unit2 robot reading Satisfaction Guarranteed[下学期]
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| 名称 | unit2 robot reading Satisfaction Guarranteed[下学期] |  | |
| 格式 | rar | ||
| 文件大小 | 11.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | |||
| 科目 | 英语 | ||
| 更新时间 | 2006-04-02 01:44:00 | ||
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Teaching Plan
Unit 2 Robots
Pre-reading & Reading
Teacher: LianPing Middle School, ZengYumei
Teaching material: Pre-reading & Reading (1st period)，Unit2 Robots，Module 7
Teaching Aims:
1. To get the students to know more characteristics of robots.
2. To introduce some words about emotions to the students.
3. To improve the students’ reading ability.
Teaching Difficult Points:
1. To teach the students how to grasp the detailed information to finish the reading task.
2. To get the students to understand the feelings and emotions of the heroine in the story.
3. To make every student active in this lesson.
Teaching approaches: Situational approaches, task-based approaches, cooperative learning and communicative approaches.
Teaching Aids: a computer, a projector and a tape recorder.
Teaching Procedures:
(Play the song “Yesterday Once More” and give each group of students a card with a number and get them to write down their names on the card.)
Step I Greeting & Introduction.
T: Class begins!
Ss: Good morning, teacher!
T: Good morning, everyone! Sit down please. Very glad to meet you here! First, let me introduce myself to you. My name is Zeng Yumei. I am from LianPing Middle School. It is really a great honor for me to have an English class with you here. I hope all of you can have a good time in my class. As a teacher, I like to make friends. So I hope after this class, we can be friends. Look! I like this saying very much. (Show the students a proverb) Can you read it together
Get the students to read the proverb: A friend in need is a friend indeed.
Step II Leading in (Pre-reading).
T: Very good! As we know, friends are very important in our life. So I hope all of you can have a friend in need. By the way, do you think we can make friends with robots Yes or no
Show the students some pictures of robots and get some of them to say what they think the robots can do.
T: As you know, robots can do a lot of things. But do you think a robot can think for itself Does a robot have feelings And can it share our feelings Well, I would like you to discuss these questions on the screen.
(The questions: Do you think it is possible for a robot to think for itself / have feelings / have its own needs and desires / look and feel like a human being.)
Explain the questions to the students, then ask them to discuss in groups.
T: Please discuss the questions in groups. You are given two minutes to do it. Now begin, please. After you discuss, I will ask some groups to tell me their opinions. Do you understand
(After two minutes.)
T: Time’s up. Which group can tell me their opinions, please
Get two groups of students who have different opinions to answers the questions. Give them points if they can express their opinions well.
T: From your answers, I know you are not quite sure whether robots can have feelings, thoughts and desires. Now let’s read a story about a robot. After reading the story, I am sure you will know more about robots.
Step III Presentation (Reading & Comprehending).
Introduce the style of the text Satisfaction Guaranteed. Explain the name of the story if necessary.
T: The story we are going to learn is Satisfaction Guaranteed. Do you understand its meaning
Ss: Yes / No.
T: Well, we have learned the word “satisfy”. It is a verb. “Satisfaction” is the noun of it. It means the feeling of being satisfied. Are you clear We have learned the word “guaranteed”, right So the meaning of the name is that you will be surely satisfied.
Part I Word learning
T: Before we learn the text we’d better learn the new words. I will show you some sentences with the new words. Please guess the meanings of them. You’d better tell me their meanings in English, Understand I would like you to have a competition. The student who put up his/ her hand most quickly can get a chance to answer my question. I’d better ask a tall student to come here to help me. Who would like to have a try
Show the students some sentences and get them to guess the meaning of each new word. Get one student to help me find out who put his/ her hand most quickly.
1. Every morning my alarm clock will remind me to get up. But once it suddenly rang at the midnight and made me feel alarmed.
2. When others ask me the personal questions that I don’t want to answer, I will feel embarrassed.
3. We should show our sympathy for the poor and try to help them out of trouble.
4. She is a gentlewoman with elegant manners.
5. It is absurd to believe that God will help you pass the exam. 6. Xie Tingfeng once had an affair with Zhang Baizhi. 7. Mary is not only beautiful; she is also clever, which makes the other girls envy her.
8. It is a great victory to defeat the enemy.
Part II Comprehending
Task 1 Skimming
Glance through the story and find out the characters of it. (Explain the sentence if necessary. To glance through means to read quickly. Characters means the persons mentioned in the story)
Tell the students some reading skills.
T: Do you know how to do it quickly You just need to find out the names of the characters and their jobs. Don’t forget to underline the names when you find them. Are you clear You are given two minutes to do it.
(Two minutes later.)
T: Time’s up. How many characters are there in the story (Four) Who are they
Get one student to answer the question. Give him / her points if he / she gets the right answers.
(The right answers: Larry Belmont, Claire, Tony, Gladys Claffern)
T: What do they do Who can tell me
Get one student to answer the question. Give him / her points if he / she gets the right answers.
(The right answers: Larry worked for a company that made robots. Claire is Larry’s wife. She is a housewife. Tony is a robot. Gladys is one of the richest and most powerful women around.)
Task 2 Listening.
Get the students to listen to the tape of the text and then answer the following questions:
1. What is the text mainly about
2. What could Tony be used to do for Claire when Larry Belmont was absent for three weeks
Play the tape for the students to listen.
(After listening)
T: So much for listening. Now you are given two minutes to find the answer to the questions.
Get some students to answer the questions. Give them points if they get the right answers.
The answers:
1. It is mainly about how a robot used for housework was tested out in a family.
2. He could be used to do housework for her and prevent her from being harmed.
Task 3 Scanning.
Get the students to answer some true or false questions about the story. 1. Larry was going to be away from home so he hired a robot to accompany his wife Clair. (F)
2. When Tony offered to help dressing, Clair was pleased to accept it. But she thought it was surprising for a robot to be so human. (F)
3. Tony could understand Clair when she said she was not clever. (T)
4. It was Tony that first decided to invite Gladys and her friends to Claire house. (T)
5. While Tony worked on the improvements of the house, Claire also did her part. (F)
6. Claire was happy to find that Gladys envied her. (T)
Task 4 Careful reading
T: Ok. You have done a good job. But I think before we can understand the text completely, we need to read it for some more times. So now please read the text again and then answer the following questions:
1. Why did Tony open the curtains
2. What did Tony do to prevent Claire from being harmed
3. Why should Tony be rebuilt
T: You are given three minutes to do this exercise.
(After three minutes)
T: Time’s up. Have you finished Now which group can give the answer to Question 1
Get five groups to answer the questions one by one. Give them points if they get the right answers.
The answers:
1. He wanted Claire’s friends to see him and Claire together so that she would be envied by the women guests.
2. He helped her make her and her home elegant so that she would not have a sense of failure.
3. Because the company felt that it could not have women falling in love with a robot.
Step IV Role-Play
T: It is quite funny to see that a woman falls in love with a man. Do you think so If you can make a short play according to this story, I’m sure it will be more interesting than the story in the book. So now I will give you several minutes to make a short play in groups. Look at the screen and you will know how to make the play.
Get the students to work in groups of four and make a short play. Ask them to imagine one of them is Tony, one is Claire, the other two are the guests and they are meeting in Claire’s house. Tell them they can refer to the picture on page12 and encourage them to imagine more things which might happen in the story. Tell the students the name of the play is The Night Before Tony Left. Ask them to think about these questions before making the play: 1. How would Tony say goodbye to Claire 2. What would Claire say to Tony 3. What would the guests say when they saw Tony 4. What happened at last
Organize the students to work in groups and make sure all the students take part in the activity and everyone plays a role.
T: You are given five minutes to make a play. I will ask some groups to show us their performances five minutes later. Your play should be as long as three minutes and as short as two minutes. Are you clear
Play a piece of soft music for the students to enjoy while they are making the play.
(After five minutes)
T: Five minutes has passed. Are you ready to show us your performance Which group wants to do it first Welcome here!
Get several groups to give their performance in front of the class.
Step V Final Evaluation.
T: That’s all for the performances! Thank you very much! You have done a good job. Now let’s see which group got most points in this class.
Get the students to look at the blackboard and count the triangles I drew below their group numbers to see which group did best in this class. Give a big hand to the best group.
Step VI Homework.
Fill in the form in Exercise 2 with the correct information from the text.
Tell the students they can send their homework to my mailbox- zengyumei96@ ( mailto:zengyumei96@ )@
Unit 2 Robots
Pre-reading & Reading
Teacher: LianPing Middle School, ZengYumei
Teaching material: Pre-reading & Reading (1st period)，Unit2 Robots，Module 7
Teaching Aims:
1. To get the students to know more characteristics of robots.
2. To introduce some words about emotions to the students.
3. To improve the students’ reading ability.
Teaching Difficult Points:
1. To teach the students how to grasp the detailed information to finish the reading task.
2. To get the students to understand the feelings and emotions of the heroine in the story.
3. To make every student active in this lesson.
Teaching approaches: Situational approaches, task-based approaches, cooperative learning and communicative approaches.
Teaching Aids: a computer, a projector and a tape recorder.
Teaching Procedures:
(Play the song “Yesterday Once More” and give each group of students a card with a number and get them to write down their names on the card.)
Step I Greeting & Introduction.
T: Class begins!
Ss: Good morning, teacher!
T: Good morning, everyone! Sit down please. Very glad to meet you here! First, let me introduce myself to you. My name is Zeng Yumei. I am from LianPing Middle School. It is really a great honor for me to have an English class with you here. I hope all of you can have a good time in my class. As a teacher, I like to make friends. So I hope after this class, we can be friends. Look! I like this saying very much. (Show the students a proverb) Can you read it together
Get the students to read the proverb: A friend in need is a friend indeed.
Step II Leading in (Pre-reading).
T: Very good! As we know, friends are very important in our life. So I hope all of you can have a friend in need. By the way, do you think we can make friends with robots Yes or no
Show the students some pictures of robots and get some of them to say what they think the robots can do.
T: As you know, robots can do a lot of things. But do you think a robot can think for itself Does a robot have feelings And can it share our feelings Well, I would like you to discuss these questions on the screen.
(The questions: Do you think it is possible for a robot to think for itself / have feelings / have its own needs and desires / look and feel like a human being.)
Explain the questions to the students, then ask them to discuss in groups.
T: Please discuss the questions in groups. You are given two minutes to do it. Now begin, please. After you discuss, I will ask some groups to tell me their opinions. Do you understand
(After two minutes.)
T: Time’s up. Which group can tell me their opinions, please
Get two groups of students who have different opinions to answers the questions. Give them points if they can express their opinions well.
T: From your answers, I know you are not quite sure whether robots can have feelings, thoughts and desires. Now let’s read a story about a robot. After reading the story, I am sure you will know more about robots.
Step III Presentation (Reading & Comprehending).
Introduce the style of the text Satisfaction Guaranteed. Explain the name of the story if necessary.
T: The story we are going to learn is Satisfaction Guaranteed. Do you understand its meaning
Ss: Yes / No.
T: Well, we have learned the word “satisfy”. It is a verb. “Satisfaction” is the noun of it. It means the feeling of being satisfied. Are you clear We have learned the word “guaranteed”, right So the meaning of the name is that you will be surely satisfied.
Part I Word learning
T: Before we learn the text we’d better learn the new words. I will show you some sentences with the new words. Please guess the meanings of them. You’d better tell me their meanings in English, Understand I would like you to have a competition. The student who put up his/ her hand most quickly can get a chance to answer my question. I’d better ask a tall student to come here to help me. Who would like to have a try
Show the students some sentences and get them to guess the meaning of each new word. Get one student to help me find out who put his/ her hand most quickly.
1. Every morning my alarm clock will remind me to get up. But once it suddenly rang at the midnight and made me feel alarmed.
2. When others ask me the personal questions that I don’t want to answer, I will feel embarrassed.
3. We should show our sympathy for the poor and try to help them out of trouble.
4. She is a gentlewoman with elegant manners.
5. It is absurd to believe that God will help you pass the exam. 6. Xie Tingfeng once had an affair with Zhang Baizhi. 7. Mary is not only beautiful; she is also clever, which makes the other girls envy her.
8. It is a great victory to defeat the enemy.
Part II Comprehending
Task 1 Skimming
Glance through the story and find out the characters of it. (Explain the sentence if necessary. To glance through means to read quickly. Characters means the persons mentioned in the story)
Tell the students some reading skills.
T: Do you know how to do it quickly You just need to find out the names of the characters and their jobs. Don’t forget to underline the names when you find them. Are you clear You are given two minutes to do it.
(Two minutes later.)
T: Time’s up. How many characters are there in the story (Four) Who are they
Get one student to answer the question. Give him / her points if he / she gets the right answers.
(The right answers: Larry Belmont, Claire, Tony, Gladys Claffern)
T: What do they do Who can tell me
Get one student to answer the question. Give him / her points if he / she gets the right answers.
(The right answers: Larry worked for a company that made robots. Claire is Larry’s wife. She is a housewife. Tony is a robot. Gladys is one of the richest and most powerful women around.)
Task 2 Listening.
Get the students to listen to the tape of the text and then answer the following questions:
1. What is the text mainly about
2. What could Tony be used to do for Claire when Larry Belmont was absent for three weeks
Play the tape for the students to listen.
(After listening)
T: So much for listening. Now you are given two minutes to find the answer to the questions.
Get some students to answer the questions. Give them points if they get the right answers.
The answers:
1. It is mainly about how a robot used for housework was tested out in a family.
2. He could be used to do housework for her and prevent her from being harmed.
Task 3 Scanning.
Get the students to answer some true or false questions about the story. 1. Larry was going to be away from home so he hired a robot to accompany his wife Clair. (F)
2. When Tony offered to help dressing, Clair was pleased to accept it. But she thought it was surprising for a robot to be so human. (F)
3. Tony could understand Clair when she said she was not clever. (T)
4. It was Tony that first decided to invite Gladys and her friends to Claire house. (T)
5. While Tony worked on the improvements of the house, Claire also did her part. (F)
6. Claire was happy to find that Gladys envied her. (T)
Task 4 Careful reading
T: Ok. You have done a good job. But I think before we can understand the text completely, we need to read it for some more times. So now please read the text again and then answer the following questions:
1. Why did Tony open the curtains
2. What did Tony do to prevent Claire from being harmed
3. Why should Tony be rebuilt
T: You are given three minutes to do this exercise.
(After three minutes)
T: Time’s up. Have you finished Now which group can give the answer to Question 1
Get five groups to answer the questions one by one. Give them points if they get the right answers.
The answers:
1. He wanted Claire’s friends to see him and Claire together so that she would be envied by the women guests.
2. He helped her make her and her home elegant so that she would not have a sense of failure.
3. Because the company felt that it could not have women falling in love with a robot.
Step IV Role-Play
T: It is quite funny to see that a woman falls in love with a man. Do you think so If you can make a short play according to this story, I’m sure it will be more interesting than the story in the book. So now I will give you several minutes to make a short play in groups. Look at the screen and you will know how to make the play.
Get the students to work in groups of four and make a short play. Ask them to imagine one of them is Tony, one is Claire, the other two are the guests and they are meeting in Claire’s house. Tell them they can refer to the picture on page12 and encourage them to imagine more things which might happen in the story. Tell the students the name of the play is The Night Before Tony Left. Ask them to think about these questions before making the play: 1. How would Tony say goodbye to Claire 2. What would Claire say to Tony 3. What would the guests say when they saw Tony 4. What happened at last
Organize the students to work in groups and make sure all the students take part in the activity and everyone plays a role.
T: You are given five minutes to make a play. I will ask some groups to show us their performances five minutes later. Your play should be as long as three minutes and as short as two minutes. Are you clear
Play a piece of soft music for the students to enjoy while they are making the play.
(After five minutes)
T: Five minutes has passed. Are you ready to show us your performance Which group wants to do it first Welcome here!
Get several groups to give their performance in front of the class.
Step V Final Evaluation.
T: That’s all for the performances! Thank you very much! You have done a good job. Now let’s see which group got most points in this class.
Get the students to look at the blackboard and count the triangles I drew below their group numbers to see which group did best in this class. Give a big hand to the best group.
Step VI Homework.
Fill in the form in Exercise 2 with the correct information from the text.
Tell the students they can send their homework to my mailbox- zengyumei96@ ( mailto:zengyumei96@ )@