人教版選修7unit2RobotsP1教學(xué)設(shè)計(jì)

Aboutthetopicandthestructures單元話題和構(gòu)造Period1Reading閱讀課

Unit2Robots第一部分講課方案說(shuō)明本單元的話題為“機(jī)器人”、“科幻文學(xué)作品”和“科幻小說(shuō)作家”，內(nèi)容主要波及有名的科幻小說(shuō)作家艾薩克·阿西莫夫的一世簡(jiǎn)介和他所創(chuàng)作的相關(guān)機(jī)器人的科幻小說(shuō)。經(jīng)過(guò)本單元的語(yǔ)言技術(shù)訓(xùn)練，要修業(yè)生學(xué)會(huì)正確使用英語(yǔ)的推斷和確信的表達(dá)法。本單元語(yǔ)言功能項(xiàng)目是：設(shè)想和信仰。本單元語(yǔ)言構(gòu)造項(xiàng)目是“被動(dòng)語(yǔ)態(tài)復(fù)習(xí)（1）包含不定式”。本單元還要修業(yè)生學(xué)習(xí)寫作“科幻文：想象寫作”?！督鹕v課方案》講課方案在單元課時(shí)區(qū)分上與課本保持一致，即“閱讀課、知識(shí)課、運(yùn)用課三課時(shí)/三課型區(qū)分”。但在實(shí)質(zhì)講課過(guò)程中，建議教師依據(jù)學(xué)生基礎(chǔ)、講課條件、學(xué)校安排的要素，對(duì)課本、對(duì)《金色講課方案》講課設(shè)計(jì)從頭區(qū)分課時(shí)，裁剪、拼接使用供給的資料，以便“物盡所用”，達(dá)到最正確講課見(jiàn)效。教師也能夠參照《金色講課方案》供給的“實(shí)質(zhì)講課過(guò)程課時(shí)區(qū)分建議”進(jìn)行講課。WarmingUp課本先介紹機(jī)器人的制造、種類、功能等，再讓學(xué)生疏組列表，把自己所熟習(xí)的科幻文藝形式（科幻故事、電影、電腦游戲、電視劇、卡通）寫出來(lái)，并進(jìn)行簡(jiǎn)單的溝通。教師能夠參照本書供給的以下程序設(shè)計(jì)進(jìn)行講課：Warmingupbygettingtoknow:Whatisarobot?Pre-reading課本設(shè)計(jì)了四幅圖三個(gè)問(wèn)題，都是對(duì)于機(jī)器人的。經(jīng)過(guò)看圖分組討論，為本單元Reading部分的優(yōu)異故事做好了鋪墊。教師也能夠參考本書供給的以下程序設(shè)計(jì)進(jìn)行講課：Pre-readingbytalkingaboutthethreeLawsofRoboticsReading是一篇科幻小說(shuō)，表達(dá)某企業(yè)試驗(yàn)機(jī)器人托尼的故事。中學(xué)英語(yǔ)閱讀課是精讀、泛讀和迅速閱讀的混淆型課程。中學(xué)英語(yǔ)閱讀講課必然解說(shuō)的內(nèi)容應(yīng)以啟迪式講課為主，而不該當(dāng)以教師為中心，以講代讀。講解應(yīng)有益于培育學(xué)生的閱讀能力和歸納能力。應(yīng)當(dāng)重申本課程培育的是閱讀能力，重視的是對(duì)整體的理解，而不該拘泥于那些與整體理解沒(méi)關(guān)宏旨1/10WarmingupbyhavingaPeriod2Learningaboutlanguage知識(shí)課Period3Usinglanguage運(yùn)用課Period1Period2Period3

的細(xì)節(jié)。教師能夠采納本書供給的以下程序設(shè)計(jì)Readingforforms；Copyingcollocationsandwritingarticles；Questioningandanswering；Readingthetextagaintodiscovertheleadingsentenceofeachparagraph；ReadingthetextforitstypeofwritingandsummaryofSatisfactionGuaranteed；Closingdownbyreadingarobotpoem進(jìn)行講課，幫助學(xué)生從形式到內(nèi)容掌握課文、活用課文。LearningaboutLanguage課本包含兩項(xiàng)內(nèi)容：對(duì)閱讀部分的詞匯做針對(duì)性的訓(xùn)練，經(jīng)過(guò)練習(xí)幫助學(xué)生掌握這些詞匯；復(fù)習(xí)被動(dòng)語(yǔ)態(tài)和不定式的被動(dòng)形式。在講課過(guò)程中，除了教授一般語(yǔ)法例律外，還應(yīng)當(dāng)給學(xué)生供給大批的語(yǔ)言資料與例證。在這方面，最好選擇學(xué)生所學(xué)的語(yǔ)言資料，讓學(xué)生察看語(yǔ)法在實(shí)質(zhì)語(yǔ)言中的運(yùn)用，增強(qiáng)感性認(rèn)識(shí)，學(xué)會(huì)總結(jié)使用。教師能夠采納本書供給的以下程序和資料進(jìn)行講課：dictation；Discoveringusefulwordsandcollocations；Readingmoreaboutthe22ndcentury；Learningaboutthepassivevoice；Discoveringusefulstructures；ClosingdownbyputtingonstageatextplayofSatisfactionGuaranteedUsinglanguage建議教師以Warmingupbymakingpassivevoicesentences開(kāi)始講課，此后采納本書以下設(shè)計(jì)Readingforforms；CopyingcollocationsfromABiographyofIsaacAsimov；WritingyourownstorywiththecollocationsfromABiographyofIsaacAsimov；ReadingmoreaboutAsimov；Closingdownbydiscussingthe1940LawsofRoboticsbyAsimov進(jìn)行講課。實(shí)質(zhì)講課過(guò)程課時(shí)區(qū)分建議WarmingUp、Pre-reading、Reading和Comprehending整合在一同上一節(jié)“閱讀課”。Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一同上一節(jié)“語(yǔ)言知識(shí)課”。將Usinglanguage設(shè)計(jì)為一節(jié)包含聽(tīng)聞讀寫單項(xiàng)技術(shù)或組合技術(shù)訓(xùn)練的2/10“綜合技術(shù)課（一）”。Period4

將Workbook的READINGANDLISTENING一節(jié)“聽(tīng)聞?wù)n”。

和

TALKING

整合在一同上Period5

將

Workbook

的

LISTENINGTASK

、READINGANDWRITINGTASK

和SPEAKINGTASK整合為一節(jié)“綜合技術(shù)課（二）”。第二部分講課資源說(shuō)明Section1環(huán)繞單元話題“Festivalaroundtheworld”，《金色講課方案》供給了幾則語(yǔ)言Background規(guī)范、短小精壯的興趣性資料。這些資料既能夠作為教師講課參照資料為背景教師所用，也能夠直接或改寫、重組后作為講堂內(nèi)外的拓展性閱讀資料呈現(xiàn)給學(xué)生。Section2要點(diǎn)針對(duì)“閱讀課型”中的課文難句，《金色講課方案》不只供給了詳細(xì)的，Explanation就句論句的解析和翻譯，并且還以解析的焦點(diǎn)話題為線索，進(jìn)行了必然的解析歸納、辨析和總結(jié)，以幫助教師更好地實(shí)行“語(yǔ)言形式”的講課。Section3依據(jù)課本單元詞匯表次序，《金色講課方案》要點(diǎn)供給動(dòng)詞、短語(yǔ)搭配的解說(shuō)。Vocabulary所供給的例句，經(jīng)典、地道、適用、易懂，完滿能夠直接用于講課。詞匯第三部分講課測(cè)評(píng)說(shuō)明環(huán)繞單元詞法、句法項(xiàng)目，《金色講課方案》供給了長(zhǎng)短不一的“單元講課測(cè)評(píng)”，并備有參照答些測(cè)評(píng)題目直接源于歷年高考試卷，更擁有說(shuō)服力和適用性。Part1TeachingDesign第一部分講課方案Period1Asamplelessonplanforreading(SatisfactionGuaranteed)Introduction3/10Inthisperiod,afterthewarmingup,studentswillfirstbeguidedtoreadforforms,copycollocationsandwritearticles.Thentheyshallquestionandanswer,readthetextagaintodiscovertheleadingsentenceofeachparagraph,andreadthetextforitstypeofwritingandsummaryofSatisfactionGuaranteed.Theclassistoendbystudentsreadingarobotpoem.ObjectivesTohelpstudentsunderstandthetext’sformsandcontentsandlearnaboutrobotsTohelpstudentscommunicateonthetopicinfocuswiththewords,collocationsandstructureslearnedinthisunitFocusWordsdesire,alarm,embarrass,pile,scan,accompany,paint,declare,envy,obeyCollocationsringup，turnaround，setasidePatterns1.TonytoldherandhesuggestedthatsheinviteGladysandherfriendstothehousethenightbeforehewastoleaveandLarrywastoreturn.2.ShefelloffaladderandeventhoughTonywasinthenextroom,hemanagedtocatchherintime.3．GladyswaseverythingClairewantedtobe.4．ClaireknewthatGladysthoughtshewashavinganaffair.5.ButeventhoughTonyhadbeensoclever,hewouldhavetoberebuilt—youcannothavewomenfallinginlovewithmachines.6．ClaireheardGladyswhisperingtoanotherwomanthatshehadneverseenanyonesohandsomeasTony.7．Sosetasidesometimeeachdaytowrite,evenifitisonlyfiveminutes.8．ItwaswhenAsimovwaselevenyearsoldthathistalentforwritingbecameobvious.9．Asimovhadbothanextraordinaryimaginationthatgavehimtheabilitytoexplorefutureworldsandanamazingmindwithwhichhesearchedforexplanationsofeverything,inthepresentandthepast.10．Theclockstruckeight.11．Assheturnedaround,therestoodGladys.4/1012．Claireborrowedapileofbooksfromthelibraryforhimtoreador,rather,scan.AidsMultimediafacilities,tape-recorder,photos,diagramsProcedures1.Warmingupbygettingtoknowwhatarobotis最輕的微型遨游機(jī)

球形壁面爬行機(jī)器排煙消防機(jī)器人

新式兩棲機(jī)器人器人

人報(bào)告突發(fā)事件機(jī)器達(dá)芬奇外科手術(shù)機(jī)搶險(xiǎn)救活力器人智能機(jī)器人人器人Hello,class.Whenyouheartheword"robot",youprobablygetapictureinyourmindofaclevermechanicalman,perhapsR2D2orC3POfromthemovieStarWars.Thatishowmostpeoplethinkofrobots,buttherobotsthatreallyexisttodayarequitedifferentfromtherobotsofcomicbooks,cartoons,andsciencefictionfilmsandbooks.Robotscomeinmanyshapeandsizesandhavemanydifferentabilities.Basically,arobotissimplyacomputerwithsomesortofmechanicalbodydesignedtodoaparticularjob.Usually,itisabletomoveandhasoneormoreelectronicsenses.Thesesensesarenotnearlyaspowerfulasourownsensesofsightandhearing.However,scientistsandengineersareworkinghardtoimproverobots.Theyareconstantlycomingupwithwaystomakethemsee,hearandrespondtotheenvironmentaroundthem.Robotshavealottodowithourlives.Nowlet’sgotopage11toreadanarticleaboutrobotsandourlives.2.Pre-readingbytalkingaboutthethreeLawsofRoboticsRobotsarecomingintoourlives.Thenweareworriedaboutbeingcontrolledbyrobotssomedayinthefuture.Don’tworry.Wehaverulesforrobots.5/10TheThreeLawsofRobotics（AccordingtoIsaacAsimov）Arobotmaynotinjureahumanbeingor,throughinaction,allowahumanbeingtocometoharm.ArobotmustobeyordersgivenitbyhumanbeingsexceptwheresuchorderswouldconflictwiththeFirstLaw.ArobotmustprotectitsownexistenceaslongassuchprotectiondoesnotconflictwiththeFirstorSecondLaw.ReadingforformsReadthetextSatisfactionGuaranteedagainto:cut/thesentenceintothoughtgroups,blackenthepredicates,darkentheconnectivesandunderlinealltheusefulcollocations.4.CopyingcollocationsandwritingarticlesAcollocationistwoormorewordsthatoftengotogether.Thesecombinationsjustsound"right"tonativeEnglishspeakers,whousethemallthetime.Whilegoingoverthetext,trytorecognizethecollocations,treatthemassingleblocksoflanguageandcopythemoutintoyourCollocationBook.CollocationsfromSatisfactionGuaranteedmakerobots生產(chǎn)機(jī)器人,experimentwith做試驗(yàn),dothehousework做家務(wù),testout試驗(yàn),beabsentforthreeweeks三周不在,persuadethat說(shuō)服,allowtodo贊成做，feelalarmed感覺(jué)驚訝,looklikeamachine看上去像一個(gè)機(jī)器,atall根本、全然,facialexpressions面部表情,onthesecondmorning在次日清晨,feelembarrassed感覺(jué)難堪,looksohuman看上去很人性化,feelveryunhappy感覺(jué)不快樂(lè),improveone’ssocialposition提升某人的社會(huì)地位,oneoftherichestandmostpowerfulwomenaround遠(yuǎn)近有名的有錢有勢(shì)的女人之,pleasesbby經(jīng)過(guò)做取悅某人,makeelegant使優(yōu)雅,borrowapileofbooksfromthelibrary從圖書室借了一堆書,turneachpage翻每一頁(yè),reachfor全力想獲得,changethemakeup改變了化妝,accompanyto和一同去,writeoutalistofitemsfor寫了一份的清單,gointoadressshop進(jìn)了一家衣服店,berudeto對(duì)魯莽,ringup打電話,changeone’sattitude改變態(tài)度,turnaround轉(zhuǎn)身theamusedandsurprisedlookonone’sface臉上風(fēng)趣有驚訝的表情,haveanaffair有風(fēng)流嘉話,afterall畢竟,gethome到家,weepwithanger由于生氣而哭,invitetothehouse邀請(qǐng)到家里,expecttobecompletelytransformed期6/10待??大,worksteadilyon?井井有條地做??,falloffaladder從梯子上掉下來(lái),intime及,hold?firmlyinone’sarms把??地在里,feelthewarmthofone’sbody感覺(jué)身上的氣,push?away推開(kāi)??,atthatmoment在那一刻,foldone’sarmsaround?著,bendone’sfacecloseto?把近??,cryout?大喊??,morethan不,disappearfromsight消逝,openthecurtains翻開(kāi)窗簾,whisperto???低,havesuchahandsomelover有一位帥氣的情人,allnight徹夜,driveup,take?away走??,bepleasedwith???感覺(jué)意,reporton?對(duì)于??的告,protect?fromharm保??免遭害,prevent?from?阻截??做??,senseoffailure失感,fallinlovewith上??5.QuestioningandansweringNowlet’sgooverthetextagainbyquestioningandanswering.SatisfactionGuaranteedWhatdidLarryBelmontworkfor?LarryBelmontworkedforacompanythatmaderobots.Whatwasthecompanyexperimentingwithrecently?Recentlyitwasexperimentingwitharobotthatcouldbeusedtodothehousework.Bywhomwasitgoingtobetestedout?ItwasgoingtobetestedoutbyLarry’swife,Claire.Whydidn’tClairewanttherobotinherhouse?Clairedidn’twanttherobotinherhouse,especiallyasherhusbandwouldbeabsentforthreeweeksHowdidClairefeelwhenshefirstsawtherobot?Whenshefirstsawtherobot,shefeltalarmed.Whatwastherobotlike?Therobot,calledTony,didn’tlooklikeamachineatall.Hewastallandhandsomealthoughhisfacialexpressionsneverchanged.Hishairwassmoothandblackandhisvoicewasdeep.Whatdidtherobotdothesecondmorning?OnthesecondmorningTonybroughtherbreakfastandthenaskedherwhethersheneededhelpdressing.HowdidClairereact?7/10Shefeltembarrassedandquicklytoldhimtogo.Itwasdisturbingandfrighteningthathelookedsohuman.WhatdidClairementiononeday?Oneday,Clairementionedthatshedidn’tthinkshewasclever.AndwhatdidTony,therobot,saytoher?Tonysaidthatshemustfeelveryunhappytosaythat.HowdidClairefeelaboutarobot’ssympathy?Clairethoughtitwasridiculoustobeofferedsympathybyarobot.6.ReadingthetextagaintodiscoverthetopicsentenceofeachparagraphAwell-organizedparagraphsupportsordevelopsasinglecontrollingidea,whichisexpressedinasentencecalledthetopicsentence.Atopicsentencehasseveralimportantfunctions:itsubstantiatesorsupportsanessay’sthesisstatement;itunifiesthecontentofaparagraphanddirectstheorderofthesentences;anditadvisesthereaderofthesubjecttobediscussedandhowtheparagraphwilldiscussit.Nowreadthetextagaintodiscovertheleadingsentenceofeachparagraph.SatisfactionGuaranteed1．ArobotusedtodothehouseworkwasgoingtobetestedoutbyLarry’swife,Claire.2．Therobot,calledTony,didn’tlooklikeamachineatall.3．ItwasdisturbingandfrighteningtoClairethatTonylookedsohuman.4．ButClairebegantotrustTony.5．TonywantedtopleaseClairebyhelpinghermakeherselfandherhomeelegant.6．TonygaveClaireanewhaircutandchangedthemakeupshewore.7．Tonyexpectedthehousetobecompletelytransformed.8．Tonyworkedsteadilyontheimprovements.9．TonyfoldedhisarmsaroundClaire,bendinghisfaceclosetohers.10．Clairemightnotbeasbeautifulasthosewomen,butnoneofthemhadsuchahandsomelover.11．Thensheremembered–Tonywasjustamachine.12．ThecompanywasverypleasedwithTony’sreportonhisthreeweekswithClaire.ReadingthetextforitstypeofwritingandsummaryofSatisfactionGuaranteed8/10Therearewordsthatsignalatext'sorganizationalstructure.Ifyouarestrugglingwithhowtomakesenseofwhatyou'rereading,youmustincreaseyoursensitivitytotheparticularwords.ChronologicalSequenceafter,afterward,assoonas,before,during,finally,first,following,immediately,initially,later,meanwhile,next,notlongafter,now,on(date),preceding,second,soon,then,third,today,until,whenDeterminingthetypeofwritingwillhelpyoudeterminetheauthor’stopic(subject),purpose(whyheiswriting),style(howheshouldwrite)andtone(hisattitudetowardhissubject-supportive,condeming,objective,etc.)Itisimportanttofindmainideaswhenreading.Mainideashelpyourememberimportantinformation.Themainideaofaparagraphtellsthetopicoftheparagraph.Thetopictellswhatallormostofthesentencesareabout.Theothersentencesintheparagrapharecalleddetails.Detailsdescribeorexplainthemainidea.Readthetexttofindthemainidea.NowgooverthetextforitstypeofwritingandsummaryofSatisfactionGuaranteed.TypeofwritingAnarrationMainideaof1stparagraphArobotthatcouldbeusedtodothehouseworkw