Unit 2Robots.docx

1、Unit 2 RobotsUnit 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-rea

2、ding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。

3、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 & Comprehendi

4、ng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 todays robots.Teaching ProceduresStep 1. Leading-in1. Tell Ss something about robots and arouse their

5、 interest in robots.Robots are good at doing the same task over and over again, exactly the same way. All robots are machines. They have computer instructions. They paint cars. They lift heavy loads. They enter some areas those are too dangerous for man. Some robots have different shapes. Some are s

6、imply 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) Whats the characteristic of robots?(3) Whats the function of robots?(4) Whats the definition of a robot in yo

7、u 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 re

8、ad 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 cant 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

9、 doesnt 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 cant get the book from the robots hands. He thinks for a moment, then he says a word to the robot. The robot gives him the book. H

10、enry 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 doesnt move first because its broken. ( )(4) Teachers and robots work in the library. ( )(5) Henry may say“Thanks” when he wants to get the book

11、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 todays robots. Before lis

12、tening 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)

13、 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 & ComprehendingTeac

14、hing 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) Whe

15、re 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

16、 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 th

17、at maked robots.Claire Belmont Larrys 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

18、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. (

19、 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 Tonys characteristics that were similar to those of a human being and different from those of a human being. Th

20、en 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 retol

21、d 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 ved form as adjectives.Step 1.Word study1. fiction (1) 【U】小说He writes fict

22、ion.他写小说。(2) 【C】杜撰的故事，虚构的事情It is only a fiction not a fact. 这件事是虚构的，不是事实。2. desire vt 希望，想要 We all desire happiness and health.我们都想得到幸福和健康。3. absent adj.(1) 缺席，不在He was absent from the meeting. 他没有出席会议。(2) 缺少Love was totally absent from his childhood. 他从童年就完全失去了爱。(3) 漫不经心的，心不在焉的We can see an absent

23、expression on her face. 我们能看到她脸上漫不经心的表情。4. alarmed 焦急的，害怕的Im very alarmed at your leaving. 你打算离开，我相当焦急。 拓展：alarm vt 使惊慌I dont want to alarm you.我不想让你惊慌。5. embarrassed(1) 感到不自然，窘迫I was embarrassed by his comments about my clothes. 他对我的衣服说长道短，令我很难堪。(2) 精神上不安或焦虑He was embarrassed by lack of money 他因缺钱而

24、焦虑不安。6. sympathy (1) 同情，怜悯She never expressed any sympathy for me when I was injured. 我受伤时，她从来没表示过任何同情。(2) 同情，慰问You have my deepest sympathies on the death of your wife. 对你妻子的逝世，我深表同情。(3) 同感，一致，协调A bond of sympathy developed between members of the group.该组成员间的凝聚力增强了。(4) 赞同，支持The steel workers came o

25、ut in sympathy with the miner.钢铁工人站出来支持矿工。(5) 同意，不同意He is wrong I have no sympathy with him. 他错了，我于他毫无同感。7. elegant adj 文雅的，高雅的，精致的She was tall and elegant. 她身材修长，优雅大方。8. scan v (1) 仔细观察，仔细了望He scanned the horizon.他仔细了望地平线。(2) 扫掠The flashlights beam scanned every corner of the room. 手电筒的光束把屋内各处都扫遍了。

26、(3) 浏览She scanned the newspaper over breakfast. 她吃早饭时把报纸浏览了一遍。8. absurd adj (1) 不合理的，不明智的What an absurd suggestion!多摸不合理的建议。I was absurd of you to suggest such a thing.你提出这样的事是不明智的(2) 愚蠢的，可笑的That uniform makes them look absurd.那种制服使他们看起来很滑稽。10. awful adj (1) 极坏的，可怕的The plight of starving people is t

27、oo awful to think about. 饥饿人们的困境坏的令人难以想象。(2) 非常坏的，极度的what awful weather! 多糟糕的天气啊！(3) 极大的，非常的That is an awful lot of money. 那可是一大笔钱。I am in an awful hurry to get to the bank. 我非常急着要去银行。11. affair n.(1) 事，事情It is not my affair. 这不是我的事。(2) 个人的事情You should put your affairs in order. 你应该理顺你的事情。(3) 公众的事物T

28、hose are affairs of state. 那些是国事。12. firmly adv 稳固的，坚定的The fence posts were fixed firmly in the ground.篱笆桩被牢牢地埋在地里。The suggestion was politecy but firmly rejected by the chairman.那建议被主席委婉地，但却坚决地拒绝了。13. declare v(1) f宣布，宣告，声明They declared him (to be ) the winner. 他们宣布他获胜。(2) 郑重地说He declared that he w

29、as innocent. 他声明他是无辜的(3) 赞成，反对The commission declared against the proposed scheme. 委员会反对拟以的计划。14. envy n(1) 嫉妒，羡慕He couldnt conceal his envy of me you out of envy.他无法掩饰对我成功的嫉妒。(2) 嫉妒的对象，羡慕的目标Her many talents were the envy of all her friends.她的多才多艺使朋友们羡慕。(3) v 嫉妒，羡慕I dont envy him his money.我可不羡慕他的钱。

30、Step 2. Phrase study1. test out 考察，检验 He is going to test out the result of the experiment. 他要检查一下实验的结果。2. turn around 回转，转向When he turned around, he found his friend gone. 他转身发现他的朋友已经走了。3. leave alone 不管，不理会，不干涉Leave that mad dog alone. 别理那条疯狗。Step 3. Sentence study1. It was disturbing and frighten

31、ing that he looked so human. 他看上去太像人类了，这令人不安且害怕。It is /was +adj +thatIt was surprising that he had failed the exam. 他没有通过考试，真让人吃惊。2. It was then that Claire realized that Tony had opened the curtains on the front window. 就在那时，克莱尔发现托尼已经拉开了前窗的窗帘。It was/is +被强调部分+thatIt was yesterday that I met your sister in the zoo. 就在昨天我在动物园遇见了你的姐姐。It was in the zoo that I met your sister yesterday. 昨天正是在那个动物园我遇见了你的姐姐。 Step 4. Grammar study1. The passive infinitive(1) Explanation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构成形式为to be done/to have been done。例如：