人教新课标高二英语选修七教案：Unit2 Robots 课文解析
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。
人教新课标高二英语选修七教案：Unit2+Robots+课文解析.doc
人教新课标高二英语选修七教案：Unit2+Robots+课文解析.doc课文解析1. Claire thought it was ridiculous to be offered sympathy bya robot. 克莱尔觉得，机器人会向她表示同情，这有点儿荒唐可笑。
(P11)【要点提示】sympathy n. 同情，同情心，一致，慰问。
如：He has no sympathy for beggars. 他不同情乞丐。
Many people are in sympathy with your views. 许多人赞同你的看法。
We sent our sympathies on the death of his mother. 他母亲故去时我们去信吊慰。
2. As he was not allowed to accompany her to the shops, he wrote out a list of items for her. 因为她不想让他陪她去商店，所以他就给她写了一份购物清单。
(P11)【要点提示】accompany vt. 陪伴，伴奏，为……伴奏。
如：He wished her to accompany him. 他希望她陪他。
Lightning usually accompanies thunder. 闪电通常伴着雷声。
The pianist accompanied her singing. 钢琴家为她的歌唱伴奏。
【归纳拓展】固定搭配：be accompanied by; accompany sb to。
3．...he suggested that she invite Gladys and her friends to the house the night before he was to leave and Larry was to return. ……他建议在他即将离开和拉里回来之前，她应该邀请格拉迪斯和她的朋友们来做客。
新课标人教版选修7unit2 robots 说课稿
Interpretation (说课稿)Good afternoon , ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you. I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching MaterialThe content of my lesson is about Senior English for China Book7Unit2 robots (period 1 reading). This lesson is a science fiction written by Isaac Asimov, which is about a story between Tony and Claire. By studying of this lesson, we’ll enable students to know about robot and science fiction and develop their interest in science fiction. At the same time, let the students realize science fiction reflects scientific thought. From this lesson, students will know how to understand a science fiction and it is a good start of this unit. As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing. Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the followings:1.Knowledge objects(1)The Ss can master the usage of the important words and expressions.(2)The Ss can use the important patterns in the proper situation.(3)The Ss can understand the content of the lesson, talk about robots and science fictionand get their own idea about what is science fiction and what is reality.2.Ability objects(1) To develop the Ss’ abilities of reading and thinking(2) To guide Ss to set up effective studying strategies.(3) To i mprove the student’s reading ability, especially their skimming and scanningability.(4) To train the Ss’ abilit ies of studying by themselves and cooperating.3.Emotion or moral objects(1)By completing the task, the Ss increase their interest in science fiction(2)Teach the Ss to have the ambition to createPart 3 the Important and Difficult PointsTeaching important points: teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house. Help students to sum up characteristics of science fiction.Teaching difficult points: How Claire’s emotion developed during Tony’s stay at her house.Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories Communicative Approach1.W hole Language Teaching2.T ask-based Language Teaching3.T otal Situational Action a “scene — activity” teaching methodPart 5 Teaching ProcedureStep 1. Lead-in.Present a picture of robot to make students talk about where they have seen them and its definition , function ,and so on .Purpose of my design: (1) to catch Ss’ attention about the topic(2) To develop interest in learning the text.Step 2. Pre-readingTask 1. (group work)Let Ss have a discussion about the necessity of using robots in our life.Task 2. (Individual work, pair work,)Raise a question : Do you think it is possible for a robot to think for itself ,have feelings, and look like a human being?Purpose of my design: (1) to get to know something about the household robots.(2) To have a general understanding of the text.Step 3. While-readingTask 1. (class work)Skimming: Ss should read the material fast to find out the main of the whole passage and main characters in the text.Task 2. (Individual work)Scanning: Listen to the tape part by part to finish true or false exercise. During reading, find the important sentences to describe Claire’s emotion development.Task 3. (Individual work, pair work, group work)Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.1. Why did Tony open the curtains?2. What did Tony do to prevent Claire from being harmed?3. Why did Tony have to be rebuilt?4. How would you feel if you had a robot like Tony in your house?5. Claire spent three weeks with Tony in her house. What sentences in the story show that she kept forgetting and then remembering that he was a machine?Task 4. (Individual work)Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.Purpose of my design: Enable students to understand the given material better by using different reading skills. And p roper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Step 4. Post-readingTask 1. (pair work, group work)Discuss the question whether robots have their own desire and feelings with other group members and then give their opinions. Finally, make students realize the text is a science fiction, which reflects scientific thought.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot from reading comprehension. Most Ss can take their parts in the discussion, especially for the Ss who have trouble in English study.Step 5. Homework1.Surf the internet to learn more about robots and science fiction and Isaac Asimov.2. Retell the storyPurpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.。
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。
高二英语选修7学案：语法解读Unit2 Robots含解析
表示一个被动的动作，补充说明主语承受的又一个动作.
The pupils are asked to be picked home by their parents themselves。
宾语补足语
表示一个被动的动作，补充说明宾语承受的又一个动作。
The examiners don't allow any NMET papers to be taken out of the classroom.
主 语
表示一个被动的动作，说明一件事情。
It is an hour for Fei Junlong and Nie Haisheng to be sent into space.
宾 语
表示一个被动的动作，说明一件事情.
Hong Zhanhui preferred to be offered a hard job。
定 语
说明被修饰词承受的一个动作，起限制作用。
This is the only car to bechosen in the car exhibition.
状 语
表示一个被动的动作，说明目的、原因、条件等。
The meeting chairman had to raise his voice to be heard by all the audience.
语法解读
不定式的被动语态
语 法
功 能
例 句
一般式
在谓语之发生的动作。
She was too nervous to be chosen in the interview.
完成式
在谓语之前发生的动作。
He is said to have succeeded in passing the entrance to Music Competition.
人教高中英语选修7unit2Robots整单元教案,教学设计
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 arouse their interest in robots.Robots are good at doing thesame task over and over again,exactly the same way. Allrobots are machines. They have computer instructions. They paint cars. They lift heavy loads. They enter some areas those are too dangerous for man. Some robots have different shapes. Some are simply arms. Robots with different shapes can do different work. People can control these robots from a distance.2. Ask Ss to talk about the following questions.(1) Do you know any robots?(2) What’s the characteristic of robots?(3) What’s the function of robots?(4) What’s the definition of a robot in you 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.Henry wants to borrow a book from the library. He comes to the library with his classmates. They can't see any assistant in it, but only some robots standing there. Henry says to the robot, “Hey, give me a book on music.” But the robot doesn't move. Then another student tells Henry, “You must say ‘Excuse me’ and ‘please’ first when you want some help.” Henry does so and the robot brings the book. But Henry can't get the book from the robot's hands. He thinks for a moment, then he says a word to the robot. The robot gives him the book. Henry gets the book and goes home happily.(1) There is no assistant in this library. ( )(2) Henry wants to listen to music in the library. ( )(3) The robot doesn't move first because it's broken. ( )(4) Teachers and robots work in the library. ( )(5) Henry may say“Thanks” when he wants to get the book from the robot. ( )Suggested Answers:(1) T (2) F (3) F (4) F (5) TStep 3. Listening (Workbook)1. Lead Ss to Listening. Teacher may say, “Today we are going to listen to a 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.Suggested Answers:Larry Belmont — employed in a company that maked robots.Claire Belmont — Larry’s wife, a housewifeTony — the robotGladys Claffern — a woman that Claire enviesStep 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.(1) On the second morning, Tony brought Claire breakfast and then dressed her. ( F )(2) Tony wanted to please Claire by borrowing books from the library. ( F )(3) Tony gave Claire a new haircut and made her up. ( T )(4) When Claire fell off a ladder, Tony caught her. ( T )(5) At last, people managed to have women falling in love with machines. ( F ) Suggested Answers:(1) F (2) F (3) T (4) T (5) F3. Play the tape, and ask Ss to listen and pay attention to Tony’s characteristics that were similar to those of a human being and different from those of a human being. Then ask them to finish Ex2 on P12.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 Language Teaching 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。
高中英语 Unit 2 Robots同步详解 新人教版选修7-新人教版高三选修7英语教案
Unit 2 Robots [目标要览]that Gladys thought she was having an affair.★：She felt embarrassed and quickly told him to go.语法Infinitive 〔不定式〕★★★：The pa ny’s new car is going to be designed in the ing months. 〔不定式被动语态〕学习策略英语完形填空技巧〔二〕如何做词语辨析类题☆芝麻开门☆科学技术以超乎人们想象的速度在发展，过去认为不可能的、可笑的事情已经或正在变成现实。
科学技术在改变着你我的生活质量与方式。
☆教材知识全解☆Warming-up知识详解A robot is a machine designed to do jobs that are usually performed by humans. 机器人是设计用来做通常由人做的工作的机器。
[知识新解]★★★perform vt. vi.1)演出①The singer had never performed in Beijing before. 这位歌唱家以前从未在演唱过。
②He will be performing on the flute tonight. 今晚他将演奏笛子。
2)执行、履行、完成①One should always perform what one promises. 一个人应始终履行自己的诺言。
②The doctor performed the operation with success. 医生成功地做了这台手术。
3)有时可指机器等的运行情况。
①The machine can perform three operations at a time. 这部机器可同时进行三种作业。
②This jeep performed well on hills. 这种吉普车在山路上走得很好。
英语：unit2《robots》教案(1)(新人教版选修7).doc
二、课堂教学过程
时间
教学步骤
教师活动
学生活动
Today we’ll read a story about a robot that has feelings.
The story was originally written by the science fiction writer, Isaac Asimov, and published in 1951.
Task of Period 2:Decide whether your robot has feelings or not, and state your reasons.
听教师布置任务，思考任务。
以真实任务开展教学，激发学生的学习兴趣，让学生在真实情景中有目的的进行学习。
第
7-8ቤተ መጻሕፍቲ ባይዱ
分钟
读前任务
Pre-reading Task
英语：Unit2《Robots》教案（1）（新人教版选修7）
一、教学内容分析
教学内容
《英语》（人教版）选修7 Unit 2 Robots第一课时
教学对象
高二学生
教学项目
词语
industrial military vacuum helicopter
结构
课文
其他
Listening & Speaking
教学目标
2. Listen to the interview again and fill in as much of the table asyou can.
人教版选修七unit 2 《robots》教案7(重点资料).doc
Period 7 Speaking，Listening and Writing TaskTeaching goals1．Talk about different types of robots by using expressions of supposition and belief.2．Listen to three people talking about robot pets.3．Write a diary from the robot pet's point of view.Teaching proceduresStep 1Speaking taskAsk students to use their imagination in groups to discuss the types of robots that could be used in the future.Guide them to use the expressions below in the discussion.Is it possible that...？Could it be that...？Are you sure that...？It is possible/impossible that...It could be that...I am sure that...It is most likely/unlikely that...There is a belief that...I am positive that...Sample：Robots can be found in the manufacturing industry，the military，space exploration，transportation，and medical applications.Well，for my conclusion I_guess that robots are the way of the future and will be used on a daily use without being controlledremotely or by a person. I_think there will be different robots for different uses. Some will be used for law enforcement and others will be used for constructive uses only. Others will be building cars，and the rest will be building the new schools we learn in and the houses we live in.Step 2Listening task1．Before listening，ask students to look at the pictures of these robot pets on Page 59.In pairs，answer the following questions.(1)What kinds of animal do you think they are?(2)Would you like to own one？Which one？Give reasons.(3)Do you think having a robot as a pet is a good idea？Give reasons.Various answers are possible. Through asking students questions about the pictures，make sure students understand the following words they will hear in the listening text：wag，pat，flippers，purr and hiss.2．Listen to Amanda，Victoria and Jamie talking about robot pets. Look at the pictures again and match them with the robots' names.Aibo ______ Furby______ Paro______ Tama______Keys：Aibo Picture_2Furby Picture_1Paro Picture_3Tama Picture_43．Ask students to fill in as much of the table on Page 60 as they can. Then listen to the first part of the discussion again and complete the table. Compare their answers with their partners.Suggested answers：4.Listen to the second part of the discussion again. Tick the correct box for each question.Keys：Step 3Writing task1．First ask students to imagine he or she is a robot pet which belongs to a child.(1)Think about what kind of child you belong to.Is it a boy ora girl？What is the child like？Is the child kind or not？Is the child sick or in good health?(2)What kind of robot pet are you—Aibo，Furby，Paro or Tama?2．Write about one day in his/her life in his/her diary.Remember to write from the robot pet's point of view and remember to follow these steps.(1)Collect their ideas in pairs or groups.(2)Write down the main ideas and supporting details.Here is an example.(3)Write the diary entry，paying attention to the use of conjunctions in their writing.Step 4HomeworkWrite a diary from the robot pet's point of view.A sample：Sunny WednesdayI am very happy today，because this is the first day that I has spent with my owner，Susan.Susan is a 6－year－old sick girl. She cannot go out with other children because of her poor health. So her parents bought me as her companion. There are different types of robot pets in the store. Her mom preferred the seal－type robot，while her dad thought the lovely dog would be a good companion. But Susan loves kitty very much. She insisted on having me as hercompanion. So they chose me.The shop assistant told them I have more than just entertainment value，offering companionship and a variety of other services to the sick. A network system will enable me to speak to the children in a natural way，especially to children who are sick，and this will make them more comfortable.I can be connected via cell phone or ISDN line to a network system center，allowing health workers or parents to send medical information and encouraging messages to the sick. I'm endowed with 100 phrases，ranging from the light－hearted (“Today is the karaoke party. Let's sing a lot.”) to more practical information (“It is three o'clock. It is time to have medicine.”)．Susan smiled a lot and her parents said she has never spent a happier day. I am happy too because I've brought pleasure to her.备课资料一、本单元课文注释与疑难解析1．Claire didn't want the robot in her house，especially as her husband would be absent for three weeks，but Larry persuaded her that the robot wouldn't harm her or allow her to be harmed.克莱尔不想家里有个机器人，尤其是她丈夫要离家三个星期，可是克莱尔被拉里说服了。
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！。
高中英语 Unit 2 Robots教案选修7
Unit 2 Robots【美文阅读】Robotic age draws closer随着科技的发展，机器人时代的到来已经指日可待了。
These days，robots are more common than you might think.Consider the Roomba，a robotic vacuum(吸尘器)which cleans floors on its own.“We wanted to make something simple that people could use every day，”says Greiner，cofounder of IRobot，the company that makes the smart vacuum.“And that's what inspired us to build the Roomba.”Some robots like the Roomba are already very common in many US households.IRobot makes everything from the Roomba to robots that someday might become a part of us.“You can have robotics equipped into your body，to get back that arm or leg that you've lost，either in some accident or disease，”says Greiner.Although robots have been developed mainly for military(军用的)applications，civilian uses for the technology are growing，according to Michael Toscano，president of the Association for Unmanned(自控的)Vehicles International.“Unmanned systems allow human beings to do their task with an extension of their hands，their eyes and their ears.”“We can put them in the ocean and they'll swim for eight or nine months，collecting data and monitoring ocean pollution，”says Hudson of IRobot.Recently the US Government's Defense Advanced Research Projects Agency(DARPA)displayed a“robotic man”．In stead of depending on remotecontrol，DARPA's“robotic man”can actually look at some blocks，find one with a special pattern，and move it to a new location.Mandelbaum，DARPA's project manager，says more challenging tasks lie ahead.Some day，a DARPA robot might find a hidden bomb or help a disabled person select a shirt and button it.To advance the technology，DARPA plans to let members of the public write software for the“robotic man”，then sign onto the Internet and watch a model of“robotic man”perform the task.It's one of the ways that robots will help humankind to extend its reach. 【诱思导学】1．What does the company IRobot do according to the passage?________________________________________________________________________ 2．What can you imagine the robot will do for us in the future?________________________________________________________________________ 【答案】 1.It makes the smart vacuum. 2.略Period ⅠPreviewing(教师用书独具)●教学目标初步掌握本课文中的词汇，浅层次理解课文，了解相关的背景知识。
高二英语(人教版)-选修七 Unit 2 Robots (1)-教案
2.Listen to two samples from two studentsand make the evaluation.
3.Read teacher’sversion.
Yes. Tony changed her makeup and made her home more elegant. Even Gladys, who was everything Claire wanted to be, envied her. It’s Tony who helped her gain the sense of satisfaction.
教学过程(表格描述)
教学环节
主要教学活动
设置意图
Leadin
Studentslook at a picture, try to figure out the robot and predict what happened.
Q1:Can you imagine there is a robot in the picture? Who is the robot?Andwhat happened?
1.Itwas disturbing and frightening that he looked so human.(P3L19)
2.It was ridiculous to be offered sympathy by a robot.(P4L24)
3.How absurd, she thought. He was just a machine.(P5L40)
人教选修七 Unit2 Robots 优秀教案-最新教育文档
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】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“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 担心的，害怕的，一般表示人的感觉。
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。
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课文解析
1. Claire thought it was ridiculous to be offered sympathy by a robot. 克莱尔觉得，机器人会向她表示同情，这有点儿荒唐可笑。
(P11)
【要点提示】sympathy n. 同情，同情心，一致，慰问。
如：
He has no sympathy for beggars. 他不同情乞丐。
Many people are in sympathy with your views. 许多人赞同你的看法。
We sent our sympathies on the death of his mother. 他母亲故去时我们去信吊慰。
2. As he was not allowed to accompany her to the shops, he wrote out a list of items for her. 因为她不想让他陪她去商店，所以他就给她写了一份购物清单。
(P11)
【要点提示】accompany vt. 陪伴，伴奏，为……伴奏。
如：
He wished her to accompany him. 他希望她陪他。
Lightning usually accompanies thunder. 闪电通常伴着雷声。
The pianist accompanied her singing. 钢琴家为她的歌唱伴奏。
【归纳拓展】固定搭配：be accompanied by; accompany sb to。
3．...he suggested that she invite Gladys and her friends to the house the night before he was to leave and Larry was to return. ……他建议在他即将离开和拉里回来之前，她应该邀请格拉迪斯和她的朋友们来做客。
(P11)
【要点提示1】suggest vt. 建议，提议。
如：
I suggest our going to the park on Sunday. 我建议我们星期天去公园。
suggest 后接宾语从句表示“建议做……”时，要用虚拟语气，其构成是主句+ that + 主语+ (should) + v.。
如：
The dentist suggested that she (should) come another day. 牙医建议她改天再来。
suggest vt. 暗示，使人想起。
如：
Her expression suggested pleasure. 她面露喜色。
suggest用作“说明，暗示”时，后面的从句不用虚拟语气。
如：Are you suggesting that I’m not telling the truth? 你的意思是不是我没说实话？
【要点提示2】be to + 动词原形，表示职责、义务、意图、约定、可能性等。
如：
You are to be back by nine o’clock. 九点之前你要回来。
We are to meet at the school gate. 我们将在学校门口集合。
I am to have tea with Betty this afternoon. 今天下午我要和贝蒂一起喝茶。
注意：该结构也可表示将来注定要发生的事。
如：
He was later to be a musician. 他将来一定会成为一名音乐家。