人教版-选修7unit2-robots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《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。
人教版高中英语选修7Unit2Robots教学设计
人教版高中英语选修7 Unit 2 Robots教学设计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）选修教学对象高二学生教学项目词语industrial military 结构课文其他 Listening & Speaking 7 Unit 2vacuumRobots第一课时helicopter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 Company in America is holding a robot design competition. Design your robot and write a design plan.Task of Period 1: Make a list of different kinds of robots and their functions and 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：1.Can you make a list of works which include robots as characters? (Choose one and get prepared to tell the class about it briefly.)2. What is a robot in your opinion?(A robot is a machine designed to do jobs that are usually performed by humans.Robots 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《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。
人教版选修七unit 2 《robots》教案2(重点资料).doc
Period 2 Language StudyTeaching 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。
[:Z#xx#k]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。
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 2RobotsUnit2Robots一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1.desire/wish/hope/expect/want/longfor2.assess/access3.victory/success/conquest/triumph词形变化1.satisfactionn.满意satisfyv.使满意satisfyingadj.令人满足的satisfiedadj.感到满意的2.alarmedadj.感到惊吓的alarmv.&n.n.警报vt.恐吓,警告3.declarev.断言，宣称declarationn.宣布，宣言，声明重点单词1.desiren.渴望vt.想要2.satisfactionn.满意3.alarmn.警报vt.使```惊恐4.sympathyn.同情5.accompanyvt.陪伴6.declarevt.宣布7.envyvt.嫉妒8.junioradj.较年幼的9.divorcen.离婚vt.与```离婚重点词组testout考验ringup打电话给turnaround转向leave…alone不打扰setaside将```放在一边beboundto一定做……重点句型 1.clairedidn’twanttherobotinherhouse,especiallyasherhusbandwould beabsentforthreeweeks,butLarrypersuadedherthattherobotwouldn’tharmherorallowhertobeharmed.2.Assheturnedaround,th erestoodGladysclaffern.3.Asimovbeganhavingstoriespu blishedinsciencefictionmagazinesin1939.重点语法复习被动语态（包括动词不定式）（I）II词语辨析1).desire/wish/hope/expect/want/longfor【解释】desire 属正式用语,可代替wish和want,强调“主观愿望的热切性”,含有“强烈希望做某事”的意思,wish语气比desire弱,一般用于“难以实现或不可能实现的愿望”,指“希望”、“愿”、“想”hope表示实现的可能性较大的希望expect侧重“期待，预期，指望”want多用于口语式普通场合,指“想”、“要”或“需要”,表示“偏爱、选择”或“需要、热爱”longfor 表“希望，渴望”【练习】选择desire/wish/hope/expect/want 或longfor并用其适当的形式填空1)I_______Icouldhaveanewcar.2)I_____adictionaryatth epresenttime.3)Hemanagedtogetthebookhe______finally .4)I______animmediateanswerofyours.5)personally,our cityteamhasbetterplayersandI______themtowin6)Hehasb eenworkingabroadforyears,andis_______tocomebackands eehisfamilyverymuch.keys:1)wish2)want3)desired4)desire/expect/want5)expect6)longin g2).assess/access【解释】assessvt.估定,评定。
【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。
高中英语人教版选修7Unit2Robotsperiod1教案2
高二英语科Module7 Unit2 Robots导学案Period 1 Warming up, Prereading and Reading高班级姓名：座号：交印日期：Teaching aims:1) Learn about robots and science fiction.2) Develop reading skills by skimming, scanning and careful reading.Teaching important points:1.Have students understand the passage well2.Make students know Claire’s feelings changeTeaching difficult points:1. How to skim, scan and carefully read the text effectively2. Grasp Claire’s feelings change in the passage导学过程（Guiding Procedures）:一、自主预习(Preview)：Preread the text.二、课前检测（Preclass test）（协作探究）1. Lead in by the title of this unit and ask the following question: What is a robot?2. Have students discuss in a group: What can robots do?三、新知导学（Guiding）：Reading（协作探究）ⅠSkimming: (☆)1. Match the main idea with each part.Part1 (para12) A. The night of the partyPart2 (para38) B. Claire’s attitude to the robot and her feeling at the sight of the robot Part3 (para911) C. The result of the experimentPart4 (para12) D. What Tony did for Claire2. Larry brought a robot home to_______A. make his wife happyB. test out the robotC. send his wife a gift.D. free his wife from housework.II. Scanning:1.Choose the best answer: (☆)①Why didn’t Claire want the robot in her house?A. Because she didn’t like robots at all.B. Because she didn’t like the robot’s appearance.C. Because she was worried about being harmed by the robot.D. Because the robot looked like a real person.②We can infer that at the first sigh of Tony, Claire felt alarmed by _____.A. his appearanceB. his abilityC. his facial expressionsD. his cleverness③Tony did the following things to help Claire EXCEPT _______.A. giving her a new haircutB. changing her makeupC. having the house pletely transformed and improvedD. going into a jewellery shop to buy her a necklace④Which 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 neighbors.⑤we can infer from the last paragraph_________A. the robot proved to be a failureB. the pany was not satisfied with Tony’s report.C. the robot would go back to help Claire again.D. the robot had Claire falling in love with him.2. Answer the following questions: (☆☆)①What did Tony look like?________________________________________________________________②Why did Tony have to be rebuilt?_________________________________________________________________Ⅲ.Careful readingFind how Claire’s emotion developed in the story. (☆☆)四．课堂小结(Brief summery)plete the following passage.Larry persuaded his wife, Claire, to _______ ______ (试验) a household robot called Tony. Claire is a very emotional (感情上的，感情脆弱的) woman who needs a good friend. She is ________（吸引）by Tony because he is so handsome and sympathetic (有同情心的). He bees her best friend. She is ________(给…印象) by his abilities but ___________（尴尬的）by her feelings for him. She is disturbed because she thinks of him as a man (even though he is not). But she is amused that other women ________（忌妒）her and think they are having an __________（暧昧关系）. Finally, Claire succeeds in overing her sense of failure, but in doing so falls in love with Tony. Even though Tony had been so clever, he would have to be _________(重建).5. 课后讨论（Discussion）Which law is the story “Satisfaction Guaranteed” based o n?What might happen in a world where there were robots if Asimov’s three lawsdid not exist?6．作业布置(Homework)1.Finish exercises1&2 on page 13.2.Read the passage again and find some difficult points and the long sentences.7.课后反思（Selfexamination）:答案：ⅠSkimming:1. BDAC2.BII. Scanning:1. Choose the best answer: CADBD2. Answer the following questions:①He was tall and handsome with smooth hair and a deep voice although his facial expressions never changed.②Tony had to be rebuilt because the pany felt that they could not have women falling in love with a robot.3. Find how Claire’s emotion developed in the story.①disliked/refused②alarmed ③embarrassed④improve⑤dea r ⑥fell of f ⑦envied ⑧criedtest out, attracted , impressed embarrassed, envy affair rebuilt。
人教选修七 Unit2 Robots 优秀教案
7 2重点词汇与短语：重点句型：1. .2. 强调句型3. 带的主语从句句型重点词汇一【原句回放】a ?（P10）【点拨】1. 既是可数名词，又是不可数名词；意为“愿望；欲望”；后面常接不定式或引导的同位语从句，同位语从句要由“ + 动词原形”来担当，可以省去。
如：2.作动词，表示“想要……；向往……”常见搭配： . . .+宾语从句（谓语用动词原形，且可省）如：1) . 或() .【拓展】下列动词接宾语从句或其名词接的表语从句或同位语从句也常用“动词原形”，可省：，，，，, , , , , , , , 等。
二. 【原句回放】, , . (P11)【点拨】1.. 担心的，害怕的，一般表示人的感觉。
常见搭配：因为......感到惊恐例如：2. . 使警觉，使惊恐，惊动n.警报；惊恐.常见搭配：发警报 a 火警4. .使人惊恐的, 令人担忧的提示：及物动词的用法与、等动词用法相同，即：及物动词表示“使......”，形式表示“令人......的”，过去分词表示“（人）感到......的”。
三【原句回放】 a . (P 11)【点拨】n.恩惠、帮忙、善行、喜爱、支持，注意其美语拼写“”。
常见搭配：. a 帮某人一个忙同意/支持......【拓展】.喜欢，偏袒，有利于四【原句回放】a .【点拨】.意为“伴随，陪同；和……一起发生；附带”。
常用被动结构。
12 .常见搭配： . …“陪某人去……”5【原句回放】“”’t . (P11)【点拨】.意为“表明；声明；宣布；宣告；宣称”。
常见结构： . ( ) .…重点短语一【原句回放】’s , . (P 11)【点拨】考验；检验二【原句回放】... . (P 11)【点拨】 . 给某人打电话动词短语 . 也可写成 .，但如果宾语是代词时，一般放在前，其中可省去。
表示“打电话”还可用：() . . a a . () .【拓展】挂断电话回电话三【原句回放】 a , , . （P 11）【点拨】或者说，准确地说与其......倒不如...，而不是；除了，不同于；超过，不仅仅。
人教版高中英语选修七Unit 2《Robots》(Period 4 Extensive reading)word教案
高中英语 Unit2 Robots Period 5优秀教案Teaching goals教学目标1．Target language目标语言a．重点词汇和短语explanation，junior，navy，talent，chapter，divorceb．重点句型It was when Asimov was eleven years old that his talent for writing became obvious.A robot must not injure human beings or allow them to be injured.2．Ability goals 能力目标Enable students to get some knowledge about Isaac Asimov.Learn to write a paragraph describing a new type of robot.3．Learning ability goals学能目标Use their imagination and write a paragraph describing a new type of robot.Teaching important and difficult points教学重、难点Write a paragraph describing a new type of robot.Teaching methods教学方法Listen ing，discussing，reading and writing.Teaching aids教具准备Multi－media computer.Teaching procedures & ways教学过程与方式Lead－in：revisionT：What is the short story about that we learned in the previous lessons?S1：It is a love story between Claire and Tony，a robot.It seems that the robot has emotions and affections，which makes Claire fall in love with it.In this sense，there is a long way to go to improve the robot.T：Well done！Then do you know who the writer is?S2：Isaac Asimov.T：Thank you.Do you know anything about him?Students' answers may vary.First readingT：Now let's read Asimov's biography and learn more about him.Ask the students to glance through the text and find the answers to such questions as：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 the awards he received?Then get them to scan the text for specific information by asking the following questions：1．What subject did Asimov teach?2．When did he start having stories published?3．How many children did he have?Second readingT：Now，please read the text in pairs，helping each other with anything that you don't understand.Then try to complete the following timeline：Read about Isaac Asimov and complete the timeline of the events in hi s life. Date Event1920 Born in Russia.1922 ________________.1923 ________________.Parents bought a candy store.1929 ________________.Mother had her third child.______ Started to take himself seriously as a writer.1939 ________________________________.______ Gained master's degree in chemistry.1942 Finished working in the candy store.________________.1942－1945 ________________.______ Got his PhD in chemistry.______ Beca me a biochemistry teacher，BostonUniversity School of Medicine.1950 Published his first novel.________________.Developed three laws for robots.1951－1953 Published the Foundation trilogy and won an award for i t.______ Published his first science book______ Became a full－time writer.1973 Divorced his first wife.________________.______ Had a blood transfusion.Became infected with HIV.1992 ________________.Suggested answers：Mother had he r third child.T：By now I'm sure you have a better understanding about Isaac Asimov.In one of his short stories，I，Robot，he developed three laws for robots.The first law was：“A robot must not injure human beings or allow them to be injured.”In groups of four，discuss what the other two laws might be.Write them down on a piece of paper.Then exchange your opinions with other groups.Suggested answers：1．A robot must help human beings do what they wish to do.2．A robot must protect its owner but cannot have him/her fall in love with it.After that，get the students to refer to Asimov's laws for robots on Page 18.ep 5ListeningT：OK，so much for Isaac's biography and his three laws for robots.Let's come back to his short story Satisfaction Guaranteed.How do you like this story?S1：I like the story very much.I wish to have a robot like Tony at my house.T：You are not alone.Someone else wants to have such a Tony too.Now please listen to the tape carefully.Ask students to look through the questions in Exercise 1 before playing the tape.Play the tape again when necessary and then tick the co rrect boxes.WritingT：So it seems that Molly likes the idea of a handsome robot such as Tony to stay at her house and make her happy all the time.And we have every reason to believe that in the future，household robots will be more and more popular.They can help us with our housework or homework，and they can even play with us.Suppose you are an engineer in a company that makes household robots and you have been asked to design a new type of robot.Describe it in a short passage and draw a picture of it if necessary.The fol lowing tips may help you：◆Your robot should follow Asimov's three laws.◆You should state the purpose of your robot and the abilities you want your robot to have.◆You'd better make a list of the kinds o f body part your robot would need to carry out your instructions.◆Name the different parts if ne cessary and explain what each part does.While the students are preparing their assignment，encourage them to make full use of their imag ination.Report/PresentationAfter the students have finished their work，ask three or four of them to report or present their short passages or pictures.Sample writing：The rubbish collectorThe rubbish collector is a robot about half the size of a small car.Its body is square and contains a large rubbish bin inside it.It has a camera attached to the top front of its body.Also at the front is a pair of arms.Underneath it has four wheels and six legs.With the camera it can “see” rubbish such as paper，glass，and plastic.If the surface of the ground is smooth，it runs on its wheels，and if the ground is rough，it unfolds its legs and walks.When it sees a piece of rubbish，it stops and uses its arms to pick it up and put it in its rubbish bin.However，when it sees a person，an animal or a plant，it goes around it as i t is able to recognize when something is not a piece of rubbish.The company should make this robot as it would be very popular with schools.It would clean the outside ground of the school and so give the students mor e time to spend on their studies.It would also be a gre at advantage to have at sports grounds or any other area where rubbish is dropped by the public.Homework1．Try to improve the sh ort passage after class.2．Go over the text，and learn all the new words and expressions in the reading passage。
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！。
人教选修七 Unit2 Robots 优秀教案
BOOK 7 Unit2 Robots重点词汇与短语：desire alarm favour accompany declare staff test out ring up or rather turn around leave alone set aside in all be bound to 重点句型：1. have sth. done2. 强调句型3. 带it的主语从句句型重点词汇一.desire【原句回放】Do you think it is possible for a robot to have its own needs and desires?〔P10〕【点拨】1. desire既是可数名词，又是不可数名词；意为“愿望；欲望〞；后面常接不定式或that引导的同位语从句，同位语从句要由“should + 动词原形〞来担当，should可以省去。
如：2.desire作动词，表示“想要……；向往……〞常见搭配：desire to do sth. desire sb. to do sth.desire that +宾语从句〔谓语用should+动词原形，且should可省〕如：1) The President desires you to visit him next week. 或The President desires that you (should) visit him next week.【拓展】以下动词接宾语从句或其名词接的表语从句或同位语从句也常用“should+动词原形〞，should可省：advise，decide，insist，demand，require, request, propose, suggest, command, order, recommend, ask, urge等。
二. alarmed【原句回放】However, when she first saw the robot, she felt alarmed. (P11)【点拨】1.alarmed adj. frightened and worried 担忧的，害怕的，一般表示人的感觉。
人教新课标高二英语选修七教案：Unit2 Robots 全单元
Unit 2 — Robots Teaching Aims1. Master the words and expressions about robots.2. Can talk about the achievements of the study on robots.3. Use the passive infinitive correctly in different situations. Important points1. Describe the achievements of the study on robots.2. Talk about robots in future.Difficult points1. The grammar, the passive infinitive.2. How to design robots.Teaching methods1. Multi-media teaching.2. Writing on the blackboard.3. Class activities: discussion in pairs and in class.Teaching procedures[Warming up]Step oneSpeaking practice:1. Lead in1. What is a robot?2. Have you seen a robot?3. What may robots look like?4. What can robots d?5. Do you want to have a robot?In this unit, we’re goi ng to talk about robotsStep twoShow pictures2. Look at the pictures about robots on screen.3. Ask and answerShow the pictures while asking question about the pictures.Step threeGroup work1. Summarize the types of robots.2. Talk about the robots in groups.Step fourEnjoy the filmsLet’s enjoy the film, I, Robot. And cartoon program about robots. Step fiveSummarySummarize the background knowledge on robots.Homework1. Discuss what you have learned today.2. Summarize what robots can do and what they look like.3. Exchange your writing with your partner.[Reading and Learning about language]Step oneReview & Speaking practiceLead inAsk students to look at the pictures on screen, and ask them questions.1. Where could you find each robot?2. What does each one do?3. Can you think of any other type of robot?4. Do you think it is possible for a robot to:•think for itself ?•have feelings ?•have its own needs and desires ?•look and feel like a human being ?Step twoPre-reading1. Work in pairsThe passage, Satisfaction Guaranteed, is about a robot and a woman.Do you think a woman will fall in love with a robot?2. Skimming and discussionStep three2. Fast readingFirst, read the pre-reading of the passage.Second, read the passage as fast as you can, find the Characters in the story.Then, decide the following are true or false.☺1. Larry was going to be away from home so he hired a robot to accompany his wife Clair.☺2. Clair didn’t like the idea at the beginning, but she agreed to it at last.☺3. When Tony, the robot, offered to help dressing, Clair was pleased to accept it.But she thought it was surprising for a robot to be so human?☺4. Tony could understand Clair when she said she was not clever.☺5. Clair’s husband wanted to improve his soc ial position, but she was sorry she could do nothing to help him.☺6. Tony was eager to help Claire. He scanned quite a lot of books in the library,but he could find no ways out.☺7. Tony asked Claire to go to the town to buy things he needed to improve the house.☺8. It was Claire that first decided to invite Gladys and her friends to her house.☺9. While Tony worked on the improvements of the house, Claire also did her part.☺10. Claire was happy to find that Gladys envied her.☺11. Claire’s guests were filled with admiration when they saw her house was completely changed.☺12. The company was satisfied with Tony’s report because he had successfully made a woman fall in love with him.The key: F T F T T F T F F F T F3. IntroductionIntroduce the background information.4. Choose the best answer.Step fourIntensive readingLet’s read the passage again while listening to it, and answer the questions. Look at the screen and answer the questions according to the text.1. The questions:☺1. What is the text mainly about?☺2. What did the robot called Tony look like?☺3. Why did Claire feel alarmed at the sight of Tony?☺4. Why did Larry put Tony into his family?☺5. What did Tony do to make Claire and her home elegant?2. ReadingRead the passage again and understand the details.3. DiscussionLook at the screen and discuss with partners and finish the form on screen.4. Check the answers.Step fivePost reading1. Answer the questions.2. Ask students to discuss and finish the exercises.3. Check the answers in class according to the screen.Step sixLanguage points1. Learn and discussion.2. Finish the exercises on page 13.Homework1. Review and retell the story.2. Write a short story to describe a robot you imagine.3. Surf on Internet to find out more information about the robots.[Grammar: The passive infinitive]Step onePresentation1. Lead inGo over the passive voice: be + past participle (be + -ed);Go over the infinitive: to do2. Review the form of passive infinitive: to be + past participle.当不定式动词与其逻辑主语之间是被动关系时，不定式要用被动语态。
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。
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 robotsPeriod 1warming up and ReadingTeaching goals 教学目标1. Target language语言目标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 thoughtshe 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. Helpstudents to sum up characteristics of science fiction.Teaching difficult points 教学难点HowClaire’s emotion developed during Tony’s stay at her house.Teaching methods教学方法Discussing, explaining, reading and practicingTeaching aids教具准备The multimedia computerTeaching procedures 教学过程Step I Warming upPresent a photo of robot. Then ask students to say something about robot.1.What is on the blackboard?2.What is a robot?3.How does a robot work?(A robot is a machine designed to do jobs that are usually performed by humans. Robots are programmed and controlled by a computer. )4. There are many types of robots and they can do different work. Can you name some of them?(Entertainmentrobots,Industrial robots,Domestic robots)5. What Science fiction about robots have you ever read?(star war,cJ7，terminator, Transformers）6.What is science fiction?(The science fiction is defined as a form of modern literature ,which is intended to predict future of human world and inspirehuman imagination and novelty of scientists.)Step II Pre-reading1.Introduce the background of the text.2.Ask students to predict some questions:Do you think it is possible for a robotthink for itself?have feelings?have its own needs and desires?look and feel like a human being?3 .Imagine that one day you find your best friend a robot, what is your feeling? Can you accept him or her as before?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 thatClaire envies3.Read the story and decide whether the following statements are true or false.a. Larry was going to be away from home so he hired a robot to accompany his wife.( )b. Claire didn’t like the idea at the beginning, but she agreed to it at last.( )c. Tony could understand Claire when she said she was not clever.( )d. Tony was eager to help Claire. He scanned quite a lot of books in the library,but he could find no ways out.（）e.It was Claire that first decided to invite Gladys and her friends to her house.（）f.Claire’s guests were fi lled with admiration when they saw her house was completely changed.( )g.Claire was very happy to find that Gladys envied her.( )h. The company was satisfied with Tony’s report because he had successfully madea woman fall in love with him..( )(F T T F F T T F)4.Reading for structurePart 1(Para 1- Para 3)：meetPart 2(Para 4- Para 8)：helpPart 3(Para 9- Para 11)：lovePart 4(Para 12)：leaveCareful reading for details1.2.Find out how Claire’s emotion developed____ _____ ____ _________ _____A.Sad to remember he was just a machineB.accepted himC. proud of himD. refused to have Tony at her houseE. trusted himF. loved himComprehensionRead the story again and answer the following questions in group.1. Why did Tony open the curtains?(He wanted Claire’s guests to see him and Claire together so that she would be envied by the women guests.)2. What did Tony do to prevent Claire from being harmed?(Tony prevented Claire from being harmed by making her feel good about herself. He helped her make her and her home elegant so that she would not feel like a failure.)3. Why did Tony have to be rebuilt?(Tony had to be rebuilt because the company felt that they could not have women falling in love with a robot.)4.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 expressions5.We can infer that when Claire first saw Tony, she felt alarmed by _____.A. his appearanceB. his abilityC. his facial expressionsD. his cleverness6.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.7.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 above8. 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.9. 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 B10. 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 TonyStep IV Post reading DiscussionIn groups，discuss the following questions.•What suggestions do you want to give to Larry Belmont as an engineer?•What suggestions do you want to give to Larry Belmont as a husband?•If you were Claire, would you marry the robot ,Tony?Step V Mini Debate1. Do you think Tony was also in love with Claire?2. If so, do you think it acceptable for Claire and Tony to be in love? Useful expressions (推测与确信)I think/ don’t think… I believe / don’t believe…I guess/ suppose… I wonder…I’m sure that … I have a belief that…Is it possible that…? Are you sure that…?Step VI HomeworkSurf the internet to learn more about robots and science fiction.Surf the internet to learn about Isaac Asimov.。