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Unit2RobotsＩ．单元教学目标技能目标Goals▲Learnaboutliteraryworkaboutscience,RobotsandSciencefictionwriter-IsaacAsimov▲TalkaboutRobots▲PractiseSuppositionandbelief▲RevisethePassiveVoice(I)(includingtheinfinitive)▲Sciencefictiongenre:imaginativewritingII．目标语言功能句式SuppositionandbeliefIthink…Isuppose…Maybe…Idon’tthink…Idoubt…Iguess…Ibelieve…Iwonder…Idon’tbelieve…词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,aside2.认读词汇IsaacAsimov,LarryBelmont,Claire,Gladys,softness,makeup,complicated,transfusion,Master’sdegree,Philadelphia,PhD,TheFoundationTrilogy,汇empire3.词组testout,ringup,turnaround,leavealone,setaside4．重点词汇desire,satisfaction,absent,alarm,alarmed,smooth,embarrass,sympathy,elegant,accompany,declare,envy,obey结构Revisethepassiveinfinitive:Thecompany’snewcarisgoingtobedesignedinthecomingmonths.重点句子Shefeltembarrassedandquicklytoldhimtogo.Clairethoughtitwasridiculoustobeofferedsympathybyarobot.Bytheamusedandsurprisedlookonherface,ClaireknewthatGladysthoughtshewashavinganaffair.ItwaswhenAsimovwaselevenyearsoldthathistalentforwritingbecameobvious.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IsaacAsimov写于1951的SatisfactionGuaranteed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IsaacAsimov1951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。1.1WARMINGUP介绍了什么是机器人，和不同种类及不同形状的机器人。1.2PRE-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IsaacAsimov的科幻小说SatisfactionGuaranteed。为本单元的READING做好了铺垫。1.3READING课文是IsaacAsimov写于1951的科幻小说SatisfactionGuaranteed。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。1.4COMPREHENDING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。1.5LEARNINGABOUTLANGUAGE分为两部分，Discoveringusefulwordsandexpressions是本单元词汇练习题；Discoveringusefulstructures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。1.6USINGLANGUAGE分为两部分，Listening,discussingandwriting部分内容是Molly和Kate讨论SatisfactionGuaranteed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。Readinganddiscussing部分的内容是科幻小说家IsaacAsimov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IsaacAsimov的“机器人三定律”。2.教材重组2.1将WARMINGUP、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。2.2把LEARNINGABOUTLANGUAGE和WORKBOOK的Usingwordsandexpressions及Usingstructures整合在一起上一节词汇语法。2.3根据USINGLANGUAGE内容上一节听说读写综合技能课。2.4将WORKBOOK的Listening和Readingtask设计为一节阅读课写作课。2.5将WORKBOOK的Speakingtask,Listeningtask和Writingtask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）1stPeriodReading2ndPeriodLearningaboutlanguage3rdPeriodUsinglanguage4thPeriodListeningandReadingtask5thPeriodSpeaking,listeningandwritingtaskIV.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage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,testout,ringup,turnaround,leavealoneb.重点句型1.Shefeltembarrassedandquicklytoldhimtogo.2.Clairethoughtitwasridiculoustobeofferedsympathybyarobot.3.Bytheamusedandsurprisedlookonherface,ClaireknewthatGladysthoughtshewashavinganaffair.2.Abilitygoals能力目标:Helpstudentstolearnaboutrobotsandsciencefiction.3.Learningabilitygoals学能目标：Enablestudentstorealizesciencefictionreflectsscientificthought;afictionofthings-to-comebasedonthings-on-hand.Teachingimportantpoints教学重点Teachstudentstoenjoysciencefiction.EnablestudentstograspwhatTonydidtohelpClaireandhowheremotiondevelopedduringTony’sstayatherhouse.Helpstudentstosumupcharacteristicsofsciencefiction.Teachingdifficultpoints教学难点HowClaire’semotiondevelopedduringTony’sstayatherhouse.Teachingmethods教学方Discussing,explaining,readingandpractisingTeachingaids教具准备ThemultimediacomputerTeachingprocedures&ways教学过程与方式StepIWarmingupDealwithWarmingup.Presentphotosofdifferentkindsofrobots.Thenaskthemtosaysomethingabouthisorherfavoriterobot.T:Goodmorning/afternoon,class!Ss:Goodmorning/afternoon,Mr./Ms…T:Inthisclasswearegoingtolearnaboutrobots.Whowouldliketotellmewhatarobotis?S1:Arobotisamachine.T:Whatkindofmachine?S2:Arobotisakindofmachinethatcandoavarietyofoftencomplexhumantasks.T:Howcanarobotperformhumantasks?S3:Arobotiscontrolledbyacomputer.T:Youareright.Thenwecangivethedefinitionofarobotlikethis:Arobotisamachinedesignedtodojobsthatareusuallyperformedbyhumans.Robotsareprogrammedandcontrolledbyacomputer.Nowlookatsomepictures.Dividethemintodifferenttypesanddecideyourfavoriteone.StepIIPre-readingAskstudentstodiscussthequestionsinpre-readingingroups.Studentsareencouragedtospeakouttheiropinionfreely,nomatterwhatitis.Teachershouldencouragestudentstousetheirimagination.StepIIIReadingDealwiththereadingpart.ScanningAskthestudentstoscanthetextandfindoutwhatTonylookslike.T:Ok.I’mgladyouhadaheateddiscussion.NowI’dlikeyou