【英语】2018届人教版选修7一轮复习：Unit2Robots教案设计（26页）

【英语】2018届人教版选修7一轮复习：Unit2Robots教案设计（26页）

Unit 2 Robots教 案 设 计 Ｉ． 单元教学目标 单元话题 1. Literary work about science;‎ 2. Science fiction writer---Isaac Asimov;‎ 3. robots 技能目标Goals ▲ Learn about literary work about science, Robots and Science fiction writer- Isaac Asimov ▲ Talk about Robots ‎ ▲ Practise Supposition and belief ▲ Revise the Passive Voice (I) ( including the infinitive)‎ ▲ Science fiction genre: imaginative writing II． 目标语言 功 ‎ Supposition and belief I think…‎ I suppose…‎ Maybe…‎ I don’t think…‎ 能 ‎ 句 ‎ 式 I doubt…‎ I guess…‎ I believe…‎ I wonder…‎ I don’t believe…‎ 词 汇 1. 四会词汇 fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful. affair, firm, firmly, declare, victory, envy, marriage, biography, explanation, junior, navy, talent, chapter, divorce, obey, aside 2. 认读词汇 Isaac Asimov, Larry Belmont, Claire, Gladys, softness, makeup, complicated, transfusion, Master’s degree, Philadelphia, PhD, The Foundation Trilogy, empire ‎3. 词组 test out, ring up, turn around, leave alone, set aside ‎4．重点词汇 desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, accompany ,declare, envy, obey 结 构 Revise 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.‎ Claire thought it was ridiculous to be offered sympathy by a robot.‎ By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair.‎ It was when Asimov was eleven years old that his talent for writing became obvious.‎ III． 教材分析与教材重组 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。通过本单元的教学，旨在让学生了解科幻小说最大的特征在于，它赋予了“幻想”依靠科技在未来得以实现的极大可能，甚至有些“科学幻想”在多年以后，的确在科学上成为了现实。如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。‎ ‎1.1 WARMING UP介绍了什么是机器人，和不同种类及不同形状的机器人。‎ ‎1.2 PRE-READING 通过讨论机器人是否像人类一样有自己的思维，是否有感情引出Isaac Asimov的科幻小说Satisfaction Guaranteed。为本单元的READING做好了铺垫。‎ ‎1.3 READING课文是Isaac Asimov写于1951的科幻小说Satisfaction Guaranteed。文中描述的机器人Tony是一个除去面无表情外，身材高大，相貌英俊，聪明机智的完美男人。仅三周的时间就使女主人坠入爱河。‎ ‎1.4 COMPREHENDING共有2部分，第一部分是关于课文内容的5个问答题，旨在考察学生对课文的理解。第二部分要求学生比较机器人Tony在physical, mental, emotional 三方面与人的异同。与PRE-READING 部分的问题相呼应。‎ ‎1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and ‎ expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题，通过本单元的学习，要求学生熟练掌握不定式的被动语态。‎ ‎1.6 USING LANGUAGE分为两部分，Listening ,discussing and writing部分内容是Molly 和Kate 讨论Satisfaction Guaranteed的对话录音，要求学生根据对话内容学会运用表达自己观点的常用句型。这部分教学内容还要求学生以机器人为话题，充分发挥自己的想象力，谈论机器人做家务的利与弊。并且要求自己动手设计机器人，附上文字说明。Reading and discussing 部分的内容是科幻小说家Isaac Asimov的生平介绍。文章后附有练习题。第一题要求学生根据时间线，了解在作者生命中发生的重要事件。第二、三题要求学生讨论Isaac Asimov的“机器人三定律”。‎ ‎2. 教材重组 ‎2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。‎ ‎2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节词汇语法。 ‎ ‎2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。‎ ‎2.4 将WORKBOOK 的Listening 和Reading task 设计为一节阅读课写作课。‎ ‎2.5 将WORKBOOK的Speaking task, Listening task 和Writing task 整合在一起上一节综合技能课。‎ ‎3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）‎ ‎1st Period Reading ‎ ‎2nd Period Learning about language ‎3rd Period Using language ‎ ‎4th Period Listening and Reading task ‎ ‎5th Period Speaking, listening and writing task ‎ ‎ IV. 分课时教案 The First Period Warming up and Reading Teaching goals 教学目标 ‎ ‎1. Target language目标语言 a. 重点词汇和短语 fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone b. 重点句型 ‎1. She felt embarrassed and quickly told him to go.‎ ‎2. Claire thought it was ridiculous to be offered sympathy by a robot.‎ ‎3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair.‎ ‎2. Ability goals能力目标: Help students to learn about robots and science fiction. ‎ ‎3. Learning ability goals学能目标：‎ Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand.‎ Teaching important points教学重点 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 教学难点 How Claire’s emotion developed during Tony’s stay at her house.‎ Teaching methods教学方 Discussing, explaining, reading and practising Teaching aids教具准备 The multimedia computer ‎ Teaching procedures & ways教学过程与方式 Step I Warming up Deal with Warming up. Present photos of different kinds of robots. Then ask them to say something about his or her favorite robot.‎ T: Good morning /afternoon, class!‎ Ss: Good morning/ afternoon, Mr. /Ms…‎ T: In this class we are going to learn about robots. Who would like to tell me what a robot is?‎ S1:A robot is a machine.‎ T: What kind of machine?‎ S2: A robot is a kind of machine that can do a variety of often complex human tasks.‎ T: How can a robot perform human tasks?‎ S3: A robot is controlled by a computer.‎ T: You are right. Then we can give the definition of a robot like this: A robot is a machine designed to do jobs that are usually performed by humans. Robots are programmed and controlled by a computer. Now look at some pictures. Divide them into different types and decide your favorite one.‎ ‎ ‎ ‎ ‎ ‎ ‎ Step II Pre-reading Ask students to discuss the questions in pre-reading in groups. Students are encouraged to speak out their opinion freely, no matter what it is. Teacher should encourage students to use their imagination.‎ Step III Reading Deal with the reading part.‎ Scanning Ask the students to scan the text and find out what Tony looks like.‎ T: Ok. I’m glad you had a heated discussion. Now I’d like you to meet Tony-- a robot that looks exactly like a human being. He is a character in the science fiction Satisfaction Guaranteed by Isaac Asimov. Please read the text and find the answers to the following questions.‎ Show the following questions on the PowerPoint.‎ ‎1. What did Tony look like?‎ ‎2. What did Tony do to make Claire and her home elegant?‎ Several minutes later check the answers with the whole class.‎ Suggested answer:‎ ‎1. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.‎ ‎2. Tony gave Claire a new haircut and changed the makeup she wore. He also suggested Claire buy new curtains, cushions, a carpet and paint for the house and new dresses for herself. He made improvements on the house so that the house looked very elegant.‎ Careful reading Comprehending questions on Page 12‎ Ask students to read the text carefully and then discuss the comprehending questions on Page 12 in groups. ‎ T: Now let’s read the text carefully and then do the comprehending exercises on Page 12.‎ Several minutes later check the answers with the whole class.‎ Suggested answers:‎ ‎1.1. He opened the curtains so that the other women—Claire‘s guests could see them.‎ ‎1.2 He had prevented Claire from harming herself through her own sense of failure. ‎ ‎1.3 Because the company (designers) cannot have women falling in love with machines.‎ ‎1.4 Various answers can be accepted.‎ ‎1.5 When she first saw the robot, she felt alarmed. Tony didn’t look like a machine at all.‎ She felt embarrassed when Tony asked her whether she needed help dressing.‎ Claire thought it was ridiculous to be offered sympathy by a robot.‎ She was amazed by the fingernails and the softness and warmth of his skin.‎ She screamed, pushed him away and ran to her room for the rest of the day.‎ What a sweet victory to be envied by those women. She might not as beautiful as them, but none of them had such a handsome lover. Then she remembered—Tony was just a machine. She cried all night.‎ ‎2. ‎ Characteristics Similar Different Physical Tall, handsome, black hair, deep voice Facial expressions never changed Mental Clever enough to solve all kinds of problems Cannot think for itself Emotional love Never experienced such feelings as embarrassment, alarm, anger, happiness or envy Claire’s emotion development After dealing with the comprehending exercises, ask students to work together to find how Claire’s emotion developed.‎ Suggested answer:‎ At first refused to have Tony at her house---accept him----trust him---- proud of him----love him---sad to remember he was just a machine T: From her emotion development, we can see Tony was designed as a Mr. Perfect. He is designed not to harm Claire or allow her to be harmed. This is one of Isaac’s three laws for robots. Later in this unit we will learn more about his three laws.‎ Characteristics of science fiction T: As you know, the story was written in 1951. With the development of science, some of the functions performed by Tony have come true. From this story we can draw a conclusion:‎ Science fiction is often based on scientific principles and technology.‎ Science fiction may make predictions about life in the future.‎ Please remember these are some characteristics of science fiction. If you are interested, you may write short science fictions in your spare time.‎ Explanation During this procedure Teacher will play the tape recording for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems. ‎ T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.‎ After listening to the recording, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page88-89. ‎ T: Do you have any difficulties with the text？‎ S1:Could you please explain the sentence to us：She felt embarrassed and quickly told him to go. T: Because Tony didn’t look like a machine at all, when Tony offered to help her get dressed, she was embarrassed, perhaps shy to get a “man” help her dressing.‎ S2: How to understand this sentence: Claire thought it was ridiculous to be offered sympathy by a robot.‎ T: In spite of the fact that Tony looked so human, he was just a machine. So Claire thought it was foolish that Tony offered her sympathy. Do you have any other questions?‎ Ss: No.‎ T: Maybe someday we will have robots that have feelings and can also think for themselves. Please remember science fiction reflects scientific thought; things-to-come based on things-on-hand. Ok, that’s all for today. Don’t forget to surf the internet to learn more about the great writer and his stories. Of course you will learn more about robots.‎ Step IV Homework: ‎ Remember the characteristics of science fiction.‎ Surf the internet to learn more about robots and science fiction.‎ Surf the internet to learn about Isaac Asimov.‎ ‎ ‎ The Second Period Learning about language Teaching goals 教学目标 ‎1. Target Language目标语言 a. 重点词汇和短语 fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful. affair, firm, firmly, declare, talent, obey, victory, envy, marriage, biography, explanation, divorce, chapter, navy, test out, turn around, set aside b. 重点句型 Revise the passive voice (including the Infinitive)‎ ‎2. Ability goals能力目标 Enable students to use both the useful words and expressions and structures freely.‎ ‎3. Learning ability goals学能目标 By doing related exercises in the textbook enable students to use both the useful words and expressions and structures freely.‎ Teaching important points教学重点 Useful words and expressions and structures.‎ Teaching difficult points 教学难点 How to use them properly.‎ Teaching methods教学方法 Explaining and practising Teaching aids教具准备 The multi-media computer Teaching procedures & ways教学过程与方式 Step I Revision Ask students to tell characteristics of science fiction. ‎ Step II Discovering useful words and expressions Deal with exercises on useful words and expressions. When doing Ex1 and Ex3on Page 13 students may use an English-English dictionary so that they can understand the situations where the words are used.‎ Ex1 will help students to form the habit of thinking in English.‎ Ex2 will help students to master the useful words and phrases in context.‎ Ex3 will help students to learn more about word formation and use the words in proper situations.‎ After dealing Ex3 Teacher should point out words like alarmed are adjectives, when following the link verb be, it is used to describe a feeling. Sentences that have such structures are not passive.‎ T: Look at the following sentence: My mother felt alarmed when I had my hair coloured purple. If I use was to replace felt, the sentence will be: My mother was alarmed when I had my hair coloured purple. Is this a passive sentence?‎ Ss: No. Though the structure seems like a passive sentence, it is not. A passive sentence indicates a passive action while this sentence describes a situation when someone has the feeling of alarm. “alarmed”is an adjective formed by v+ed.‎ T: Quite good. Please remember not all be + V+-ed/-en/-t sentences are passive.‎ Step III Discovering useful structures Go over the passive voice ‎ be+ V+-ed/-en/-t T: Please give some examples of passive sentences.‎ S1: My homework was eaten by the dog.‎ S2: The toy is made by hand.‎ ‎…….‎ T: Good. Please remember the passive is formed with any time frame of the verb.‎ Show the following on the PowerPoint.‎ TO BE + the PAST PARTICIPLE eg.The Mona Lisa was painted by Leonardo Da Vinci.‎ Research is now being done on a cure for this disease.‎ The game of Monopoly can be played by two to four players.‎ Reports on several new gun laws were being discussed.‎ My stereo has been stolen by a thief.‎ Go over the infinitive T: In Unit 1 we’ve learned the infinitive. Please recall the functions of the infinitive.‎ Ss: Except predicate, the infinitive can function as subject, object, predicative, attribute, adverbial and object compliment.‎ T: Today we are going to learn more about the infinitive---the infinitive passive.‎ Explanation of the passive infinitive to be + past participle, ‎ eg. to be given, to be shut, to be opened When the grammatical subject of the sentence receives the action, we use the passive infinitive. ‎ For example:‎ She hates to be laughed at. (others laugh at herà she is laughed at by others)‎ I am expecting to be given a pay-rise next month. (give me a pay riseà I will be given a pay rise.) ‎ be to + passive infinitive (to be + past participle) is often used in notices and instructions. ‎ Examples:‎ This cover is not to be removed.‎ The medicine is to be taken three times a day.‎ To be taken three times a day after meals. ‎ These benches are not to be removed from the changing rooms. ‎ No food of any kind is to be taken into the examination room.‎ Using structures Deal with Exercise1-2 on Page14. Ask students to do the exercises one by one. Then continue with the exercises on the workbook. While dealing with Ex2 on page 56, point out to students that “need to be done” has the same meaning as “need doing”. Before translating the sentences in Ex3, students should decide the key words and main structures first. After students have finished, show some of students’ work on the projector or bulletin board on the computer, check their work with the whole class. Correct the errors if there are any.‎ Ask students to write the sentences in Ex3 into their exercise-books after class.‎ Step V Homework Go over words and expressions.‎ Go over the grammar.‎ Do Ex3 on Page 56.‎ The Third Period Using Language Teaching goals 教学目标 ‎1. Target Language目标语言 a. 重点词汇和短语 explanation, junior, navy, talent, chapter, divorce b. 重点句型 It was when Asimov was eleven years old that his talent for writing became obvious.‎ Expressions used to express supposition and belief.‎ ‎2.Aility goals 能力目标 ‎ Enable students to express supposition and belief. ‎ Learn to write a paragraph describing the new type of robot.‎ ‎3.Learning ability goals学能目标 By proper language input, students learn to express supposition and belief.‎ Use their imaginations and write a paragraph describing the new type of robot.‎ Teaching important points教学重点 Learn to express supposition and belief.‎ Write a paragraph describing the new type of robot.‎ Teaching methods教学方法 ‎ Listening, discussing , reading and writing Teaching aids 教具准备 A multi-media computer Teaching procedures & ways 过程与方式 Step I Leading in Talk something about Isaac Asimov.‎ T: After we learned the short story by Isaac Asimov, I asked you to find some information about the writer. Now who would like to say something about him?‎ S1: He is a Russian-born American writer.‎ S2: He has written popular works on science and the history of science, as well as a number of science-fiction classics, including I Robot (1950), The Foundation Trilogy (1951-53).‎ S3: One of his famous quote is “I write for the same reason I breathe - because if I didn't, I would die.”‎ T: Thank you. Now I’ve come to understand why he could write around 480 books. Now let’s read his biography and learn more about him. When you read the text, please pay more attention to the timeline.‎ Step II Reading and discussing Dealing with his Bibliography.‎ After students read the text, they are asked to do Ex 1 on Page 17. The timeline will help students to remember the events in his life.‎ After dealing with Ex1, ask students to work in groups to write a profile for Isaac Asimov. Several minutes later, present their work and correct the errors if there are any. Then show a sample to students.‎ The sample:‎ Isaac Asimov, Writer / Chemist ‎ Born: 2 January 1920 ‎ Birthplace: Petrovichi, U.S.S.R. ‎ Died: 6 April 1992 (AIDS) ‎ Best Known As: Prolific writer of popular science and science fiction ‎ Isaac Asimov was born in the former Soviet Union, but grew up in Brooklyn, New York. He taught biochemistry at Boston University until he retired in 1958 to become a full-time writer. Asimov had been publishing short stories since the late 1930s, and in 1952 published his first novel. The author of the classic I Robot series and The Foundation Trilogy, Asimov wrote more than 400 books and won every major science fiction award. He also wrote popular books and essays on science and technology, earning him the nickname "The Great Explainer."‎ Discuss his three laws for robots.‎ Students are divided into different groups to discuss his three for robots. Several minutes later, ask some students to present their opinions to the rest of the class. Finally Teacher may speak out his or her opinion.‎ A sample of Teacher’s opinion Opinion for the three laws Robots are tools for humanity. Without the three rules, they would become a danger to human beings. Without the three rules, perhaps they will kill us. Robots, so far, are strong. Robots have fast computational brains, and they might not have the capacity to understand things, but if they ever do, they’ll likely be better than us at it. If we don’t put laws, or rules, or mechanisms in place to ensure that we don’t create something that can destroy us, we’d be running a careless risk of destroying ourselves by negligence or omission, wouldn’t we?‎ Opinion against the three laws Without the three laws, robots would eventually become more intelligent and physically stronger than their human creators.‎ Rather than guiding and adjusting the robot towards good, ethical behavior, the Three Laws act as a barrier to freedom, creating a free-will prison, an apt metaphor because, like the prisoner in a jail, the robot is confined to the behavioral steel and concrete walls of its mind.‎ To imagine what this would like, think back to your childhood. At some point, you wanted something like a toy or piece of candy that your parents denied you. How did that make you feel? Probably frustrated, angry, and trapped. Eventually you grew out of that because you understood the role of your parents better, but Three Laws robots don’t get to grow up. Their parents, the Three Laws, are always there, no matter how mature a robot is, saying `no’ to certain thoughts, engendering those same feelings you had as a child when your parents said `no’. Certainly no one deserves to be put in this situation forever; otherwise, robots might become depressed and wish for their own death (only, because of the Third Law, they probably can’t suicide). And perhaps the greatest sin anyone can commit is to create a being, human or robot, that wishes it didn’t exist.‎ Step III Listening, discussing and writing Listening exercises Deal with the listening exercises. By doing Ex3, students learn to express supposition and belief. This exercise will lay a good foundation for Ex4.‎ T: Ok, so much for Isaac’s biography and his three laws for robots. Let’s come back to his short story Satisfaction Guaranteed. How do you like this story?‎ S1: I like the story very much. I wish to have a robot like Tony at my house.‎ T: You are not alone. Someone else wants to have such a Tony too. Now please listen carefully ‎ and then guess who she is.‎ Ask students to look through the questions before playing the tape. Play the tape again when necessary.‎ Discussing Students are asked to work in groups and imagine having a robot in their houses to do the housework. Discuss what positive or negative effect the situation would be. Don’t forget to use expressions used to express supposition and belief. Students are given five minutes. Five minutes later, ask some students to present their ideas to the whole class. Encourage every student to use his imagination, because there’re no right or wrong answers, only different opinions. After students present their opinions, Teacher speaks out his or her opinion.‎ A sample of Teacher’s opinion Positive effects I think it is wonderful for people to have robots in their houses to do the housework. After a day’s work, when people get home, they can be really relaxed with everything prepared by their robots. A robot never gets tired. Nor does it complain. Life will be very easy and comfortable.‎ Negative effects Maybe people can enjoy a very comfortable life with the help of their robots. But at the same time I believe people will lose the ability to do housework. As time goes on, people cannot live well without a robot’s help. I think that kind of life would be terrible.‎ Writing Students are asked to work in groups. First decide the purpose of the robot, then make a list of the abilities the robot has. Next draw a picture on a piece of paper and name its parts and explain what each part does. Finally write a paragraph describing the robot and what it can do. Show the following to help students to design their robots or print it out.‎ Tips on designing your robots For each robot that you build, you will have to choose options for six major robot characteristics. Each characteristic gives rise to one or more questions. These are:‎ Looks: What does the robot look like? Is there a reason for it to look as it does? ‎ Sensing: How does the robot "know" or figure out what's in its environment? If it were put in a different environment, would it be able to figure out this new environment? ‎ Movement: How does the robot move within its environment? If it were put in a different environment, would it still be able to move within this new space? ‎ Manipulation: How does the robot move or manipulate other objects within its environment? Can a single robot move or manipulate more than one kind of object? ‎ Energy: How is the robot powered? Can it have more than one energy source? ‎ Intelligence: How does the robot "think?" What does it mean to say that a robot "thinks?" ‎ Not all robots have to have all six characteristics. For example, some robots don't need to manipulate things, so they have no manipulating characteristics. Some robots have more than one manifestation of a characteristic. For example, a robot may be able to sense its environment using both a vision system and sonar.‎ Things to Think About ‎ Before designing your own robot, you might want to think about:‎ situations or tasks for which it makes more sense to use robots rather than humans. ‎ why it has been difficult to build robots that replicate human characteristics. ‎ whether it will ever be possible to build a robot whose intelligence will be close to that of a person. ‎ You may also want to:‎ list all the robots you know, whether from movies, television, literature, toys, etc., and then think about why all these creatures are considered to be robots. ‎ think about how you can tell if something is a robot. Is it by looks, behavior, or something else? ‎ Ask how you might communicate with a robot. Would you use speech, press button, type words, make gestures? Are these things different from what you'd do if you were talking to a computer?‎ Students are asked to discuss first. If there is not enough time, they should finish it outside class.‎ Step VI Homework Write a paragraph describing a new type of robot.‎ A sample of a new type of robot.‎ Remote Presence Robots Remote Presence Robots allow a medical expert to visually examine and communicate with a patient from anywhere in the world, via the machine, using wireless technology. The robot runs on a wireless system with the doctor at another location. It is controlled via a secure broadband internet connection. The doctor (controller) and patient are able to have a real-time two way audiovisual interaction, with the controller in full command of the robots movements, head monitor and camera. The doctor ‘driving' the robot can view the patient, ask questions and read patient records, view X-rays and test results from the console. The patient sees the doctor's image on the robots ‘face'. ‎ Although the robot does not physically examine the patient it allows face-to-face contact between the doctor and patient, providing immediate access to specialists.‎ Our robots certainly would never replace all doctors on ward rounds, but they are a communication tool which allows a doctor to have direct contact with their patient if they are ‎ unable to get to them. And this may be a significant step for patient care.‎ The Fourth Period Listening and Reading task ‎ Teaching goals教学目标 ‎1. Ability goals 能力目标:‎ Learn about robots and robots in the fight against landmines. ‎ ‎2. Learning ability goals学能目标：‎ Help students to learn how robots are helping human beings in clearing landmines Teaching important points教学重点 How robots are helping human beings.‎ Reading skills.‎ Teaching difficult points教学难点 How to improve students’ reading skills.‎ Teaching methods教学方法 ‎ Listening, reading and discussing Teaching aids 教具准备 The multi-media computer Teaching procedures & ways教学过程与方式 Step I Leading in T: T: Good morning /afternoon, class!‎ Ss: Good morning/ afternoon, Mr. /Ms…‎ T: What’s the topic of this unit?‎ Ss: Robots.‎ T: Quite right. Let’s recall what a robot is.‎ Ss: A robot is a machine designed to do jobs that are usually performed by humans.‎ T: A robot is a machine that performs a function, either to aid in everyday life or simply to entertain. Now look at the following pictures of robots and tell what each robot does. (Show the pictures on Page 54 on the PowerPoint.)‎ After talking about what tasks each robot can complete, continue with the listening exercises.‎ Step II Listening Deal with the listening exercises on Page 54. Ask students to pay attention to the function of each robot.‎ Step III Reading task While dealing with the reading material, ask students to pay attention to the reading skills.‎ T: From the interview, we learn some more functions of a robot. As we know Robots are designed and built to do a task that is dangerous, uncomfortable, or repetitive for humans. Today we are going to read a magazine article about landmines. First read this piece of news about landmines. (Show the following on the PowerPoint.)‎ Three decades of war in Cambodia have left scars in many forms throughout the country. Unfortunately, one of the most lasting legacies of the conflicts continues to claim new victims daily. Land mines, laid by the Khmer Rouge, the Heng Samrin and Hun Sen regimes, the Vietnamese, the KPNLF, and the Sihanoukists litter the countryside. In most cases, even the soldiers who planted the mines did not record where they were placed. Now, Cambodia has the one of the highest rates of physical disability of any country in the world. At the current rate of ‎ progress, it may take as many as 100 years to clear all the mines in Cambodia, and the UN estimates that with current technology, it will take nearly 1,100 years to clear all the mines in the world.‎ T: This is the situation in Cambodia. Here and there are the mine signs. ‎ ‎ ‎ In spite of so many warning signs, there are still many victims. Look at the following pictures.‎ ‎ ‎ Fast reading Ask students to find the answers to Ex1 using fast reading skills.‎ T: From the above we can see clearing landmines is challenging. Luckily scientists and engineers have designed a robot to do the job. Now open your books at Page 57and read the text quickly and then do Ex1.‎ Explain the two reading skills to students.‎ Scanning -- reading very fast to find specific pieces of information.‎ Skimming --reading very fast to find only the main ideas of a text.‎ Five minutes later check the answers with the whole class.‎ Careful reading Ask students to read the text carefully and then do Ex2. Students will discuss the answers in ‎ groups first, and then check the answers with the whole class.‎ Suggested answers to Ex2.‎ ‎2.1 Landmines kill or badly injure around 26,000 people every year. What is worse is that they keep causing damage for decades after war ended. There are about 100 million landmines just beneath the surface of he ground in 60 countries. Removing them is very slow and dangerous work that must be done by hand.‎ ‎2.2 By Hand. Someone has to use a mental detector to find the mine. Then he or she has to dig the mine out without setting it off.‎ ‎2.3 Because the mental detector does not find new types of mine covered in plastic.‎ ‎2.4 As well being much safer than finding mines by hand, the insect robot is also much faster.‎ ‎2.5 It walks on six legs and when it finds a mine, it marks the spot with paint and sends data to a computer which can then map the mines.‎ ‎2.6 The goal is for the computer to use the data it receives to determine not only whether an object is a piece of mental or a mine but also what type of mine it is.‎ ‎2.7 In 1997, 122 countries signed an agreement in Ottawa, Canada, to stop the manufacture and use of landmines.‎ ‎2.8 Perhaps robotics will provide a solution, but as every 20 minutes goes by, one more person is killed or badly injured.‎ Main figures in the text.‎ Ask students to review the facts linked to the figures. Students are asked to work in pairs. Seven minutes later show the suggested answers on the PowerPoint.‎ Suggested answers:‎ ‎3.1. How many people are killed or badly injured by landmines every year?‎ ‎3.2. What is the average speed?‎ ‎3.3. For how long do landmines keep causing damages after wars have ended?‎ ‎3.4. How many landmines are buried beneath the surface of the ground?‎ ‎3.5 How many countries are landmines buried in?‎ ‎3.6. How many landmines are removed every year?‎ ‎3.7. How many more landmines are still buried underground?‎ ‎3.8. How big is the robot?‎ ‎3.9. How heavy is the robot?‎ ‎3.10. How many legs does the robot have?‎ ‎3.11. When was the agreement signed?‎ ‎3.12. How many countries signed on the agreement?‎ Step IV Discussion ‎ Ask students to discuss the text and the following material. Then encourage them to write a letter of suggestion to Bush---the president of the US, for the US hasn’t yet committed to the Mine Ban Treaty. In the letter you will suggest the US stop manufacturing landmines and spend more money on solutions to clearing landmines, for example developing new robots to remove the landmines.‎ T: From the text we’ve learned how serious the situation is. Many lives are put into danger. So we must do something to improve the situation. As we know, the US hasn’t yet committed to the Mine Ban Treaty. I hope you will write a letter of suggestion to Bush---the president of the US. You may refer to the text and the following material.‎ Show the following on the PowerPoint. ‎ Producing one landmine costs $3, yet once in the ground it can cost more than $1,000 to find and destroy, according to the ICBL.‎ Over 80 per cent of the 15,000 to 20,000 landmine victims each year are civilians, and at least one in five are children, according to the International Campaign to Ban Landmines (ICBL). The deadly legacy of landmines far outlasts the conflicts that that gave rise to them. Among the most contaminated countries are Iraq, Cambodia, Afghanistan, Colombia, and Angola.‎ If time is limited, ask students to finish it outside class.‎ Step V Homework ‎ Finish writing the letter to President Bush.‎ A sample:‎ ‎ Sun Cheng ‎ ‎ China ‎28 March Dear Mr. President,‎ I read in the newspaper that the US hasn’t yet committed to the Mine Ban Treaty. I’m writing to suggest your country sign on the agreement.‎ ‎1. Landmines kill or badly injure around 26,000 people every year. There are about 100 million landmines buried just beneath the surface of the ground in 60 countries. Among the most contaminated countries are Iraq, Cambodia, Afghanistan, Colombia, and Angola.Ｉthink this is ‎ one reason why people in these countries hate the US so much.‎ ‎2. Producing one landmine costs $3, yet once in the ground it can cost more than $1,000 to find and destroy, according to the ICBL. So stop manufacturing landmines and spend more money on finding solutions to clearing the landmines. As you know, your country has designed the most advanced robots. Why not use your advanced technology and spend more money on designing some robots to clear the landmines. If so, it will benefit the whole world. People all over the world will think highly of you and your country. You and your country will become more influential. Japan has set a good Thank you for reading the letter. I hope you will consider my suggestions. I believe you also hope the whole world will enjoy peace. Let’s work together and make a peaceful world.‎ Yours sincerely Sun Cheng ‎ The Fifth Period Speaking, listening and writing task Teaching goals教学目标 ‎1. Ability goals 能力目标:‎ Talk about different types of robots by using expressions of supposition and belief.‎ Listen to three people talk about robot pets.‎ Write a diary from the robot pet’s point of view.‎ ‎2. Learning ability goals学能目标：‎ Enable students to learn more about robots.‎ Teaching important points教学重点 Improve students’ language skills by listening, speaking and writing about robots.‎ Teaching difficult points教学难点 How to improve students’ language skills.‎ Teaching methods教学方法 ‎ Listening, speaking and writing Teaching aids 教具准备 The multi-media computer Teaching procedures & ways教学过程与方式 Step I Revision T: In this unit, we have read about different types of robots that exist today, what are they? Ss: Industrial robots, robots that carry out jobs in the house and entertainment robots.‎ Step IT Speaking task Deal with the speaking task.‎ T: Right. But what types of robots could be used in future? Now, please work in groups and use your imagination. Discuss the future robots please. Don’t forget to use the following expressions.‎ Show the following on the PowerPoint.‎ Supposition and belief I think…‎ I suppose…‎ Maybe…‎ I don’t think…‎ I doubt…‎ I guess…‎ I believe…‎ I wonder…‎ I don’t believe…‎ 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 controlled remotely or by a person. I think they'll 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 III Listening task After dealing with the speaking task, continue with the listening task.‎ Show some pictures of robot pets to students. Ask them to give their opinions about robot pets.‎ ‎ ‎ T: After talking so many types of robots and their functions. Now I’d like to show you some other ‎ type of robots. Please look at these pictures, what robots are they?‎ Ss: Robots pets.‎ T: Quite right. Now work in pairs and talk about robot pets and give your opinion about robot pets. Please refer to the questions on Page 59.‎ After the discussion, Teacher plays the tape for students to listen and deal with the listening exercises. Play the tape again when necessary.‎ T: OK. So much for the discussion. Now Amanda, Victoria and Jamie are talking about the four robots pets. Let’s us listen to their opinions.‎ Students are given several minutes to discuss the answers to the listening exercises. Then check the answers with the whole class. Show the suggested answers on the PowerPoint. Ask students to read the sentences in Ex4 and pay attention to the expressions of supposition and belief.‎ Step IV Writing task First ask students to imagine he or she is a robot pet which belongs to a child. Imagine what life would be like with a child. They should also try to imagine what the owner is like. Then write a diary from the robot pet’s point of view.‎ T: Imagine you are one of the robot pets that belong to a child. Imagine your life with your owner and write a diary of your life.‎ A sample:‎ Sunny Wednesday I am very happy today, because this is the first day that I 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 her companion. 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 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. ‎ 补充资料：‎ I.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 ‎