Robots教案（通用9篇）
Robots教案 篇1
unit2 robots
1、favour n.
根據語境猜詞義
(1)thanks for looking after all my things— i will return the favour sometime.
(2)the idea may find favour with older people.
根據語義找匹配
a. 支持；贊許 b. 恩惠；善意的行為
(1)b (2)a
ask a favour of sb. 求某人幫一個忙，求某人做某事
do sb. a favour / do sth. as a favour 幫某人一個忙，給某人做件事
be in / out of favour (with)受寵/失寵；得到/不受偏愛
find / gain / win favour 受到贊許/得到贊同
lose favour 不再受支持，失去支持
owe sb. a favour 欠某人一個人情
in favour of贊成；主張 in one's favour對某人有利
favourable adj. 有利的 unfavourable adj. 不利的
完成句子
(1)may i ask a favour of (求……幫個忙)you?
(2)was he in favour of (贊成)the death penalty?
(3)do me a favour (勞駕)and turn the radio down while i'm on the phone，will you?
2、affair n.
根據語境猜詞義
(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.
根據語義找匹配：a. (公共或政治的)事務 b. 曖昧關系 c. (個人的)事務
(1)a (2)c (3)b (4)c
current affairs時事 state affairs國事
family affairs家事 foreign affairs外交事務
public affairs公共事務 private affairs私事
affair / accident / incident / event / matter / business
affair含義最廣，可以指公共或政治的事務，也可以指個人的事務。
accident指意外事故。
incident指“小事件”或“政黨事件”和“政治事變”。
event指“重大影響的事件”或體育比賽的賽事。
matter指“事情；問題”， 常常需要考慮和處理的事情。
business指公事、商業事務、職責或需要處理的事情，往往強調任務、職務等指派的工作。
選用適當的詞填空
(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.
根據語境猜詞義
(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.
根據語義找匹配：a. 申報(收入、財產) b. 聲稱；宣稱 c. 宣布；聲明
(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聲明贊成 / 反對……
declare war (on / against)(向……)宣戰
declare oneself發表意見；表明態度 declare off取消
declaration n. 宣布；聲明；宣言
declare / announce
declare指在莊嚴場合，官方權威人士公開鄭重宣布，有時指在公共場合對某事表明態度。
the government declared war on the drug dealers.
announce指對公眾或特定人群進行宣布，常指大家感興趣的事，如國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 (宣布進入緊急狀態)tuesday.
(2)hillary clinton publicly declared herself as a candidate for president (宣布自己是總統候選人).
(3)she declared herself extremely hurt (聲稱自己非常傷心)by her lack of support.
4、envy vt. & n.
根據語境猜詞義
(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.
根據語義找匹配
a. v. 羨慕；妒忌 b. n. 羨慕(或妒忌)的對象
(1)a (2)b
feel envy at…對……忌妒 out of envy出于忌妒
envy sb. sth. 忌妒或羨慕某人……
become the envy of…成為……忌妒(或羨慕)的目標
envious adj. 羨慕的，忌妒的
近義詞：jealous adj. 忌妒的
單項填空
( )(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
根據語境猜詞義
(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.
根據語義找匹配：a. 為……節省 / 保留時間或金錢 b. 將……擱置一邊
(1)a (2)b
5、set aside
set down 記下；放下 set back 把(鐘、表指針)往回撥
set about 動身，開始 set fire to 縱火；放火
set an example to 為……樹立榜樣 set a goal 確立目標
set a time for 為……定時間
用有關set的短語完成句子
(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. (•陜西)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(倒裝句中的完全倒裝)。here, there, now, then, in, out, away, off等副詞位于句首，且當句子的主語是名詞時，句子用全部倒裝。
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 考查非謂語動詞不定式的被動形式。演員等待被發現， 用被動， “發現”(to be discovered)發生在“等待”(wait)之后， 所以用不定式。
how awful to_be_discovered by her, claire thought. (p11)
( ) 3. (•山東)i have a lot of readings ______ before the end of this term.
a. completing b. to complete
c. completed d. being completed
b 本題考查have 的復合結構及have something to do的使用。句意應為“這個學期結束前，我有很多閱讀練習要做。”由于時間狀語before the end of this term表達未來的時間，所以空格處使用動詞不定式表示將來，充當readings的定語。
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. (•山東)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 考查動詞短語辨析。give off發出(光、熱等)；turn down調低；拒絕；take over掌管，負責；set aside把……放在一邊。由句意可知d項正確。
he felt happy when his boss stated that he could set_aside some time for exercise.(p13)
Robots教案 篇2
設計思想
筆者將高二英語選修7 unit 2 student's book中的using language部分的listening and speaking與workbook中的listening task、writing task部分內容經整合設計成一節以聽帶說、發展寫作的語言運用課，旨在從聽說寫多方面培養學生的語言運用能力。根據《普通高中英語課程標準》對高中學生聽說讀寫各種能力的要求，筆者從學生的學習興趣和認知水平出發，倡導新課程理念下的自主學習與合作學習，鼓勵和引導學生進行自主探究，培養學生的想象力和對未來世界的探索精神，在自主探索和合作交流的過程中真正理解和掌握基本的英語知識與技能，從而培養綜合的語言運用能力。
教材分析
本單元的話題是“機器人”、“科幻文學作品”和“科幻小說作家”。在第一課時的reading中，學生們在討論了機器人的制造、種類、功能等的基礎上，閱讀了一篇科幻小說，講述某公司試驗機器人tony的故事，tony是如此之好竟然讓女主人對他產生了感情！在讀了這樣一個亦真亦幻的故事之后，筆者安排這一課時的內容為與課文內容相關的聽說練習(using language中的listening and speaking)，先聽兩位女士讀完科幻小說故事之后的對話并運用想象力展開小組討論，再將workbook中的listening task與writing task整合為一個writing task，由聽帶說到寫，利用已有認知并發揮自己的想象力，創造性地完成寫作活動。
學情分析
本課堂設計教學對象為高中二年級學生，他們思維活躍，智力發展趨于成熟，認知能力比初進高中階段有了進一步的發展，能較順利地聽取英語信息、處理信息、分析問題和解決問題；學生已儲備了相當的詞匯和英語知識，能較好地展開話題討論，各抒己見，書面表達能力也逐步提高；他們有自己的學習技能和策略，學習欲望和能動性加強，主動參與到活動中去，成為課堂的主體，同時也加強了與他人交流合作的能力；同時，高二學生朝氣蓬勃，想象力豐富，從而能保證“討論”這一環節的順利進行，為下一環節的“寫”做好必要的鋪墊。根據這些特點，教師可以采用與新課標要求相一致的新的教學方式，即活動式教學法，面向全體學生調動全班學生的積極性，在合作學習的模式下實現教學任務和目標。
教學目標
1.語言知識目標：引導學生通過聽對話掌握有關“supposition and belief”的表達法。
2.語言技能目標：訓練學生聽對話獲取信息；訓練學生運用所習得語言進行討論；訓練學生在討論的基礎上嘗試寫作，并學會對他人所寫文章進行正確評價。
3.學習策略目標：培養學生自主探究、合作學習的能力。
4.情感態度目標：通過讀聽科幻小說，激發學生對科學的興趣；通過想象，培養學生對未來世界的探索精神。
重點難點
1.通過聽力練習讓學生習得有關“supposition and belief”的表達法。
2.培養學生運用想象力探索未來世界的能力。
3.培養學生的自主學習策略和合作學習能力。
教學策略與手段
筆者在課前做好充分的準備工作，對教學內容進行優化組合、有效拓展，充分利用“任務型”教學策略，在每一個教學環節給予學生明確的任務。在教學過程中，教師的基本任務是“導”，即起組織和引導的作用，啟發誘導學生積極主動地參與教學活動，引導學生逐步從聽到寫，獲取信息、拓展信息并進行加工直到輸出信息，培養其開拓精神和創新意識。筆者在教學中指導學生運用合作學習策略進行自主探究，培養其分析問題和解決問題的能力。遵循認知規律，教學環節的安排由淺入深、由近及遠、由表及里、由簡單到復雜，逐步發展和提高；重視激發學生的學習熱情，讓學生在創造性的學習活動中獲得愉悅的心理體驗，變課堂為一個互動的、開放的課堂。
教學過程
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.
Robots教案 篇3
unit 2 robots
指導思想與理論依據
1.指導思想
本課題努力結合新課程的理念，將課堂教學放在具體的語言情景之中；努力培養學生的綜合語言運用能力，并且把聽、說、讀、寫語言技能的訓練綜合運用于課堂教學之中。通過探究法、觀察法和發現法，讓學生發揮主觀能動性，利用兩兩合作、小組活動的方式，激發學生參與教學的熱情，讓學生整堂課都處于新鮮感不斷的亢奮狀態中。根據學生的認知能力和接受程度，設計了寫作等任務，使語言得到輸出，可以使學生產生繼續學習的動力。
總之，本次設計的宗旨是努力提高課堂教學的實效性，使學生能夠提高語言的實際運用能力，達到最終教學的目的。
2.理論依據
《普通高中英語課程標準》明確提出：“要通過設計豐富多彩的課內外學習活動，使學生在參與交際活動的過程中形成交際策略。”
教材內容分析
本單元以機器人和科幻小說為話題，介紹了20世紀世界知名的科幻小說家isaac asimov發表于1951年的satisfaction guaranteed 和他的生平。通過本單元的教學，旨在讓學生了解科幻小說最大的特征在于：它賦予了“幻想”依靠科技在未來得以實現的極大可能，甚至有些“科學幻想”在多年以后，的確在科學上成了現實。如isaac asimov 1951年描述的機器人的部分功能已經被應用于現實生活和工作中。在教學中，要鼓勵學生敢于幻想，大膽創新，發揮自己豐富的想象力和創作力，寫出獨具特色的科幻文章。
教學內容如下：
warming up介紹了機器人的制造、種類、功能等等，再讓學生分組列表，把自己熟悉的科幻文藝形式(科幻故事、電影、電腦游戲、電視劇、卡通等等)寫出來，并進行簡單地交流。
pre－reading 通過討論機器人是否像人類一樣有自己的思維、是否有感情引出isaac asimov的科幻小說satisfaction guaranteed，為本單元的reading做好了鋪墊。
reading的課文是isaac asimov發表于1951年的科幻小說satisfaction guaranteed。文中描述的機器人tony是一個除去面無表情外，身材高大、相貌英俊、聰明機智的完美男人，僅三周的時間就使女主人墜入愛河。
comprehending共有3個練習，練習1是關于克萊爾的情感變化，練習2是關于課文內容的5個問答題，旨在考查學生對課文的理解；練習3要求學生比較機器人tony在physical，mental兩方面與人的異同，與pre－reading 部分的問題相呼應。
learning about language分為兩部分，discovering useful words and expressions是本單元詞匯練習題；revising useful structures是本單元語法練習題，通過本單元的學習，要求學生熟練掌握不定式的被動語態。
using language分為兩部分，listening and speaking是molly 和kate 討論satisfaction guaranteed的對話錄音，要求學生根據對話內容學會運用表達自己觀點的常用句型。這部分教學內容還要求學生以機器人為話題，充分發揮自己的想象力，談論機器人做家務的利與弊。并且要求自己動手設計機器人，附上文字說明。reading，discussing and writing部分的內容是科幻小說家isaac asimov的生平介紹。文章后附有練習題。練習1要求學生根據時間線索了解在作者生命中發生的重要事件；練習2、3要求學生討論isaac asimov的“機器人三定律”；練習4要求學生借助文章信息和練習1的表格筆頭簡述阿西莫夫的生平事跡。
教材重組
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
三維目標
知識目標
1.掌握本單元教學目的和要求中的單詞和詞匯。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.幫助學生更多地了解機器人以及有關的科幻小說、小說家阿西莫夫及其文學作品。
3.復習被動語態和學習動詞不定式的被動形式。
能力目標
學會使用推測和確信的表達法。
情感目標
培養學生的想象力和對未知世界的探索精神。
教學重點
1.更多地了解機器人以及科幻小說。
2.掌握女主人公克萊爾的感情和心理上的變化。
教學難點
1.鞏固動詞不定式的被動式的用法。
2.學會使用推測和確信的表達法。
教學方法
1.任務型教學。
2.合作型教學。period 1 warming up，pre－reading，
reading and comprehending
設計方案一
設計者 邵寧寧
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.
Robots教案 篇4
八年級英語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 構成的一般將來時態的陳述句、否定句、疑問句及回答。
3. there be 句型的一般將來時。
4. more , less , fewer 的用法。
5. 學習一般將來時態的相關知識，學會對未來進行預測。
6. 對five years ago ,today ,in five years 簡潔回顧與展望的方式，貼近實際符合學生心理，激發學習興趣。
7. 通過時間對比復習一般過去時態、一般現在時態，鞏固一般將來時。
important and difficult points :
1. will構成一般將來時態的句式。
2. there be 句型的一般將來時態。
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 :一般將來時態
構成： will / be going to +動詞原形
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 .
學生探究： less , fewer 的區別。
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 .
教學后記：
unit 1 will people have robots ?
teaching goals:
1. words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2. will 構成的一般將來時態的陳述句、否定句、疑問句及回答。
3. there be 句型的一般將來時。
4. more , less , fewer 的用法。
5. 學習一般將來時態的相關知識，學會對未來進行預測。
6. 對five years ago ,today ,in five years 簡潔回顧與展望的方式，貼近實際符合學生心理，激發學習興趣。
7. 通過時間對比復習一般過去時態、一般現在時態，鞏固一般將來時。
important and difficult points :
1. will構成一般將來時態的句式。
2. there be 句型的一般將來時態。
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 :一般將來時態
構成： will / be going to +動詞原形
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 .
學生探究： less , fewer 的區別。
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 .
教學后記：
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. 寫一篇50個單詞左右的小短文，預測與展望未來我們的學習和生活。
教學后記
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 .
Robots教案 篇5
unit 7 will people have robots? 全單元教案
教材分析
本單元圍繞“談論問題” 及“提出建議”這兩個話題，設計了相關的語言背景。重點學習一般將來時態。
學情分析
八年級上unit 6 i’m going to study computer science. 已經學習了一般將來時，學生已經學會用be going to 結構談論未來的計劃，用be going to句型談論未來的打算。本單元教材繼續學習一般將來時，是對unit 6 教材的拓展和延續，即用will 接動詞原形來表示將來要發生的動作，讓學生學會預測未來，從語法層面上來講應該順理成章。上冊教材課后語法的滲透也為學生學習本單元內容做了有益的鋪墊。談論對未來生活的預測是學生較為感興趣的話題，可以充分發揮學生的想象，拓展思維，激發學生開口說英語的欲望，充分調動學生學習的積極性，引導學生深入探究、自主地設計自己未來的生活。
教學目標
1、知識與能力：
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、過程與方法：
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、情感態度與價值觀：
通過引導學生展望未來，及對未來生活的設計，來達到前景教育的目的，同時也通過對前景的設想，讓學生在潛移默化中反省自己的現狀，使之對目前的學習、生活習慣作適當的調整，并不斷的改善自己的現狀，使學生的理想觀和價值觀更為科學，更具發展價值。
重點難點
1. 教學重點：
1) 學習掌握一般將來時態的意義和結構。
2) 掌握there be句型的一般將來時態的結構。
2. 教學難點：
掌握more/fewer；more/less的用法。
情態動詞will + 動詞原形來表達一般將來時態。
教學策略與教法選擇
依據本單元教材內容以及八年級學生的生活、學習實際，采用情景創設法、交際法和任務型語言教學法。可供借鑒的教學策略有：1.直觀形象的教學策略：教學要充分利用網絡和多媒體，收集合適的教學資源。2.教學內容適度的教學策略：基于課本而不迷信課本。生活中的例子好，完全可以用生活中了案例，但知識點一定要回歸課本。3.引導鼓勵的教學策略：教學之中要重視學生的情感因素，賞識學生，適時鼓勵，學生積極性自然上來了。4.教學方法多變的教學策略。各種教學方流使用，貴在恰當。
課時及教學內容安排
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
教學過程
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 :一般將來時態
構成: will / be going to +動詞原形
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：如果將陳述句變為一般疑問句，應將情態動詞will 提前到主語前便可。
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 .(教師作出適當的評價)
step 2 pre-task
go over what we learnt yesterday .
通過三種時間的對比簡略復習一般過去時與一般現在時。
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. 方法指導：應通讀整個對話，掌握對話大意；
然后，根據空格后的名詞是可數名詞還是不可數名詞來確定是用more, less 還是fewer。
注意，有些名詞前有形容詞來修飾。
3. 最后，教師與同學們一起校對答案，并對學生們有疑問的地方進行解釋。
4. 學生們閱讀這些句子并試著記住這些句子。
step 4 work on 3b:
1. 讓學生們閱讀句子的開頭，明白每個句子的意思。
2. 讓學生們思考一下針對這一情況，在將來會發生什么樣的情況。
3. 讓學生們互相檢查自己所寫的句子，發現并改正錯誤。
4. 讓部分學生說一說自己所寫的句子。大家一起改正句子中的錯誤。
group work
1. 小組中的同學們對未來的城市進行討論。
2. 每個成員發表自己的想法，小組長進行記錄，并進行匯總。
3. 最后，同學們根據小組 成員的想法，然后，展開想象，試著每名同學們畫一幅未來城市的畫。
4. 最后，比較一下每個小組的畫，看哪個小組畫得較好。
5. 試著對自己小組里的情況用英語做成一個報告。
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.
聽力指導： 通過事物讀句子及空格中的單詞，可以看出，本聽力重點要求我們聽清句子的時態，因此我們在聽時應重點聽句子的謂語動詞，并明確其時態。如果不能快速寫下來，可以先做標記，在聽完后再寫完整。
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. 方法指導：明確我們這次閱讀的任務，然后，帶著這個任務再次認真閱讀短文的內容，并在相關段落中認真查找未來機器人所能做的事情。 并寫出正確的答案。
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. 方法指導：首先，閱讀這個小短文，了解其大意；然后，在理解小短文意思的基礎上，重點閱讀有空格的句子，并在原文中找與之相關的段落或句子，并填寫出正確的答案。
3. let some ss talk about their answers.
homework
1. 課后閱讀短文，試著復述課文，總結課文出現的重難點詞組及表達方式。
2. 完成2e中的任務，并將句子寫在作業本。
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. 閱讀指導：
首先，閱讀短文，整體把握短文大意。
其次，分析有空格的每個句子，看空格處的意思，聯系所給單詞的意思，進行綜合分析，確定空格處應填的單詞。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”一詞。
最后，再通讀一遍短文，看是否通順合理。
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. 寫作指導：
本文為寫自己未來20年后的生活情況。
因此，時態應用一般將來時態（will + 動詞原形）；
首先，可根據在3b中的提示，介紹一下自己打算的工作、及生活的地點、自己的業余活動等情況。
然后再展開自己想象的翅膀，對自己的生活環境及其他方面大膽想象，并寫出來。
最后，通讀一遍短文，重點檢查一下各句子的時態及語句是否通順。
3. 學生們根據寫作提示，及上面表格中的提示來寫作這篇文章。
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. 引導學生們復習more/fewer/less 的用法：
more后面可跟可數名詞或不可數名詞；
fewer后面跟可數名詞；
less 后面跟不可數名詞；
4. 學生將以上單詞分類，并校對答案。
5. 學生們可以試著多增加一些單詞，并將它們填寫在方框中。
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在本句中是介詞，意為“像”，因此本句中缺少be動詞，句中有情態動詞will，故應用be動詞的原形。)
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. 根據第4 部分中同學們對學習機器人的想象，來寫一篇60字左右的小短文來描述一下你所想象的機器人的形狀、大小及他在學習方面提供哪些幫助。
Robots教案 篇6
課題：unit1 will people have robots？section b1a---4
學習目標：詞匯：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?
重難點: 句型及聽力練習
教學過程:
一、 復習詞匯：朗讀、記憶。
二、 問題導航：請同學們查閱課本，完成下列短語
1、電腦程序師
2、在一太空站上 3、下界世界杯 4、下次
5、哪些電影 6、從現在起
7、飛往月球
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
我的補充：
六.梯度測試：
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、單項選擇:
（ ）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、用所給詞的適當形式填空。
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、句型轉換
1、we’ll live on the moon one day.(對畫線部分提問)
2.i went to school by train(改為同義句)
i the to school.
3.france will win the next world cup. (對畫線部分提問)
will win the next world cup?
4.she can remember10,000 english words. (改為同義句)
she remember10,000 english words.
布置作業：同步訓練
教后小記：
Robots教案 篇7
西河中學初三英語導學案：unit1 will people have robots?（2）
學習目標 1. 語言技能目標： 能對將來的事進行描述，談論未知的生活、人口、環境、教育以及科技。
2. 語言知識目標：掌握表示將來時態的用法。
3.情感態度目標：以機器人為話題，培養學生對未來的熱愛。
學習重點 運用一般將來時能對將來的事進行描述，。
學習難點 掌握there be句式一般將來時句式轉換。
導 學 內 容 學 法 指 導
導學過程 step1.課堂導入，自學指導：check the homework.
step2.展示提綱，自主學習：復習掌握下列短語
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 （將被用）
16.hundreds of years
17.do it over and over again (一遍又一遍的做它)
step3.分層要求，課堂練習：
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.
分組練習對話，提高學生的口語表達能力。
閱讀并回答問題，學生開動腦筋，拓寬思路，發表自己的觀點。
不為失敗找理由，要為成功找方法。
西河中學初三英語作業：unit1 will people have robots?
班級： 姓名： 序號：2
根據括號內的要求完成單詞或短語。
1. little(比較級) _____(反義詞)______ (近義詞) _____
2. fewer(反義詞) ______ (原級) ______(近義詞) _______
3. use(形容詞) ________ 4. building (動詞) ______
5. pollution (動詞) ________
用所給動詞的適當形式填空。
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.
規范性 正確性 批閱日期：
導 學 內 容 學 法 指 導
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. 討論交流， 釋疑解難：
what will your life be like in ten years?
分組練習對話，提高學生的口語表達能力。
閱讀并回答問題，學生開動腦筋，拓寬思路，發表自己的觀點。
Robots教案 篇8
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.
Robots教案 篇9
will people have robots教案
一、知識點撥
i.language goals
•通過做預言，談論未來發生的事情。
•用一般過去時、一般現在時和一般將來時談論過去、現在和將來發生的事情。
•能用上述三種時態談論自己或他人的過去、現在和未來。
ii.key words
1.in prep.在……之后（用于將來時）
in l00 years 在一百年后
people will have robots in their homes in 100 years.
一百年以后，人們家中會有機器人。
比較：after在……之后（用于過去時，表示從過去某時間起一段時間之后）
he will come back in two hours.他兩小時后會回來。
he came back after two hours. 他是兩小時后回來的。
2.1ess，fewer 比較少；
more 比較多
less是little的比較級，修飾不可數名詞
fewer是few的比較級，修飾可數名詞
more是much和many的比較級
much修飾不可數名詞，many修飾可數名詞
i have less money than he has.我的錢比他的少。
there are more buildings in this city than in that city.
這個城市的樓房比那個城市多。
3.fall in love with... 愛上……
last year l visited the art exhibition and fell in love with the work of picasso.
去年我參觀了藝術展，愛上了畢加索的作品。
4.a kind of... 一種
some kinds of... 幾種
a kind of book 一種書
five kinds of flowers 五種花
many different kinds of gold fish 各種不同的金魚
（fish單復數相同，此處是復數）
5.as well as 也；與too同義。
he likes this book and he likes that book, too.
or: he likes this book as well as that hook.他喜歡這本書，也喜歡那本書。
she can come here, too.
or: she can come here as well.她也能來。
6.worth adj.值……；值得……；相當于……的價值
this house is worth $l0 000.這個房子價值一萬美元。
be （well）worth doing sth.（很）值得做
that film is （well）worth seeing.那部電影（很）值得看.
these books are worth reading twice.這幾本書值得看兩遍.
7.knock down... 擊倒，撞倒；拆除
knock down the pins擊倒球柱
knock down the machine拆除機器
knock組成的詞語還有：
knock on（at）the door敲門
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、學習自評
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 （海嘯）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 （銀）.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、相關信息
喜歡打保齡球的人越來越多了，但是你對它的歷史了解多少?
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（簾）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.