Warming up、Pre-reading、Reading、Comprehending优秀教案

Unit 2 Robots Ⅰ. 单元教学目标

技能目标Skill Goals ▲ Learn literary work about science, robots and science fiction writer—Isaac Asimov ▲ Talk about robots

▲ Express supposition and belief

▲ Revise the Passive Voice (I) (including the infinitive)

▲ Science fiction genre: imaginative writing

Ⅱ. 目标语言

功

能

句

式

Supposition and belief I think ... I suppose ... Maybe ... I don’t think ... I doubt ... I guess ... I believe ... I wonder ... I don’t believe ...

1．四会词汇

fiction, desire, satisfaction, absent, alarm, alarmed, embarrassed, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, 词

cushion, awful, affair, declare, envy, biography, junior, navy, talent, 汇

chapter, divorce, obey 2．认读词汇

household，

Isaac Asimov, Larry Belmont, Claire, Gladys, makeup, Marion, Philadelphia, PhD, The Foundation Trilogy, empire 3．词组

test out, ring up, turn around, leave alone, set aside, in all, be bound to

4．重点词汇

desire, satisfaction, embarrassed, alarm, alarmed, sympathy, elegant,

accompany, declare, envy, obey 结

The Passive Infinitive: 构

重

点

句

子

The company’s new car is going to be designed in the coming months. She felt embarrassed and quickly told him to go. P11 Claire thought it was ridiculous to be offered sympathy by a robot. P11 By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair. P11 It was when Asimov was eleven years old that his talent for writing became obvious. P16 Ⅲ. 教材分析和教材重组

1. 教材分析

本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov写于1951的Satisfaction Guaranteed 和作者的生平。通过本单元的教学，旨在让学生了解科幻小说最大的特征在于：它赋予了“幻想”依靠科技在未来得以实现的极大可能，甚至有些“科学幻想”在多年以后，的确在科学上成为了现实。如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。

1.1 Warming Up介绍了什么是机器人和不同种类及不同形状的机器人。

1.2 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。

1.3 Reading的课文是Isaac Asimov写于1951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。

1.4 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。

1.5 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。

1.6 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。第一题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；第二、三题要求学生讨论Isaac Asimov的“机器人三定律”。

2．

教材重组

2.1 将Warming Up、

Pre-reading、

Reading与Comprehending整合在一起上一节“阅读课”。

2.2 把Learning about Language 和Workbook的USING WORDS AND EXPRESSIONS及USING STRUCTURES整合在一起上一节“词汇语法课”。

2.3 将Using Language的内容设计成一节包括听说读写在内的“综合技能课（一）”。

2.4 将Workbook的LISTENING和READING TASK设计为一节“泛读课”。

2.5 将Workbook的SPEAKING TASK, TALKING，

LISTENING TASK 和WRITING TASK 整合在一起上一节“综合技能课（二）”。

3. 课型设计与课时分配

1st Period

2nd Period

3rd Period

4th Period

5th Period

Reading

Language study Integrating skills (Ⅰ)

Extensive reading

Integrating skills (Ⅱ)

Ⅳ. 分课时教案

The First Period Reading

Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

fiction, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone b. 重点句型

She felt embarrassed and quickly told him to go. Claire thought it was ridiculous to be offered sympathy by a robot. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair. 2. Ability goals能力目标

Help students to learn about robots and science fiction.

3. Learning ability goals学能目标

Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand. Teaching important points教学重点

Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house. Help students to sum up characteristics of science fiction. Teaching difficult points 教学难点

How Claire’s emotion developed during Tony’s stay at her house. Teaching methods教学方法

Discussing, explaining, reading and practicing. Teaching aids教具准备

Multimedia computer.

Teaching procedures & ways教学过程与方式

Step Ⅰ Warming up Deal with Warming Up. Present photos of different kinds of robots. Then ask them to

say something about his or her favorite robot. T: Good morning / afternoon, class! Ss: Good morning / afternoon, Mr. / Ms... T: In this class we are going to learn about robots. Who would like to tell me what a robot is? S1: A robot is a machine. T: What kind of machine? S2: A robot is a kind of machine that can do a variety of complex human tasks. T: How can a robot perform human tasks? S3: A robot is controlled by a computer. T: You are right. Then we can give the definition of a robot like this: A robot is a machine designed to do jobs that are usually performed by humans. Robots are programmed and controlled by a computer. Now look at some pictures. Divide them into different types and decide your favorite one.

A list of movies about robots: Short Circuit 2, The Iron Giant, Future world, Blade Runner, The Time Machine, Power Rangers Time Force — The End of Time (2001) Step Ⅱ Pre-reading

Ask students to discuss the questions in Pre-reading in groups. Students are encouraged to speak out their opinions freely, no matter what it is. Encourage students to use their imagination. Possible answers:

1. You would find the robot in the first photo in a factory. It is an industrial robot that picks up, carries and moves loads. The second robot is a robot dog. The robot dog is a toy that would be found in people’s home. The third robot would be used as a surveillance tool that can travel over open terrain. It has a camera on its top at the front to feed back to the operators of the robot what lies in its path. 2. There are many types of robots: industrial robots used in manufacturing; domestic robots such as vacuum cleaners and lawn mowers; entertainment robots such as toys and those in theme parks; robots used in toxic waste cleanup and in underwater and space exploration; surgical robots; bomb disposal robots and those that can detect landmines; airborne robots used to search for people (such as in an area affected by an earthquake). 3. Students’ own answers. All answers are correct. Step Ⅲ Reading Deal with the reading part. Scanning Ask students to scan the text and find out what Tony looks like. T: OK. I’m glad you had a heated discussion. Now I’d like you to meet Tony—a robot that looks exactly like a human being. He is a character in the science fiction Satisfaction Guaranteed by Isaac Asimov. Please read the text and find the answers to the following questions. Show the following questions on the PowerPoint. 1. What did Tony look like? 2. What did Tony do to make Claire and her home elegant? 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. Tony gave Claire a new haircut and changed the makeup she wore. He also suggested Claire buy new curtains, cushions, a carpet and paint for the house and new dresses for herself. He made improvements on the house so that the house looked very elegant. Careful reading Ask students to read the text carefully and then complete the table on Page 12.

occasion 1. Before he arrived 2. When he arrived 3. When he offered to help her dress Claire…

disliked him was alarmed felt embarrassed 4. When he offered to help her improve her house and admired him herself 5. When he helped her with the salesman 6. When she fell off a ladder and caught by Tony called him a dear felt his warmth 7. When she heard Gladys whispering to another woman felt being envied

that she had never seen anyone so handsome as Tony 8. She remembered Tony was just a machine cried all night Then discuss the comprehending questions on Page 12 in groups.

T: Let’s read the text carefully and then do the comprehending exercises on Page 12. Several minutes later check the answers with the whole class. Suggested answers: 2.1. He wanted Claire’s guests to see him and Claire together so that she would be envied by the women guests. 2.2 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. 2.3 Tony had to be rebuilt because the company felt that they could not have women

falling in love with a robot. 2.4 Students give their own answers. 2.5 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.

Characteristics Physical

Similar Different Looks like a human being. Facial expressions never Body and skin soft and changed warm. Hair and fingernails Quicker reactions (She fell realistic. Voice like a off a ladder and even human’s. though Tony was in the next room, he managed to catch her in time.) Mental Able to make suggestions Behaviour not appropriate and predictions. Able to (Tony brought her make a plan and follow it breakfast and then asked through. Has good her whether she needed help dressing.) communication skills. T: From the development of her emotion, 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. Characteristics of science fiction T: As you know, the story was written in 1951. With the development of science, some of the functions performed by Tony have come true. From this story we can draw a conclusion: Science fiction is often based on scientific principles and

technology. Science fiction may make predictions about life in the future. Please remember these are some characteristics of science fiction. If you are interested, you may write short science fictions in your spare time. Explanation During this procedure, play the tape recording for students. Students will underline the difficult sentences. After listening to the tape, explain the text and deal with the language problems.

T: Now we will deal with some difficult language problems. Now I will play the recording of the text for you. Please make a mark where you have difficulties. After listening to the recording, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Pages 88-89.

T: Do you have any difficulties with the text？

S1:Could you please explain the sentence to us：She felt embarrassed and quickly told him to go.

T: Because Tony didn’t look like a machine at all, when Tony offered to help her get dressed, she was embarrassed, perhaps shy to get a “man” help her get dressed.

S2: How to understand this sentence: Claire thought it was ridiculous to be offered sympathy by a robot. T: In spite of the fact that Tony looked so human, he was just a machine. So Claire thought it was foolish that Tony offered her sympathy. Do you have any other questions? Ss: No. T: Maybe someday we will have robots that have feelings and can also think for themselves. Please remember science fiction reflects scientific thought; things-to-come based on things-on-hand. OK, that’s all for today. Don’t forget to surf the Internet to learn more about the great writer and his stories. Of course you will learn more about robots. Step Ⅳ Homework

Remember the characteristics of science fiction.

Surf the Internet to learn more about robots and science fictions. Surf the Internet to learn about Isaac Asimov. The Second Period Language study Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

fiction, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful, affair, firm, firmly, declare, talent, obey, victory, envy, marriage, biography, explanation, divorce, chapter, navy, test out, turn around b. 重点句型

Revise the Passive Voice (including the Infinitive) 2. Ability goals能力目标

Enable students to use both the useful words and expressions and structures freely. 3. Learning ability goals学能目标

By doing related exercises in the textbook enable students to use both the useful words and expressions and structures freely. Teaching important and difficult points教学重难点

The use of the passive infinitive.

Teaching methods教学方法

Explaining and practicing. Teaching aids教具准备

Multi-media computer. Teaching procedures & ways教学过程与方式

Step Ⅰ Revision Ask students to tell the characteristics of science fiction.

Step Ⅱ Word study Deal with exercises about useful words and expressions. When doing Ex1 and Ex3 on Page 13, students may use an English-English dictionary so that they can understand the situations where the words are used.

Ex1 will help students to form the habit of thinking in English. Ex2 will help students to master the useful words and phrases in context. Ex3 will help students to learn more about word formation and use the words in proper situations. After dealing with Ex3, point out words like alarmed are adjectives, when following the link verb be, it is used to describe a feeling. Sentences that have such structures are not passive. T: Look at the following sentence: My mother felt alarmed when I had my hair coloured purple. If I use was to replace felt, the sentence will be: My mother was alarmed when I had my hair coloured purple. Is this a passive sentence? Ss: No. Though the structure seems like a passive sentence, it is not. A passive sentence indicates a passive action while this sentence describes a situation when someone has the feeling of alarm. “Alarmed” is an adjective formed by v+ed.

T: Quite good. Please remember not all be + v +-ed /-en / -t sentences are passive. Step Ⅲ Grammar study

Go over the passive voice: be + v +-ed / -en / -t T: Please give some examples of passive sentences. S1: My homework was eaten by the dog. S2: The toy is made by hand. ... T: Good. Please remember the passive is formed with any time frame of the verb. Show the following on the PowerPoint. to be + past participle e.g. The Mona Lisa was painted by Leonardo da Vinci. Research is now being done on a cure for this disease. The game of Monopoly can be played by two to four players. Reports on several new gun laws were being discussed. My stereo has been stolen by a thief. Go over the infinitive T: In Unit 1 we’ve learned the infinitive. Please recall the functions of the infinitive.

Ss: Except predicate, the infinitive can function as subject, object, predicative, attribute, adverbial and object compliment. T: Today we are going to learn more about the infinitive—the passive infinitive. Explanation of the passive infinitive to be + past participle eg. to be given, to be shut, to be opened When the grammatical subject of the sentence receives the action, we use the passive infinitive.

For example: She hates to be laughed at. (others laugh at her→ she is laughed at by others) I am expecting to be given a pay rise next month. (give me a pay rise→

I will be given a pay rise.)

be to + passive infinitive (to be + past participle) is often used in notices and instructions.

Examples: This cover is not to be removed. The medicine is to be taken three times a day. To be taken three times a day after meals.

These benches are not to be removed from the changing rooms.

No food of any kind is to be taken into the examination room. Deal with Exx 1-4 on Page 14. Ask students to do the exercises one by one. Then continue with the exercises on the workbook. While dealing with Ex2 on Page 56, point out to students that “need to be done” has the same meaning as “need doing”. Before translating the sentences in Ex3, students should decide the key words and main structures first. After students have finished, show some students’ work on the projector or bulletin board on the computer, check their work with the whole class. Correct the errors if there are any. Ask students to write down the sentences in Ex3 in their exercise books after class. Step Ⅳ Homework Go over the key words and expressions.

Go over the grammar. Do Ex3 on Page 56. The Third Period Integrating skills (Ⅰ) Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

explanation, junior, navy, talent, chapter, divorce b. 重点句型

It was when Asimov was eleven years old that his talent for writing became obvious. A robot must not injure human beings or allow them to be injured.

2. Ability goals 能力目标

Enable students to express supposition and belief.

Learn to write a paragraph describing the new type of robot. 3. Learning ability goals学能目标

By proper language input, students learn to express supposition and belief. Use their imaginations and write a paragraph describing the new type of robot. Teaching important and difficult points教学重难点

Write a paragraph describing the new type of robot. Teaching methods教学方法

Listening, discussing, reading and writing. Teaching aids 教具准备

Multi-media computer. Teaching procedures & ways 教学过程与方式

Step Ⅰ Lead-in Talk something about Isaac Asimov. T: After we learned the short story by Isaac Asimov, I asked you to find some information about the writer. Now who would like to say something about him? S1: He is a Russian-born American writer. S2: 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), The Foundation Trilogy

(1951-53). S3: One of his famous quotes is “I write for the same reason I breathe — because if I didn’t, I would die.”

T: Thank you. Now I’ve come to understand why he could write around 480 books. Now let’s read his biography and learn more about him. When you read the text, please pay more attention to the timeline. Step Ⅱ Reading, discussing and writing Deal with his biography After students read the text, they are asked to do Ex 1 on Page 17. The timeline will help students to remember the events in his life. After dealing with Ex1, ask students to work in groups to write a profile for Isaac Asimov. Several minutes later, present their work and correct the errors if there are any. Then show a sample to students. Sample profile: Isaac Asimov, Writer / Chemist

Born: 2 January 1920

Birthplace: Petrovichi, U.S.S.R.

Died: 6 April 1992 (HIV infection)

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.”

Discuss his three laws for robots Students are divided into different groups to discuss his three laws for robots. Several minutes later, ask some students to present their opinions to the rest of the class. Finally teacher may speak out his or her opinion.

A sample of teacher’s opinion: Opinion 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? Opinion 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 behavior, the Three Laws acts as a barrier to freedom, creating a free-will prison, an apt metaphor because, like the prisoner in a jail, the robot is confined to the behavioral 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 Ⅲ Listening and speaking Listening

Deal with the listening exercises. By doing Ex3, students learn to express supposition and belief. This exercise will lay a good foundation for Ex4.

T: OK, so much for Isaac’s biography and his three laws for robots. Let’s come back to his short story Satisfaction Guaranteed. How do you like this story? S1: I like the story very much. I wish to have a robot like Tony at my house. T: You are not alone. Someone else wants to have such a Tony too. Now please listen carefully and then guess who she is. Ask students to look through the questions before playing the tape. Play the tape again when necessary. Discussing Students are asked to work in groups and imagine having robots in their houses to do the housework. Discuss what positive or negative effects the situation would be. Don’t forget to use expressions used to express supposition and belief. Students are given five minutes. Five minutes later, ask some students to present their ideas to the whole class. Encourage every student to use his imagination, because there’re no right or wrong answers, only different opinions. After students present their opinions, teacher speaks out his or her opinion. A sample of teacher’s opinion: -Positive effects I think it is wonderful for people to have robots in their houses to do the housework. After a day’s work, when people get home, they can be really relaxed with everything prepared by their robots. A robot never gets tired. Nor does it complain. Life will be very easy and comfortable. -Negative effects Maybe people can enjoy a very comfortable life with the help of their robots. But at the same time I believe people will lose the ability to do housework. As time goes on, people cannot live well without a robot’s help. I think that kind of life would be terrible. Writing Students are asked to work in groups. First decide the purpose of the robot, then make a list of the abilities the robot has. Next draw a picture on a piece of paper and name its parts and explain what each part does. Finally write a paragraph describing the

robot and what it can do. Show the following to help students to design their robots or print it out. Tips on designing your robots For each robot that you build, you will have to choose options for six major robot characteristics. Each characteristic gives rise to one or more questions. These are: Looks: What does the robot look like? Is there a reason for it to look as it does?

Sensing: How does the robot “know” or figure out what’s in its environment? If it were put in a different environment, would it be able to figure out this new environment?

Movement: How does the robot move within its environment? If it were put in a different environment, would it still be able to move within this new space? Manipulation: How does the robot move or manipulate other objects within its environment? Can a single robot move or manipulate more than one kind of object?

Energy: How is the robot powered? Can it have more than one energy source?

Intelligence: How does the robot “think”? What does it mean to say that a robot “thinks”? Not all robots have to have all six characteristics. For example, some robots don’t need to manipulate things, so they have no manipulating characteristics. Some robots have more than one manifestation of a characteristic. For example, a robot may be able to sense its environment using both a vision system and sonar. Things to Think About

Before designing your own robot, you might want to think about: a. situations or tasks for which it makes more sense to use robots rather than humans.

b. why it has been difficult to build robots that replicate human characteristics.

c. whether it will ever be possible to build a robot whose intelligence will be close to that of a person.

You may also want to: a. list all the robots you know, whether from movies, television, literature, toys etc., and then think about why all these creatures are considered to be robots.

b. think about how you can tell if something is a robot. Is it by looks, behavior, or something else?

c. ask how you might communicate with a robot. Would you use speech, press button, type words, make gestures? Are these things different from what you’d do if you were talking to a computer? Students are asked to discuss first. If there is not enough time, they can finfish it outside class. Step Ⅳ Homework Write a paragraph describing a new type of robot. The Fourth Period Extensive reading Teaching goals教学目标

1. Ability goals 能力目标

Learn about robots and their fight against landmines.

2. Learning ability goals学能目标

Help students to learn how robots are helping human beings in clearing landmines. Teaching important points教学重点

How robots are helping human beings. Teaching difficult points教学难点

How to improve students’ reading skills. Teaching methods教学方法

Listening, reading and discussing. Teaching aids 教具准备

Multi-media computer. Teaching procedures & ways教学过程与方式

Step Ⅰ Lead-in and listening T: Good morning / afternoon, class! Ss: Good morning / afternoon, Mr. / Ms ... T: What’s the topic of this unit? Ss: Robots. T: Quite right. Let’s recall what a robot is. Ss: A robot is a machine designed to do jobs that are usually performed by humans. T: A robot is a machine that performs a function, either to aid in everyday life or

simply to entertain. Now look at the following pictures of robots and tell what each robot does.

Show the pictures on Page 54 on the PowerPoint. After talking about what tasks each robot can complete, continue with the listening exercises. Deal with the listening exercises on Page 54. Ask students to pay attention to the function of each robot.

Step Ⅱ Reading task While dealing with the reading material, ask students to pay attention to the reading skills. T: From the interview, we learned some more functions of a robot. As we know robots are designed and built to do tasks that are dangerous, uncomfortable, or repetitive for humans. Today we are going to read a magazine article about landmines. First read this piece of news about landmines. Show the following on the PowerPoint.

Three decades of war in Cambodia have left scars in many forms throughout the country. Unfortunately, one of the most lasting legacies of the conflicts continues to claim new victims daily. Land mines, laid by the Khmer Rouge, the Heng Samrin and Hun Sen regimes, the Vietnamese, the KPNLF, and the Sihanoukists litter the countryside. In most cases, even the soldiers who planted the mines did not record where they were placed. Now, Cambodia has one of the highest rates of physical disability of any country in the world. At the current rate of progress, it may take as many as 100 years to clear all the mines in Cambodia, and the UN estimates that with current technology, it will take nearly 1,100 years to clear all the mines in the world. T: This is the situation in Cambodia. Here and there are the mine signs. In spite of so many warning signs, there are still many victims. Look at the following pictures.

Fast reading Ask students to find the answers to Ex1 using fast reading skills. T: From the above we can see clearing landmines is challenging. Luckily scientists and engineers have designed a robot to do the job. Now open your books at Page 57 and read the text quickly and then do Ex1. Explain the two reading skills to students. Scanning—reading very fast to find specific pieces of information. Skimming—reading very fast to find only the main ideas of a text. Five minutes later check the answers with the whole class. Careful reading Ask students to read the text carefully and then do Ex1. Students will discuss the answers in groups first, and then check the answers with the whole class. Suggested answers: 1.1 The main topic is the role of robots in the fight against landmines. The title tells us that. 1.2 Natasha Wesley. 1.3 Someone using a metal detector to find landmines; the robot that can find landmines; some people who have lost their legs because of landmines. 1.4 Chiba University. (Japan) 1.5 Afghanistan and Cambodia. Main figures in the text Ask students to review the facts linked to the figures. Students are asked to work in pairs. Seven minutes later show the suggested answers on the PowerPoint. Suggested answers: 2.1 How many people are killed or badly injured by landmines every year? 2.2 How often is someone killed or injured by a landmine? 2.3 For how long do landmines keep causing damages?

2.4 How many landmines are buried beneath the surface of the ground? 2.5 In how many countries are landmines buried? 2.6 How many landmines are removed every year? 2.7 How many landmines are buried in the ground every year?

2.8 How big is the robot that can find landmines? 2.9 How much does it weigh? 2.10 How many legs had it got? 2.11 When was the agreement to stop the manufacture and use of landmines signed? 2.12 How many countries signed on the agreement? Step Ⅲ Discussion Ask students to discuss the text and the following material. Then encourage them to write a letter of suggestion to Bush—the president of the US, for the US hasn’t yet committed to the Mine Ban Treaty. In the letter you will suggest the US stop manufacturing

landmines and spend more money on solutions to clearing landmines, for example developing new robots to remove the landmines. T: From the text we’ve learned how serious the situation is. Many lives are put into danger. So we must do something to improve the situation. As we know, the US hasn’t yet committed to the Mine Ban Treaty. I hope you will write a letter of suggestion to Bush—the president of the US. You may refer to the text and the following material. Show the following on the PowerPoint.

Producing one landmine costs $3, yet once in the ground it can cost more than $1,000 to find and destroy, according to the ICBL. Over 80 percent of the 15,000 to 20,000 landmine victims each year are civilians, and at least one in five are children, according to the International Campaign to Ban Landmines (ICBL). The deadly legacy of landmines far outlasts the conflicts that gave rise to them. Among the most contaminated countries are Iraq, Cambodia, Afghanistan, Colombia, and Angola. If time is limited, ask students to finish it outside class. Step Ⅳ Homework Finish writing the letter to President Bush.

A sample letter:

Sun Cheng

China

28 March Dear Mr. President,

I read in the newspaper that the US hasn’t yet committed to the Mine Ban Treaty. I’m writing to suggest your country sign on the agreement. 1. Landmines kill or badly injure around 26,000 people every year. There are about 100 million landmines buried just beneath the surface of the ground in 60 countries. Among the most contaminated countries are Iraq, Cambodia, Afghanistan, Colombia, and Angola.Ｉthink this is one reason why people in these countries hate the US so much. 2. Producing one landmine costs $3, yet once in the ground it can cost more than $1,000 to find and destroy, according to the ICBL. So stop manufacturing landmines and spend more money on finding solutions to clearing the landmines. As you know, your country has designed the most advanced robots. Why not use your advanced technology and spend more money on designing some robots to clear the landmines. If so, it will benefit the whole world. People all over the world will think highly of you and your country. You and your country will become more influential. Japan has set a good example. They have developed robots that can be used to clear landmines. I hope your government will follow Japan’s example. Thank you for reading the letter. I hope you will consider my suggestions. I believe you also hope the whole world will enjoy peace. Let’s work together and make a peaceful world.

Yours sincerely, Sun Cheng

The Fifth Period Integrating skills (Ⅱ) Teaching goals教学目标

1. Ability goals 能力目标

Talk about different types of robots by using expressions of supposition and belief.

Listen to three people talking about robot pets. Write a diary from the robot pet’s point of view. 2. Learning ability goals学能目标

Improve students’ language skills by listening, speaking and writing about robots. Teaching important and difficult points教学重难点

Help students learn how to express their supposition and belief on robots that could be used in the future.

Teaching methods教学方法

Listening, speaking and writing. Teaching aids 教具准备

Multi-media computer. Teaching procedures & ways教学过程与方式

Step Ⅰ Speaking task T: In this unit, we have read about different types of robots that exist today, what are they? Ss: Industrial robots, robots that carry out jobs in the house and entertainment robots. Deal with SPEAKING TASK on Page 59. T: Right. But what types of robots could be used in future? Now, please work in groups and use your imagination. Discuss the future robots please. Don’t forget to use the following expressions. Show the following on the PowerPoint. Supposition and belief I think ... I suppose ... Maybe ... I don’t think ... I doubt ... I guess ... I believe ... I wonder ... I don’t believe ...

Sample opinions: Robots can be found in the manufacturing industry, the military, space exploration, transportation, and medical applications. Well, for my conclusion I guess that robots are the way of the future and will be used on a daily use without being controlled remotely or by a person. I think they’ll be different robots for different uses, some will be used for law enforcement and others will be used for constructive uses only. Others will be building cars, and the rest will be building the new schools we learn in and the houses we live in. Step Ⅱ Listening task After dealing with SPEAKING TASK, continue with LISTENING TASK. Show some pictures of robot pets to students. Ask them to give their opinions about robot pets. T: We have talked about so many types of robots and their functions. Now I’d like to show you some other type of robots. Please look at these pictures, what robots are they? Ss: Robot pets. T: Quite right. Now work in pairs and talk about robot pets and give your opinion about robot pets. Please refer to the questions on Page 59. After the discussion, play the tape for students to listen and deal with the listening exercises. Play the tape again when necessary. T: OK. So much for the discussion. Now Amanda, Victoria and Jamie are talking about the four robot pets. Let’s listen to their opinions. Students are given several minutes to discuss the answers to the listening exercises. Then check the answers with the whole class. Show the suggested answers on the PowerPoint. Ask students to read the sentences in Ex4 and pay attention to the expressions of supposition and belief. Step Ⅲ Talking

Deal with TALKING on Page 55. Let students work in groups of three and make up a play. Then ask some groups to perform it in front of the class.

Sample play: Characters: Robot, Amy, Tess Time: 4:00 pm after school Place: In the living room Robot: Take off your school uniforms. Put on your after-school clothes. Amy: No, I don’t want to. Tess: Neither I do. Anyway, you can’t make us. Robot: I will email your parents. Amy: OK, OK, we’ll change our clothes. (A few minutes later) Robot: What homework do you have? Tess: We don’t have any today. (Tess and Amy laugh because they do actually have homework.) Robot: OK. Tell me about your day. Amy: Well, we had a maths test this morning. Tess: Yes, and we were given a research project to do on Giant Pandas. Yuck! Robot: Would you like me to help you with the research? Tess: Yes, I suppose so. Robot: OK, I am connecting to the Internet…I am typing in “Giant Panda”. Here is a list of websites. Which one do you want to look at? Amy: You choose. Robot: No, you have to choose. Amy: OK. That one. Tess: That one dose look interesting. (10 minutes later) Robot: What would you like to do now? Amy: Let’s dance. Robot: You choose the music. (The three of them start dancing.)

Step Ⅳ Homework Let students finish WRITING TASK on Page 60.

T: Imagine you are one of the robot pets that belong to a child. Imagine your life with your owner and write a diary of your life. A sample writing: October 12th, 2007 I had a terrible morning. When Terry got up, he carried me to the table by my tail and made me sit on the table while he ate breakfast. He is such a messy boy and I got bits of food all over me. Unfortunately, he must have woken up in a bad mood because when his mother asked him to get dressed, he shouted at her and them hit me. So I was very angry and hissed at him. Then he hit me again and I hissed even more. Luckily he left me at home while he was at school and I had a very peaceful time. When he got home he was much happier and was very nice to me. He sat for a long time on the sofa, patting me and saying “Tama, I love you” over and over. I loved it and couldn’t stop purring. I wish he were like that all the time. Meanwhile, he has promised to take me to the park tomorrow. I can’t wait. 附

件

I. 课文注释与疑难解析

1. Claire didn’t want the robot in her house, especially as her husband would be absent for three weeks, but Larry persuaded her that the robot wouldn’t harm her or allow her to be harmed. 克莱尔不想家里有个机器人，尤其是她丈夫要离家三个星期，可是拉里使她相信了机器人不会伤害她，也不会允许她受到任何伤害。

absent adj. 1) 缺席的，不在场的(+from)

Three members of the class were absent this morning. 今天早晨该班有三人缺席。

He is absent on business. 他因事缺席。

He is absent from Hong Kong. 他不在香港。

2) 缺少的，不存在的

Snow is absent in his country.

他的国家不下雪。

3) 茫茫然的，心不在焉的

He looked at me in an absent way. 他茫然地望着我。

He had an absent look on his face. 他脸上露出心不在焉的神色。

vt. 不在；缺席

Why did you absent yourself from school yesterday? 昨天你为何不到校？

absent的反义词是present出席的，在场的

How many people were present at the meeting? 到会的有多少人? persuade vt.

1) 说服，劝服(+into/out of)/ (+sb to do sth.) She persuaded me into buying it. 她说服我买下了它。

The salesman persuaded us to buy his product. 那个推销员说服我们买了他的产品。

He persuaded her to go to school, even though she did not want to. 即使她不想去上学，他还是说服她去。

2) 使某人相信

(+of) / (+that) How can I persuade you of my sincerity? 我怎样才能使你相信我的诚意呢? We worked hard to persuade them that we were genuinely interested in the project. 我们想尽办法以使他们相信我们确实对这一计划感兴趣。

2. She cried out “Tony” and then heard him declare that he didn’t want to leave her the next day and that he felt more than just the desire to please her. 她大叫“托尼”，接着就听到托尼郑重地说第二天他不想离开她，并且他感到不仅仅只是想让她开心。

declare vt.

1) 宣布，宣告；声明

+(that) to make known formally or officially The new Congress declared a state of war with Germany. 新的国会向德国宣战了。

2) 宣称；断言

+(that) The accused man declared himself innocent.

被告声称他是无罪的。

She declared that she didn’t want to see him again. 她宣称再也不愿见他了。

I declared at the meeting that I did not support him. 我在会上声明我不支持他。

3) 申报（纳税品等）

I have nothing to declare. 我没什么要申报的。

比较：

declare: 宣告，宣布a way of expressing oneself e.g. I would like to declare my love for you. A lot of use on Valentine’s Day, don’t we? announce: 宣布

to tell a lot of people

e.g. If I have a birthday party, I want to announce it to my friends. more than 1) 后面跟名词，意为“不只是，不仅仅是”。例如：

Kate was more than a teacher. She also did what she could to take care of her pupils. 凯特不仅仅是位教师，她还尽其所能照顾她的学生。

Modern science is more than a large amount of information. 现代科学不仅仅是大量的信息。

My trip to Beijing is more than sightseeing.

我去北京不仅仅是观光。

2) more than与数词连用，意思是“多于，大于，超过”。例如：

I have known him for more than twenty years. 我认识他已超过二十年了。

More than ten policemen turned up at the spot where the accident happened.

十多位警察出现在出事地点。

3) more than与形容词和分词连用，表示“非常、十分”。例如：

They were more than happy to see us come back from the expedition.

看到我们远征而归，他们异常高兴。

I was more than surprised to see the lion standing at the body.

看到那头狮子站在尸体旁边，我非常惊讶。

I am more than happy to accept your invitation. 我很高兴接受你的邀请。

4) more than与动词连用，对动词起着加强语气的作用。例如：

Repeated advertising will more than increase product sales.

多次做广告意味着增加产品的销售。

His progress in English learning more than encouraged him to learn the subject well.

在英语学习方面的进步激励他学好这门课程。

5) more than和含有情态动词的句子连用，有否定意义，表示“是……难以……”或“超过了……所能”之义。例如：

The beauty of the mountainous country is more than I can describe.

我难以描述那个山村的美丽。

This problem is more than a child like Jack can settle.

这一问题超出了像杰克这样的小孩的解决能力。

6) no more than意思是“仅仅，不过，只是”。例如：

All his education added up to no more than one year. 他接受的所有的学校教育只有一年。

Their new flat has no more than 60 square meters. 他们的新居只有60平方米。

7) not more than表示“至多，不超过”，例如：

Lying on the ground was a schoolboy of not more than seventeen. 躺在地上的那个男学生最多十七岁。

3. It was when Asimov was eleven years old that his talent for writing became obvious. 正是阿西莫夫11岁时，他的写作天赋明显显露出来。

该句使用了强调句型It was... that...强调了时间状语从句when Asimov was eleven years old。

talent n.

1) 天资，天赋；才能

(+for)

He had a talent for music. 他有音乐天才。

My sister has a talent for drawing. 我妹妹有画画的天赋。

2) 天才；有才能的人们

She is a new diving talent.

她是一个新的跳水天才。

The company makes good use of its talent. 该公司很好地发挥了内部人才的作用。

Ⅱ. 文化背景知识

About robot

A robot is a machine which is designed to do the work of a human being. It is usually controlled by a computer. Once it has been given a set of things to do, it will do the job on its own. Robots can paint cars, salvage nuclear fuel and even assist in brain surgery, but they’re still pretty dumb. Today robots can recognize forms and shapes and measure distance and so on. Many robots have one or two of these abilities to some degree, but creating a competent robot that combines most or all of them has been difficult.

Current robots have advanced sensory systems that process information and appear to function as if they have brains. Their “brain” is actually a form of computerized artificial intelligence (AI). AI allows a robot to perceive conditions and decide upon a course of action based on those conditions.

A robot can include any of the following components:

effectors —

“arms”, “legs”, “hands”, “feet”

sensors — parts that act like senses and can detect objects or things like heat and light and convert the object information into symbols that computers understand

computer — the brain that contains instructions called algorithms to control the robot

equipment — this includes tools and mechanical fixtures

Characteristics that make robots different from regular machinery are that robots usually function by themselves, are sensitive to their environment, adapt to variations in the environment or to errors in prior performance, are task oriented and often have

the ability to try different methods to accomplish a task.

Functions of Robots

Robots play a huge role in our lives, and it’s getting bigger! There are thousands of possible applications of robotics, and lots more to explore. Robots are already used widely in harsh environments to reduce the risk to which humans are exposed. They are valued team members in assembly plants, on production lines...

Some jobs that are repetitive or very delicate and precise can be done by robots instead. Robots never complain, and never sleep or eat either!

There are almost as many functions for robots as there are robots! They help us in our daily lives, at work, in school ... everywhere!

The space industry is another area that really counts on robotics. In fact, robots are useful for scientists who want to know more about other planets, the universe and themselves! Canadarm2 is one example. It will play a crucial role in building and maintaining the International Space Station, the largest orbiting laboratory ever built.

Canadarm2 is as important to the building of the International Space Station, as a construction crane is to building a skyscraper. Before the Space Station is completed, many shuttle missions over several years are required. The construction of the Station can be compared to the building of a cargo ship, at sea, with only a canoe to transport the equipment necessary to its construction. It will take at least 40 shuttle missions to deliver the different components of the ISS, just as it would take at least the same number of trips for the little canoe to build the ship at sea.

First Hominine Robot in China

The China Science and Technology University for National Defense announced in Changsha on November 29 that it had produced the nation’s first hominine robot, which has a human-like appearance and is able to walk and talk like a human.

This robot was independently created by Chinese scientists, said the university located in the capital city of South China’s Hunan Province, claiming that it signifies China’s accession to the advanced international levels of robot technology.

The robot named “Pioneer” is 1.4 meters tall, and weighs 20 kilograms. It has a human-like head, eyes, neck, body, arms and feet, and is equipped with basic language skills.

Compared with the first robot produced in 1990 by the university, “Pioneer” can walk faster. It can take two steps per second instead of one step every six seconds, like its predecessor.

Many technological breakthroughs have been made in producing the new robot, scientists said, noting that they involved neural networks, physiological optical systems, hand coordination skills and finger-control abilities.

Hominine robots are expected to replace humans working under hazardous conditions with radioactive material, heavy dust, powder or poison. These robots can also help amputees (被截肢者) or paralyzed patients to live normal lives.

(from People’s Daily 11/29/2000)