Book 7 unit2教学设计
book7unit2教案
Book7 unit2 Robots reading教案一、教案背景：1，面向学生：高中二年级2，学科：英语2，课时：13，学生课前准备:一、网络查询有关“机器人”的相关信息及图片。
二、课前预习pre-reading相关问题。
三、了解并学习部分词汇。
二、教学课题技能目标Skill GoalsLearn literary work about science, robots and science fiction writer—Isaac AsimovTalk about robotsExpress supposition and belief目标语言重点词汇：test out 、sympathy、accompany、leave、、、alone重点句式：强调句结构It is +adj. +to do sth.There stands…倒装句三、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。
四．教学方法：Discussing, explaining, reading and practicing五、教学过程：Step1 warming-up导入：谈论有关机器人的图片StepⅡpre-readingDiscussion：1.Do you think it possible for a robot to think for itself?2.Can you think of any other robots?Book7 Unit2 The Robots_百度文库Step Ⅲfast reading and answer the question1. What did Tony look like?2. What did Tony do to make Claire and her home elegant?Step Ⅳcareful readingⅡ选择题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 cleverness3. 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 above5. 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 B7. 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 TonystepV language points1.important phrases高二英语下学期Unit2Book7 Reading _课件_备课_当知网见第二页答案第三页2.强调句结构3.It is +adj. +to do sth.4.There stands…倒装句StepVI . discussionHow would you feel if you had a robot like Tony in your house?StepVII Homework1.Surf the Internet to learn more about robots and science fictions.2. Surf the Internet to learn about Isaac Asimov.。
高中英语_book7unit2 robots reading教学设计学情分析教材分析课后反思
教学设计Teaching 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教学方法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 tosay 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.（Today there are different kinds of robot, including industrial robots, household robots, and entertainment robots. Robots also often appear as characters in stories.）In groups, make a list of any science fiction, literature, films, video games, TV shows and cartoons you know that include robots as characters. Choose one and be prepared to tell the class about it briefly.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 also suggested 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 Reading1. Claire's feelings toward Tony changed as the story developed. Read the story, then fill in the occasions when Claire had these feelings.Comprehending questions on Page 12 Ask 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:2.1. He wanted Claire’s guests to see him and Claire together so that she would be envied by the women guests.2.2 He had prevented Claire from harming herself by making her feel good aboutherself. He helped her make her and her home elegant so that she would not feel like a failure.2.3 Because the company (designers) felt that they could not have women falling in love with a robot.2.4 Various answers can be accepted.2.5 When she first saw the robot, she felt alarmed. Tony didn’t look like a machine at Before hearrived When he offered tohelp her dress When he offered to help her improve her house and herselfHelped her with the sales manWhen she fell off aladder and caught byTony When she heard Gl adys whispering toanother woman thatShe rememberedTony was just amachineall. 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.3.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:.Surf the internet to learn more about robots and science fiction.Book7 Unit2 RobotsZhang Jinchao 2016.5I. Warming-up:1. What is a robot?A robot is a machine __________ to do jobs that are usually _________ by humans . Robots are ___________ and ___________ by a computer.2. What can robots do ?_____________________________________________________________ ___________________________________________________________ 3.Today there are different kinds of robot, including industrial robots, household robots, and entertainment robots.II. Fast reading1. What is the text mainly about ?It’s mainly about how a household ______ was ______ _____ in a family.2. Characters in the story(1).__________________----employed in a company that makes robots(2). ___________________ -----Larry’s wife, a housewife(3). _____________________----- the robot(4)._______________________------a woman that Claire envies3.Choose the best answer:(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) The robot Tony helped Claire to realize her dreams by ______.A. making her home elegantB. giving her a new haircut and changing the make-up she woreC. giving her advice on her dressesD. all the above(3) 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(4) 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 Tony(5) We can infer from the passage that_____.A.Claire liked Tony but feared himB.Claire cried because Tony made her angryC.Claire forgot Tony as soon as Tony leftD.Tony had no feelings as human being4.True or false.(1)Larry was going to be away from home so he hired a robot to accompany 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 completely changed.( )(6)The company was satisfied with Tony’s report because he had successfully made a woman fall in love with him..( )III. Careful reading1.Fill in the blanks.2. Find out the Claire’s Feelings to Tony with the occasion.(1)Before he arrived ( )(2) When he arrived ( )(3) When he offered to help her dress ( )(4) When he offered to help her improve her ( )(5) When he helped her with the salesman ( )(6)When she fell off a ladder and was caught ( )(7)When she heard Gladys whispering to another ( )(8) She remembered Tony was just a machine ( )A .cried all night B. admired him C. felt embarrassedD. felt his warmthE. felt being enviedF. called himG. dislike him womanH. was alarmedFind out the right order about how Claire’s emotion developed.D→_________ →_______→_________→_________→________A. Sad to remember he was just a machineB. accepted himC. proud of himD. refused to have Tony at her houseE. trusted himF. loved himIV. Post readingRead the story again and answer the following questions in group.1. Why did Tony open the curtains?2. Why did Tony have to be rebuilt?3. What’s the original function of the robot, Tony? Did Tony guarantee the satisfaction to Claire?V .SummaryA robot was going to _____________(test out) by Larry’s wife. When she first saw the robot, she felt ____________(alarm)because he seemed more like a human than a machine. He was tall and handsome __________ smooth hair and deep voice although his ________________(face)expression never changed. On the second morning when the machine asked her whether she needed help dressing, the lady felt _______________(embarrass)and drove him out of her room. Later, as a _____________(favorable),Tony helped Claire feel good about herself and made her home more ___________(elegance).He gave her a new haircut and ______________(accompany) her to the shop. Claire began to trust him and thosepowerful women in her neighborhood_____________(envy) her very much. However , Tony has to ________________ (rebuilt)because we cannot have women __________________(fall in love)with machines.VI . Make up the story学情分析通过高中近两年的英语学习，大多数学生已能听懂有关熟悉话题的语段和简短的故事。
Unit2 Book7课堂教案设计(词汇)-张立志-山东临朐第二中学
Unit2 Book7课堂教案设计（词汇）临朐二中张立志【教学目标】使学生认知1.desire 2. sympathy n 3. envy 4. declare 5. favor1. leave ...alone 2. set aside 3. be bound to等词汇，并能灵活运用。
同时，通过课堂教学活动，激发学生对英语学习的兴趣。
【教学重点及难点】1．所学词汇的掌握及运用。
2．在真实情景下使用本课的知识点。
【教学方法】任务型教学为主进行诗化“教学”，知识的传输力求情景化，生活化，实践化。
寓乐于教，寓趣于学，以学生为主导，老师为指导。
在多媒体的辅助下，强调学生的主体性，主动性、互动性、和谐性，从而达到“乐”与“教”双赢的效果。
【教具准备】课件，多媒体，学案纸及相应的答题卡片和游戏卡片。
【教学过程】Step 1 Revision英语课堂游戏：耳语传句规则：每一纵排为一组，教师分别发给每一组最后一排的学生一张游戏卡，上面写着需要检查的一个句子，在教师说"开始"后，最后一排的学生用耳语把卡片上的内容告诉前面的学生，这位学生再把听到的内容告诉前面的学生…依次进行下去，最后第一排的学生把听到的句子写到黑板上，传得最快，最准确的组获胜，得一分。
【说明】这个环节是对上一节课的一个检查复习和回顾，所选句子与上节课的知识点相关，游戏结束后，老师结合卡片句子和同学进行有效互动回顾。
Step 2 leading in通过导入图片认识下面几个词 1.desire 2. sympathy n 3.envy 4.declare 5. favor1. leave ...alone 2. set aside 3. be bound to【说明】这个环节是让学生初始知识。
提高学习兴趣。
Step 3 Learning要求学生看学案，同时做知识点后面相关小题。
（这时教师板书复习内容），然后，和学生一块对答案，形式为学生抢答。
Module 7 unit2 There are twelve boys on the bike.教学设计
Module 7 unit2 There are twelve boys on the bike.教学设计一、学习内容分析“There are twelve boys on the bike.”是《新标准英语》四年级上册第七模块第二单元。
本模块要让学生了解和学习there be句型，用于描述场景里存在什么，同时描述他们在做什么。
本单元主要内容为there be 句型的复数描述，并且复习巩固本册第三模块学过的现在进行时。
同时让孩子们掌握新词：fruit, vegetables, chicken, bear, pig.二、学情分析大部分学生在本模块第一单元学会了there be 句型的单数用法，但灵活运用的能力还有待提高。
而现在进行时虽然在第三模块学习过，但由于间隔时间很长了，部分学生已有所遗忘，对于现在进行时的单复数不能正确运用。
所以在本课中还将训练。
三、教学目标分析1.知识目标：通过学习,能够听懂、会说fruit, vegetables, chicken, bear, pig等词语；学会there be句型来描述图片或场景存在什么，并描述出他们在做什么。
2.技能目标：在小组合作，情境表达中使学生具备正确运用there be句型的能力。
3.情感目标：通过学习，培养学生细心观察的好习惯。
通过活动目的的达成，给予学生成功体验，激发学习英语的兴趣。
四、教学重难点教学重点：灵活运用“there are….”“there is….”教学难点：1、there be 句型中be动词的选择；2、完整地描述各情境中存在的事物。
五、教学步骤Step1:warm-upGreetings!T: Good morning, boys and girls! How are you today?Ss:…Do you like watching videos? Let’s watch a video and chant together.Ss:…(用视频的引入引起学生的注意力，对circus的情境有所体验，并引导学生观察用旧知表达通过“There is a …”)。
【外研版九年级英语上册】Module 7 Unit 2 教案
Module 7 Great booksUnit 2 It is still read and loved.教学目标【知识目标】能够正确使用下列单词和词组：adventure, get into trouble, run away, escape, cave, dead, for a time, neighbour, funeral, surprised, alive, southern, state, pay for, action, everyday, dialogue【能力目标】1、能够读懂介绍和评价文学作品的文章。
2、能够写一篇短文介绍和评价自己喜欢的文学作品。
【情感态度目标】通过了解名著及著名作家，激发学生阅读名著及了解著名作家的兴趣。
教学重难点【教学重点】能够读懂对介绍和评价文学作品的文章。
并通过阅读 a book review of The Adventures of Tom Sawyer让学生掌握并运用略、精读的技巧，即略读找大意，精读搜索相关信息。
【教学难点】能谈论自己喜爱的名著及喜欢的理由。
教学过程Step 1 RevisionLook at the pictures and say who they are and why they are famous.ConfuciusConfucius was a great teacher and thinker in ancient China. He lived over 2000 years ago and he is well-known in many countries.ShakespeareWilliam Shakespeare was English and wrote plays and poems. Although he died about 400 years, his plays are still seen, and his poems are still read by many people.Mark TwainMark Twain was an American writer. His stories are set in the south of the US over 100 years ago, and readers still enjoy them very much.Step 2 Scanning(略读) 小组讨论，最后得出答案。
Module7Unit2Shecouldn'tseeorhear(教案)英语六年级下册
Module 7 Unit 2She couldn’t see or hear.一、教材分析：本模块的主要内容是介绍人物生平事迹。
Unit2的课文情境是介绍海伦凯勒的生平。
海伦于1880年出生在美国，19个月大时生了场大病，从此丧失了视觉和听觉，但她通过刻苦学习，学会了阅读、写字和说话。
后来，她到世界各地讲述她的故事，写书并帮助盲人，她是盲人的楷模，也是大家的榜样。
教师可以围绕海伦的艰苦学习来启发学生，不畏艰难，珍惜时间，好好学习。
二、学情分析：本堂课的学习重点是进一步强化复习一般过去时的用法，并学习“can的过去式could”的用法。
学生虽然已经学过一般过去式的用法，但是学生两极分化较为严重，部分学生仍然没有掌握、无法正确使用，老师还是要注意多给学生练习和巩固的机会。
本堂课将了解海伦凯勒的生平作为重点，希望学生在第一课时结束时，可以用英文讲述海伦凯勒的故事，领会海伦的刻苦精神，并能够完成为她制作一张名人卡片的任务。
将对其他名人的拓展任务放在第二课时进行。
三、教学目标：1.知识目标：全体学生能够理解和运用单词：born, illness, round, all over the world.全体学生能够理解和运用：She couldn’t see or hear.2.能力目标：全体学生能够认读：born, illness, round, all over the world.全体学生能够听懂、会说：She couldn’t see or hear；能够朗读课文。
大部分学生能够根据课文内容复述海伦凯勒的生平事迹。
3.情感目标：学习海伦凯勒不畏困难，好好学习的决心与勇气。
4.学习策略：学生能够通过关键词信息从文本中获取相应信息，掌握一定的阅读策略。
5.文化意识：了解国内外名人的生平事迹，并学习其精神。
四、教学重难点：教学重点：学习阅读人物传记，了解海伦凯勒的生平；学习“can的过去式could”的用法。
人教版Book7 Unit2 Robots 郝玉梅
2、基本目标
以科学发展统领课堂教学改革，制定优质高效的课堂教学策略， 促进学生自主发展、全员发展、和谐发展和可持续发展，全面 提高课堂教学的水平与效率。在构建自主高效的课堂教学中使 学生学会学习、合作、交流、共享，学会发现自我、发展自我、 展示自我，实现自身价值。 3、基本环节
教学环节
教师活动
学生活动
Read the text and fill in the blanks.
occasion Claire… disliked him was alarmed felt embarrassed admired him called him a dear felt his warmth felt being envied cried all night
姓名 单位 Email 参赛题目
郝玉梅
性别
女
职称 教龄 办公电话
山东省昌邑市文山中学 yumeihh@
中教一 级 17
执教年 高二 级 专业/学 英语 科 7211952 手机 135891974 39
Book7
Unit 2
Robots
新课程标准的核心是将传统的“教师——教材——学生”的教学理 念转变为“教师——学生——教材”， 教师已由知识的传授者变成学习 活动的促进者、参与者和指导者。教师的主导地位由显性变为隐性，由 原来知识层面的浅层次的指导变为能力层面的深层次的指导。 根据新课 程标准的理念，结合学校 331 高效课堂要求，经过近两年的实验探索， 我们高二外语组基本确立了 ppp 英语课堂教学模式。 这一教学模式把激 教学 设计 简介 励机制、竞争机制、合作机制融入课堂教学，通过创设和谐、民主的教 学环境， 使教学过程成为师生互动交往的过程， 让每个学生都有求知的 欲望、发现的满足和成功的欢乐，并在此过程中，“教会学生学会学
人教版英语Book 7 Unit 2 Robots reading 课件-完整版
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I dream about having two hands like human beings, so that I can hold my beloved one firmly in my arms, even if there’s only one chance.
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人教版英语Book 7 Unit 2 Robots reading 课件-完整版PPT-精品课件（实用 版）
What is the type or form of literature of this passage ?
2021/4/4
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人教版英语Book 7 Unit 2 Robots reading 课件-完整版PPT-精品课件（实用 版）
人教版英语Book 7 Unit 2 Robots reading 课件-完整版PPT-精品课件（实用 版）
2021/4/4
felt being envied and happy
She remembered Tony was just a machine
cried all night
Para 12
What is the result of the test? Is it perfect?
The company was very p_le_as_e_d_ with Tony’s report on his three weeks with Claire, but he would have to be r_eb_u_i_lt_because he had Claire f_a_lli_n_g _in__ _lo_v_e _ with him.
四年级上册英语教案Unit 2 Lesson 7 冀教版
Unit 2 Lesson 7 全课时教案教学内容：冀教版小学英语4A Lesson 7教学目标：知识方面：能在听说读写方面掌握和运用四个词组: do one’s homework \read a book\write a story\draw a picture。
能力方面：能够在日常生活中灵活运用所学的词汇和句型。
情感教育：运用大量游戏激发学生学习英语的兴趣，小组、同桌合作学习培养学生合作精神。
教学重难点：Do one’s homework\read a book\write a story\draw a picture.教学准备：教师词汇卡片、电脑、课件、教学磁带教学过程：Part 1: Greeting and review1. GreetingHello, boys and girls! How are you today? How’s the weather?2. Sing a song唱He’s wearing read trousers. T: What did you hear in the song?教师将歌曲中唱到trousers dress sweater coat shorts shoes cap分别贴到黑板上,复习上一单元的单词。
Part 2: Play a game (guess, guess, guess )1. 游戏规则：教师准备一小纸盒，里面放一些纸条，内容为: read a book, do one’s homework, write a story, draw a picture。
2. 教师做读书状，要学生猜词组，引出read a book, do one’s homework, write a story, draw a picture强调“read”的读法与“red”的不同，与“meat, tea”读音的相同点。
3. Work in pairs: 两人一组作guess, guess, guess 游戏。
【最新】外研版九年级英语上册Module 7 Unit 2 教案
Module 7 Unit 2 教案It is still read and loved.学习目标1、会熟练运用本课所学四会单词、短语。
2、阅读理解短文，并能复述，能用所学词汇、句型进行情景口头表达和书面表达。
能够写一篇短文介绍和评价自己喜欢的文学作品。
4、通过了解名著及著名作家，激发学生阅读名著及了解著名作家的兴趣。
教学重点：能够读懂对介绍和评价文学作品的文章。
并通过阅读A book review of The Adventures of Tom Sawyer让学生掌握并运用略、精读的技巧，即略读找大意，精读搜索相关信息。
难点：能谈论自己喜爱的名著及喜欢的理由。
学习步骤：一．交流检查。
1. 交流检查课前预习情况，探讨解决预习中存在的问题，复习本单元的新单词。
2. 默写重点短语3. Discuss①What kind of story is The Adventures of Tom Sawyer?②When and where is the story set?二．自主学习1.Fast reading .1. Where may the passage come from?A.A guide bookB. A grammar bookC. A magazine2. Find the main idea of each paragraphy:Para.1 storyPara.2 favourite scenePara.3 heroPara.4 themesPara.5 reason2.Careful reading.1. Read Para.1-3True or False1. He is a lively and young boy.2. He runs away with his two friends to3.He decides to go to his own funeral.4.Everyone is surprised to see him but they’re also pleased to see him5. Hunk is an outsider and everyone is afraid of him.6.Betty is pretty with hair.2. Read Para41.Translation: It is more than an adventure story.2. Fill in the blanks:Because of the ________ ________of the southern states of America in the ________ century in it, the book sounds very _______. We think it is one of thegreatest books in American _________ .3. Activity 4 Complete the passage with the correct form of the words in the box. 三．交流展示;1. 讨论解决学习疑难。
bookd7_unit2_Using_Language
Skimming
Glance through the passage and then find out the answers to such questions: 1.Which paragraph tells you when and where Asimov was born and died? 2. Which paragraph tells you about his education? 3. Which paragraph tells you about awards he received?
召的「艾西莫夫科幻杂志」，是美国当今数
一数二的科幻文学重镇。
阿西莫夫是一位多产得惊人的作家，
自50年代初，至今已出版了300多部著
作。
Old photo
在家中图书室(1976年)
阿西莫夫与珍尼特
演讲
军旅戎装
阿西莫夫追悼会现场
主要作品：《空中石子》（１９５０） 《太空潮》（１９５２） 《钢窟》（１９５３） 《终结》（１９５５） 《赤裸的太阳》（１９５６） 《基地三部曲》（１９６４） 《我，机器人》《机器人的其他故事》 《基地》系列：《基地边缘》（１９８２） 《黎明世界的机器人》（１９８４）《机器人与 银河帝国》（１９８５）《基地与地球》（１９ ８６）《基地序曲》（１９８８）《复仇星》 （１９８８）《转交基地》 （１９９３）
人教新课标版选修七 Unit 2 Robots Using Language
A Biography of Isaac Asimov
Reading, speaking and writing
A biography of Isaac Asimov
Leading in
艾萨克· 阿西莫夫 Isaac Asimov, ( 1920-1992)， 美籍犹太人，为本世纪最顶尖的科幻小说家 之一，曾获代表科幻界最高荣誉的雨果奖和 星云终身成就「大师奖」。以他的名字为号
新课标人教版选修七Book7 Unit2 Language Points
3. As a favour Tony promised to help Claire make herself smarter and her home more elegant. 托尼为让克莱尔高兴，答应帮助她，使她变得更时髦， 使她的家变得更高雅大方。 favour n.喜爱，恩惠 vt.喜爱，偏袒 do sb. a favour=do a favour for sb. 帮某人的忙 ask sb. for a favour 请求某人帮忙 in favour of 支持…… in one’s favour 对某人有利 （2011湖北高考）When asked about their opinions About the schoolmaster, many teachers would prefer to see him step aside ________younger men. A. in terms of B. in need of C. in favor of D. in praise of
more than
1). 后面跟名词, 意为“不只是, 不仅仅 是”。 more than a teacher She Kate was_________________. also did what she could to take care of her pupils. 凯特不仅仅是位教师, 她还尽其所能照顾她的学生。
2) sympathy 同情心，同感 a letter of sympathy 慰问信 feel/have sympathy for同情… out of sympathy出于同情 with sympathy 同情地
great sympathy for After hearing her story, he had ________________ (对……深表同情)her present situation. with sympathy They looked at the begging orphan__________ (同情地)
三年级英语上册教案-Unit 2 Lesson 7 人教精通版
三年级上册Unit 2 Lesson 7 导学单一、学习目标1. 你将知道：（1）字母Oo、Pp在单词中的常见发音。
（2）单词bag、book的正确读音、词义以及在句子中的运用。
（3）在朋友见面时可以使用Glad to meet you！和Glad to meet you，too！互致问候。
（4）使用This is…句型介绍他人和物品。
2. 你将理解：文具是学习生活中的必备物品，我们应该好好爱惜。
3.你将能够：（1）了解字母Oo、Pp在单词中的常见发音。
（2）认读单词bag、book，知道其中文意思，并能在句子中准确运用。
.（3）熟练运用Glad to meet you！Glad to meet you，too！与朋友互致问候。
（4）在School Things Show文具秀的真实情境中，熟练运用This is…介绍他人和物品。
二、学习重难点在School Things Show文具秀的真实情境中，熟练运用This is…介绍他人和物品。
三、学习流程Lesson 7 脚本【PPT 1】Hello, boys and girls. Welcome to my class. I’m Lisa. 同学们好，欢迎来到我的英语课堂，我是Lisa老师。
今天我们将要学习Unit 2 Lesson 7。
Now let’s enjoy our class!【PPT 2-5】一、导入1.字母部分First, let’s sing a song from A to Z.(播放字母歌视频)Let's learn the letter O.(播放字母视频O)Let’s learn the letter P.(播放字母视频P)【PPT 6-7】二、教学过程1. 情境导入同学们，新学期开始了。
你们的文具都准备好了吗？今天，Lisa 老师将举办一场文具秀，让我们秀一秀自己的文具吧。
Welcome to Stationary Show.【PPT 8-9】2.学习Glad to meet you. 和Glad to meet you, too.First, let’s sing a “glad to meet you” song. Ready？Go!(播放glad to meet you 视频)Glad to meet you!Glad 高兴的meet 遇见you 你，你们Glad to meet you. 很高兴见到你。
优秀教学设计 Module 7 Unit 2 Pandas love bamboo
优秀教学设计 Module 7 Unit 2Pandas love bamboo1、教学目标：知识目标：Function: 用一般现在时描述动物及其习性。
Target Language: A: They love the sun. What are they? B: They are snakes.能力目标：能用所学的句型谈论动物及其习性，培养学生开口说英语的习惯。
情感目标：通过了解动物与人类的关系，培养学生热爱动物的情感和自觉保护动物的意识。
④学习策略：采用激励性评价，在教学活动中充分激发学生的求知欲和表现欲；通过小组合作学习，培养学生自主学习和运用语言的能力。
2、教学重点：They love .... They like ....They sleep in the winter. They play with children.What are they? They are ....3、教学难点：能用所学的句型谈论动物及其习性。
4、教学法：直观教学法、听说法、游戏法5、教具准备：单词卡片、图片、录音机教学程序设计：Teaching Procedures:Step 1 Warming- up1. Greetings.2. Free Talk.(设计意图: 营造活跃轻松的课前气氛，使学生带着积极的心态投入到学习中去，Free Talk 帮助学生养成用英语对话的习惯,也为下面的学习做铺垫。
)Step 2 Revision and Presentation1. Play a guessing game. (Review some animals and describe them)展示课件（14种动物），提出问题："What can you see on the screen?"做这个记忆力游戏，引出本课的话题---动物。
2. Ask and answer about the animals.eg. T: What’s this?(show a picture of a panda, and cover some parts of it.) Ss: It’s a panda. It’s fat.T: What are they? They are… Ss: They are pandas. They are fat.(dogs---cute; elephants---big; cats---small; snakes---long; bears---strong)3. Practice asking and answering in groups.（设计意图：用形象生动的动物图片，帮助学生复习动物名称及特征，遵循循序渐进，由简入繁的原则，从旧知识导入新知识，能有效地帮助学生学习并掌握本课内容。
PEP Book7 Unit 2 Part A Let’s learn
PEP Book7 Unit 2 Part A Let’s learn 一、教学目标〔一〕实力目标：能够在实际情境中正确运用询问路途的语言并能简洁答复，如：where is the library? it’s near the post office.〔二〕学问目标：1.能够听、说、读、写单词hospital、cinema、post office、bookstore，能够听、说、认读science museum。
2.能够听、说、认读句型where is the library? it’s near the post office.并能进展关键词的替换。
〔三〕情感、文化目标1.造就学生团结友爱、乐于助人的优良品质。
2.造就学生在生活中自觉遵守交通规那么的意识。
二、教学重、难点1.重点：驾驭let’s learn局部的四会单词和短语2.难点：正确书写四会单词和驾驭三会单词museum 的发音。
三、课前打算1.与教学有关的卡片。
2.录音机、本课时的录音带。
四、教学步骤step1: preparation1. sing a song: how do you go to school?(在音乐中活泼气氛，使学生身心得到放松，踊跃主动地参加到课堂中来)2. free talkt: how do you go to school?s1: i go to school on foot.t: can you spell foot?s1: yes, f-o-o-t, foot.t: how do you go to canada?s2: i go by plane.t: can you spell plane?s2: yes, p-l-a-n-e, plane....(利用free talk的形式为学生供应语言交际的时机，通过让学生说说以何种交通方式到某个地方，稳固复习学过的单词和句子，为学习新课奠定根底)3. make a queuet: i’d like to go to the hongshihu park today. who wants to come with me?s: me, me… (t finds some students to come to the board)t: (asks students to make a queue) then where iss1? s: she is in front of s2. (writes “in front of” on the board) t: where is s2?s: he is behind s1 (writes “behind “on the board)t: where is s3?s: she is near s1. (writes “near” on the board)… (通过创设排队这一情景，让学生通过参加、体验等活动，总结归纳以前所学方位词的用法，并练习where is...?这一句型，为下面绽开新课做好铺垫)4. find the park.t: i want to go to the park, but i don’t know where the park is. who can help me? i am at school now. i will start from here.s: i can.t: excuse me, how can i get to the park?s: you can go by the no.15 bus.t: can i go there on foot?s: sure, if you like. it’s not far.t: thank you.t: i can go by the no.15 bus. oh, we meet the red light, how can we do?s: stop at the red light.t: if the light is yellow?s: wait at the yellow light.t: if the light is green?s: go at the green light.(利用学生上单元所学习的对话，为学生创设一个问路的任务情景,造就学生助人为乐的精神和遵守交通规那么的行为习惯)step2: presentation1. learn the new words(1) t: the park is very beautiful, but i have to send a letter to my friend now. where should i go? i am a stranger here. .can i go to a cinema?s: no.t: a hospital?s: no.t: a post office?s: yes.(通过协助教师送信,引导学生协助教师找到post office,同时利用方位介词确定post office 的方位，自己总结出本课所学核心句型。
新视野大学英语第三版读写教程book2-unit7教案
教 案案New Horizon College English 新视野大学英语读写教程（一）教研室： 教师姓名： 课程名称课程名称授课专业和班级 授课内容 Unit 7 Women Women at at the Management Level授课学时 6 教学目的 The teaching objective of this unit is to help students:grasp the main idea and structure of the text;2. To understand the structure of 2. To understand the structure of ““A general statement supported by example[s]example[s]”;”;3. To write 3. To write ““A general statement supported by example[s]A general statement supported by example[s]”” essays;4. To master the key language points and grammatical structures in the text.5. To conduct a series of reading, listening, speaking and writing activities related to the theme of the text.教学重点 1. Text structure analysis2. Language points:Key words and expressions: administrative,?attorney,?accommodation,?segment,?be disposed?to?do?sth., on?both?counts, feel?at?ease?with?sb, make?a?concession / concessions?to, come?down?to,?take?exception?to?sth.,?burst?into,3. Writing skills: a general statement supported by example[s] 教学方法 1. Communicative approaches;2. Task-based teaching method;3. Audio-lingual method.教学过程 1. Warm-up Activities2. Text Structure Analysis3. Detailed Study of the Text4. Grammar and exercises5. Writing and reading skills practice作业 Homework:1. Recite the appointed paragraph.2. Translate sentences and write a paragraph showing “a generalstatement supported by example[s]statement supported by example[s]””.辅助手段 Multimedia software 辅导答疑教学内容Ⅰ. Warm-up activities Step 1 GreetingsGreet the whole class as usual.Step 2. Review1. Ask students some questions to review the last lesson （show them on the screen screen））.2. Check the homeworkMethod: Talk in groups; Use task-based language teaching method, communicative approach, and audio-lingual method.Step 3. Lead-in and preparation for readingShow the Ss some pictures and let them talk to each other about the topic on the screen.1. What is career woman?2. Should women stay home or work outside? Why?3. What are the advantages and disadvantages for the career woman?Purpose: Arouse the students’ interest of study. Bring in new subject: Genetic EngineeringStep 4. Fast readingAsk the Ss to read the passage as quickly as they can and to answer the questions on thescreen. Let them get the main idea of each paragraph and make clear about the text structure. Ⅱ. Text Structure AnalysisPurpose : : Improve the students’ reading and writing ability and understand the Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method : Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response methodPart I (paras. 1-2): Introduction (thesis statement) of the textPart II (paras. 3): How female bosses managePart III (paras. 4-5): How male and female bosses are different in working styles Part IV(paras. 6-8)?: Why male and female bosses manage differentlyPart V(paras. 9): Obstacles for female bossesPart VI(paras. 10): ConclusionⅢ. Detailed Studies of the TextWords and Phrases1. employeen.[C] sb. who is paid to work for sb. else 受雇者；雇员Knowing what an employer is looking for in a potential employee can help someone to prepare for an interview.了解雇主在寻找什么样的潜在雇员可以帮助人们准备面试。
PEPBook7Unit2 第1课时
PEP Book 7 Unit 2 Ways to go to schoolA Let’s try let’s talkBy Chen Xiaoqun from Lubei Primary School Ⅰ Teaching content and analysis:本课是PEP教材六年级上册Unit 2 Ways to go to school第一课时，学生在三年级的时候，已经学习了一些有关交通工具的词汇，如：bike，car，bus等等。
在五年级下册第一单元This is my day 中已经接触过usually / often /sometimes这些频率副词。
本课的目标在于学生能够听、说、认读功能句：How do you come to school?Usually I come ..../Sometimes....并能在情景中熟练运用；学生能够用正确的语音、语调朗读对话，并能进行角色扮演。
该课属于对话课，因此，将尽可能地为学生创设使用功能句型的平台，为学生提供自由选择和自由创编的机会。
在难度设置上，从逐个句型操练滚动到对话操练，再到自由创编。
Ⅱ Teaching aims:nguage aims：①学生能够听、说、认读短语：on foot，by bike，by car, by taxi。
②学生能够听、说、认读功能句：How do you come to school?Usually I come ..../Sometimes I come....③学生能够运用正确的语音、语调朗读对话，并能进行角色表演。
④学生能够在情景中运用句型How do you come to school?Usually I come ..../Sometimes I come....2.Ability aims：①能够询问别人出行的方法。
②培养学生的选择去不同地方的出行方式的能力。
3.Emotional aims：培养学生积极运用所学语言进行表达与交流的能力。
六上Unit2_B_Read_and_write公开课教案3
Unit 2 Read and write公开课教案教学年级：六年级课题名称：PEP Book 7 Unit 2 Read and write课型：策略性英语阅读课教材版本、学科：《PEP小学英语人教版》Book 7主题概述：<PEP Book 7 Unit 2 Read and write>是PEP小学英语六年级上册第二单元的第四课时。
该单元的话题是交通方式，分为6个课时，其核心内容是在引导学生准确运用现在进行时进行各种交通方式英语表述的基础上，结合学生个人的实际，表达自己上学的交通方式，并正确运用情态动词must描述在道路上要遵守的交通规则。
在Read and write部分，课本针对交通方式进行了拓展阅读，介绍了除了中国以外，其余来自世界三个地方学生上学的交通方式。
在英语阅读中，学生往往阅读动力不足，缺乏有效的阅读策略和技巧的指导，导致学生丧失阅读兴趣，被动消极地应付阅读，导致阅读能力和思维品质没有得到锻炼。
结合学生的阅读现状，我一方面在阅读过程中指导学生学会有效提问，使用正确的阅读策略，帮助学生提升思维品质，提高阅读能力和效率；另一方面我针对学生的认知特点和水平，我充分挖掘课程资源，将单元进行整合，把不同的交通方式和要注意的安全问题进行整合，让学生在阅读过程中既能收获新的知识，也能对本单元的重点内容巩固运用。
通过阅读策略和单元的有机整合和运用来培养学生有效提问的能力，提高学生的思维品质的主要原则进行教学设计，即：以How to read more effectively? 为主线贯穿课堂—阅读题目—提出问题—找出有效提问—带着有效提问的问题进行阅读—提取文本答案或预测答案。
学生在阅读题目时获取有限信息，然后通过有关what, when, where, how, why, who等基本事实的有效提问阅读文本，在阅读过程中通过提取或者预测问题答案把握文章主要脉络。
在此过程中，教师在充分发挥自己的主导作用的同时，把学习的主动权交给学生，给学生时间和空间自主参与、自主体验，一步步引导学生自我构建知识网络，突出语言教学的交际性原则和实践性原则。
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Step1. Leading-in
Show some pictures of Roberts and guide students to think about what a Robert can do for humans.
Answer the following questions. What can robots do in our daily life?
Step2. Listening
Listen to the recorder of Para1—2 and answer these questions: 1. How many characters are mentioned? What are they?
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2. What did Tony look like?
写作有很大的帮助。
如有侵权请联系告知删除，感谢你们的配合！
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六、 【Blackboard】 Some of the important words,such as: industrial robots,
medical ......and the words students cannot recall in class. 七、 【Homework】
随着科技的发展，机器人在我们的日常生活中的作用日益重要。请写一篇文章介绍一下机器人 给人类带来的好处。如：在工业生产、生活及救灾方面。
八、 【Reflection】
1. 通过图片展示可以调动学生的兴趣和积极性，为后面的阅读奠定了较好的基础。 2. 在阅读中一定要把握克莱尔（Claire）对于机器人托尼（Tony）的心理变化这条主线，由最初的不喜欢---
担心---尴尬---羡慕---喜欢---爱上。把握了这条主线，对文章的理解有很大的帮助。 3. 通过文章的阅读，可以让学生了解机器人给我们的生活带来的影响，对我们的帮助。这对未来科技这方面的
She was envied by those women.
She remembered Tony was just a machine.
Part 2 Write down the probable answers. 1. Why did Tony have to be rebuilt?
2. The text mainly tells us
Step4. Read the story carefully (This part is done in teamwork)
Part 1: Fill in the occasions when Claire had these feelings
How did Claire feel?
What happened?
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Book 7 unit2 Roberts
教学设计
一、 【Teaching aims】
1. Train Ss’ basic skills, especially their reading skills 2. Try to improve Ss’ ability of teamwork and inspire them to solve problems. 3. Give Ss some encouragement to explore science and help them to be determined to study hard and make great contributions to our motherland.
二、 【Key points and difficulties】
1. Some words and difficult sentences in the text 2. How to get Ss to understand the text and how to improve their reading ability. 3. How to understand Claire’s emotional changes.
三、 【About the material】
It is a text about how an intelligent household is tested out by a woman. As we know,Roberts will play more and more important roles in our future life. They can provide help as well as problems. The text shows an interesting story, which can arouse Ss’ curiosity and make them active to think sensibly, thus motivating Ss to study hard and contribute to the Robert area.
Step 6. Discussion.
Discuss the question in groups and give your own opinion about it to the class. How would you feel if you had a robot in your house?
Tony seemed to be more like a human than a machine. Tony asked whether she needed help dressing.
amazed
By his _________ and the ________ and ________of his skin.
Step3 Go skimming and choose the best one for each question.
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. The robot Tony helped Claire to realize her dream by______. A. making her home elegant B. giving her a new haircut and changing the makeup she wore C. giving her advice on her dresses D. all the above 3. We can infer from the passage that_____. A. Claire liked Tony but feared him B. Claire cried because Tony made her angry C. Claire forgot Tony as soon as Tony left D. Tony had no feelings as human being
_______
Step5. Analyze several important sentences in the text.
1. As she turned around there stood Gladys Claffern. 2. …………and he suggested that she invite Glads and her friend to the house the night before
四、 【Teaching methods】
1. Show some familiar pictures to interest Ss 2. Listening to the record to practice listening skills. 3. Skimming 4. Careful reading 5. Teamwork
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. he was to leave and Larry was to return.
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. 3. It was then that Claire realized that Tony had opened the curtains on the front window. 4. He had opened the curtains that night so that the other women would see him and Claire, knowing that there was no risk to Claire’s marriage.
Tony caught her in time, held her firmly in his arms .
Tony folded his arms around her, bending his face close to hers and declared that he didn’t want to leave her and that he felt more than just the desire to please her.