最新人教版选修七Unit 2 Robots教案及说课稿7个.doc

最新人教版选修七Unit 2 Robots教案及说课稿7个 Unit2Robots I.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 aboutLanguage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 aboutLanguage第五课时Using LanguageIV.教学步骤Period1Warming Up&Listening(Workbook)Teaching Goals:1.To discussdifferent kindsof robots and theirfunctions.2.To know more about todays robots.Teaching ProceduresStep1.Leading-in1.Tell Sssomething about robotsandPeople cancontrol theserobots froma distance.2.Ask Ss to talk about the following questions. (1)Do youknow anyrobots? (2)Whats thecharacteristic of robots? (3)Whats thefunction ofrobots? (4)Whats thedefinition ofa robot in youopinion?Step2.Warming Up1.Ask Ss to readthe introductionofrobotsin Warming Up andpare with their ideasabout robots.2.Ask Ss to talkabout thepictures ofWarmingUpand makea listof anythingwith robotsas characters.Then let them presenttheir listbefore theclass.3.Ask Ss to readthe followingtext and then finishthe trueor falsequestions.Step3.Listening(Workbook)1.Lead Ss to Listening.Teacher maysay,“Today we are going to listen to aradio interviewin whicha sciencereporter talks about recentrobots.From it,we canlearn moreabouttodays robots.Before listeningto the tape,please lookthrough theexercises on P54quickly.”2.Play the tape and ask Ss to finish Ex2on P54.3.Ask Ssto workin pairs,listento thetapeand finish Ex3on P54.Play thetape again and ask them to check the answers.4.Ask Ssto discussthe following questions in pairs. (1)What arethe negative aspects of each robotthat Emmatalksabout? (2)How canwe deal withthenegativeaspectsofeachrobot?Step4.Homework1.Ask Ssto surfthe Interand findsome information aboutrobots.2.Ask Ssto previewthe readingtext.Period2Pre-reading,Reading&Comprehending Teaching Goals:1.To getSstoknow thelife ofTony.2.To getSstoknow moreabout whatrobots cando for people.3.To developSsreading ability.Teaching Procedures:Step1.Pre-reading1.Ask Ssto lookat thepictures ofPre-reading on P10and discussthe followingquestions. (1)What arethey? (2)Where canwe find them? (3)What canthey doforpeople?2.Ask Ssto imaginea robotthat canthink,feel,has itsown needsand desires,and looksand feelslike a human being.Then askthem totalkaboutthe followingquestion.Can wefind therobotin our life?3.Tell Ssthat therobot cannotbe foundinourreal lifebut wecan findit in the textweare going to learn next.Step2.Fast reading1.Ask Ssto readthe textquickly and try to find themain ideaof the text.2.Ask Ssto findthe relationshipsbetween thecharacters in the text.Step3.Intensive reading1.Ask Ssto readthe textcarefully andanswer thequestions inEx1on P12.2.Ask Ssto lookthrough the following sentencesand try to findwhether theyare trueor falseaording to the text.3.Play thetape,andask Ssto listen andpay attentionto Tonys characteristicsthat weresimilar tothose ofa humanbeing anddifferent fromthose ofahumanbeing.Then askthem to finish Ex2on P12.Step4.Consolidation1.Ask Ssto listentothetape againandtryto retellthe story.2.Ask Ssto underlinewhat they cannot understand in the text.And tellthem thelanguage pointswill bedealt within thenext period.Step5.Homework1.Ask Ssto writethe retoldstory.2.Ask Ssto previewLearning aboutLanguage.Period3&4Learning aboutLanguage TeachingGoal:1.To getSstomaster thenew wordsand expressions.2.To getSstomaster thegrammar point:the passiveinfinitive andved formas adjectives.Step1.Word study1.fiction (1)【U】小说He writesfiction.他写小说。 (2)【C】杜撰的故事，虚构的事情It isonly afiction nota fact.这件事是虚构的，不是事实。 2.desire vt希望，想要We alldesire happinessand health.我们都想得到幸福和健康。 3.absent adj. (1)缺席，不在He wasabsent fromthe meeting.他没有出席会议。 (2)缺少Love wastotally absentfrom hischildhood.他从童年就完全失去了爱。 (3)漫不经心的，心不在焉的We cansee anabsent expressionon herface.我们能看到她脸上漫不经心的表情。 4.alarmed焦急的，害怕的Im veryalarmed atyour leaving.你打算离开，我相当焦急。 Step2.Phrase study1.test out考察，检验He isgoingtotest outthe resultof theexperiment.他要检查一下实验的结果。 2.turn around回转，转向When heturned around,he foundhis friendgone.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 thatmad dogalone.别理那条疯狗。 Step3.Sentence study1.It wasdisturbing andfrightening that he lookedso human.他看上去太像人类了，这令人不安且害怕。 It is/was+adj+that It was surprisingthathehad failedthe exam.他没有通过考试，真让人吃惊。 2.It wasthen thatClaire realizedthat Tonyhad openedthe curtainson thefront 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+that Itwas yesterdaythat I met your sister inthe zoo.就在昨天我在动物园遇见了你的姐姐。 Itwasinthezoo thatImetyoursisteryesterday.昨天正是在那个动物园我遇见了你的姐姐。 Step4.Grammar study1.The passiveinfinitive (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 bedone/to have been done。 例如He claimedto betreated badlyinthesuper marketwhen hewas doingshopping yesterday.注意:有时尽管不定式与其逻辑主语是被动关系，但不定式仍用主动语态，不用被动语态。 不定式作状语，如果句子中存在light,heavy,difficult,easy,fortable等词就应该用不定式的主动形式表示被动含义。 The boxis soheavy tocarry.He isnt easyto getalong with另外,下面的被动语态是经常的考点，也应特别注意:在口语和非正式场合下为了强调动作，常用“get+过去分词”结构。 有时带有不愉快，不顺利的含义。 其否定和疑问句要借助动词do来构成。 有时也会出现“bee+过去分词”的结构。 例如Did youget scoldedyesterday？He becameseized witha deepsorrow.短语动词和含有情态动词的被动语态形式短语动词的被动结构中,构成短语动词的介词或副词不能省略。 情态动词的被动语态形式是情态动词+be+过去分词。 例如The doctorhas beensent for.Bad habitshavebeendone awaywith.主动形式被动意义当feel,look,smell,taste,sound等系动词后面接形容词时；The fishsmells good.鱼闻起来香。 当cut,read,sell,wear,write,wash,cook,shut,dry,drink,wash等表示某种性质时且带状语修饰语时；当动词表示“开始、结束、关、停、转、启动”等意义时，如The bookwritten bythat famouswriter isselling verywell.那位作家写的书很畅销。 These cupsclean easily.这些杯子很容易洗。 want,require,need，worth后面的动名词用主动形式表示被动意义，如These flowerswant/require/need watering.这些花需要浇水。 These booksare worthreading.这些书值得读。 （被读）下面的词汇用主动语态e out,e into being,go off,run out,give out,give in.，happen,take place,break outThe aidenthappened yesterdayevening.The firewent outgradually.对于被动语态，弄清主语与谓语动词的关系是做题的关键。 在实际应用中，如果一个动词只能用作不及物动词，那么它就不会用于被动语态。 而且，一个动词到底是否应该用被动语态，不能从汉语的角度去理解，而应该注意到英语和汉语的不同表达方式。 在很多情况下，汉语的被动关系要么表现得不那么明显，要么和英语的被动语态刚好相反。 应该说这就是被动语态的难点和重点。 例如Hundreds ofjobs willbe lostif thefactory closes.(xx春)句意为-“工厂关闭将失去几百个工作。 汉语中不用被动形式，但英语句里主语是jobs,因此用被动结构。 Period5Using LanguageTeachingGoals:1.To developSslistening andwriting ability.2.To knowsomething aboutIsaac Asimov.Teaching ProceduresStep1.Listening,discussing andwriting1.Ask Ssto lookthrough Ex1of Listening,discussing andwriting on P14andthenplay thetape forthem.After SsfinishEx1,askthem tocheck the answers in pairs.2.Ask Sstolistentothetape againand finishEx2onP15.3.Ask Ssto lookthrough the from of Ex3onP15and makesure theyknow thewords inthefrommean.Then playthetapeagainandaskSsto pletethe sentencesofEx3and checktheanswersinpairs.4.Organize agame.Ask Ssto imaginepeople haverobots todo theirhousework inthe future.Divide Ssinto twogroups.One groupdiscusses thepositive effectsof thesituation;the otherdiscusses thenegative effectsof thesituation.Give Sssome timeto prepareand seewhich groupcan finishthe taskbetter.Step2.Reading and discussing1.Leading-in LeadSstothe readingtext.Teacher maysay,“Today wearegoingtolearna biographyof IsaacAsimov.He isa famousAmerican scientistand writer.He isvery goodat writingscience fictionstories.Would youlike toknowmoreabout him?Ok,please turnto page16.”2.Fast reading (1)Ask Ssto readthe textquickly andtrytofindth