52（八年级上册）Unit 7 Section B（2a-2e）（教案3）

skybamboo · 发表于昨天 02:32

Unit 7 Will people have robots?
Section B（2a-2e）

Teaching Aims

Language goals

Learn a passage about robots.

Key words and phrases

human, servant, dangerous, already, factory, over and over again, Japan, believe, disagree, even, agree, hundreds of, shape, fall, fall down, inside, look for, possible, impossible, side

Key sentences

1. Fewer people will do such jobs in the future because they are boring , but robots will never get bored.

2. However, some scientists believe that although we can make robots move like people,it will be difficult to make them really think like a human.

Teaching Difficulties

Let students to learn a passage about robots.

Teaching Aids

multimedia courseware or other realia that the T needs for teaching

Teaching Procedures	Tips
Step 1 Warming up
Free Talk Let Ss to discuss the following questions with their partner: Do you know anything about robots? What do they look like? What can they do? What do you think of robots? Let Ss know more kinds of robots and what robots can do. T shows different kinds of robots (from PPT P6-P8) to Ss and asks “What do these robots look like?”. Show PPT P9 and P10 to Ss. Ask them to look at the pictures and say what robots can do.
Step 2 Presentation & Reading
Pre-reading 2a Based on the information they have learned about robots, T may want Ss to make a conclusion about what they know about robots, e.g. what robots look like and what they can do. Optional Choice: T may want to have Ss work in pairs to generate examples of robots in four different categories: Movies, TV programs, Cartoons, Books. T should then elicit from Ss the names, features and abilities of the robots in each of the categories above, and write the information on the board. Answers will vary. Ask Ss to look at the title of the passage, then make a prediction about the main idea. Answer: It’s about the robots. While-reading 2b Ask Ss to match each paragraph with the question it discusses. T may want to have Ss first identify the main ideas for each paragraph and consider what questions are answered by each paragraph. Then complete activity 2c. Answers: paragraph 1: What are robots like in movies? paragraph 2: What can robots do today? paragraph 3: Will robots think like humans in the future? paragraph 4: What will robots be like in the future? Task 1 Skimming and matching Let Ss to tell the main idea of the passage. Suggested answers: It tells us what robots may look like and what they can do now and future. Task 2 Scanning for details Let Ss to read the first paragraph and answer the questions: What are robots like in movies? What can they do? Task 3 Scanning for details Ask Ss to read the second paragraph and fill in the blanks. Answers (from top to bottom): working, build, simple, get bored Ask Ss to talk about the questions: 1. Why do robots never get bored? 2. Do you think robots can think like us in the future? Task 4 Scanning for details Ask Ss to read the third paragraph carefully and answer the questions: 1. About whether robots can think, do scientists have the same idea? 2. What are the different ideas? 3.Which side do you agree? Why? Task 5 Scanning for details Ask Ss to read the fourth paragraph carefully and choose T for true and F for false. Answers: F, T, T, F Task 6 Mind-mapping Ask Ss to complete the mind-mapping by answering the questions. Answers are shown on PPT P26. 2c Predicting the answers Step 1: Elicit from Ss’ answers to these questions to help them consider possible answers to complete the sentences. What do robots build in factories? What type of jobs can robots do that people find boring? What unusual things can robots do? What are the robots doing in the picture? What can robots do in dangerous places, e.g. in areas hit by an earthquake? Step 2: Then ask Ss to read the passage and check their predictions. Answers: 1. cars 2. simple 3. walk, dance 4. look for, buildings 2d T may want to have Ss do activity 2c as a listening activity in the following way: Have Ss close their books. Tell Ss that you will read six statements related to the passage and that Ss should write T for true if they think that the statement is true and F for false if they think that the statement is false. Read each statement in activity 2c one by one, giving Ss time to write T or F. Have Ss open their books, read the statements and decide if they want to change any of their answers. Have Ss scan the passage to find support for their answers. Elicit the correct answers from Ss and where in the passage they can find support for their answers. Answers: dance, make, happen, take, disagree, same, never, agree 2e T may want to have Ss do activity 2e in the following way: Have Ss work in groups. Tell the groups that they are going to make long sentences about how robots can help people. Refer Ss to the board. Write on the board: I think we will have robots for cleaning the house. I think we will have robots for cleaning the house and washing the car. I think we will have robots for cleaning the house, washing the car and doing the shopping. I think we will have robots for ... I think we will have robots for ... Have Ss continue the activity for a fixed time limit. The winner is the team with the most things that the robot will do. Then ask Ss to consider what animal shapes or movements a robot would need to be able to do each task, e.g. a robot shaped like a giraffe can reach tall objects and a robot with an elephant’s trunk can clean cars. Answers will vary. Post-reading If possible, ask each S to take out a slip of paper and write down four or five sentences about his / her ideal robot. S can write like this: If I have a robot, I hope that it will ... After all the Ss have finished writing, T can choose some Ss to share their writings to the class. Group work Have Ss to work in groups of four. Ask them to design their own robot. They can draw a picture of that robot and write a simple introduction about what the robot can do.
Step 3Language points learning
在Will robots think like humans in the future?和They are usually like human servants. 这两句话中，第一句中的human作名词，意为“人；人类”，与human being 意思相同。第二句中的human作形容词，意为“人的；人类的”。 There be sb./sth. doing sth. 有某人/某物正在做某事 already和yet的区别在于：already表示“已经”，一般用于肯定句中。用在疑问句中表示惊奇、意外。yet表示“已经；还”，多用于疑问句和否定句的句末。在疑问句中意为“已经”，在否定句中意为“还”。 believe和believe in的区别在于：believe表示相信某人的话，相信某事等。believe in表示“信任；信仰”，多指品德、操守等方面可靠、可信。在“… that robots will never be able to wake up and know where they are. ”这句话中，wake up用作不及物动词短语。wake up还可作及物动词短语，此时为“动词+副词” 型短语，后接名词作宾语时，名词放在up前或后均可；后接代词作宾语时，代词只能放在wake与up之间。 agree的常用搭配有： agree with sb./sth. 同意某人的看法或观点，后接人或表示“意见；看法”的名词 agree to sth. 同意（计划，建议，安排等） agree to do sth. 同意做某事 agree on sth. 就......取得一致意见 agree + that从句赞成......；同意...... hundred和hundreds of的区别在于： hundred表示具体数量，意为“百”。其前有a，several及具体数字时，hundred后不加-s，也不和of连用。 hundreds of表示笼统的数量，意为“许多；大量”。不可与具体数字连用。 even的用法： even表示“甚至；连；愈加”，它的位置比较灵活，常置于所修饰的词前，用来加强语气。它也可放在形容词、副词的比较级前，修饰比较级，表示程度。 fall down表示“突然倒下；跌倒；倒塌”，fall还可作名词，意为“跌倒；秋天；瀑布”。
Step 4 Summary & Homework
Summary Ask Ss to do the exercises from PPT P46-P49. Homework Read and recite the new words and phrases. Do the exercises in students’ book.
Teaching Reflection	This period aims to train students' fast reading strategies by completing task 2b. Through the completion of the exercise, the students can learn the detailed information in the reading strategy. While reading, we can help the students conclude the main idea of each paragraph. It's a good way to train the students' ability of reading quickly and efficiently. Through the article in 2b，the students can stretch their imagination and improve their quality of thinking. They must learn some new words and new language items. Reading strategies are helpful and they must learn to use them. The completion of activity 2e reflects the promotion of reading and writing, as well as the application of learning.

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