Robots教案（通用9篇）
Robots教案（通用9篇）
1.Robots教案 篇一
unit2 robots
1、favour n.
根据语境猜词义
(1)thanks for looking after all my things— i will return the favour sometime.
(2)the idea may find favour with older people.
根据语义找匹配
a. 支持；赞许 b. 恩惠；善意的行为
(1)b (2)a
ask a favour of sb. 求某人帮一个忙，求某人做某事
do sb. a favour / do sth. as a favour 帮某人一个忙，给某人做件事
be in / out of favour (with)受宠/失宠；得到/不受偏爱
find / gain / win favour 受到赞许/得到赞同
lose favour 不再受支持，失去支持
owe sb. a favour 欠某人一个人情
in favour of赞成；主张 in one's favour对某人有利
favourable adj. 有利的 unfavourable adj. 不利的
完成句子
(1)may i ask a favour of (求……帮个忙)you?
(2)was he in favour of (赞成)the death penalty?
(3)do me a favour (劳驾)and turn the radio down while i'm on the phone，will you?
2、affair n.
根据语境猜词义
(1)they were accused of interfering in china's internal affairs.
(2)i am not prepared to discuss my financial affairs with the press.
(3)he had an affair with his boss that lasted six years.
(4)what i do in my time is my affair and nobody else's.
根据语义找匹配：a. (公共或政治的)事务 b. 暧昧关系 c. (个人的)事务
(1)a (2)c (3)b (4)c
current affairs时事 state affairs国事
family affairs家事 foreign affairs外交事务
public affairs公共事务 private affairs私事
affair / accident / incident / event / matter / business
affair含义最广，可以指公共或政治的事务，也可以指个人的事务。
accident指意外事故。
incident指“小事件”或“政党事件”和“政治事变”。
event指“重大影响的事件”或体育比赛的赛事。
matter指“事情；问题”， 常常需要考虑和处理的事情。
business指公事、商业事务、职责或需要处理的事情，往往强调任务、职务等指派的工作。
选用适当的词填空
(1)he was badly hurt in a traffic accident.
(2)a strange incident happened in the ceremony.
(3)one of the chief event of was that the 16th asian games was held in guangzhou, china.
(4)what's the matter with the machine?
(5)he is away on business.
(6)it's none of your business / affairs.
3、declare v.
根据语境猜词义
(1)a state of emergency has been declared.
(2)when they asked him for his opinion, he declared strongly against the policy.
(3)all tips are counted as part of your earnings and must be declared.
根据语义找匹配：a. 申报(收入、财产) b. 声称；宣称 c. 宣布；声明
(1)c (2)b (3)a
3、declare v.
declare sb. / sth. to be宣布某人或某事是
declare for / against声明赞成 / 反对……
declare war (on / against)(向……)宣战
declare oneself发表意见；表明态度 declare off取消
declaration n. 宣布；声明；宣言
declare / announce
declare指在庄严场合，官方权威人士公开郑重宣布，有时指在公共场合对某事表明态度。
the government declared war on the drug dealers.
announce指对公众或特定人群进行宣布，常指大家感兴趣的事，如国家大事和商品信息等。
a government spokesman announced that the hostages had been released.
完成句子
(1)severe flooding prompted the governor to declare a state of emergency (宣布进入紧急状态)tuesday.
(2)hillary clinton publicly declared herself as a candidate for president (宣布自己是总统候选人).
(3)she declared herself extremely hurt (声称自己非常伤心)by her lack of support.
4、envy vt. & n.
根据语境猜词义
(1)what a sweet victory to be envied by those women!
(2)we are in the midst of an economic recovery that is the envy of the world.
根据语义找匹配
a. v. 羡慕；妒忌 b. n. 羡慕(或妒忌)的对象
(1)a (2)b
feel envy at…对……忌妒 out of envy出于忌妒
envy sb. sth. 忌妒或羡慕某人……
become the envy of…成为……忌妒(或羡慕)的目标
envious adj. 羡慕的，忌妒的
近义词：jealous adj. 忌妒的
单项填空
( )(1)the smiths bought a new house, which was the __________ of the neighbours.
a. envy b. admire c. respect d. pride
( )(2)words spoken __________ should not be taken __________ seriously.
a. in envy; fairly b. for envy; farther
c. with envy; too d. of envy; quite
5、set aside
根据语境猜词义
(1)try to set_aside at least an hour each day for learning new vocabulary.
(2)congress ought to set_aside its political differences to pass a health care bill.
根据语义找匹配：a. 为……节省 / 保留时间或金钱 b. 将……搁置一边
(1)a (2)b
5、set aside
set down 记下；放下 set back 把(钟、表指针)往回拨
set about 动身，开始 set fire to 纵火；放火
set an example to 为……树立榜样 set a goal 确立目标
set a time for 为……定时间
用有关set的短语完成句子
(1)do you know how to set about going on this work?
(2)he set aside his book and lit a cigarette.
(3)why don't you set down your idea on the paper?
(4)do be careful with these fireworks; the slightest spark could set them off.
(5)the police set up roadblocks on routes leading out of the city.
( ) 1. (•陕西)john opened the door. there ______ he had never seen before.
a. a girl did stand b. a girl stood
c. did a girl stand d. stood a girl
d 考查特殊句式(倒装句中的完全倒装)。here, there, now, then, in, out, away, off等副词位于句首，且当句子的主语是名词时，句子用全部倒装。
as she turned around, there_stood_gladys_claffern. (p11)
( ) 2. (•江西)there were many talented actors out there just waiting __________.
a. to discover b. to be discovered
c. discovered d. being discovered
b 考查非谓语动词不定式的被动形式。演员等待被发现， 用被动， “发现”(to be discovered)发生在“等待”(wait)之后， 所以用不定式。
how awful to_be_discovered by her, claire thought. (p11)
( ) 3. (•山东)i have a lot of readings ______ before the end of this term.
a. completing b. to complete
c. completed d. being completed
b 本题考查have 的复合结构及have something to do的使用。句意应为“这个学期结束前，我有很多阅读练习要做。”由于时间状语before the end of this term表达未来的时间，所以空格处使用动词不定式表示将来，充当readings的定语。
but even though tony had been so clever, he would have to be rebuilt— you cannot have women falling in love with machines. (p12)
( ) 4. (•山东)einstein liked bose's paper so much that he ______ his own work and translated it into german.
a. gave off b. turned down
c. took over d. set aside
d 考查动词短语辨析。give off发出(光、热等)；turn down调低；拒绝；take over掌管，负责；set aside把……放在一边。由句意可知d项正确。
he felt happy when his boss stated that he could set_aside some time for exercise.(p13)
2.Robots教案 篇二
设计思想
笔者将高二英语选修7 unit 2 student's book中的using language部分的listening and speaking与workbook中的listening task、writing task部分内容经整合设计成一节以听带说、发展写作的语言运用课，旨在从听说写多方面培养学生的语言运用能力。根据《普通高中英语课程标准》对高中学生听说读写各种能力的要求，笔者从学生的学习兴趣和认知水平出发，倡导新课程理念下的自主学习与合作学习，鼓励和引导学生进行自主探究，培养学生的想象力和对未来世界的探索精神，在自主探索和合作交流的过程中真正理解和掌握基本的英语知识与技能，从而培养综合的语言运用能力。
教材分析
本单元的话题是“机器人”、“科幻文学作品”和“科幻小说作家”。在第一课时的reading中，学生们在讨论了机器人的制造、种类、功能等的基础上，阅读了一篇科幻小说，讲述某公司试验机器人tony的故事，tony是如此之好竟然让女主人对他产生了感情！在读了这样一个亦真亦幻的故事之后，笔者安排这一课时的内容为与课文内容相关的听说练习(using language中的listening and speaking)，先听两位女士读完科幻小说故事之后的对话并运用想象力展开小组讨论，再将workbook中的listening task与writing task整合为一个writing task，由听带说到写，利用已有认知并发挥自己的想象力，创造性地完成写作活动。
学情分析
本课堂设计教学对象为高中二年级学生，他们思维活跃，智力发展趋于成熟，认知能力比初进高中阶段有了进一步的发展，能较顺利地听取英语信息、处理信息、分析问题和解决问题；学生已储备了相当的词汇和英语知识，能较好地展开话题讨论，各抒己见，书面表达能力也逐步提高；他们有自己的学习技能和策略，学习欲望和能动性加强，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力；同时，高二学生朝气蓬勃，想象力丰富，从而能保证“讨论”这一环节的顺利进行，为下一环节的“写”做好必要的铺垫。根据这些特点，教师可以采用与新课标要求相一致的新的教学方式，即活动式教学法，面向全体学生调动全班学生的积极性，在合作学习的模式下实现教学任务和目标。
教学目标
1.语言知识目标：引导学生通过听对话掌握有关“supposition and belief”的表达法。
2.语言技能目标：训练学生听对话获取信息；训练学生运用所习得语言进行讨论；训练学生在讨论的基础上尝试写作，并学会对他人所写文章进行正确评价。
3.学习策略目标：培养学生自主探究、合作学习的能力。
4.情感态度目标：通过读听科幻小说，激发学生对科学的兴趣；通过想象，培养学生对未来世界的探索精神。
重点难点
1.通过听力练习让学生习得有关“supposition and belief”的表达法。
2.培养学生运用想象力探索未来世界的能力。
3.培养学生的自主学习策略和合作学习能力。
教学策略与手段
笔者在课前做好充分的准备工作，对教学内容进行优化组合、有效拓展，充分利用“任务型”教学策略，在每一个教学环节给予学生明确的任务。在教学过程中，教师的基本任务是“导”，即起组织和引导的作用，启发诱导学生积极主动地参与教学活动，引导学生逐步从听到写，获取信息、拓展信息并进行加工直到输出信息，培养其开拓精神和创新意识。笔者在教学中指导学生运用合作学习策略进行自主探究，培养其分析问题和解决问题的能力。遵循认知规律，教学环节的安排由浅入深、由近及远、由表及里、由简单到复杂，逐步发展和提高；重视激发学生的学习热情，让学生在创造性的学习活动中获得愉悦的心理体验，变课堂为一个互动的、开放的课堂。
教学过程
step 1 pre－listening
task 1：retell the story
ask several students to retell the story “satisfaction guaranteed”.
task 2：talk about the story
get the class to talk about the story according to the following questions.
q：do you think claire loves tony？does tony really love claire？would you like to have such a robot at your house?
step 2 listening
t：your views sound reasonable and interesting.now let's listen to molly and kate's dialogue to see what are their opinions.
task 1：first listening
first read the questions in exercise 1 and then listen to their conversation.tick the correct boxes.emphasize that they are listening for particular pieces of information.
1.who really likes the story？(molly)
2.who thinks that claire loved tony？(kate)
3.who thinks that tony loved claire？(molly)
4.who thinks that the purpose of tony's actions was to make claire feel good about herself？(kate)
5.who thinks taking tony away must have hurt claire？(molly)
6.who said that making a robot so much like a man was bound to cause trouble？(kate)
task 2：second listening
students read the questions in exercise 2 carefully and then listen to the dialogue again to answer the questions below：
1.what does kate think the difference between robots and humans is?
2.how does kate think claire was hurting herself?
3.why would one of the girls like a robot such as tony living at her house?
4.what does kate think the company's biggest mistake was?
task 3：third listening
before listening to the tape again，explain to the students what the expressions of supposition and belief are.then let them listen again and try to write down the expressions they get from the material.after listening，they may discuss with their partners before reporting to the class.
1.yes，maybe clair fell in love with him，...
2.i_don't_think/believe robots can feel emotion of any kind.
3.i_think/suppose/guess/believe tony loved clair.
4.so_it_must_have_hurt her when he was taken away.
5.i_suppose that was the company's greatest mistake.
6.i_suppose/guess that's why the company had to rebuild him.
step 3 speaking
task 1：imagining and discussing
t：molly likes to have a robot at her house.would you like one？if you like，what will it be like and what do you want it to do for you?
students may work in groups to imagine and talk about robots they like in the future.any type is ok.in groups，carry out the following tasks：
1.describe what their imaginary robot looks like.
2.make a list of the purpose of your robot and the abilities your robot have.
3.tell the reasons why you want to have such a robot.
task 2：reporting
each group should choose a reporter to present their ideas to the whole class.
step 4 writing
task 1：pre－writing
t：i've heard a lot of amazing ideas and i'm really proud of you！among you there are some students who want to have a robot as a pet.do you think it's a good idea？i 've rung up a robot company and they are very interested in the idea.they want you to write down what you think of and perhaps later they can make such a robot.so，come on，talk about a robot pet in pairs！the following had better be included：
1.what does your robot pet look like?
2.what's the purpose to have a robot pet?
3.what do you want the robot to do?
4.why do you want a robot as a pet?
task 2：writing
after discussing a robot pet in pairs，now ask students to write a passage (100－120 words) about it.the contents of the four questions above should be included.
task 3：post－writing
read their writings to each other，and make an assessment for each other.choose the best to read to the whole class.
step 5 homework
1.correct your compositions and write them down on your notebooks.
2.draw your robot pets on large pieces of paper and list their functions.
3.Robots教案 篇三
will people have robots教案
一、知识点拨
i.language goals
•通过做预言，谈论未来发生的事情。
•用一般过去时、一般现在时和一般将来时谈论过去、现在和将来发生的事情。
•能用上述三种时态谈论自己或他人的过去、现在和未来。
ii.key words
1.in prep.在……之后（用于将来时）
in l00 years 在一百年后
people will have robots in their homes in 100 years.
一百年以后，人们家中会有机器人。
比较：after在……之后（用于过去时，表示从过去某时间起一段时间之后）
he will come back in two hours.他两小时后会回来。
he came back after two hours. 他是两小时后回来的。
2.1ess，fewer 比较少；
more 比较多
less是little的比较级，修饰不可数名词
fewer是few的比较级，修饰可数名词
more是much和many的比较级
much修饰不可数名词，many修饰可数名词
i have less money than he has.我的钱比他的少。
there are more buildings in this city than in that city.
这个城市的楼房比那个城市多。
3.fall in love with... 爱上……
last year l visited the art exhibition and fell in love with the work of picasso.
去年我参观了艺术展，爱上了毕加索的作品。
4.a kind of... 一种
some kinds of... 几种
a kind of book 一种书
five kinds of flowers 五种花
many different kinds of gold fish 各种不同的金鱼
（fish单复数相同，此处是复数）
5.as well as 也；与too同义。
he likes this book and he likes that book, too.
or: he likes this book as well as that hook.他喜欢这本书，也喜欢那本书。
she can come here, too.
or: she can come here as well.她也能来。
6.worth adj.值……；值得……；相当于……的价值
this house is worth $l0 000.这个房子价值一万美元。
be （well）worth doing sth.（很）值得做
that film is （well）worth seeing.那部电影（很）值得看.
these books are worth reading twice.这几本书值得看两遍.
7.knock down... 击倒，撞倒；拆除
knock down the pins击倒球柱
knock down the machine拆除机器
knock组成的词语还有：
knock on（at）the door敲门
knock into sb.撞了某人
knock up叫醒
iii.key sentence structures
will there be less pollution? no, there won't.
there will be more pollution.
will there be fewer trees? yes, there will.
what do you think sally will be in five years? i think she'll be a doctor.
二、学习自评
i.listening comprehension
（a）listen and match the correct pictures.
1.（ ） 2.（ ） 3.（ ） 4.（ ）
（b）listen to the dialogue, then fill in the form below.
what are they talking about? they're talking about 1. .
what do they think about computers? there will be 2. computers，and computers will be 3. .
do both of them like to live on space stations? 4.
what does maria think about the space stations? she thinks they will be 5. .
ii.vocabulary
choose the phrases to fill in the blanks, according to the sentences.
a.in b.more people c.fewer holidays d.more fresh air
e.after we finish middle school f.ten years from now
g.less pollutlen h.better hospitals i.in the future j.next year
a: what do you think our city will be like / / / / ?
b: there will be / / / / .
iii.choose the correct answers.
（ ）1.i think kids will study at home on computers ten years.
a.at b.for c.after d.in
（ ）2.hurry up! the train in two minutes.
a.go b.went c.will go d.goes
（ ）3.my father was than he is now.
a.thinner b.thin c.less d.few
（ ）4.the boy off the bike and hurt his leg yesterday.
a.fall b.fell c.falls d.will fall
（ ）5.i have homework to do than you.
a.much less b.much c.very little d.fewer
（ ）6.do you like playing football or playing violin?
a.the, the b.the, / c. / , the d. / , /
（ ）7.i think that england next time.
a.will win b.won c.is winning d.wins
（ ）8.his mother in a village five years ago.
a.lives b.lived c.is living d.will live
（ ）9. seems very hard to work out this problem.
a.that b.this c.i d.it
（ ）10.there is only time left.we must hurry.
a.little b.a little c.few d.a few
iv.form sentences.
1.less, in, will, years, there, pollution, be, 100
2.won't, be, any, there, money, paper
3.will, there, time, more, leisure, be
4.the, which, win, world, country, will, next, cup
5.think, you, weather, what, the, do, like, will, be, tomorrow
v.fill in the blanks with these phrases.
like, worth, interesting, more, less,
credit card, space station, as well as
1.i will be a reporter and meet many people.
2.a is the place to live in space.
3.everyone will have a to buy things in 100 years.
4.the work of picasso is well buying.
5.what will your life be in ten years?
6.skiing is interesting exciting.
7.there will be money coming to the tsunami （海啸）area.
8.i have leisure time this term because i have a lot of homework.
vi.reading comprehension
（a）
tom and fred are talking about the year 2020.“ what will our world be like in the year 2020?” “i don't know, ” says fred.“what do you think?” “well, no one knows, but it's interesting to guess.” “in the year 2020 everyone will carry a pocket computer.the computer will give people the answers to all their problems.we shall all have telephones in our pockets, too, and we'll be able to talk to our friends all over the world.perhaps we'll be able to see them at the same time.” “a lot of people will live and work under the sea.perhaps there will be big towns, factories and farms under the sea, too.” “machines will do most of the work, and so people will have more holidays, perhaps they'll work only two or three days a week.they'll be able to fly to the moon by spaceship and spend their holidays there.” “i'm looking forward （期待）to the year 2020.i hope to go to tile moon! ” “and 1 hope i'll be able to live under the sea.” says fred.“won't that be very interesting? just like a fish! ”
（ ）1.tom and fred talked about .
a.their school life b.some interesting news
c.their life in the past d.their life in the future
（ ）2.machines will .
a.do most of the work instead of people
b.do some of the work instead of people
c.do as much work as people
d.do as little work as people
（ ）3.from their talk, we know that .
a.only fred hopes to fly to the moon
b.both of them hope to fly to the moon
c.one of them hopes to fly to the moon
d.neither of them hopes to fly to the moon
（ ）4.fred said .
a.he liked fish very much
b.he would like to live under the sea like a fish
c.he would go fishing under the sea
d.he would spend a few days on the moon
（ ）5.which of the following statements is not mentioned?
a.people will be able to fly to the moon in a spaceship.
b.people will have more holidays.
c.many people will live and work under the sea.
d.all the factories and farms will be built under the sea.
（b）
people use money to buy food, books and hundreds of other things they need.when they work, they usually get paid in money.
most of the money used today is made of metal or paper.but in the time long ago, people used to use all kinds of things as money.one of the first kinds of money was shells.
in china, cloth and knives were used as money.elephant tusks（牙）, monkey tail and salt were used in some parts of the world.rice was also a kind of money used by the people in some islands.some animals were used as money, too.
the first copper coins were made in china.they were round and had a square hole in the center.different countries have used different metals for their money.later, some countries began to make coins of gold and silver （银）.but gold and silver were heavy to carry when people needed a lot of coins to buy something expensive.the chinese were the first to use paper money.the first paper money looked more like a note from one person to another than the paper money used today.
money has had an interesting story from the days of shell money till today.
（ ）1.people usually use money .
a.to buy gold b.to get something they want
c.to buy shells d.to buy something expensive
（ ）2.long, long ago people all over the world used as money.
a.the same metal b.the same paper
c.the different metals d.all kinds of things
（ ）3.in the past, the ancient chinese used to have cloth and knives .
a.as a tool b.as money
c.as a gift d.as a kind of goods
（ ）4. was also a kind of money used by the people on some islands.
a.gold b.animals c.rice d.knives
（ ）5.the first paper money .
a.looked like the same as the paper money used today
b.looked interesting
c.looked llke a note
d.had a square hole in the center
vii.writing
imagine what your school will be like in 5 years.write about it to the newspaper.（ computer, library, playground, activity, beautiful, happy... ）
dear editor,
yours,
erma
三、相关信息
喜欢打保龄球的人越来越多了，但是你对它的历史了解多少?
scientists think that a game like bowling was played in egypt thousands of years ago.toys that look like a ball and bowling pins were found buried （埋葬）with a child who died around 5200 bc.
people who study history know that the game was popular in germany around 200～300 ad.it was played by people in stone churches in order to show that they were good christians.when people bowled poorly, they had to go to church more often.
the first bowling place built inside a building opened in england in 1455.then the game was taken to the united states where most people played it outside.
during the l800s, many people in the united states began to bowl for money, so several cities made the game illegal.many people kept on bowling illegally.a group named the american bowling congress （abc）began around 1900.the job of this group was to clean up bowling and make it a gentleman's game again.
at that time, the game was mostly played by men.if women played, they hung a curtain（帘）up so that the men were not able to see them.
then, in 1916, a woman's group named the women's international bowling congress （wibc）made a point of showing that the game was fine for both men and women.
4.Robots教案 篇四
八年级英语will people have robots教案
will people have robots 教案
unit 1 will people have robots ?
teaching goals:
1. words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答。
3. there be 句型的一般将来时。
4. more , less , fewer 的用法。
5. 学习一般将来时态的相关知识，学会对未来进行预测。
6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣。
7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时。
important and difficult points :
1. will构成一般将来时态的句式。
2. there be 句型的一般将来时态。
3. more , fewer , less 的用法。
4. how to make predictions .
period 1
teaching procedures:
step 1 leading in
1. greetings: welcome to school .
what's the date today ? who's on duty today ?
do you enjoy your winter holiday ?
do you finish your homework ?
do you want to live on the moon ?
can you guess what will happen in ten years ?
collect the ss' answers and say something about their predictions .
step 2 pre-task
sb page 2 ,1a .
1. look at the picture :how will the world be different in the future ,100 years from now ?we're going to talk about sth in 100 years .
2. read each predictions to the class .explain the new vocabulary .
3. read the instructions .make sure ss know what they should do .
4. do it by themselves .
5. talk about the answers with the class .
explain :一般将来时态
构成： will / be going to +动词原形
step 3 while-task
sb page 2 ,1b .
1. practise reading the six predictions .
2. read the instructions to ss .circle the things you hear on the recording .
3. play the tape twice .
4. play the tape a third time .at the same time ,check the answers .
sb page 2 , 1c .
1. pay attention to the dialogues .
2. read the dialogues fluently .
3. pairwork .work in pairs to make predictions according to the sample .
4. ask several pairs to share their conversations to the class .
sb page 3 , 2a & 2b .
1. read the predictions .
2. read the instructions and point out the sample answer .
3. play the tape twice .ss circle the word they hear in each sentences: more , less , fewer .
4. check the answers .
学生探究： less , fewer 的区别。
step 4 post-task
1. point to the example in the sample dialogue .practice reading .
2. look at activity 2b .groupwork:take turns to make conversations about the predictions .
grammar focus:
1. review the grammar box .ss say the statements and responses .
2. make summaries about “will” ,“fewer” and “less” .
homework:
1. make predictions about yourself in 10 years .write down 5 sentences .
2. go over the new words .
教学后记：
unit 1 will people have robots ?
teaching goals:
1. words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答。
3. there be 句型的一般将来时。
4. more , less , fewer 的用法。
5. 学习一般将来时态的相关知识，学会对未来进行预测。
6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣。
7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时。
important and difficult points :
1. will构成一般将来时态的句式。
2. there be 句型的一般将来时态。
3. more , fewer , less 的用法。
4. how to make predictions .
period 1
teaching procedures:
step 1 leading in
1. greetings: welcome to school .
what's the date today ? who's on duty today ?
do you enjoy your winter holiday ?
do you finish your homework ?
do you want to live on the moon ?
can you guess what will happen in ten years ?
collect the ss' answers and say something about their predictions .
step 2 pre-task
sb page 2 ,1a .
1. look at the picture :how will the world be different in the future ,100 years from now ?we're going to talk about sth in 100 years .
2. read each predictions to the class .explain the new vocabulary .
3. read the instructions .make sure ss know what they should do .
4. do it by themselves .
5. talk about the answers with the class .
explain :一般将来时态
构成： will / be going to +动词原形
step 3 while-task
sb page 2 ,1b .
1. practise reading the six predictions .
2. read the instructions to ss .circle the things you hear on the recording .
3. play the tape twice .
4. play the tape a third time .at the same time ,check the answers .
sb page 2 , 1c .
1. pay attention to the dialogues .
2. read the dialogues fluently .
3. pairwork .work in pairs to make predictions according to the sample .
4. ask several pairs to share their conversations to the class .
sb page 3 , 2a & 2b .
1. read the predictions .
2. read the instructions and point out the sample answer .
3. play the tape twice .ss circle the word they hear in each sentences: more , less , fewer .
4. check the answers .
学生探究： less , fewer 的区别。
step 4 post-task
1. point to the example in the sample dialogue .practice reading .
2. look at activity 2b .groupwork:take turns to make conversations about the predictions .
grammar focus:
1. review the grammar box .ss say the statements and responses .
2. make summaries about “will” ,“fewer” and “less” .
homework:
1. make predictions about yourself in 10 years .write down 5 sentences .
2. go over the new words .
教学后记：
period 3
teaching procedures :
step 1 leading in
1. greetings .
2. say yourselves :five years ago , today and in five years .
3. check the homework.
step 2 pre-task
sb page 5 , 1a .
1. look at the form and read the headings to the class .make sure the ss know what they mean .
2. read the list of seven words .explain the new words .
3. write each word in the correct column .check the answers.
sb page 5 , 1b .
1. read the words already written on the chart .
2. groupwork: think about what we learned before .write some words in the chart above .divide the class into groups of four ,let them have a competition .
step 3 while-task
sb page 5 , 2a .
1. look at the pictures carefully .can you guess what we'll listen ?talk about them .
2. read the instructions .we'll listen to 3 conversations .number the pictures 1-3 .
3. play the tape twice .check the answers .
sb page 5 , 2b .
this activity is easy ,i think .for we know the conversations are talking about alexis 10 years ago ,today and in 10 years .
1. read the instructions .
2. pay attention to the sentences and the verbs in the box .
3. play the tape and correct the answers .
step 4 post-task
1. read the instructions .
2. pairwork. one is alexis, one is joe .
3. point out the example in the sample dialogue .read it to the ss .
4. talk about joe's life now , ten years ago and in ten years .
5. ask some pairs of ss to say their dialogues .
homework:
1. go over the words .
2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。
教学后记
period 4
teaching procedures:
step 1 leading in
1. greetings .
2. ask two ss to say sth about joe .
3. check their homework .
step 2 while-task
sb page 6 , 3a .
1. read the instructions .
2. give ss 3 minutes to read the passage , tick out the new words.
3. explain the new words and practice reading .
4. point out the chart .read the column headings to the class .
5. read the passage again .write words from her answers in the correct columns below .
6. check the answers .
7. practise reading .
sb page 6 , 3b .playing a game :who write it ?
1. ss write about their life in ten years on a piece of paper but don't write names on the paper .
2. put all the ss' papers together .
3. take turns reading the paper .the other ss guess who wrote it .
step 3 post-task
sb page 6 , part 4 .
1. read the questions below .
2. ask two ss to read the dialogue .
3. answer the questions .
4. pairwork. get your partner's answers .
5. share a few ss' conversations .
homework:
1. finish selfcheck as their homework .
2. go over the words in this unit .
5.Robots教案 篇五
period 5 using language
teaching goals
1.learn some useful words，expressions and sentence structures in the passage.
explanation，junior，navy，talent，chapter，divorce
it was when asimov was eleven years old that his talent for writing became obvious.
expressions of supposition and belief.
2.learn to write a summary of asimov's life.
teaching procedures
step 1 lead－in
first，present a photo of isaac asimov and tell students something about him.
background information：
he is a russian－born american writer.
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)and the foundation trilogy(1951－1953).
one of his famous quotations is “i write for the same reason i breathe—because if i didn't，i would die.”
next，tell students to read his biography and learn more about him.when reading，please pay more attention to the timeline.
step 2 reading
read about isaac asimov and complete the timeline of the events in his life.(the timeline will help students to remember the events in his life.)
date event
1920 born in russia.
1922
1923 ______________________________________________ parents bought a candy store.
1929 ________________________________________________________________________ mother had her third child.
started to take himself seriously as a writer.
1939
gained master's degree in chemistry.
1942 finished working in the candy store. ___________________________________
1942－1945
got his phd in chemistry.
became a biochemistry teacher，boston university school of medicine.
1950 published his first novel. __________________________________developed three laws for robots.
1951－1953 published the foundation trilogy and won an award for it.
published his first science book.
became a full－time writer.
1973 divorced his first wife. _________________________________________
had a blood transfusion.became infected with hiv.
1992
suggested answers：
date event
1920 born in russia.
1922 sister born.
1923 moved with family to new york.
parents bought a candy store.
1929 started working in the candy store.
mother had her third child.
1931 started to take himself seriously as a writer.
1939 began having stories published in science fiction magazines.
1941 gained master's degree in chemistry.
1942 finished working in the candy store.
got married.
1942－1945 worked as a junior chemist，philadelphia navy yard.
1948 got his phd in chemistry.
1949 became a biochemistry teacher，boston university school of medicine.
1950 published his first novel.
published i，robot.developed three laws for robots.
1951－1953 published the foundation trilogy and won an award for it.
1953 published his first science book.
1958 became a full－time writer.
1973 divorced his first wife. married for a second time.
1983 had a blood transfusion.became infected with hiv.
1992 died in new york.
step 3 discussion
first，ask students to think of what the other two laws for robots might be.
three laws for robots：
1.a robot must not injure human beings or allow them to be injured.,
2.a robot must obey the orders given to it by human beings as long as human beings are not injured.,
3.a robot must protect its own existence as long as human beings are not injured；and as long as the robot does not disobey human beings
next，in groups，discuss asimov's three laws for robots and exchange their opinions with each other.(several minutes later，ask some students to present their opinions to the rest of the class.)
a sample of opinions
opinions_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?
opinions_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 behaviour，the three laws act as a barrier to freedom，creating a free－will prison，an apt metaphor because，like the prisoner in jail，the robot is confined to the behavioural 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 4 writing
first，look back at the timeline of asimov's life.next，ask students to work in groups to underline the most important parts of his life that made him a great writer of science fiction.then it can serve as the outline of a summary.finally，write a profile for isaac asimov.(several minutes later，present their work and correct the mistakes if there are any.then show a sample to students.)
the sample：
isaac asimov，writer/chemist,born：2 january 1920 ,birthplace：petrovichi，ussr,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”.
step 5 homework
write a short summary of asimov's life in 150－200 words.
6.Robots教案 篇六
unit 7 will people have robots? 全单元教案
教材分析
本单元围绕“谈论问题” 及“提出建议”这两个话题，设计了相关的语言背景。重点学习一般将来时态。
学情分析
八年级上unit 6 i’m going to study computer science. 已经学习了一般将来时，学生已经学会用be going to 结构谈论未来的计划，用be going to句型谈论未来的打算。本单元教材继续学习一般将来时，是对unit 6 教材的拓展和延续，即用will 接动词原形来表示将来要发生的动作，让学生学会预测未来，从语法层面上来讲应该顺理成章。上册教材课后语法的渗透也为学生学习本单元内容做了有益的铺垫。谈论对未来生活的预测是学生较为感兴趣的话题，可以充分发挥学生的想象，拓展思维，激发学生开口说英语的欲望，充分调动学生学习的积极性，引导学生深入探究、自主地设计自己未来的生活。
教学目标
1、知识与能力：
1）to make predictions.
2）to talk about future intentions in different ways.
3）to review the structure “there be” and the usage of “be going to”.
4）to review “few、 little、 many、 much”，learn “fewer、 less、 more” and make sure the students can master the differences among them.
5）students can predict what the life will be like in the future and talk about their life experience and their dreams in the future by using target languages.
6) key words: robot, free time, pollution, astronaut, space station, apartment, rocket, moon etc.
2、过程与方法：
task-based approach.
learning by listening, speaking, acting, cooperation. reporting, writing.
encourage the students to make some creative ideas and help them to try to fulfill their ideas.
3、情感态度与价值观：
通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学习、生活习惯作适当的调整，并不断的改善自己的现状，使学生的理想观和价值观更为科学，更具发展价值。
重点难点
1. 教学重点：
1) 学习掌握一般将来时态的意义和结构。
2) 掌握there be句型的一般将来时态的结构。
2. 教学难点：
掌握more/fewer；more/less的用法。
情态动词will + 动词原形来表达一般将来时态。
教学策略与教法选择
依据本单元教材内容以及八年级学生的生活、学习实际，采用情景创设法、交际法和任务型语言教学法。可供借鉴的教学策略有：1.直观形象的教学策略：教学要充分利用网络和多媒体，收集合适的教学资源。2.教学内容适度的教学策略：基于课本而不迷信课本。生活中的例子好，完全可以用生活中了案例，但知识点一定要回归课本。3.引导鼓励的教学策略：教学之中要重视学生的情感因素，赏识学生，适时鼓励，学生积极性自然上来了。4.教学方法多变的教学策略。各种教学方流使用，贵在恰当。
课时及教学内容安排
period 1 section a 1a---2d
period 2 section a grammar focus & 3a--3c
period 3 section b 1a---2e
period 4 section b 3a—4 & self check
教学过程
period 1 (section a 1a---2d)
step 1 leading in
1. greetings:
2. can you guess what will happen in ten years?
how will your life be different in the future?
3. talk about some pictures?
step 2 work on section a 1a .
1. look at the picture :how will the world be different in the future ,100 years from now ?we’re going to talk about sth in 100 years .
2. read each predictions to the class .explain the new vocabulary .
3. read the instructions .make sure ss know what they should do .
4. do it by themselves .
5. talk about the answers with the class .
explain :一般将来时态
构成: will / be going to +动词原形
step 3 work on section a 1b.
1. t: now listen to the recording and circle the predictions you hear in 1a.
2. play the recording for the ss to listen and circle the predictions.
3. play the recording again. check the answers with the ss.
step 4 work on section a 1c.
1. let ss read the first conversation in 1c after the teacher.
2. then let ss ask and answer questions about the predictions in 1a. then make their own conversation.
注意：如果将陈述句变为一般疑问句，应将情态动词will 提前到主语前便可。
3. let some pairs ask and answer about their conversations.
step 5 listening work on section a 2a & 2b.
work on 2a:
1. read the sentences in 2a. tell ss they will listen to some sentences. they should listen and circle the words in the bracket.
2. play the recording for the ss to listen and circle the words.
3. play the recording again to check the answers.
work on 2b:
1. let ss read the sentences below. explain some main sentences for the ss. make sure they know what to do.
2. play the recording for the ss to check the predictions they hear.
3. play the recording again to check the answers.
step 6 pair work work on section a 2c
1. tell ss ask and answer questions about the predictions in 2a and 2b.
2. let ss read conversation in 2c first after the teacher.
3. ss talk about the predictions with the information in 2a and 2b.
step 7 role-play work on section a 2d
1. read the conversations and answer the questions:
1) what will the future be like in the book?
2) what can people do?
2. explain some new words and main points in the conversation.
be in great danger, move to other planets; play a part;
3. read the conversation after the teacher.
4. practice the conversation with their partner. then let some pairs to act out the conversation.
homework:
1. make predictions about yourself in 10 years .write down 5 sentences .
2. go over the new words .
period 2 section a grammar focus & 3a--3c
step 1 leading in
greetings and free talk .
check their homework :ask two or three ss to speak out what they wrote down .(教师作出适当的评价)
step 2 pre-task
go over what we learnt yesterday .
通过三种时间的对比简略复习一般过去时与一般现在时。
step 3 3a .
work on 3a:
1. tell ss to read the conversation in 3a and try to fill in the blanks with more/ less or fewer.
2. 方法指导：应通读整个对话，掌握对话大意；
然后，根据空格后的名词是可数名词还是不可数名词来确定是用more, less 还是fewer。
注意，有些名词前有形容词来修饰。
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
4. 学生们阅读这些句子并试着记住这些句子。
step 4 work on 3b:
1. 让学生们阅读句子的开头，明白每个句子的意思。
2. 让学生们思考一下针对这一情况，在将来会发生什么样的情况。
3. 让学生们互相检查自己所写的句子，发现并改正错误。
4. 让部分学生说一说自己所写的句子。大家一起改正句子中的错误。
group work
1. 小组中的同学们对未来的城市进行讨论。
2. 每个成员发表自己的想法，小组长进行记录，并进行汇总。
3. 最后，同学们根据小组 成员的想法，然后，展开想象，试着每名同学们画一幅未来城市的画。
4. 最后，比较一下每个小组的画，看哪个小组画得较好。
5. 试着对自己小组里的情况用英语做成一个报告。
homework :
draw a picture of the city in 20 years .describe it to the class.
period 3 section b 1a---2e
step 1 leading in
greetings .
say yourselves :five years ago , today and in five years .
check the homework.
step 2 1a .
1. work with your partners. think of other words and write them in the chart in 1a.
2. let ss discuss the words and write them in the chart.
3. let some ss read the words.
ⅳ. listening
work on 1c:
1. tell ss to listen to alexis and joe’s conversation. and number the pictures 1-3.
2. play the recording for the ss. ss just listen for the first time. play the recording again and number the pictures.
3. play the recording and check the answers with the ss.
work on 1d:
1. t: now please read the sentences in 1d. tell ss they'll listen to the tape again. then try to fill in the blanks with the words in the chart.
听力指导： 通过事物读句子及空格中的单词，可以看出，本听力重点要求我们听清句子的时态，因此我们在听时应重点听句子的谓语动词，并明确其时态。如果不能快速写下来，可以先做标记，在听完后再写完整。
2. ss listen to the recording carefully and try to fill in the blanks.
3. play the recording again and check the answers with the class.
4. tell ss one is alexis and the other is joe. talk about joe’s life now, 10 years ago and 10 years from now.
ⅴ. discussion
1. work in groups. tell your partner what you know about robots. what do they look like and what can they do?
2. ask some ss describe the robots they know.
ⅵ. reading
1. t: are you interested in robots? do you want to have a robot?
2. let ss read the passage quickly and complete sentences below about what robots can do now.
3. ss read the passage quickly and complete the three sentences.
4. check the answers with the ss.
ⅶ. reading
1. t: now let’s work on 2c. this time you should read the passage a little more carefully. then write three sentences about what robots will be able to do in the future.
2. 方法指导：明确我们这次阅读的任务，然后，带着这个任务再次认真阅读短文的内容，并在相关段落中认真查找未来机器人所能做的事情。 并写出正确的答案。
3. ss read carefully and try to write the three sentences.
4. check the answers with the class.
ⅷ. reading
1. t: read the passage again. this time you should read the passage and fill in the blanks in this paragraph with words in the article.
2. 方法指导：首先，阅读这个小短文，了解其大意；然后，在理解小短文意思的基础上，重点阅读有空格的句子，并在原文中找与之相关的段落或句子，并填写出正确的答案。
3. let some ss talk about their answers.
homework
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 完成2e中的任务，并将句子写在作业本。
period 4 section b 3a—4 & self check
teaching procedures:
step 1 leading in
greetings.
ask two ss to say sth about joe.
check their homework.
step 2 while-task
ⅱ. lead in
1. ask some ss what their life will be in the future.
t: what will you life be in the future?
s1: first, i will go to college. i will study computer science. then i’ll work in beijing. i will be a computer programmer in a famous company. next, i will make a lot of money. i will have my own company like bill gates. i will buy a big house and live with my family in beijing.
s2: i will be an artist. first, i will study art at an art school. then, i will move to paris. i will find a part-time job there and save some money. at the same time, i will study french. next, i will hold art exhibitions. i will become famous. then i’ll have a lot of money. i will tour around the world then.
ⅲ. reading
1. read the article about jill’s life in the future. fill in the blanks with the words in the box.
2. 阅读指导：
首先，阅读短文，整体把握短文大意。
其次，分析有空格的每个句子，看空格处的意思，联系所给单词的意思，进行综合分析，确定空格处应填的单词。例如：第一空，由下文“在那座城市里有更多的工作”，可知本空填live“居住”一词。
最后，再通读一遍短文，看是否通顺合理。
3. ss try to read the article and try to fill in the blanks.
4. check the answers with the ss.
ⅳ. writing
work on 3b:
1. think about your life 20 years from now. write down some notes in the chart below.
you can add more items.
2. give some examples to the ss.
3. ss try to think about their lives 20 years from now. write notes for their own reviews.
4. try to fill in the blanks.
work on 3c
1. write about your life 20 years from now using the notes in 3b.
2. 写作指导：
本文为写自己未来20年后的生活情况。
因此，时态应用一般将来时态（will + 动词原形）；
首先，可根据在3b中的提示，介绍一下自己打算的工作、及生活的地点、自己的业余活动等情况。
然后再展开自己想象的翅膀，对自己的生活环境及其他方面大胆想象，并写出来。
最后，通读一遍短文，重点检查一下各句子的时态及语句是否通顺。
3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。
4. let some ss read their passage to the class.
ⅴ. discussion
1. discuss how a robot will help students with schoolwork in the future. write down your group’s ideas and draw a picture of your robot.
2. give ss an example:
i think students won’t need write words on the paper because robots will write down everything you think.
3. ss discuss with their partners and try to draw the robots they think about.
4. at last, let some ss talk about their robots and pictures of the robots.
ⅵ. self check
work on self check 1:
1. put the words in the correct columns in the chart.
2. make sure ss know what they should.
3. 引导学生们复习more/fewer/less 的用法：
more后面可跟可数名词或不可数名词；
fewer后面跟可数名词；
less 后面跟不可数名词；
4. 学生将以上单词分类，并校对答案。
5. 学生们可以试着多增加一些单词，并将它们填写在方框中。
work on self check 2
1. tell ss to read the conversation below. then fill in the blanks in the conversation.
2. do the first one for the ss as a model:
(1. be; like在本句中是介词，意为“像”，因此本句中缺少be动词，句中有情态动词will，故应用be动词的原形。)
3. ss try to fill in the blanks with the right words.
4. check the answers with the class.
homework
1. review section b.
2. 根据第4 部分中同学们对学习机器人的想象，来写一篇60字左右的小短文来描述一下你所想象的机器人的形状、大小及他在学习方面提供哪些帮助。
7.Robots教案 篇七
课题：unit1 will people have robots？section b1a---4
学习目标：词汇：astronaut apartment computer programmer rocket space station
句型：i took the train to school.
i will fly rockets to the moon.
which country will win the next world cup?
what will the weather be like tomorrow?
重难点: 句型及听力练习
教学过程:
一、 复习词汇：朗读、记忆。
二、 问题导航：请同学们查阅课本，完成下列短语
1、电脑程序师
2、在一太空站上 3、下界世界杯 4、下次
5、哪些电影 6、从现在起
7、飞往月球
三、1a fill in the blanks and correct the answers.
四、2a listen and number the pictures (1---3)
2b listen and fill in the blanks.
五、2c pairwork
4 translate the questio
我的补充：
六.梯度测试：
1、首字母：1.he lives in an a .it’s very comfortable
2.r will do most work people can do in the future .
3.there are a lot of tall b in modern cities.
4.who do you think will w the world cup?
5.people will f to the moon for vacations one day .
2、单项选择:
（ ）1、there a computer in everyone’s home in the future .
a. will have b. will has c. will be d. is
（ ） 2.do you agree him?
a. with b. to c. about d. for
（ ） 3.his father the place museum in two days.
a.visit b.visited c.visits d.will visit
（ ） 4.what will the weather like tomorrow?
a.be b.will be c.is d.being
（ ） 5. she is new here, she has friends here
a.few b.little c.a few d.a little
3、用所给词的适当形式填空。
1.the builders built many （build）in the city.
2people (live) 200 years old in the future.
3.there (not be) more pollution if there is few cars in the street.
4.the waste water in that factory (pollute) the river now.
5.my grandfather is ill and i (take ) him to see the doctor this afternoon.
4、句型转换
1、we’ll live on the moon one day.(对画线部分提问)
2.i went to school by train(改为同义句)
i the to school.
3.france will win the next world cup. (对画线部分提问)
will win the next world cup?
4.she can remember10,000 english words. (改为同义句)
she remember10,000 english words.
布置作业：同步训练
教后小记：
8.Robots教案 篇八
unit 2 robots
指导思想与理论依据
1.指导思想
本课题努力结合新课程的理念，将课堂教学放在具体的语言情景之中；努力培养学生的综合语言运用能力，并且把听、说、读、写语言技能的训练综合运用于课堂教学之中。通过探究法、观察法和发现法，让学生发挥主观能动性，利用两两合作、小组活动的方式，激发学生参与教学的热情，让学生整堂课都处于新鲜感不断的亢奋状态中。根据学生的认知能力和接受程度，设计了写作等任务，使语言得到输出，可以使学生产生继续学习的动力。
总之，本次设计的宗旨是努力提高课堂教学的实效性，使学生能够提高语言的实际运用能力，达到最终教学的目的。
2.理论依据
《普通高中英语课程标准》明确提出：“要通过设计丰富多彩的课内外学习活动，使学生在参与交际活动的过程中形成交际策略。”
教材内容分析
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发表于1951年的satisfaction guaranteed 和他的生平。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，的确在科学上成了现实。如isaac asimov 1951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。
教学内容如下：
warming up介绍了机器人的制造、种类、功能等等，再让学生分组列表，把自己熟悉的科幻文艺形式(科幻故事、电影、电脑游戏、电视剧、卡通等等)写出来，并进行简单地交流。
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。
reading的课文是isaac asimov发表于1951年的科幻小说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。
comprehending共有3个练习，练习1是关于克莱尔的情感变化，练习2是关于课文内容的5个问答题，旨在考查学生对课文的理解；练习3要求学生比较机器人tony在physical，mental两方面与人的异同，与pre－reading 部分的问题相呼应。
learning about language分为两部分，discovering useful words and expressions是本单元词汇练习题；revising 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。
using language分为两部分，listening and speaking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，discussing and writing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。练习1要求学生根据时间线索了解在作者生命中发生的重要事件；练习2、3要求学生讨论isaac asimov的“机器人三定律”；练习4要求学生借助文章信息和练习1的表格笔头简述阿西莫夫的生平事迹。
教材重组
period 1 warming up，pre－reading，reading and comprehending
period 2 language study
period 3 grammar
period 4 listening，speaking and writing
period 5 using language
period 6 listening and reading task
period 7 speaking，listening and writing task
三维目标
知识目标
1.掌握本单元教学目的和要求中的单词和词汇。如：fiction，desire，satisfaction，alarm，alarmed，sympathy，elegant，pile，scan，fingernail，absurd，haircut，accompany，counter，cushion，awful，affair，declare，envy，test out，ring up，turn around，leave...alone etc。
2.帮助学生更多地了解机器人以及有关的科幻小说、小说家阿西莫夫及其文学作品。
3.复习被动语态和学习动词不定式的被动形式。
能力目标
学会使用推测和确信的表达法。
情感目标
培养学生的想象力和对未知世界的探索精神。
教学重点
1.更多地了解机器人以及科幻小说。
2.掌握女主人公克莱尔的感情和心理上的变化。
教学难点
1.巩固动词不定式的被动式的用法。
2.学会使用推测和确信的表达法。
教学方法
1.任务型教学。
2.合作型教学。period 1 warming up，pre－reading，
reading and comprehending
设计方案一
设计者 邵宁宁
teaching goals
1.be able to learn some important words and phrases.
fiction，desire，satisfaction，alarm，alarmed，sympathy，elegant，pile，scan，fingernail，absurd，haircut，accompany，cushion，awful，affair，declare，envy，test out，ring up，turn around，leave...alone etc.
2.help students to learn about robots and science fiction.
3.enable students to realize science fiction reflects scientific thought；fiction of things－to－come based on things－on－hand.
teaching important points
1.enable students to grasp what tony did to help claire and how her feelings towards tony changed during tony's stay at her house.
2.help students to sum up characteristics of science fiction.
teaching difficult points
how claire's feelings towards tony changed during tony's stay at her house.
teaching methods
discussing，explaining，reading and practicing
teaching aids
the multimedia computer
teaching procedures
step 1 warming up
1.present photos of different kinds of robots.then ask the students to say something about their favorite robots.
2.ask students to discuss the following questions in pairs.
(1)what is a robot?
(2)what can a robot do?
suggested answers：
(1)a robot is a machine designed to do jobs that are usually performed by humans.robots are programmed and controlled by a computer.
(2)a robot can do many things.for example，it can play music，sing songs and dance to music；it can pour tea，sweep the floor and cook dinner；it can play football；it can explore dangerous places；it can play with children；it can serve us etc.
step 2 pre－reading
look at the photos of robots and ask students to discuss the questions in pre－reading in groups.students are encouraged to speak out their opinions freely.
1.where would you find each robot？what does each one do?
2.can you think of any other type of robot?
3.do you think it is possible for a robot to think for itself，have feelings，have its own needs and desires，or look and feel like a human being?
step 3 skimming
1.skim the text to find out t he main characters in the story.
title characters in the story satisfaction guaranteed
employed in a company that made robots
larry's wife，a housewife
a robot
a woman that claire envied
keys：
title characters in the story satisfaction guaranteed
larry belmont employed in a company that made robots
claire larry's wife，a housewife
tony a robot
gladys claffern a woman that claire envied
2.in groups，find answers to the following questions：
(1)what did tony look like?
(2)what was larry belmont's problem in the end?
several minutes later check the answers with the whole class.
suggested answers：
(1)he was tall and handsome although his facial expressions never changed.his hair was smooth and black and his voice was deep.
(2)his wife may have fallen in love with tony，the robot.
step 4 scanning
1.ask students to read the text carefully and then find out the true statements.
(1)claire didn't like the idea at the beginning，but she agreed to it at last.
(2)when tony，the robot，offered to help dressing，claire was pleased to accept it.but she thought it was surprising for a robot to be so human.
(3)tony could understand claire when she said she was not clever.
(4)claire was sorry she could do little to help her husband，who wanted to improve his social position.
(5)tony was eager to help claire.he scanned quite a lot of books in the library，but he could find no way out.
(6)tony went to town with claire to buy things he wanted to improve the house.
(7)while tony worked on the improvements of the house，claire also did her part.
(8)claire's guests were filled with admiration when they saw her house was completely changed.
(9)claire was very happy to find that gladys envied her.
(10)the company was very pleased with tony's report because he had successfully made a woman fall in love with him.
keys：true statements：(1)，(3)，(4)，(7)and (9)
2.in groups，discuss the questions in comprehending on page 12.
(1)why did tony open the curtains?
(2)what did tony do to prevent claire from being harmed?
(3)why did tony have to be rebuilt?
(4)how would you feel if you had a robot like tony in your house?
(5)claire spent three weeks with tony in her house.which sentences in the story show that she kept forgetting and then remembering he was a machine?
several minutes later check the answers with the whole class.
suggested answers：
(1)he wanted claire's guests to see him and claire together so that she could be envied by the women guests.
(2)tony prevented claire from being harmed by making her feel good about herself.he helped her make her and her home elegant so that she would not feel like a failure.
(3)because the company (designers)felt that they could not have women falling in love with machines.
(4)various answers can be accepted.
(5)sentences：
how absurd，she thought.he was just a machine.
he held her firmly in his arms and she felt the warmth of his body.she screamed，pushed him away and ran to her room for the rest of the day.
then she remembered—tony was just a machine.
she shouted “leave me alone” and ran to her bed.
3.in groups，list tony's characteristics that were similar to and those that were different from those of a human being.
characteristics similar different
physical
mental
suggested answers：
characteristics similar different
physical looks like a human being.body and skin soft and warm.hair and fingernails realistic.voice like a human's. facial expressions never change.
quicker reactions(she fell off a ladder and even though tony was in the next room，he managed to catch her in time.)
mental able to make suggestions and predictions.able to make a plan and follow it through.has good communication skills. behaviour not appropriate(tony brought her breakfast and then asked her whether she needed help dressing.)
step 5 comprehending
1.tell students that claire's feelings towards tony changed as the story developed.read the story again and then fill in the occasions when claire had these feelings.
occasion claire occasion claire
disliked him called him a dear
was alarmed felt his warmth
felt embarrassed felt being envied
admired him cried all night
suggested answers：
occasion claire occasion claire
1.before he arrived disliked him 5.when he helped her with the salesman called him a dear
2.when he arrived was alarmed 6.when she fell off a ladder and caught by tony felt his warmth
3.when he offered to help her dress felt embarrassed 7.when she heard gladys whispering to another woman that she had never seen anyone so handsome as tony felt being envied
4.when he offered to help her improve her house and herself admired him 8.when she remembered tony was just a machine cried all night
2.after filling in the occasions when claire had these feelings，ask students to work together to find out how claire's emotion developed.
suggested answer：
at first refused to have tony at her house—accepted him—trusted him—proud of him—loved 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.)
step 6 discussion
in groups，discuss the following questions.(students are encouraged to speak out their opinions freely.)
what suggestions do you want to give to larry belmont as an engineer?
what suggestions do you want to give to larry belmont as a husband?
step 7 homework
1.learn the useful words and phrases in this unit by heart.
2.remember the characteristics of science fiction.
3.surf the internet to learn more about robots and science fiction.
9.Robots教案 篇九
西河中学初三英语导学案：unit1 will people have robots?（2）
学习目标 1. 语言技能目标： 能对将来的事进行描述，谈论未知的生活、人口、环境、教育以及科技。
2. 语言知识目标：掌握表示将来时态的用法。
3.情感态度目标：以机器人为话题，培养学生对未来的热爱。
学习重点 运用一般将来时能对将来的事进行描述，。
学习难点 掌握there be句式一般将来时句式转换。
导 学 内 容 学 法 指 导
导学过程 step1.课堂导入，自学指导：check the homework.
step2.展示提纲，自主学习：复习掌握下列短语
1.live in an apartment 2.a computer programmer 3.take the train to school 4.an astronaut
5.fly rockets to the moon 6. live on a space
station 7.fall in love with 8.live alone
9.keep a pet 10.be able to do sth.
11.dress casually 12.in ten years
13.win the next world cup
14.one of the biggest movie companies
15.will be used （将被用）
16.hundreds of years
17.do it over and over again (一遍又一遍的做它)
step3.分层要求，课堂练习：
1a how will the world be different in the future,
100 years from now?
1b listen and circle the predictions you hear in
1a.
1c.ask and answer questions about the predictions.2a. listen and circle the words you hear.
2b.listen again.check the predictions you hear.
分组练习对话，提高学生的口语表达能力。
阅读并回答问题，学生开动脑筋，拓宽思路，发表自己的观点。
不为失败找理由，要为成功找方法。
西河中学初三英语作业：unit1 will people have robots?
班级： 姓名： 序号：2
根据括号内的要求完成单词或短语。
1. little(比较级) _____(反义词)______ (近义词) _____
2. fewer(反义词) ______ (原级) ______(近义词) _______
3. use(形容词) ________ 4. building (动词) ______
5. pollution (动词) ________
用所给动词的适当形式填空。
1.mrs li _____________(retire) next month.
2.we _____________(move) to jinan soon.
3._______ you _________(join) the discussion tomorrow, john?
4.the last train for nanjing ___________(leave) in five minutes.
5.i __________(go) to the beach on my next day off.
6.there_____________(be) a football match on tv this weekend.
完成下列句子（用more, less 或 fewer ）
1.there will be ___________ people.
2.there will be ___________cars in the street.
3.i think there will be ___________ free time in two hundred years.
规范性 正确性 批阅日期：
导 学 内 容 学 法 指 导
2c. groupwork
look at activity 2b. make conversations about the
predictions.
read ming’s answer to the question”what will your
life be like in ten years?’ then fill in the chart
below.
on a piece of paper, write about your life in
ten years . don’t write your name on the paper.
put all the students’ papers tighter. take turns
reading the papers. then guess who wrote them.
a: this paper says “i’ll be an engineer in ten
years.”
b: i think lin wei wrote it.
4. pairwork answer the questions below . then ask
your partner for his or her ideas.
a; i think that france will win the next world cup.
b: i disagree. i think that brazil will win next time。
step4. 讨论交流， 释疑解难：
what will your life be like in ten years?
分组练习对话，提高学生的口语表达能力。
阅读并回答问题，学生开动脑筋，拓宽思路，发表自己的观点。