高二英语Lesson 34教案[上学期]
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| 名称 | 高二英语Lesson 34教案[上学期] |  | |
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| 更新时间 | 2006-06-07 19:46:00 | ||
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Lesson 34 COMPUTERS
教学内容：
本单元的中心话题是计算机，而本节课话题是计算机的应用之一——机器人的使用与设计。本课旨在通过引导学生对机器人的使用与设计进行描述与探讨，激发学生对计算机的应用及科学探索的兴趣，培养其创造力，拓展其思维。
教学目标
1．知识目标：让学生掌握计算机和机器人方面的词汇，以及表达观点、进行简单推理和作出决定的短语和句型。
2．技能目标：
（1）培养学生的听力技能，尤其是听取文章大意及获取具体信息并处理信息的能力。
（2）培养学生说的技能，即用英语表达自己的观点、进行简单的推理和作出决定的能力。
3．情感目标：激发学生对机器人的使用及科学探索的兴趣。
教学重点
培养学生用英语获取信息和处理信息的能力。
教学难点
如何帮助学生掌握进行简单推理和作出决定的表达方式，并克服在他人面前讲英语的惧怕心理。
六、设计理念
新课标要求教学过程中必须着重培养学生理解与表达的能力，用英语获取信息、处理信息的能力，用英语分析问题、解决问题的能力。根据课程标准的要求，结合本课作为听说课的特点，从本班学生的实际水平出发，采用了任务型教学模式，设计了一系列的教学任务。引入部分以观看录像片断后猜测主题的任务，激发学生的学习兴趣；讨论时运用头脑风暴法以拓展学生的思维；角色扮演部分，运用情景法，创设合理情景，将角色具体化，方便学生运用所学的表达方式；设计机器人部分运用了合作性学习的设计理念，设计了交际性任务，让学生分组讨论进行交流，启发学生思考和主动学习，再派代表上讲台做报告，达到学会和应用知识的目标。
教学环节：
Greetings→Leading in→Listening→Talking (Role play)→Discussing→Summary and Homework
教学设计：
1、导入（用时3分钟）：
播放真实机器人踢球的录像片断引入新课，导入机器人的概念，比较直观、生动和有趣，以提起学生对本节课的学习兴趣和欲望。
2、听力任务（用时12分钟）
该部分意在培养听的策略，培养语感，特别强调培养在听的过程中获取和处理信息的能力。
⑴．听前活动。先让学生明确听的目的，再让学生用一两句话描述听力材料相关的四幅图片，以熟悉话题并预测大意，最后学习听力材料中的生词和词组，扫清语言障碍。
⑵．听时活动。该环节分两步进行，听第一遍了解大意，找出与文章搭配的机器人图片，听第二遍边听边做笔记并填表格。针对学生的听力实际水平，结合听力考试的最新题型，将表格设计为填关键词的形式，每个表格分别设四个空格。
（3）、听后活动。让学生齐读听力文段，巩固所听到的内容，为下面谈论机器人的任务作好准备。
3、角色扮演任务（用时15分钟）
该环节意在提高学生讲英语的准确性、得体性、流利性和连贯性。
（1）、运用头脑风暴法，让学生想出尽量多的喜欢哪一个机器人的原因。为角色扮演作好准备。
（2）、让学生每三人组成一个家庭，分别扮演一个家庭成员（如父亲、母亲、女儿/儿子），讨论决定买哪一个机器人，并创设对话。学生进行讨论前，先提供相关的短语和句型让学生模仿练习，再提供一个对话样本做示范，使学生懂得如何创设对话，不会觉得无从入手。
（3）、学生上台表演对话，教师进行必要的示范、鼓励、引导和帮助。
4、讨论（用时14分钟）
学生每四人一组，讨论如何设计自己喜欢的机器人。
（1）提供四个问题供学生设计机器人时参考，并提供相关的短语和句型，展示一个讨论的例子，使学生懂得如何用英语讨论机器人的设计，并展示一些有趣的机器人图片供学生参考。
（2）学生讨论后，每组派一名代表上台作报告，描述他们组所设计的机器人。教师先作示范，描述自己设计的机器人模样。
5、小结并布置作业（用时1分钟）
对本节课所学内容进行简单的回顾，让学生印象更为深刻，最后布置作业。作业为描写自己所设计的机器人，将该节课听与说的成果进行书面的巩固，便于教师检查学生该节课掌握的程度。
九、详细教学流程
Teaching Procedures:
Step1: Greetings
Step2: Leading in (3 mins)
Use a short video to lead in.
T: As we know, the topic of Unit 3 is computers and from the reading passage, we’ve already learnt something about computers. Today we will talk about something new. We will learn a special thing that is connected with computers. What is it Now, let’s watch a short video first. Then you may guess the answer.
( Play the video.)
T: Is it interesting (Ss respond) (Yes No Maybe you will find it interesting after this lesson. ) So, what’s the special thing What do we call this (Point at the screen)(Ss respond)
T: Yeah, it’s a robot or an android. It’s playing a ball with a man. Very clever, right (Ss respond.)
T: So what is a robot or an android Let me tell you the definition. A robot is a machine that can move and do some of the work of a human being and is usually controlled by a computer. While an android usually refers to a robot in human form. Understand
T: Are you interested in robots Would you like to buy one Now, let’s come to the robot sale(机器人销售). Turn to Page 55.
Step 3: Listening (12 mins)
1. Show the four pictures one by one and ask the Ss to talk about them, one or two sentences for each picture.
2．Ss learn the new words and expressions that appear in the listening passages.
3. Ss listen to the three passages and match each of them with a picture.
4. Ss listen to the three passages one by one again and fill in the three forms.
5. Ss read the three passages aloud together and try to memorize the features of the three robots.
1.T: In this part, we will listen to three passages about three robots for sale. First of all, look at four pictures of robots. I would like you to talk about them. One or two sentences for each picture.
T: Picture 1. What is he doing (Ss respond.) Yeah, he is playing the guitar and singing.
Picture 2. (S1 responds.) Yeah, he is holding an umbrella, a racket, a pen and a book. It seems that this android is very clever. He can read and write. He can play badminton. And maybe he knows how to protect himself when it is raining.
Picture 3. (S2 responds.)It is singing. Maybe it can sing as beautifully as a real bird.
Picture 4. How many arms does this robot have (Ss respond.) Five. What is he doing with the five arms (Ss respond.) He is cleaning the window, sweeping the floor with a bloom, and holding a ladle ,a thermos and a bowl of fruit. In a word, he is doing all kinds of housework.
Thanks for your opinions!
2.T: All right! Now let’s learn the new words and expressions that appear in the listening passages.
（１）personal 私人的, 个人的
store 存放，存储
enter…into a keyboard 把…输入键盘
（２）make a mess拉屎(尤指婴儿, 动物)
cage (鸟) 笼
have a new computer chip fitted
请人安装上新的电脑芯片
（３）karaoke卡拉OK录音，自动伴奏录音
mate 伙伴
3. T: Please remember the meaning. OK, now please listen to three passages and match each of them with a picture. Clear
Passage 1. Listen carefully, and try to understand the main idea.
( Listen to Passage 1.)
Well, Passage 1 talks about … (Ss respond.) Right, Picture 4.
T: Passage 2. Listen!
( Listen to Passage 2.)
How about this passage (Ss respond.) Good, Picture 3.
T: Passage 3. Listen!
( Listen to Passage 3.)
Picture 1 or 2 (Ss respond.) Good, Picture 1.
4. T: Well done! Now, listen again and fill in the forms.
Passage 1, the personal robot. Look at the form first. While listening, please take notes about these four aspects. Its size. What it looks like. What it can do. And its price. Now listen and write down the four key words!( Listen to Passage 1.)
T: Ok, did you catch all the information Who would like to answer (Ss respond.)
1
Personal robot Information
Size 35 cm
What it looks like robot with five arms
What it can do all the work around the house
Price 50 yuan a day
T: You’ve done a good job. Now Passage 2, the bird-like android. Listen and take notes.
( Listen to Passage 2.)
Ok, who knows the answer (Ss respond.)
2
Bird-like android Information
Size 10 cm
What it looks like bird-like android
What it can do sings beautifully
Price 600 yuan
T: You’ve done a good job. Now Passage 3, the lonely android. Listen and take notes.
( Listen to Passage 3.)
Ok, who knows the answer (Ss respond.)
3
Lonely android Information
Size 2 m
What it looks like large, energetic robot
What it can do climbs mountains, plays
guitar, sings karaoke
Telephone number ROB-1234
T: Well done! Now let’s read the three passages together. Try to remember the features of the three robots. I would like you to talk about them later. Sit up and read as louder as you can.
(Ss read aloud.)
Step4: Talking ( role play ) (15 mins)
Ss work in groups of three ( Father Mother and Son / Daughter) and discuss the following question:
Which of the three robots will your family choose to buy Why
1. Ss have a brainstorm. Each student makes a choice and gives one reason.
2. Assign the role-play task. Then show the Ss the useful expressions and an example, and give the Ss time to prepare for a role play.
3. Some groups of Ss put on performances.
1.
T: So much for the listening. Now, come to the next part—role play. And let’s have a brainstorm first. Suppose you want to buy one of the three robots. Each student makes a choice and gives one reason. Clear
For example, I like the bird-like android because it can sing as beautifully as a real bird.
Now, from you. (Ss respond.)
2.
T: Now, Work in groups of three and form a family ( Father, Mother and Son/Daughter) , then discuss the question:
Which of the three robots will your family choose to buy Why
Remember to discuss the advantages and disadvantages of each android. Then make your choice and give reasons.
Try to use the following expressions in your discussion.
T: Read them together!
(Ss read.)
Now look at a sample dialogue among Father, Mother and Son/Daughter.
S /D: Dad, I want a bird-like robot.F: Oh, why S /D: I believe that a bird-like robot would bring us a lot of fun. I like bird song.D: But I think the lonely android is better because he can play the guitar besides singing. In my opinion, it may be the best friend in the world. M: Really But I decided to buy the personal android. F : What’s your reason M: The advantage is that it can do all the housework as well as climbing mountains and singing.F & S/D: Good idea! Let’s make our decision.M, F & S/D (together): Ok, our family has chosen the personal android because he can do many things to make our life more convenient and interesting.
T: So, Father, Mother and Son/Daughter each gives his opinion, and then they make their final decision and give reasons.
T: Ok, I will give you sometime to prepare for your role play. Then I will invite some groups to come here to show. You can act out the sample dialogue or you can make your own dialogue. Now begin your discussion.
(Ss prepare.)
3. T: Time is up. Which family would play here Don’t be shy. Just try your best.
(Ss act.)
Wonderful! You are really good actors and actresses!
Thanks for your performances!
Step5: Discussing ( group work ) (14 mins)
Ss discuss how to design their own android in groups of four.
1. Ask Ss to work in groups of four and discuss how to design their own android.
2. Show the Ss the referential questions and useful expressions. Then give them an example and show them some pictures.
3. Ss discuss and then some representatives report to the whole class.
1.T: OK, so much for the role play. Well, maybe some family members cannot agree with each other on which robot to buy. Or you are not satisfied with the three robots. Then you can design your own android.
2.T: Work in groups of four and discuss how to design your own android. The following questions may help you.
*What would you like it to look like
*What are some of the things you would like it to do
*Do you want it to be like a man or a woman, or neither
*How much would it cost
Show the following form to help the students.
T: Don’t forget to use the following expressions in your discussion.
What is your reason
In my opinion …
I think that …
I have decided that …
T: You can discuss like this. ( Show the example )
And the following pictures may give you some ideas. ( Show the pictures.)
3.
T: Now discuss! After your discussion, I would invite you to make a report here.
(Ss prepare.)
T: Ok, stop discussing. Let me tell you my idea first. For me, I would like to design an android that looks like my best friend. Because I am an only child and I feel lonely sometimes. I would like my android to chat with me, go shopping and do sports with me. It should not be too expensive. It may cost 1000 yuan. Actually I also want to design an android that looks like my boyfriend who can protect me all the time.
How about you Now each group please choose a representative to tell us your idea.
(Ss report.)
T: Wonderful! Thank you so much for your report!
Step6: Summary and homework (1 min)
Write a short passage describing the android designed by you.
T: Well, from what we’ve learnt in this period, we know that androids are very useful. It is meaningful for us to design some more advanced androids.
T: Homework for today!
Write a passage describing the android designed by you. ( 80-100 words )
Pay attention to the four aspects:
*What would you like it to look like
*What are some of the things you would like it to do
*Do you want it to be like a man or a woman, or neither
*How much would it cost
So much for today! Goodbye, class!
The advantage/disadvantage is…
I don’t like this one because …
What is your reason
In my opinion …
I believe that …
I’ve decided …
I think this one is better because …
Let’s make our decision.
Sample dialogue:
S1: What kind of robot have you decided to make
S2: I've decided that we should have a homework android．It could do all our work after class and leave us more time to do football．
S1: OK．But what do you think it should look like
S2: In my opinion, it should have four arms to carry the books, a large head to remember all the lessons and a printer to write out the answers．What do you think
S1: Well, that sounds sensible．Perhaps it could also put all the exercises into specially marked boxes for each subject so we could find them quickly．What about putting that in its stomach area
S2: Do you want it to be a man or a woman You can choose．
S1: I've decided it should be a girl．
S2: What's your reason
S1: Girls are so hard-working．
S2: Sounds good to me! Let's draw it now!
Price
What it can do
What it looks like
Male/Female
Name
7
教学内容：
本单元的中心话题是计算机，而本节课话题是计算机的应用之一——机器人的使用与设计。本课旨在通过引导学生对机器人的使用与设计进行描述与探讨，激发学生对计算机的应用及科学探索的兴趣，培养其创造力，拓展其思维。
教学目标
1．知识目标：让学生掌握计算机和机器人方面的词汇，以及表达观点、进行简单推理和作出决定的短语和句型。
2．技能目标：
（1）培养学生的听力技能，尤其是听取文章大意及获取具体信息并处理信息的能力。
（2）培养学生说的技能，即用英语表达自己的观点、进行简单的推理和作出决定的能力。
3．情感目标：激发学生对机器人的使用及科学探索的兴趣。
教学重点
培养学生用英语获取信息和处理信息的能力。
教学难点
如何帮助学生掌握进行简单推理和作出决定的表达方式，并克服在他人面前讲英语的惧怕心理。
六、设计理念
新课标要求教学过程中必须着重培养学生理解与表达的能力，用英语获取信息、处理信息的能力，用英语分析问题、解决问题的能力。根据课程标准的要求，结合本课作为听说课的特点，从本班学生的实际水平出发，采用了任务型教学模式，设计了一系列的教学任务。引入部分以观看录像片断后猜测主题的任务，激发学生的学习兴趣；讨论时运用头脑风暴法以拓展学生的思维；角色扮演部分，运用情景法，创设合理情景，将角色具体化，方便学生运用所学的表达方式；设计机器人部分运用了合作性学习的设计理念，设计了交际性任务，让学生分组讨论进行交流，启发学生思考和主动学习，再派代表上讲台做报告，达到学会和应用知识的目标。
教学环节：
Greetings→Leading in→Listening→Talking (Role play)→Discussing→Summary and Homework
教学设计：
1、导入（用时3分钟）：
播放真实机器人踢球的录像片断引入新课，导入机器人的概念，比较直观、生动和有趣，以提起学生对本节课的学习兴趣和欲望。
2、听力任务（用时12分钟）
该部分意在培养听的策略，培养语感，特别强调培养在听的过程中获取和处理信息的能力。
⑴．听前活动。先让学生明确听的目的，再让学生用一两句话描述听力材料相关的四幅图片，以熟悉话题并预测大意，最后学习听力材料中的生词和词组，扫清语言障碍。
⑵．听时活动。该环节分两步进行，听第一遍了解大意，找出与文章搭配的机器人图片，听第二遍边听边做笔记并填表格。针对学生的听力实际水平，结合听力考试的最新题型，将表格设计为填关键词的形式，每个表格分别设四个空格。
（3）、听后活动。让学生齐读听力文段，巩固所听到的内容，为下面谈论机器人的任务作好准备。
3、角色扮演任务（用时15分钟）
该环节意在提高学生讲英语的准确性、得体性、流利性和连贯性。
（1）、运用头脑风暴法，让学生想出尽量多的喜欢哪一个机器人的原因。为角色扮演作好准备。
（2）、让学生每三人组成一个家庭，分别扮演一个家庭成员（如父亲、母亲、女儿/儿子），讨论决定买哪一个机器人，并创设对话。学生进行讨论前，先提供相关的短语和句型让学生模仿练习，再提供一个对话样本做示范，使学生懂得如何创设对话，不会觉得无从入手。
（3）、学生上台表演对话，教师进行必要的示范、鼓励、引导和帮助。
4、讨论（用时14分钟）
学生每四人一组，讨论如何设计自己喜欢的机器人。
（1）提供四个问题供学生设计机器人时参考，并提供相关的短语和句型，展示一个讨论的例子，使学生懂得如何用英语讨论机器人的设计，并展示一些有趣的机器人图片供学生参考。
（2）学生讨论后，每组派一名代表上台作报告，描述他们组所设计的机器人。教师先作示范，描述自己设计的机器人模样。
5、小结并布置作业（用时1分钟）
对本节课所学内容进行简单的回顾，让学生印象更为深刻，最后布置作业。作业为描写自己所设计的机器人，将该节课听与说的成果进行书面的巩固，便于教师检查学生该节课掌握的程度。
九、详细教学流程
Teaching Procedures:
Step1: Greetings
Step2: Leading in (3 mins)
Use a short video to lead in.
T: As we know, the topic of Unit 3 is computers and from the reading passage, we’ve already learnt something about computers. Today we will talk about something new. We will learn a special thing that is connected with computers. What is it Now, let’s watch a short video first. Then you may guess the answer.
( Play the video.)
T: Is it interesting (Ss respond) (Yes No Maybe you will find it interesting after this lesson. ) So, what’s the special thing What do we call this (Point at the screen)(Ss respond)
T: Yeah, it’s a robot or an android. It’s playing a ball with a man. Very clever, right (Ss respond.)
T: So what is a robot or an android Let me tell you the definition. A robot is a machine that can move and do some of the work of a human being and is usually controlled by a computer. While an android usually refers to a robot in human form. Understand
T: Are you interested in robots Would you like to buy one Now, let’s come to the robot sale(机器人销售). Turn to Page 55.
Step 3: Listening (12 mins)
1. Show the four pictures one by one and ask the Ss to talk about them, one or two sentences for each picture.
2．Ss learn the new words and expressions that appear in the listening passages.
3. Ss listen to the three passages and match each of them with a picture.
4. Ss listen to the three passages one by one again and fill in the three forms.
5. Ss read the three passages aloud together and try to memorize the features of the three robots.
1.T: In this part, we will listen to three passages about three robots for sale. First of all, look at four pictures of robots. I would like you to talk about them. One or two sentences for each picture.
T: Picture 1. What is he doing (Ss respond.) Yeah, he is playing the guitar and singing.
Picture 2. (S1 responds.) Yeah, he is holding an umbrella, a racket, a pen and a book. It seems that this android is very clever. He can read and write. He can play badminton. And maybe he knows how to protect himself when it is raining.
Picture 3. (S2 responds.)It is singing. Maybe it can sing as beautifully as a real bird.
Picture 4. How many arms does this robot have (Ss respond.) Five. What is he doing with the five arms (Ss respond.) He is cleaning the window, sweeping the floor with a bloom, and holding a ladle ,a thermos and a bowl of fruit. In a word, he is doing all kinds of housework.
Thanks for your opinions!
2.T: All right! Now let’s learn the new words and expressions that appear in the listening passages.
（１）personal 私人的, 个人的
store 存放，存储
enter…into a keyboard 把…输入键盘
（２）make a mess拉屎(尤指婴儿, 动物)
cage (鸟) 笼
have a new computer chip fitted
请人安装上新的电脑芯片
（３）karaoke卡拉OK录音，自动伴奏录音
mate 伙伴
3. T: Please remember the meaning. OK, now please listen to three passages and match each of them with a picture. Clear
Passage 1. Listen carefully, and try to understand the main idea.
( Listen to Passage 1.)
Well, Passage 1 talks about … (Ss respond.) Right, Picture 4.
T: Passage 2. Listen!
( Listen to Passage 2.)
How about this passage (Ss respond.) Good, Picture 3.
T: Passage 3. Listen!
( Listen to Passage 3.)
Picture 1 or 2 (Ss respond.) Good, Picture 1.
4. T: Well done! Now, listen again and fill in the forms.
Passage 1, the personal robot. Look at the form first. While listening, please take notes about these four aspects. Its size. What it looks like. What it can do. And its price. Now listen and write down the four key words!( Listen to Passage 1.)
T: Ok, did you catch all the information Who would like to answer (Ss respond.)
1
Personal robot Information
Size 35 cm
What it looks like robot with five arms
What it can do all the work around the house
Price 50 yuan a day
T: You’ve done a good job. Now Passage 2, the bird-like android. Listen and take notes.
( Listen to Passage 2.)
Ok, who knows the answer (Ss respond.)
2
Bird-like android Information
Size 10 cm
What it looks like bird-like android
What it can do sings beautifully
Price 600 yuan
T: You’ve done a good job. Now Passage 3, the lonely android. Listen and take notes.
( Listen to Passage 3.)
Ok, who knows the answer (Ss respond.)
3
Lonely android Information
Size 2 m
What it looks like large, energetic robot
What it can do climbs mountains, plays
guitar, sings karaoke
Telephone number ROB-1234
T: Well done! Now let’s read the three passages together. Try to remember the features of the three robots. I would like you to talk about them later. Sit up and read as louder as you can.
(Ss read aloud.)
Step4: Talking ( role play ) (15 mins)
Ss work in groups of three ( Father Mother and Son / Daughter) and discuss the following question:
Which of the three robots will your family choose to buy Why
1. Ss have a brainstorm. Each student makes a choice and gives one reason.
2. Assign the role-play task. Then show the Ss the useful expressions and an example, and give the Ss time to prepare for a role play.
3. Some groups of Ss put on performances.
1.
T: So much for the listening. Now, come to the next part—role play. And let’s have a brainstorm first. Suppose you want to buy one of the three robots. Each student makes a choice and gives one reason. Clear
For example, I like the bird-like android because it can sing as beautifully as a real bird.
Now, from you. (Ss respond.)
2.
T: Now, Work in groups of three and form a family ( Father, Mother and Son/Daughter) , then discuss the question:
Which of the three robots will your family choose to buy Why
Remember to discuss the advantages and disadvantages of each android. Then make your choice and give reasons.
Try to use the following expressions in your discussion.
T: Read them together!
(Ss read.)
Now look at a sample dialogue among Father, Mother and Son/Daughter.
S /D: Dad, I want a bird-like robot.F: Oh, why S /D: I believe that a bird-like robot would bring us a lot of fun. I like bird song.D: But I think the lonely android is better because he can play the guitar besides singing. In my opinion, it may be the best friend in the world. M: Really But I decided to buy the personal android. F : What’s your reason M: The advantage is that it can do all the housework as well as climbing mountains and singing.F & S/D: Good idea! Let’s make our decision.M, F & S/D (together): Ok, our family has chosen the personal android because he can do many things to make our life more convenient and interesting.
T: So, Father, Mother and Son/Daughter each gives his opinion, and then they make their final decision and give reasons.
T: Ok, I will give you sometime to prepare for your role play. Then I will invite some groups to come here to show. You can act out the sample dialogue or you can make your own dialogue. Now begin your discussion.
(Ss prepare.)
3. T: Time is up. Which family would play here Don’t be shy. Just try your best.
(Ss act.)
Wonderful! You are really good actors and actresses!
Thanks for your performances!
Step5: Discussing ( group work ) (14 mins)
Ss discuss how to design their own android in groups of four.
1. Ask Ss to work in groups of four and discuss how to design their own android.
2. Show the Ss the referential questions and useful expressions. Then give them an example and show them some pictures.
3. Ss discuss and then some representatives report to the whole class.
1.T: OK, so much for the role play. Well, maybe some family members cannot agree with each other on which robot to buy. Or you are not satisfied with the three robots. Then you can design your own android.
2.T: Work in groups of four and discuss how to design your own android. The following questions may help you.
*What would you like it to look like
*What are some of the things you would like it to do
*Do you want it to be like a man or a woman, or neither
*How much would it cost
Show the following form to help the students.
T: Don’t forget to use the following expressions in your discussion.
What is your reason
In my opinion …
I think that …
I have decided that …
T: You can discuss like this. ( Show the example )
And the following pictures may give you some ideas. ( Show the pictures.)
3.
T: Now discuss! After your discussion, I would invite you to make a report here.
(Ss prepare.)
T: Ok, stop discussing. Let me tell you my idea first. For me, I would like to design an android that looks like my best friend. Because I am an only child and I feel lonely sometimes. I would like my android to chat with me, go shopping and do sports with me. It should not be too expensive. It may cost 1000 yuan. Actually I also want to design an android that looks like my boyfriend who can protect me all the time.
How about you Now each group please choose a representative to tell us your idea.
(Ss report.)
T: Wonderful! Thank you so much for your report!
Step6: Summary and homework (1 min)
Write a short passage describing the android designed by you.
T: Well, from what we’ve learnt in this period, we know that androids are very useful. It is meaningful for us to design some more advanced androids.
T: Homework for today!
Write a passage describing the android designed by you. ( 80-100 words )
Pay attention to the four aspects:
*What would you like it to look like
*What are some of the things you would like it to do
*Do you want it to be like a man or a woman, or neither
*How much would it cost
So much for today! Goodbye, class!
The advantage/disadvantage is…
I don’t like this one because …
What is your reason
In my opinion …
I believe that …
I’ve decided …
I think this one is better because …
Let’s make our decision.
Sample dialogue:
S1: What kind of robot have you decided to make
S2: I've decided that we should have a homework android．It could do all our work after class and leave us more time to do football．
S1: OK．But what do you think it should look like
S2: In my opinion, it should have four arms to carry the books, a large head to remember all the lessons and a printer to write out the answers．What do you think
S1: Well, that sounds sensible．Perhaps it could also put all the exercises into specially marked boxes for each subject so we could find them quickly．What about putting that in its stomach area
S2: Do you want it to be a man or a woman You can choose．
S1: I've decided it should be a girl．
S2: What's your reason
S1: Girls are so hard-working．
S2: Sounds good to me! Let's draw it now!
Price
What it can do
What it looks like
Male/Female
Name
7