人教版选修7unit2robots教案

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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。

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。

英语：Unit 2《 Robots》课教案-listening and writing(新人教版选修7)

J: Well, Victoria, I think he looks strange. I like these ones, though. (reading) Paro can open and close its eyes and move its flippers. Tama recognises her own name. She purrs when she’s patted. That shows she’s happy, but if you hit her she’ll give you an angry hiss. Gradually her behaviour changes and she develops her own personality.
A: But Jamie, don’t you think it’s sad if the person thinks of the robot as a real pet? J: No, I don’t think so, not if he gets enjoyment from it. A: Well, I don’t believe a robot can be a true friend even if it does develop its won personality.
Writing task
Imagine you are a robot pet that belongs to a child. Imagine what life would be like with a child. Then write a diary from the robot pet’s point of view.
A sample
October 12th, 2007 I had a terrible morning. When Terry got up, he carried me to the table by my tail and made me sit on the table while he ate breakfast. He is such a messy boy and I got bits of food all over me.

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

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。

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。

英语：unit2《robots》教案(2)(新人教版选修7).doc

Post-listening Task
Do Exx.4 & 5 on P15.
小组针对话题进行讨论。
小组进行讨论，运用所学内容。
第
28-39分钟
完成任务
Task of Unit 2:The Future Robot Company in America is holding a robot design competition. Design your robot and write a design plan.
What trouble does Tony cause?
Molly and Kate are also discussing the storySATISFACTION GUARANTEED.
Can you guess which topic they will discuss?
讨论，分析Tony带来的负面效果。
预测课文内容。
通过预测，激发学生的学习兴趣。
第
6-21
分钟
读中任务
While-reading task
1. Reading, discussing & writing, P16
2. Read the passage and find out the main idea of the passage.
Please make a list of the troubles that might be caused by robots and give your reasons.
想象机器人带来的负面效应，为进一步学习做准备。
激发学生的学习兴趣。
第
4
分钟
呈现任务
Task of Unit 2:The Future Robot Company in America is holding a robot design competition. Design your robot and write a design plan.

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。

人教版选修7unit 2 Robots P2 教学设计

人教版选修7unit 2 Robots P2 教学设计Unit 2 RobotsPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language(Revise the passive voice including theinfinitive)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.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 SIMPLEPASTThe active object becomes the passivesubject.am/is/are + past participlewas/were + past participleActive: Simple Passive: SimplePresentThe movie fascinates me. The movie bores Jack. The movie surprises them. PresentI am fascinated by the movie.Jack is bored by the movie.They are surprised by the movie.Active: SimplePastThe movie bored me.The movie fascinated Jack.The movie surprised them. Passive: Simple Past I was bored by the movie.Jack was fascinated by the movie.They were surprised by the movie.PRESENT and PAST CONTINUOUS (PROGRESSIVE)Passive form:am/is/are + being + past participlewas/were + being + past participleActive: Present ContinuousI am helping Shannon. June is helping Su and Ling. Passive: Present Continuous Shannon is being helped by me.Su and Ling are being helped by June.Active: Past ContinuousI was cleaning the bathroom. They were cleaning the bedroom. Susan was cleaning the kitchen and patio. Passive: Past ContinuousThe bathroom was being cleaned by me. The bedroom was being cleaned by them.The kitchen and patio were being cleaned by Susan.PRESENT PERFECT, PASTPERFECT and FUTURE PERFECT Passive form:have/has been + past participlehad been + past participleActive: Present PerfectI have mailed the gift.Jack has mailed the gifts. Passive: Present PerfectThe gift has been mailed by me.The gifts have been mailed by Jack.Active: PastPerfect Steven Spielberg had directed the movie.Penny Marshall had directed those movies. Passive: Past Perfect The movie had been directed by Steven Spielberg.The movies had been directed by Penny Marshall.Active: FuturePerfectJohn will have finished the project next month.They will have finished the projects before then. Passive: Future PerfectThe project will have been finished by next month.The projects will have been finished before then.FUTURE TENSESPassive forms: will + be + past participleis/are going to be + past participleActive: Future with WILLI will mail the gift.Jack will mail the gifts. Passive: Future with WILLThe gift will be mailed by me.The gifts will be mailed by Jack.Active: Futurewith GOING TOI am going to make the cake. Sue is going to make two cakes. Passive: Future with GOING TOThe cake is going to be made by me.Two cakes are going to be made by Sue.PRESENT / FUTURE MODALS The 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 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 benot invite Jeff to the party.) 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.) Passive: CAN / CAN'T (CAN NOT) The future can be foretold by Mai.The future can't be foretold by Terry. (The future can not be foretold by Terry.)Active: MAY / MAY NOT Her company may give Katya a new office. The lazy students may Passive: MAY / MAY NOTKatya may be given a new office by her company.The homework may not be done by thenot do the homework. MIGHT / MIGHT NOT Her company might give Katya a new office.The lazy students might not do the homework. 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'T Students should memorize English verbs. Children shouldn't Passive: SHOULD / SHOULDN'T English verbs should be memorized by students. Cigarettes shouldn't be smoked by children.smoke cigarettes.Active: OUGHT TO Students ought to learn English verbs. (negative ought to is rarely used) Passive: OUGHT TO English verbs ought to be memorized by students.Active: HADBETTER / HAD BETTER NOT Students had better practice English every day.Children had better not drink whiskey. Passive: HAD BETTER / HAD BETTER NOT English had better be practiced every day by students. Whiskey had better not be drunk by children.Active: MUST / MUST NOT Tourists must apply for a passport to travel abroad. Customers must not use that door. Passive: MUST / MUST NOTA passport to travel abroad must be applied for.That door must not be used by customers.Active: HAS TO / HA VE TO She has to practice English every day.Sara and Miho have to wash the dishes every day. DOESN'THA VE TO/ 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 HA VE TOHer bedroom doesn't have to be cleanedDON'T HA VE TOMaria doesn't have to clean her bedroom every day.The children don't have to clean their bedrooms every day. every day.Their bedrooms don't have to be cleaned every day.Active: BE SUPPOSED TOI am supposed to type the composition.I am not supposed to copy the stories in the book. 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 isJanet is supposed to clean the living room.She isn't supposed to eat candy and gum.They are supposed to make dinner for the family. They aren't supposed to make dessert. supposed to be cleaned by Janet. Candy and gum aren't supposed to be eaten by her.Dinner for the family is supposed to be made by them. Dessert isn't supposed to be made by them.PAST MODALSThe past passive form follows this pattern:modal + have been + past participleActive: SHOULD Passive: SHOULDHA VE / SHOULDN'T HA VEThe students should have learned the verbs.The children shouldn't have broken the window. HA VE / SHOULDN'T HA VEThe verbs should have been learned by the students. The window shouldn't have been broken by the children.Active: OUGHT TO Students ought to have learned the verbs. (negative ought to is rarely used) Passive: OUGHT TO The verbs ought to have been learned by the students.Active: BE Passive: BESUPPOSED TO (past time) I was supposed to type the composition.I wasn't supposed to copy the story in the book. Janet was supposed to clean the living room. She wasn't supposed to eat candy and gum.Frank and Jane were supposed to SUPPOSED TO (past time) The composition was supposed to be typed by me.The story in the book wasn't supposed to be copied.The living room was supposed to be cleaned by Janet.Candy and gum weren't supposed to be eaten by her.make dinner. They weren't supposed to make dessert. Dinner was supposed to be made by them. Dessert wasn't supposed to be made by them.Active: MAY / MAY NOT That firm may have offered Katya a new job.The students may not have written the paper. MIGHT / MIGHT NOT That firm might have offered Katya Passive: MAY / MAY NOT Katya may have been offered a new job by that firm.The paper may not have been written by the students. MIGHT / MIGHT NOT Katya might have beena new job. The students might not have written the paper. offered a new job by that firm.The paper might not have been written by the students.4. 被动语态小结●被动语态的特殊结构形式1)带情态动词的被动结构。

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。