高中英语选修7unit2reading教学设计.docx

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牛津译林版高中英语选修模块七-牛津英语模块七Unit2-Reading教案-新版

牛津译林版高中英语选修模块七-牛津英语模块七U n i t2-R e a d i n g教案-新版(总4页) -CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面，使用请直接删除牛津英语模块七Unit2 Reading教案Step 1: Lead-inHave you ever taken medicines What medicines have you ever taken And what do you know about themPlease talk about your own experiences with medicines.Step 2: Fast reading for general ideasGo through the passage as quickly as possible and try to find answers to the three questions in part A on Page 18. Pay attention to the title so that you can identify the most important information as soon as possible.AnswersA 1. Aspirin and penicillin.2. In 1900.3. The Nobel Prize.Step 3: Detailed reading for important information1. Read the passage a second time and complete Part C1 and Part C2.AnswersC1 1. About 2,500 years ago.2. In 1897.3. It can also help reduce the risk of heart attacks by thinning blood, prevent a stroke, reduce the risk of colon cancer, increase the length of people’s lives and help with diabetes.4. In the mould that killed bacteria.2. Read the article again and fill in the form below so that you can understand the use of the two medicines introduced in the article.3. Pay attention to the medical terms in the reading passage. Underline the words and put them in correct categories.Step 4: Practice:1. Complete Part D. You may refer to the reading passage on pages 18 and 19 for some help.2. Part E i s about two entries in a children’s encyclopedia, one about aspirin and the other about penicillin. Please finish it.Step 5: Post-reading activities1. You will be divided into groups of four to introduce the development of aspirin and penicillin to other group members with the help of the timeline in Part C2.2. Search for more information about the scientists who have invented aspirin and penicillin. Give a brief introduction of the scientists.3. Read the instructions for Part F and discuss the questions listed.Step 6: Language points:Step 7: HomeworkPart A on page 114 and Part B on page 115 of the Workbook.。

人教版高中英语选修7Unit2教案1

⼈教版⾼中英语选修7Unit2教案1 Unit 2 RobotsPart 1 Teaching Design第⼀部分教学设计Period 1 A sample lesson plan for reading(Satisfaction Guaranteed) IntroductionIn this period, after the warming up, students will first be guided to read for forms, copy collocations and write articles. Then they shall question and answer, read the text again to discover the leading sentence of each paragraph, and read the text for its type of writing and summary of Satisfaction Guaranteed. The class is to end by students reading a robot poem.ObjectivesTo help students understand the text’s forms and contents and learn about robotsTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagrams Procedures1. Warming up by getting to know w hat a robot isHello, class. When you hear the word "robot", you probably get a picture in your mind of a clever mechanical man, perhaps R2D2 or C3PO from the movie Star Wars. That is how most people think of robots, but the robots that really exist today are quite different from the robots of comic books, cartoons, and science fiction films and books.Robots come in many shape and sizes and have many different abilities. Basically, a robot is simply a computer with some sort of mechanical body designed to do a particular job. Usually, it is able to move and has one or more electronic senses. These senses are not nearly as powerful as our own senses of sight and hearing. However, scientists and engineers are working hard to improve robots. They are constantly coming up with ways to make them see, hear and respond to the environment around them.Robots have a lot to do with our lives. Now let’s go to page 11 to read an article about robot s and our lives.2. Pre-reading by talking about the three Laws of RoboticsRobots are coming into our lives. Then we are worried about being controlled by robots some day in the future. Don’t worry. We have rules for robots.3. Reading for formsRead the text Satisfaction Guaranteed again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.4. Copying collocations and writing articlesA 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.5. Questioning and answeringNow let’s go over the text again by questioning and answering. Satisfaction GuaranteedA: What did Larry Belmont work for?B: Larry Belmont worked for a company that made robots.A: What was the company experimenting with recently?B: Recently it was experimenting with a robot that could be used todo the housework.A: By whom was it going to be tested out?B:It was going to be tested out by Larry’s wife, Claire.A:Why didn’t Claire want the robot in her house?B:Claire didn’t want the robot in her house, especially as her husbandwould be absent for three weeksA: How did Claire feel when she first saw the robot?B: When she first saw the robot, she felt alarmed.A: What was the robot like?B:The robot, called Tony, didn’t look like a machine at all. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.A: What did the robot do the second morning?B: On the second morning Tony brought her breakfast and then asked her whether she needed help dressing.A: How did Claire react?B:She felt embarrassed and quickly told him to go. It was disturbing and frightening that he looked so human.A: What did Claire mention one day?B:One day, Claire mentioned that she didn’t think she was clever.A: And what did Tony, the robot, say to her?B: Tony said that she must feel very unhappy to say that.A:How did Claire feel about a robot’s sympathy?B: Claire thought it was ridiculous to be offered sympathy by a robot.…6. Reading the text again to discover the topic sentence of each paragraphA well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Now read the text again to discover the leading sentence of each paragraph.7. Reading the text for its type of writing and summary of Satisfaction GuaranteedThere are words that signal a text's organizational structure. If you are struggling with how to make sense of what you're reading, you must increase your sensitivity to the particular word s.Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condeming, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.Now go over the text for its type of writing and summary of Satisfaction Guaranteed.Type of writing A narrationMain idea of 1st paragraph A robot that could be used to do the housework was going to betested out by Larry’s wife, Claire.Main idea of 2nd paragraph The robot, called Tony, was tall and handsome, his hair beingsmooth and black and his voice being deep.Main idea of 3rd paragraph Tony was disturbing and frightening to Claire that he looked sohuman.Main idea of 4th paragraph Claire began to trust Tony.Main idea of 5th paragraph Claire was amazed by Tonny’s fingernails and the softness andwarmth of his skin.Main idea of 6th paragraph Claire thanked Tony, telling him that he was a ―dear’.Main idea of 7th paragraph Tony suggested that Claire invite Gladys and her friends to the house.Main idea of 8th paragraph Tony held Claire firmly in his arms and she felt the warmth of his body.Main idea of 9th paragraph Tony folded his arms around Claire, bending his face close to hers.Main idea of 10th paragraph Claire heard Cladys whispering to another woman that she had never seen anyone so handsome as Tony.Main idea of 11th paragraph The next morning a car drove up and took Tony away.Main idea of 12th paragraph Even though Tony had been so clever, he would have to be rebuilt—you cannot have women falling in love with machines.8. Closing down by reading a robot poemMy Robot Does My HomeworkMy robot does my homework.He helps me every night.The trouble is he doesn't gettoo many answers right.He'd probably do betterat homework but, you see,I built him, so he only knowsthe things he learned from me.--Kenn Nesbitt。

人教版英语选修7教案 Unit 2

人教版英语选修7教案Unit 2
人教《英语》选修七Unit2的阅读完型的课堂教学设计
项目内容
教学内容关于小说的阅读,尤其是科幻小说的阅读.并且通过科幻小说的阅读理解,建立自己关于高科技产品与人类关系的独特理解及如何处理这种关系。

学习目标从以下学习目标中确定四类、每类至少一项作为自己本课时的学习目标。

语言知识（1）复习和学习与科幻小说有关的话题词汇的意义及用法；
（2）复习动词的被动语态,并进一步掌握动词不定式的被动语态的用法；（3）复习和巩固“推测与确信”的表达法.
语言技能学会根据语用目的表达推测与确信。

语言运用（1）能根据人物及事情发展来找到关键性词汇(线索)来了解及处理篇章信息，理解语篇意义；
（2）能利用阅读技能获取文章主旨和作者意图；
（3）能利用构词法和上下文猜测生词意义；
（4）初步了解及使用“推测与确信”的表达法。

文化意识初步了科幻类文学作品的大致情况。

人教版高中英语选修7Unit2教案2

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.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 and asked 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 PresentThe movie fascinates me.The movie bores Jack.The movie surprises them.Passive: Simple PresentI am fascinated by the movie.Jack is bored by the movie.They are surprised by the movie.Active: Simple PastThe movie bored me.The movie fascinated Jack.The movie surprised them.Passive: Simple PastI was bored by the movie.Jack was fascinated by the movie.They were surprised by the movie.PRESENT and PAST CONTINUOUS (PROGRESSIVE) Passive form:am/is/are + being + past participlewas/were + being + past participleActive: Present ContinuousI am helping Shannon.June is helping Su and Ling.Passive: Present ContinuousShannon is being helped by me.Su and Ling are being helped by June.Active: Past ContinuousI was cleaning the bathroom.They were cleaning the bedroom.Susan was cleaning the kitchen and patio.Passive: Past ContinuousThe bathroom was being cleaned by me.The bedroom was being cleaned by them.The kitchen and patio were being cleaned by Susan.PRESENT PERFECT, PAST PERFECT and FUTURE PERFECT Passive form:have/has been + past participlehad been + past participleActive: Present PerfectI have mailed the gift.Jack has mailed the gifts.Passive: Present PerfectThe gift has been mailed by me.The gifts have been mailed by Jack.Active: Past PerfectSteven Spielberg had directed the movie.Penny Marshall had directed those movies.Passive: Past PerfectThe movie had been directed by Steven Spielberg. The movies had been directed by Penny Marshall.Active: Future PerfectJohn will have finished the project next month.They will have finished the projects before then.Passive: Future PerfectThe project will have been finished by next month. The projects will have been finished before then.FUTURE TENSESPassive forms: will + be + past participleis/are going to be + past participleActive: Future with WILLI will mail the gift.Jack will mail the gifts.Passive: Future with WILLThe gift will be mailed by me.The gifts will be mailed by Jack.Active: Future with GOING TOI am going to make the cake.Sue is going to make two cakes.Passive: Future with GOING TOThe cake is going to be made by me.Two cakes are going to be made by Sue.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 (CAN NOT)Mai can foretell the future.Terry can't foretell the future.(Terry can not foretell the future.)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.)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: 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.Passive: SHOULD / SHOULDN'TEnglish verbs should be memorized by students. Cigarettes shouldn't be smoked by children.Active: OUGHT TOStudents ought to learn English verbs.(negative ought to is rarely used)Passive: OUGHT TOEnglish verbs ought to be memorized by students.Active: HAD BETTER / HAD BETTER NOTStudents had better practice English every day. Children had better not drink whiskey.Passive: HAD BETTER / HAD BETTER NOTEnglish had better be practiced every day by students. Whiskey had better not be drunk by children.Active: MUST / MUST NOTTourists must apply for a passport to travel abroad. Customers must not use that door.Passive: MUST / MUST NOTA passport to travel abroad must be applied for.That door must not be used by customers.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.Passive: HAS TO / HAVE TOEnglish has to be practiced every day.The dishes have to be washed by them every day. DOESN'T HAVE TO/ DON'T HAVE TOHer bedroom doesn't have to be cleaned every day. Their bedrooms don't have to be cleaned 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.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.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. 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 HAVE / SHOULDN'T HAVEThe students should have learned the verbs.The children shouldn't have broken the window.Passive: SHOULD HAVE / SHOULDN'T HAVEThe verbs should have been learned by the students. The window shouldn't have been broken by the children.Active: OUGHT TOStudents ought to have learned the verbs. (negative ought to is rarely used)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 living 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.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 to 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.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.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●被动语态的特殊结构形式1)带情态动词的被动结构。

高中英语选修7-unit2-Reading教学内容

Careful Reading
True or away from home
so he hired a robot to accompany his wife
Claire.
F
2. Claire didn’t like the idea at the beginning,
Housework
Secretary
Robots
Play with human And so on…
Types of robots
• Industrial robots used in manufacturing • Domestic robots such as vacuum
cleaners and lawn mowers; • Entertainment robots such as toys and
The change of Claire’s feeling to Tony
unwilling to accept
alarmed,disturbed and frightened
trust
embarrassed, disturbed and frightened
proud of him
fall in love
be so human. F
1
4. Tony could understand Claire when she said she was not clever. T
2. What did the robot called Tony look like?
He looked like a tall and handsome man, speaking in a deep voice, with smooth black hair and his facial expression unchanged.

人教版高中英语选修7 Unit2 Reading名师教学设计

目的
持续性评价
DELC4
1
预备与激活先期知识
Step 1
Warm-up and lead- in
1.Show the students some pictures about the progress of our society, and lead them to understand that our society has been developing greatly with the discovery of coal and petrel, especially with the invention of computer and internet.
2．Next，ask the students to discuss what the future will be. Encourage them to express their ideas.
老师借助问题调动学生的学习兴趣，快速进入学习通过热身，激发学生对即将谈论的话题感兴趣。
通过真实情景式导入话题，激发学生对话题的兴趣。
Unit2 Reading名师教学设计
Book7 Unit2: Robots
Section 1阅读课教学设计
【教材版本与册数】人教版选修7
【单元名称】Unit 2 Robots
【课时】第1课时
【课型】reading（阅读课）
教材版本：人教版册数：Book 7单元：Unit 2编写人：杜思儒课型（课时）：阅读课-Section 1
DELC5
2
获取新知识
Step2
while-
reading
1.Read the story of Satisfaction Guaranteed and decide whether the following statements are true or false.Questions

高中英语选修七：Unit2PeriodoneReading学案

Book 7 Unit 2 RobotsPeriod one Read ing导学目标1. 通过课文的学习，提高阅读能力；谈论不同的机器人和它们的用途。

2. 分析并背诵课文中部分经典句子，进一步理解课文。

自主合作探究I. 篇章结构I. Read the text quickly and complete the main idea of the text.The text tells us the story that a robot called Tony not only helped Clairedo her _________ , but also helped her create a new _____________ , whichmade Claire fall in love with Tony.II. 语篇理解Read the passage and choose the best an swer accord ing to the text.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 huma n being tha n a mach ine.D. Because he n ever cha nged his facial expressi on.2) We can infer that the passage is probably _____ .A. a scie nee fictio nB. an in troduct ion to a new productC. a real-life reportD. a page from a person ' s diary3) The word “elegant ” in bold in paragraph 4 means _____ .A. hav ing qualities of grace and beautyB. nice and lovelyC. pleas in gly n eat and simpleD. polite4) Which of the following statements is TRUE?A. Tony could un dersta nd Claire whe n she said she was not clever.B. Tony was eager to help Claire but he could find no ways out.C. The compa ny was satisfied because Tony made a woma n fall in lovewith a robot.D. Claire was pleased to have Tony dress her.5） Why did Claire think it was a victory when she was envied by Gladys?A. Because Tony used to be Gladys ' lover.B. Because Gladys is the pers on who used to look dow n on her.C. Because Gladys ' s one of the richest and most powerful women she cares much.D. The passage doesn ' t tell us.III. 句型背诵及运用1. His n ame was Tony and he seemed more like a huma n tha na mach ine.【译】【仿写】1）与其说他笨，倒不如说他懒。

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.。

人教版高中英语选修7 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 proceduresLead－inPresent the pictures on Page 54 and ask students to tell what each robot does.(Students are encouraged to speak out their opinions freely.)Listening1．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.that's been destroyedearthquake and check if anyone's inside.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.。

外研选修七 Module 2 Reading教学设计

外研选修七 Module 2 Reading教学设计教学目标1.帮助学生提高阅读理解能力，能够从文本中获取关键信息；2.培养学生的批判性思维能力，能够对文本进行分析和评价；3.提高学生的词汇和语言运用能力，能够正确使用课文中的单词和短语。

教学准备1.外研选修七教材 Module 2 Reading 部分的教学材料；2.学生课本和活动本；3.听力材料和听力设备。

教学步骤导入与引入（5分钟）1.教师向学生介绍本节课的教学内容，即外研选修七Module 2 Reading 部分；2.引导学生思考与课文主题相关的问题，激发学生的学习兴趣。

预测与讨论（10分钟）1.教师用简短的文字或图片呈现一个引入课文主题的情境；2.学生以小组形式讨论与该情境相关的问题，并尝试预测课文的内容；3.学生将自己的预测结果和讨论思路进行汇报。

阅读与理解（25分钟）1.学生个体阅读课文，并标记出关键信息和生词；2.学生与同桌合作，讨论课文的整体结构和主旨；3.教师提问并引导学生回答课文中的细节问题，检验学生对课文的理解程度；4.教师带领学生进行课文重点段落的解读，帮助学生理解词汇和句子的意义。

分析与评价（25分钟）1.学生分组进行小组讨论，就课文中的观点和论证进行分析和评价；2.学生撰写小组讨论结果的摘要，包括主要观点和论证方式；3.学生进行小组间的分享和交流，互相学习和借鉴。

总结与反思（5分钟）1.教师带领学生对本节课的学习进行总结和归纳；2.学生就自己的学习过程和收获进行反思和自评；3.教师提供反馈和建议，鼓励学生继续努力。

作业布置1.学生个体完成课本和活动本中的阅读理解练习；2.学生选择一则新闻报道或文章，并用自己的话总结和评价其中的观点和论证方式。

以上是外研选修七 Module 2 Reading教学设计，在教学过程中，教师应根据实际情况进行相应调整，确保学生能够达到预期的学习目标。

同时，教师应充分发挥学生的主体作用，鼓励他们积极参与讨论和思考，提高自主学习能力。

高中英语人教版选修7Unit2RobotsReading教案(系列三)

选修七Unit 2 RobotsPeriod1 ReadingTeaching Goals:1.To discuss different kinds of robots and their functions.2.To know more about today’s robots.3.To get Ss to know the life of Tony.4.To get Ss to know more about what robots can do for people.5.To develop Ss’ r eading ability.Teaching ProceduresStep 1. Leading-in1. Tell Ss something about robots and arouse their interest in robots.Robots are good at doing the same task over and over again, exactly the sameway. All robots 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 r opinion?Step 2. Warming Up1.Ask Ss to read the introduction of robots in Warming Up and compare with their ideas about robots2.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 library with his classmates. They can't see anyassistant 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 tel ls 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 radi o 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.Step 4. While-reading1.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.2.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?3.. 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?4,. 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?5. 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. 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 enviesIntensive 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.Step5. 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.Step6. Homework1. Ask Ss to write the retold story.2. Ask Ss to preview Learning about Language.。

人教新课标英语选修7 Unit 2 Robots Reading 学案

While reading(1) Answer the following questions.1. How many characters are mentioned?2. Who are they?3. What is the relation between them?(2)Read the passage and answer the questions.What is the beginning of the story?How did Claire feel when she first saw the robot?(3)When Claire refused to have the robot in her house, Larry said to Claire that Tony would be a bonus. What did he mean?(4)What were Claire’s problems? How did Tony help her?(5)BrainstormWhat would Tony do next?Read the passage and find out what Tony did and the reactions of Claire, Gladys and her friends.(6)DiscussionThe company was very pleased with Tony’s report, what do you think of it? Do you think Tony had protected Claire from harm?(7) Answer the following questions. (课本12页第一题)Claire’s feelings towards Tony changed as the story developed. Fill in the occasions when Claire had these feelings.(8) Fill in the form below. （课本12页第三题）In groups, list Tony’s characteristics that were similar to those of a human being and that were different.(9) Answer the following questions. （课本12页第二题）1. Why did Tony open the curtains?2. What did Tony do to prevent Claire from being harmed?3. Why did Tony have to be rebuilt?4. How would you feel if you had a robot like Tony in your house?5. Claire spent three weeks with Tony in her house. What sentences in the story show that she kept forgetting and then remembering that he was a machine?Post-readingThink About ItIf you were Claire, would you fall in love with the robot, Tony? Do you think it will do good to human beings to build such robots like Tony?Complete the passage with proper words, which will help you retell the text.A household robot, Tony, was going to ________ out by Larry’s wife, Claire, when he was _______ for thr ee weeks. Claire didn’t like the idea at first, but Tony won Claire’s trust gradually. Tony helped Claire realize her dreams by ________ her home more elegant and made her more beautiful by giving her a new haircut and _________ (change) the makeup she wore. However, Gladys thought Claire was having an ______ by mistake. Tony advised Claire to invite Gladys and her friends to her house. At that night, Tony opened the curtains of the front window and _______ that he didn't want to leave Claire and that he felt more than just the ______ to please her. It was a sweet victory for Claire to be ______ by those women.1。

(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。