Learning about Language教学评价实录

Unit 2

Robots

I. 教学内容分析

本单元的话题是机器人，文学作品中的机器人以及科幻小说作者——阿西莫夫。由于人们对这个话题了解的比较少，所以当我们谈起机器人的时候，人们常会想到是科幻小说，童话故事，卡通故事等。但是机器人已经在我们现实生活中存在了，它们被广泛应用于工农业生产及军事领域。许多机器人在家中做繁杂的家务，甚至代替人类从事一些危险的工作。本单元介绍了各种各样的机器人，从科幻小说中的想像到现实世界中的应用，以及将来机器人的发展。

Warming Up部分展示了几副图画，通过让学生们讨论这几副图画，导入本单元的话题，并让学生试着给机器人下定义。

Pre-reading部分一些关于机器人的讨论进一步激发学生对科学的热爱。

Reading部分是根据科幻小说作家——阿西莫夫的故事改编的。在这个故事里非常具有人类智能的机器人托尼，来到主人公克莱尔家之后，帮助她做家务并帮她解决了一些难题。他不仅提高了她家的家庭品位并且提高了她自身的形象，致使克莱尔对他产生了复杂的感情。这完全不同于一般的对机器人的描写，而是把它上升到一个人工智能的高度——机器人对人类感情的影响。

Learning about Language部分突出了词汇和语法的学习与训练。其中本单元复习的语法项目是被动语态和动词不定式的被动形式。

Using Language部分中的阅读文章介绍了科幻小说作者——阿西莫夫。这篇人物传记使学生进一步了解了Reading部分作者的生平以及科幻小说、机器人等。阿西莫夫对机器人的看法深深地影响到以后的作家，甚至科学家对人工智能的研究。

Summing Up部分引导学生对本单元所学的知识进行归纳和总结。

II. 教学重点和难点

1. 教学重点

(1) 学习重要的词汇好短语；

(2) 复习语法被动语态。

2. 教学难点

(1) 激发学生学习科学，热爱科学的热情；

(2) 学会写作有关的人物传记。

III.

教学计划

本单元建议分为五个课时

第一课时：Warming Up & Listening (Workbook) 第二课时：Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language

第五课时：Using Language

IV.

教学步骤：

Period 1

Warming Up & Listening (Workbook) Teaching Goals:

1.

To discuss different kinds of robots and their functions. 2.

To know more about today’s robots.

Teaching Procedures

Step 1. Leading-in 1. Tell Ss something about robots and arouse their interest in robots. Robots are good at doing the same task over and over again, exactly the same way. All robots are machines. They have computer instructions. They paint cars. They lift heavy loads. They enter some areas those are too dangerous for man. Some robots have different shapes. Some are simply arms. Robots with different shapes can do different work. People can control these robots from a distance. 2. Ask Ss to talk about the following questions.

(1) Do you know any robots? (2) What’s the characteristic of robots?

(3) What’s the function of robots?

(4) What’s the definition of a robot in you opinion?

Step 2. Warming Up 1. Ask Ss to read the introduction of robots in Warming Up and compare with their ideas about robots. 2. Ask Ss to talk about the pictures of Warming Up and make a list of anything with robots as characters. Then let them present their list before the class. 3. Ask Ss to read the following text and then finish the true or false questions.

Henry wants to borrow a book from the library. He comes to the library with his classmates. They can't see any assistant

in it, but only some robots standing there. Henry says to the robot, “Hey, give me a book on music.” But the robot doesn't move. Then another student tells Henry, “You must say ‘Excuse me’ and ‘please’ first when you want some help.” Henry does so and the robot brings the book. But Henry can't get the book from the robot's hands. He thinks for a moment, then he says a word to the robot. The robot gives him the book. Henry gets the book and goes home happily. (1) There is no assistant in this library. (

) (2) Henry wants to listen to music in the library. (

)

(3) The robot doesn't move first because it's broken. (

) (4) Teachers and robots work in the library. (

) (5) Henry may say“Thanks”

when he wants to get the book from the robot. (

) Suggested Answers:

(1) T

(2) F

(3) F

(4) F

(5) T

Step 3. Listening (Workbook) 1. Lead Ss to Listening. Teacher may say, “Today we are going to listen to a radio interview in which a science reporter talks about recent robots. From it, we can learn more about today’s robots. Before listening to the tape, please look through the exercises on P54 quickly.”

2. Play the tape and ask Ss to finish Ex2 on P54. 3.

Ask Ss to work in pairs, listen to the tape and finish Ex3 on P54. Play the tape again and ask them to check the answers. 4.

Ask Ss to discuss the following questions in pairs. (1) What are the negative aspects of each robot that Emma talks about? (2) How can we deal with the negative aspects of each robot? Step 4. Homework 1. Ask Ss to surf the Internet and find some information about robots. 2. Ask Ss to preview the reading text.

Period 2

Pre-reading, Reading & Comprehending

Teaching Goals: 1. To get Ss to know the life of Tony. 2. To get Ss to know more about what robots can do for people. 3. To develop Ss’ reading ability.

Teaching Procedures:

Step 1. Pre-reading 1. Ask Ss to look at the pictures of Pre-reading on P10 and discuss the following questions. (1) What are they? (2) Where can we find them? (3) What can they do for people?

2. Ask Ss to imagine a robot that can think, feel, has its own needs and desires, and looks and feels like a human being. Then ask them to talk about the following question. Can we find the robot in our life?

3. Tell Ss that the robot cannot be found in our real life but we can find it in the text we are going to learn next.

Step 2. Fast reading 1. Ask Ss to read the text quickly and try to find the main idea of the text. 2. Ask Ss to find the relationships between the characters in the text.

Suggested Answers: Larry Belmont —

employed in a company that maked robots. Claire Belmont —

Larry’s wife, a housewife

Tony —

the robot Gladys Claffern —

a woman that Claire envies

Step 3. Intensive reading 1. Ask Ss to read the text carefully and answer the questions in Ex1 on P12. 2. Ask Ss to look through the following sentences and try to find whether they are true or false according to the text. (1) On the second morning, Tony brought Claire breakfast and then dressed her.

( F ) (2) Tony wanted to please Claire by borrowing books from the library.

( F ) (3) Tony gave Claire a new haircut and made her up.

( T ) (4) When Claire fell off a ladder, Tony caught her.

( T ) (5) At last, people managed to have women falling in love with machines.

( F )

Suggested Answers:

(1) F (2) F (3) T (4) T (5) F

3. Play the tape, and ask Ss to listen and pay attention to Tony’s characteristics that were similar to those of a human being and different from those of a human being. Then ask them to finish Ex2 on P12.

Step 4.

Consolidation 1. Ask Ss to listen to the tape again and try to retell the story. 2. Ask Ss to underline what they cannot understand in the text. And tell them the language points will be dealt with in the next period.

Step 5. Homework 1. Ask Ss to write the retold story. 2. Ask Ss to preview Learning about Language.

Period 3 & 4

Learning about Language Teaching Goal:

1. To get Ss to master the new words and expressions. 2. To get Ss to master the grammar point: the passive infinitive and v–ed form as adjectives.

Step 1.Word study 1. fiction

(1)

【U】小说

He writes fiction.他写小说。

(2) 【C】杜撰的故事，虚构的事情

It is only a fiction not a fact. 这件事是虚构的，不是事实。

2.

desire vt

希望，想要

We all desire happiness and health.我们都想得到幸福和健康。

3.

absent adj. (1) 缺席，不在

He was absent from the meeting. 他没有出席会议。

(2) 缺少

Love was totally absent from his childhood. 他从童年就完全失去了爱。

(3) 漫不经心的，心不在焉的

We can see an absent expression on her face. 我们能看到她脸上漫不经心的表情。

4. alarmed 焦急的，害怕的

I’m very alarmed at your leaving.

你打算离开，我相当焦急。

●

拓展：

alarm vt 使惊慌

I don’t want to alarm you.我不想让你惊慌。

5.

embarrassed (1) 感到不自然，窘迫

I was embarrassed by his comments about my clothes. 他对我的衣服说长道短，令我很难堪。

(2) 精神上不安或焦虑

He was embarrassed by lack of money 他因缺钱而焦虑不安。

6.

sympathy

(1) 同情，怜悯

She never expressed any sympathy for me when I was injured. 我受伤时，她从来没表示过任何同情。

(2) 同情，慰问

You have my deepest sympathies on the death of your wife. 对你妻子的逝世，我深表同情。

(3) 同感，一致，协调

A bond of sympathy developed between members of the group.该组成员间的凝聚力增强了。

(4) 赞同，支持

The steel workers came out in sympathy with the miner.钢铁工人站出来支持矿工。

(5) 同意，不同意

He is wrong —

I have no sympathy with him. 他错了，我于他毫无同感。

7.

elegant adj 文雅的，高雅的，精致的

She was tall and elegant. 她身材修长，优雅大方。

8. scan

v

(1) 仔细观察，仔细了望

He scanned the horizon.他仔细了望地平线。

(2) 扫掠

The flashlight’s beam scanned every corner of the room. 手电筒的光束把屋内各处都扫遍了。

(3) 浏览

She scanned the newspaper over breakfast. 她吃早饭时把报纸浏览了一遍。

8.

absurd adj

(1) 不合理的，不明智的

What an absurd suggestion!多摸不合理的建议。

I was absurd of you to suggest such a thing.你提出这样的事是不明智的

(2) 愚蠢的，可笑的

That uniform makes them look absurd.那种制服使他们看起来很滑稽。

10. awful adj

(1) 极坏的，可怕的

The plight of starving people is too awful to think about. 饥饿人们的困境坏的令人难以想象。

(2) 非常坏的，极度的

what awful weather!

多糟糕的天气啊！

(3) 极大的，非常的

That is an awful lot of money. 那可是一大笔钱。

I am in an awful hurry to get to the bank. 我非常急着要去银行。

11. affair

n. (1) 事，事情

It is not my affair.

这不是我的事。

(2) 个人的事情

You should put your affairs in order.

你应该理顺你的事情。

(3) 公众的事物

Those are affairs of state. 那些是国事。

12. firmly adv 稳固的，坚定的

The fence posts were fixed firmly in the ground.篱笆桩被牢牢地埋在地里。

The suggestion was politecy but firmly rejected by the chairman.那建议被主席委婉地，但却坚决地拒绝了。

13. declare v (1)

f宣布，宣告，声明

They declared him (to be ) the winner. 他们宣布他获胜。

(2)

郑重地说

He declared that he was innocent. 他声明他是无辜的

(3)

赞成，反对

The commission declared against the proposed scheme. 委员会反对拟以的计划。

14. envy n (1)

嫉妒，羡慕

He couldn’t conceal his envy of me you out of envy.他无法掩饰对我成功的嫉妒。

(2) 嫉妒的对象，羡慕的目标

Her many talents were the envy of all her friends.她的多才多艺使朋友们羡慕。

(3) v 嫉妒，羡慕

I don’t envy him his money.

我可不羡慕他的钱。

Step 2. Phrase study 1. test out 考察，检验

He is going to test out the result of the experiment. 他要检查一下实验的结果。

2. turn around 回转，转向

When he turned around, he found his friend gone. 他转身发现他的朋友已经走了。

3. leave alone 不管，不理会，不干涉

Leave that mad dog alone. 别理那条疯狗。

Step 3. Sentence study 1. It was disturbing and frightening that he looked so human. 他看上去太像人类了，这令人不安且害怕。

It is /was +adj +that It was surprising that he had failed the exam. 他没有通过考试，真让人吃惊。

2. It was then that Claire realized that Tony had opened the curtains on the front window. 就在那时，克莱尔发现托尼已经拉开了前窗的窗帘。

It was/is +被强调部分+that It was yesterday that I met your sister in the zoo. 就在昨天我在动物园遇见了你的姐姐。

It was in the zoo that I met your sister yesterday.

昨天正是在那个动物园我遇见了你的姐姐。

Step 4. Grammar study 1. The passive infinitive (1) Explanation 当不定式动词与其逻辑主语之间是被动关系时,不定式要用被动语态构成形式为to be done/to have been done。例如：

He claimed to be treated badly in the super market when he was doing shopping yesterday. 注意

:有时尽管不定式与其逻辑主语是被动关系

，但不定式仍用主动语态

，不用被动语态。不定式作状语，如果句子中存在light, heavy, difficult, easy, comfortable等词就应该用不定式的主动形式表示被动含义。

The box is so heavy to carry. He isn’t easy to get along with 另外,下面的被动语态是经常的考点，也应特别注意: ●

在口语和非正式场合下为了强调动作，常用“get+过去分词”结构。有时带有不愉快，不顺利的含义。其否定和疑问句要借助动词do来构成。有时也会出现“become+过去分词”的结构。例如：

Did you get scolded yesterday？

He became seized with a deep sorrow. ●

短语动词和含有情态动词的被动语态形式

短语动词的被动结构中,构成短语动词的介词或副词不能省略。情态动词的被动语态形式是：情态动词+be+过去分词。例如：

The doctor has been sent for. Bad habits have been done away with.

●

主动形式被动意义

①

当feel, look, smell, taste, sound等系动词后面接形容词时；

The fish smells good.鱼闻起来香。

②

当cut, read, sell, wear, write, wash, cook, shut, dry, drink, wash等表示某种性质时且带状语修饰语时；当动词表示“开始、结束、关、停、转、启动”等意义时，如：

The book written by that famous writer is selling very well. 那位作家写的书很畅销。

These cups clean easily. 这些杯子很容易洗。

③

want, require, need，worth 后面的动名词用主动形式表示被动意义，如：

These flowers want/ require /need watering. 这些花需要浇水。

These books are worth reading. 这些书值得读。（被读）

④

下面的词汇用主动语态：

come out, come into being, go off, run out, give out, give in.，happen, take place, break out The accident happened yesterday evening.

The fire went out gradually.

对于被动语态，弄清主语与谓语动词的关系是做题的关键。在实际应用中，如果一个动词只能用作不及物动词，那么它就不会用于被动语态。而且，一个动词到底是否应该用被动语态，不能从汉语的角度去理解，而应该注意到英语和汉语的不同表达方式。在很多情况下，汉语的被动关系要么表现得不那么明显，要么和英语的被动语态刚好相反。应该说这就是被动语态的难点和重点。例如：

Hundreds of jobs will be lost if the factory closes. (2001春) 句意为-“工厂关闭将失去几百个工作。”汉语中不用被动形式，但英语句里主语是jobs,因此用被动结构。

(2) Practice ①

The food________. A. taste well

B. has been tasted well

C. is tasted well

D. tastes good

②

Our school____in 1911. A .was set up

B. has been set up

C. has set up

D. had been set up ③

Radio is____in everyday life. A .use

B. using

C. uses

D. useful ④

According to the conditions of my scholarship, after finishing my degree._____.

A. my education will be employed by the university

B. employment will be given to me by the university

C. the university will employ me

D. I will be employed by the university ⑤

The little girl_____well.

A. is taking care of

B. takes care of

C. is taken care

D. is being taken care of ⑥

When we returned from the ball, we found that our home____ and many things____ . A. has broken into, has been stolen

B. had broken into, had been stolen

C. had been broken into, stolen

D. had been broken, stolen ⑦

Your books_____ away six days ago. A. had been taken

B. were taken

C. have been taken

D. took ⑧

_____ our chairman. A. Her position was made

B. Her position is

C. She made

D. She was made ⑨

The poor boy ____ a cruel family to be a servant. A.sold

B. was sold to

C. was sold

D. had been sold to

⑩

He was observed _____ the girl yesterfay so he was put into prison. A. to steal

B. stealing

C. stolen

D. steal 11. I _____ two plans to decide where our family will spend our holiday. A. gave

B. was given

C. was giving

D. had given 12 A scientist, together with some assistants, ____ to help in the work. A. send

B. sends

C. was sent

D. were sent 13. The medicine _____ before dinner.

A. should have took

B. shoule be took

C. should have been took

D. shoule have been

taken 14.

The clothes _____ again. A.had better not wash

B. had better not be washed

C. had not better be washed

D. had better not washing

15.I _____ in the football match yesterday. A. hurt

B. is hurt

C. got hurt

D. turns hurt 16.

He _____ the heavy rain when he was on the way to the railway station. A. had caught in

B. was catching

C. caught by

D. was caught in 17.

I can open the door; it _____ and I don’t have the key.

A. locks

B. locked

C. has been licked

D. lock 18.

______

that Taiwan is one part of China.

A. People are known

B. It is well known

C. People are wdll knowing

D. People are know 19.

The meeting will ____ three days. A.be lasted

B. lasted

C. be last

D. last 20.

To fetch water before breakfast seemed to me a rule ____ .

A.to never break

B. never to be broken

C. never to have broken

D. never to be breaking Suggested Answers:

①～⑤

DACDD

⑥～⑩

CBDBA

11～15 BCDBC

16～20 DCBDB 2. The v–ed form as adjectives (1) Explanation 英语中有部分及物动词，如：bore, tire, excite, surprise, interest, worry, astonish, shock, frighten, terrify, disappoint, satisfy, inspire, encourage, puzzle等，他们v-ing 式形容词表示主体名词令人有某种感受；而它们的v-ed形式形容词表示主体名词本身有某种感受. (2) Practice ①

We were all _________at the _________news. ( surprise ) ②

He had never spent a more __________day. He really didn’t

know how to deal with the situation.(worry) ③

There was a _________ expression on his face. (bore) The speech was so _________ that I fell asleep while listening.(bore) He was getting ______of doing the _______thing again and again.(bore) ④The _______look on his face suggested that he was much ________at the _________news.(excite) It’s nothing to get ___________about.(excite) ⑤

Mr Smith, _____(tire) of the _______(bore) speech, started to read a novel. ⑥

It is believed that if a book is _______ it will surely _______the reader.(interest) ⑦

We watched the NBA game, _______ at the basketball players’ perfect performance. (amaze) ⑧

I found him very _________ not to find her at home.(disappoint) ⑨

With a _________ glance at him, she asked “what?” ( puzzle) His face wore a _________ expression. I found this affair very _________.

⑩That must have been a ____________experience for you. ( terrify) The _________child ran home. 11. The climb made us all ___________.(tire) He arrived at Shelley Hot Springs, ________and thirsty on Sunday night.

He found riding as __________ as walking. It’s rather _________working late like this . The long lecture ___________ the audience. 12.You look __________at the news. (astonish) He gave her an

__________ look. Alice ,_________, urged her to explain. It is ________ to me that he should be absent.

13.We remembered the _________talks he gave us last time. ( inspire) I was ________ to work harder. 14.Telephone him and he will make a _________reply. ( satisfy) He nodded with a _________ smile on his face. The policeman put down the phone ,_________ with a smile on his face. Suggested Answers:

①

surprised; surprising

②

worrying

③

bored; boring; bored; boring

④

excited; excited; exciting ; excited

⑤

tired; boring

⑥

interesting; interest

⑦

amazed;

⑧

disappointed

⑨

puzzled; puzzled; puzzling

⑩

terrifying; terrified

11. tired; tired; tiring; tiring; tired 12.astonished; astonished; astonished; astonishing

13. inspiring; inspired

14. satisfying; satisfied; satisfied

Step 5. Homework 1. Ask Ss to finish all the exercises of Learning about Language. 2. Ask Ss to review all the language points learned in these periods.

Period 5

Using Language

Teaching Goals: 1.

To develop Ss’ listening and writing ability. 2.

To know something about Isaac Asimov. Teaching Procedures Step 1. Listening, discussing and writing 1. Ask Ss to look through Ex1 of Listening, discussing and writing on P14 and then play the tape for them. After Ss finish Ex1, ask them to check the answers in pairs.

2. Ask Ss to listen to the tape again and finish Ex2 on P15.

3. Ask Ss to look through the from of Ex3 on P15 and make sure they know the words in the from mean. Then play the tape again and ask Ss to complete the sentences of Ex3 and check the answers in pairs.

4. Organize a game. Ask Ss to imagine people have robots to do their housework in the future. Divide Ss into two groups. One group discusses the positive effects of the situation; the other discusses the negative effects of the situation. Give Ss some time to prepare and see which group can finish the task better.

5. Ask Ss to design a robot. In their designs, Ss must think about the robot’s function, form and so on. Then ask them to draw their robot on paper and show to their partners. At last, ask Ss to write a passage to describe their robots. Step 2. Reading and discussing

1. Leading-in Lead Ss to the reading text. Teacher may say, “Today we are going to learn a biography of Isaac Asimov. He is a famous American scientist and writer. He is very good at writing science fiction stories. Would you like to know more about him? Ok, please turn to page 16.”

2. Fast reading (1) Ask Ss to read the text quickly and try to find the main idea of the text. (2) Ask Ss answer the following questions.

①

When and where was Asimov born ? ②

What about his schooling ? ③

What kind of rewards did he receive?

3. Intensive reading (1) Ask Ss to read the text carefully and finish Ex1 on P17. And then let them check the answers in pairs. (2) Ask Ss to find out what they cannot understand in the text and lead them to deal with the following language points.

①

explanation

ⅰ

【U】解释，说明

I should say a few words of explanation. 我想解释几句。

ⅱ

【C】解释的语言，事实，情形

That is not an adequate explanation. 那不足以说明问题。

His explanations are always difficult to believe. 他的解释总是令人难以置信。

②

Junior

ⅰ

adj 级别、地位较低的，年龄较轻的

He is a junior clerk in an office. 他是办公室里资历浅的事务员。

He is several yrars junior to Mrs cooper. 他比库珀夫人小几岁。

ⅱ

n 级别较低的人

He is three years her junior 他比她小三岁。

③

talent

n ⅰ

【U】天才，才能

He has great musical talent. 他很有音乐天赋。

ⅱ

【C】有才干的人

We are always looking for new talent an exhibition of locate talent. 我们总在寻觅新的人才。

④

chapter n ⅰ

章，篇，回

I have just finished chapter 3. 我刚刚读完第三章。

ⅱ

时期

This is the most glorious chapter in our county’s history. 这是我国历史上最辉煌的一页。

⑤

divorce

ⅰ

n 离婚，断绝关系，分离

The marriage ended in divorce in 1996. 这桩婚姻于1996年以离婚告终。

ⅱ

v 使离婚，使分离

You cannot divorce science from ethical questions.你不能把科学同伦理问题分离开。

4. Discussion

(1) Ask Ss to work in groups and discuss the other two laws for robot, according to the first law “A robot must not injure human beings or allow them to be injured”. Then let them write down their two laws on a piece of paper and exchange with other groups. (2)

Ask Ss to turn to P18 and see Asimov’s laws for robots. Let them compare with their laws and discuss the following question. ①

Which set of laws is better? Why? ②

Which law is the story “Satisfaction Guaranteed” based on? ③

What might happen in a world where were robots if Asimov’s laws did not exist? Step 3. Homework

1. Ask Ss to review this unit. 2. Ask Ss to finish all the exercises in the Workbook.