotsP2教学设计
Unit 2 RobotsPart 1 Teaching Design第一部分教课方案Period 2 A sample lesson plan for Learning about Language(Revise the passive voice including the infinitive)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations|| ， and then to discover and revise the passive voice including the infinitive. The following steps of teaching may be taken: warming up by having a dictation||，discovering useful words and collocations|| ， reading more about the 22nd century||， learning about the passive voice||， discovering useful structures and closing down by putting on stage a text play of Satisfaction Guaranteed.ObjectivesTo help students revise the passive voiceTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structures Procedures1. Warming up by having a dictationTo begin with|| ， let ’ s take a dictation to strengthen our memory of the text.Larry Belmont worked for a company that make robot. Recently a robot that could do housework would be tested out Larry's life|| ， Clair||， for three weeks. Clair felt alarmed by the robot's humanly appearance. Before long she began to trust him. She told him that she and her home were not elegant enough for her husband and she envied the rich and powerful woman .The robot decided to protect her from being harm. He gave her a new haircut and changed her makeup andasked her to buy something to decorate her home. Before the night he was to leave Clair||，they held a party. The guests were impressed by Clair and her home||，especially by the handsome robot||， whom they thought was her husband. Claire knew this is almost a dream and she felt very sad. However||， the company was very satisfied with Tony||， the robot although he needed rebuilding because it is absurd to have women falling in love with a machine.2. Discovering useful words and collocationsA collocation is two or more words that often go together. These combinations just sound "right"to native English speakers|| ， who use them all the time.While going over the text|| ， try to recognize the collocations|| ， treat them as single blocks of language and copy them out into your Collocation Book.Now go to page 13. Work in pairs to finish the three exercises in 10 minutes.3. Learning about the passive voiceACTIVE AND PASSIVE TENSES CHARTSIMPLE PRESENT and SIMPLE PASTThe active object becomes the passive subject.am/is/are + past participlewas/were + past participleActive: Simple Present Passive: Simple PresentThe movie fascinates me.I am fascinated by the movie.The movie bores Jack.Jack is bored by the movie.The movie surprises them.They are surprised by the movie.Active: Simple Past Passive: Simple PastThe movie bored me.I was bored by the movie.The movie fascinated Jack.Jack was fascinated by the movie.The movie surprised them.They were surprised by the movie.PRESENT and PAST CONTINUOUS (PROGRESSIVE)Passive form:am/is/are + being + past participlewas/were + being + past participleActive: Present Continuous Passive: Present ContinuousI am helping Shannon.Shannon is being helped by me.June is helping Su and Ling.Su and Ling are being helped by June.Passive: Past ContinuousActive: Past ContinuousThe bathroom was being cleaned by me.I was cleaning the bathroom.The bedroom was being cleaned by They were cleaning the bedroom.them.Susan was cleaning the kitchenThe kitchen and patio were being and patio.cleaned by Susan.PRESENT PERFECT||，PAST PERFECT and FUTURE PERFECT Passive form:have/has been + past participlehad been + past participleActive: Present Perfect Passive: Present PerfectI have mailed the gift.The gift has been mailed by me.Jack has mailed the gifts.The gifts have been mailed by Jack.Active: Past Perfect Passive: Past PerfectSteven Spielberg had directed the The movie had been directed by Steven movie.Spielberg.Penny Marshall had directed The movies had been directed by Penny those movies.Marshall.Active: Future Perfect Passive: Future PerfectJohn will have finished the The project will have been finished by project next month.next month.They will have finished the The projects will have been finished projects before then.before then.FUTURE TENSESPassive forms: will + be + past participleis/are going to be + past participleActive: Future with WILL Passive: Future with WILLI will mail the gift.The gift will be mailed by me.Jack will mail the gifts.The gifts will be mailed by Jack. Active: Future with GOINGPassive: Future with GOING TOTOThe cake is going to be made by me.I am going to make the cake.Two cakes are going to be made by Sue. Sue is going to make two cakes.PRESENT / FUTURE MODALSThe passive form follows this pattern:modal + be + past participleActive: WILL / WON'T (WILL NOT)Sharon will invite Tom to the party.Sharon won't invite Jeff to the party.(Sharon will not invite Jeff to the party.)Passive: WILL/ WON'T(WILL NOT)Tom will be invited to the party by Sharon.Jeff won't be invited to the party by Sharon.(Jeff will not be invited to the party by Sharon.)Active: CAN / CAN'T (CANNOT)Mai can foretell the future.Terry can't foretell the future. (Terry can not foretell the future.) Active: MAY / MAY NOTHer company may give Katya a new office.The lazy students may not do the homework.MIGHT / MIGHT NOTHer company might give Katya a new office.The lazy students might not do the homework.Passive: CAN / CAN'T (CAN NOT)The future can be foretold by Mai.The future can't be foretold by Terry. (The future can not be foretold by Terry.)Passive: MAY / MAY NOTKatya may be given a new office by her company.The homework may not be done by the lazy students.MIGHT / MIGHT NOTKatya might be given a new office by her company.The homework might not be done by the lazy students.Active:SHOULD/SHOULDN'TStudents should memorize English verbs.Children shouldn't smoke cigarettes.Active: OUGHT TOStudents ought to learn English verbs.(negative ought to is rarely used) Active: HAD BETTER / HAD BETTER NOT Passive: SHOULD / SHOULDN'T English verbs should be memorized by students.Cigarettes shouldn't be smoked by children.Passive: OUGHT TOEnglish verbs ought to be memorized by students.Passive: HAD BETTER/ HAD BETTER NOTStudents had better practice English every day.Children had better not drink whiskey.Active: MUST / MUST NOT Tourists must apply for a passport to travel abroad.Customers must not use that door.Active: HAS TO / HAVE TOShe has to practice English every day.Sara and Miho have to wash the dishes every day.DOESN'T HAVE TO/DON'T HAVE TOMaria doesn't have to clean her bedroom every day.The children don't have to clean their bedrooms every day. Active: BE SUPPOSED TOI am supposed to type the composition.I am not supposed to copy the stories in the book.Janet is supposed to clean the living room.English had better be practiced every day by students.Whiskey had better not be drunk by children.Passive: MUST / MUST NOTA passport to travel abroad must be applied for.That door must not be used by customers.Passive: HAS TO / HA VE TOEnglish has to be practiced every day. The dishes have to be washed by them every day.DOESN'T HA VE TO/ DON'T HAVE TOHer bedroom doesn't have to be cleaned every day.Their bedrooms don't have to be cleaned every day.Passive: BE SUPPOSED TOThe composition is supposed to be typed by me.The stories in the book are not supposed to be copied.The living room is supposed to be cleaned by Janet.She isn't supposed to eat candy and gum.They are supposed to make dinner for the family.They aren't supposed to make dessert.Candy and gum aren't supposed to be eaten by her.Dinner for the family is supposed to be made by them.Dessert isn't supposed to be made by them.PAST MODALSThe past passive form follows this pattern: modal + have been + past participleActive: SHOULD HA VE/ SHOULDN'T HA VEThe students should have learned the verbs.The children shouldn't have broken the window.Active: OUGHT TOStudents ought to have learned the verbs.(negative ought to is rarely used)Passive: SHOULD HA VE/ SHOULDN'T HA VEThe verbs should have been learned by the students.The window shouldn't have been broken by the children. Passive: OUGHT TOThe verbs ought to have been learned by the students.Active: BE SUPPOSED TO (past time)I was supposed to type the composition.I wasn't supposed to copy the story in the book.Janet was supposed to clean the Passive: BE SUPPOSED TO (past time)The composition was supposed to be typed by me.The story in the book wasn't supposed to be copied.The living room was supposed toliving room.She wasn't supposed to eat candy and gum.Frank and Jane were supposed to make dinner.They weren't supposed to make dessert.Active: MAY / MAY NOTThat firm may have offered Katya a new job.The students may not have written the paper. MIGHT / MIGHT NOTThat firm might have offered Katya a new job.The students might not have written the paper.be cleaned by Janet.Candy and gum weren't supposed to be eaten by her.Dinner was supposed to be made by them.Dessert wasn't supposed to be made by them.Passive: MAY / MAY NOTKatya may have been offered a new job by that firm.The paper may not have been written by the students. MIGHT / MIGHT NOTKatya might have been offered a new job by that firm.The paper might not have been written by the students.4.被动语态小结●被动语态的特别构造形式1)带神态动词的被动构造||。
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Unit 2 RobotsPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language (Revise the passive voice including the infinitive)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the passive voice including the infinitive. The following steps of teaching may be taken: warming up by having a dictation, discovering useful words and collocations, reading more about the 22nd century, learning about the passive voice, discovering useful structures and closing down by putting on stage a text play of Satisfaction Guaranteed.ObjectivesTo help students revise the passive voiceTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structuresProcedures1. Warming up by having a dictationTo begin with, let’s take a dictation to strengthen our memory of the text.2. Discovering useful words and collocationsA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.Now go to page 13. Work in pairs to finish the three exercises in 10 minutes.3. Learning about the passive voiceACTIVE AND PASSIVE TENSES CHART4. 被动语态小结●被动语态的特殊结构形式1)带情态动词的被动结构。
其形式为：情态动词＋be＋过去分词。
例The baby should be taken good care of by the baby-sitter.2) 有些动词可以有两个宾语，在用于被动结构时，可以把主动结构中的一个宾语变为主语，另一宾语仍然保留在谓语后面。
通常变为主语的是间接宾语。
例His mother gave him a present for his birthday. 可改为He was given a present by his mother for his birthday.3) 当“动词+宾语+宾语补足语”结构变为被动语态时，将宾语变为被动结构中的主语，其余不动。
例Someone caught the boy smoking a cigarette. 可改为The boy was caught smoking a cigarette. 4）在使役动词have, make, get以及感官动词see, watch, notice, hear, feel, observe等后面不定式作宾语补语时，在主动结构中不定式to要省略，但变为被动结构时，要加to。
例Someone saw a stranger walk into the building. 可改为A stranger was seen to walk into the building.5) 有些相当于及物动词的动词词组，如“动词＋介词”，“动词＋副词”等，也可以用于被动结构，但要把它们看作一个整体，不能分开。
其中的介词或副词也不能省略。
例The meeting is to be put off till Friday.●非谓语动词的被动语态v.+ing 形式及不定式to do 也有被动语态(一般时态和完成时态) 。
例I don't like being laughed at in the public.●It is said that+从句及其他类似句型一些表示“据说”或“相信”的动词如believe, consider, expect, report, say, suppose, think等可以用于句型“It＋be＋过去分词＋that从句”或“主语＋be＋过去分词＋to do sth.”。
有：It is said that…据说,It is reported that…据报道，It is believed that…大家相信，It is hoped that…大家希望，It is well known that…众所周知，It is thought that…大家认为，It is suggested that…据建议。
例It is said that the boy has passed the national exam.（＝The boy is said to have passed the national exam. ）●谓语动词的主动形式表示被动意义英语中有很多动词如break，catch，clean，drive，lock，open，sell，read，write，wash等，当它们被用作不及物动词来描述主语特征时，常用其主动形式表达被动意义,主语通常是物。
例This kind of cloth washes well.注意：主动语态表被动强调的是主语的特征，而被动语态则强调外界作用造成的影响。
试比较：The door won't lock．（指门本身有毛病）The door won't be locked．（指不会有人来锁门, 指“门没有锁”是人的原因）表示“发生、进行”的不及物动词和短语，如：happen, last, take place, break out, come out, come about, come true, run out, give out, turn out等以主动形式表示被动意义。
例How do the newspapers come out? 这些报纸是如何引出来的呢？系动词没有被动形式, 但有些表示感受、感官的连系动词feel, sound, taste, book, feel等在主系表结构中常以主动形式表示被动意义。
例Your reason sounds reasonable.●非谓语动词的主动形式表被动意义在need，want，require, bear等词的后面，动名词用主动形式表示被动意义，其含义相当于动词不定式的被动形式。
例The house needs repairing（to be repaired）．这房子需要修理。
形容词worth后面跟动名词的主动形式表示被动含义，但不能跟动词不定式；而worthy后面跟动词不定式的被动形式。
例The picture-book is well worth reading．（＝The picture-book is very worthy to be read．）动词不定式在名词后面作定语，不定式和名词之间有动宾关系时，又和句中另一名词或代词构成主谓关系, 不定式的主动形式表示被动含义。
例I have a lot of things to do this afternoon．(to do与things是动宾关系，与I是主谓关系。
) 试比较：I’ll go to the post office. Do you have a letter to be posted? ( 此处用不定式的被动语态作定语表明you不是post动作的执行者。
)在某些“形容词＋不定式”做表语或宾语补足语的结构中，句子的主语或宾语又是动词不定式的逻辑宾语时，这时常用不定式的主动形式表达被动意义。
这些形容词有nice，easy，fit，hard，difficult，important，impossible，pleasant，interesting等。
例This problem is difficult to work out .（可看作to work out省略了for me）.在too… to…结构中，不定式前面可加逻辑主语，所以应用主动形式表示被动意义。
例This book is too expensive (for me) to buy.在there be…句型中，当动词不定式修饰名词作定语时，不定式用主动式作定语，重点在人，用被动形式作定语，重点在物。
例There is no time to lose（to be lost）．（用to lose可看成for us to lose；用to be lost，谁lost time不明确。
）在be to do结构中的一些不定式通常应用主动表主动, 被动表被动。
然而,由于古英语的影响,下列动词rent, blame, let等仍用不定式的主动形式表示被动意义。
例Who is to blame for starting the fire?●介词in, on, under等+名词构成介词短语表被动意义表示方位的介词与含动作意义的名词合用，含被动之义，其意义相当于该名词相应动词的被动形式，名词前一般不用冠词。