选修7Unit2教案(广东省茂名市化州市)
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| 名称 | 选修7Unit2教案(广东省茂名市化州市) |  | |
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| 资源类型 | 教案 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2008-04-09 21:01:00 | ||
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选修7 Unit 2 Robot
About the topic and the structures
单元话题和结构
本单元的话题为“机器人”、“科幻文学作品”和“科幻小说作家”，内容主要涉及著名的科幻小说作家艾萨克·阿西莫夫的生平简介和他所创作的有关机器人的科幻小说。通过本单元的语言技能训练，要求学生学会正确使用英语的推测和确信的表达法。
本单元语言功能项目是：假想和信仰。
本单元语言结构项目是“被动语态复习（1）包括不定式”。
本单元还要求学生学习写作“科幻文：想象写作”。
Period 1 听说课（一）
Warming Up课本先介绍机器人的制造、种类、功能等，再让学生分组列表，把自己所熟悉的科幻文艺形式（科幻故事、电影、电脑游戏、电视剧、卡通）写出来，并进行简单的交流。教师可以参考本书提供的如下程序设计进行教学：Warming up by getting to know: What is a robot
第一步 引入话题
1．Show the students some pictures, then ask them:
第二步 引出问题，解答问题
1、What’s a robot (Page10)
A robot is basically a computer-controlled machine that is programmed to move, manipulate (操纵) objects, and accomplish work for us human beings. It is able to perform repetitive tasks more quickly, cheaply, and accurately than humans.
HYPERLINK "http:///other/2004-08-19/0856407912.shtml" \t "_blank" INCLUDEPICTURE "http:///IT/other/142/U734P2T142D135F3379DT20040917153514_small.jpg" \* MERGEFORMATINET HYPERLINK "http:///other/2004-07-26/0916392840.shtml" \t "_blank" INCLUDEPICTURE "http:///IT/other/142/U734P2T142D135F3382DT20040917153514_small.jpg" \* MERGEFORMATINET HYPERLINK "http:///other/2004-06-16/1331376407.shtml" \t "_blank" INCLUDEPICTURE "http:///IT/other/142/U734P2T142D135F3390DT20040917153514_small.jpg" \* MERGEFORMATINET HYPERLINK "http:///other/2004-05-21/1007365111.shtml" \t "_blank" INCLUDEPICTURE "http:///IT/other/142/U734P2T142D135F3387DT20040917153514_small.jpg" \* MERGEFORMATINET
最轻的微型飞行机器人 ( http: / / / other / 2004-08-19 / 0856407912.shtml" \t "_blank ) 排烟消防机器人 ( http: / / / other / 2004-07-26 / 0916392840.shtml" \t "_blank ) 新型两栖机器人 ( http: / / / other / 2004-06-16 / 1331376407.shtml" \t "_blank ) 球形壁面爬行机器人 ( http: / / / other / 2004-05-21 / 1007365111.shtml" \t "_blank )
HYPERLINK "http:///other/2004-03-11/1500304074.shtml" \t "_blank" INCLUDEPICTURE "http:///IT/other/142/U734P2T142D135F3394DT20040917153514_small.jpg" \* MERGEFORMATINET HYPERLINK "http:///other/2004-02-25/1021297206.shtml" \t "_blank" INCLUDEPICTURE "http:///IT/other/142/U734P2T142D135F3397DT20040917153514_small.jpg" \* MERGEFORMATINET HYPERLINK "http:///other/2004-02-25/1021297206.shtml" \t "_blank" INCLUDEPICTURE "http:///IT/other/142/U734P2T142D135F3400DT20040917153514_small.jpg" \* MERGEFORMATINET HYPERLINK "http:///other/2004-02-25/0950297169.shtml" \t "_blank" INCLUDEPICTURE "http:///IT/other/142/U734P2T142D135F3411DT20040917153514_small.jpg" \* MERGEFORMATINET
报告突发事件机器人 ( http: / / / other / 2004-03-11 / 1500304074.shtml" \t "_blank ) 达芬奇外科手术机器人 ( http: / / / other / 2004-02-25 / 1021297206.shtml" \t "_blank ) 抢险救生机器人 ( http: / / / other / 2004-02-25 / 1021297206.shtml" \t "_blank ) 智能机器人 ( http: / / / other / 2004-02-25 / 0950297169.shtml" \t "_blank )
Hello, class. When you hear the word "robot", you probably get a picture in your mind of a clever mechanical man, perhaps R2D2 or C3PO from the movie Star Wars. That is how most people think of robots, but the robots that really exist today are quite different from the robots of comic books, cartoons, and science fiction films and books.
Robots come in many shape and sizes and have many different abilities. Basically, a robot is simply a computer with some sort of mechanical body designed to do a particular job. Usually, it is able to move and has one or more electronic senses. These senses are not nearly as powerful as our own senses of sight and hearing. However, scientists and engineers are working hard to improve robots. They are constantly coming up with ways to make them see, hear and respond to the environment around them.
Robots have a lot to do with our lives. Now let’s go to page 11 to read an article about robot s and our lives.
2、All robots are made up of 3 elements:
Body Control Behavior
These definitions includes many objects that we encounter in our everyday lives. For example:
Robot Non-Robot
Alarm Clock Walkman
Traffic Light (timed) Car
Microwave (cook for 2 min) Typewriter
Photocopier (make 100) Bicycle
VCR (recording) Flashlight
3、What kinds of work are robots usually used for
Robots are made to perform different tasks. Many of them are used for tasks that are either dangerous or unpleasant for us human beings. In medical laboratories, robots handle potentially hazardous materials, such as blood or urine samples (尿样). In other cases, robots are used in repetitive, monotonous tasks in which human performance might degrade (降低价值) over time. Robots can perform these repetitive, high-precision operations 24 hours a day without fatigue.
4、Why use Robots
There are many benefits to using robots instead of humans. Can you imagine working in a factory all day, every day, doing the exact same thing over and over again The good thing about robots is that they will never get bored, and they will do things more efficiently than people. Also, robots never get sick, or need to rest. This means they can work for 24 hours a day, 7 days a week. They will never need time off, or lunch breaks. Sometimes, when a task is too dangerous or difficult for a human, a robot will be able to do it without any risks or problems. (Robots in the Real World will focus on these tasks)
5、History of Robots
This was one of the first robots - The robot's name was Elektro and his dog's name was Sparko. They appeared at the New York World's Fair in 1939. While plugged in, Elektro could say 77 words and move backwards and forwards.
6、When did the first robot appear
In the 1920's, Karl Capek from Czechoslovakia introduced the world's first robot on stage. His play was entitled "Rossum's Universal Robots." The theme of the play was robots controlling humans in society. Although he introduced the idea of robots, Karl Capek was skeptical about how much of an impact robots could have. He rejected all suggestions that a robot could ever replace a human being, or have feelings such as love or rebellion. Laws of Robotics
7、Laws of Robotics
The Russian/American scientist and author, Isaac Asimov, who wrote science fiction, proposed three (and then he added Law Zero) Laws of Robotics (in the 1940's):
Law Zero: A robot may not injure humanity, or, through inaction, allow humanity to come to harm.
Law One: A robot may not injure a human being or through inaction allow a human being to come to harm.
Law Two: A robot must obey the orders given it by human beings, except where such orders would conflict with the First Law.
Law Three: A robot must protect its own existence, as long as such protection does not conflict with the First or Second Laws.
8、 Robot Quiz
1. Which one of the following is NOT a robot
A. Bicycle B. Traffic light C. Microwave D. Photocopier
2. Which of the following can be considered both a robot and a non-robot
A. Alarm Clock B. Motor Bike C. Microwave D. VCR
3. Why would a company choose to use robots instead of humans
A. They never get sick B. They don't need a lunch break C. They'll never be bored D. All of the above
4. Robots can do work that is too ______________ for humans.
A. Fun B. Scary C. Dangerous D.Predictable
5. A robot would be used instead of a human in which situation
A. An elephant escaped from the circus B.A terrorist planted a bomb in an office building
C. A cat was stuck in a tree D. Your friend fell into the lake and couldn't swim
6. Where do you think robots will show up in the future
A. Our homes B. Our schools C. Our bodies D. All of the above
7. What is the hardest thing for a robot to do
A. Eat B. Walk C. Talk D.All of the above
8. Who introduced the world's first robot
A. Thomas Edison B. Marie Curie C. Karl Capek D. Neil Armstrong
9. What is a robot NOT allowed to do according to the 3 Laws of Robotics
A. Have fun B. Drive a car C. Injure a human being D. Go to the movies
10. What was the name of the robot-camera involved in the discovery and exploration of the Titanic shipwreck
A. Frank B. Jason C. Bill D. Scott
11. What was the name of the robot-dog that you read about in the History of Robots
A. Fido B. Sparko C. Spot D. Fluffy
第三步 听力训练
Workbook, p54,Listening
第四步 Homework
Prepare for the reading text，把学英语和立体课堂的阅读练习做好。
Period 2 阅读课（一）（1课时）
Pre-reading课本设计了四幅图三个问题，都是关于机器人的。通过看图分组讨论，为本单元Reading部分的精彩故事做好了铺垫。
2. Pre-reading by talking about the three Laws of Robotics
Robots are coming into our lives. Then we are worried about being controlled by robots some day in the future. Don’t worry. We have rules for robots.
The Three Laws of Robotics（According to Isaac Asimov）
1. A robot may not injure a human being or, through inaction, allow a human being to come to harm. 2. A robot must obey orders given it by human beings except where such orders would conflict with the First Law. 3. A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.
Reading 是一篇科幻小说，讲述某公司试验机器人托尼的故事。中学英语阅读课是精读、泛读和快速阅读的混合型课程。中学英语阅读教学必须讲解的内容应以启发式教学为主，而不应该以教师为中心，以讲代读。讲解应有利于培养学生的阅读能力和概括能力。应该强调本课程培养的是阅读能力，注重的是对整体的理解，而不应拘泥于那些与整体理解无关宏旨的细节。教师可以采用本书提供的如下程序设计Reading for forms；Copying collocations and writing articles； Questioning and answering；Reading the text again to discover the leading sentence of each paragraph；Reading the text for its type of writing and summary of Satisfaction Guaranteed；Closing down by reading a robot poem进行教学，帮助学生从形式到内容掌握课文、活用课文。
(Satisfaction Guaranteed)
Introduction
In this period, after the warming up, students will first be guided to read for forms, copy collocations and write articles. Then they shall question and answer, read the text again to discover the leading sentence of each paragraph, and read the text for its type of writing and summary of Satisfaction Guaranteed. The class is to end by students reading a robot poem.
Objectives
To help students understand the text’s forms and contents and learn about robots
To help students communicate on the topic in focus with the words, collocations and structures learned in this unit
Focus
Words
desire, alarm, embarrass, pile, scan, accompany, paint,declare, envy, obey
Collocations
ring up，turn around，set aside
Patterns
1. Tony told her and he suggested that she invite Gladys and her friends to the house the night before he was to leave and Larry was to return.
2. She fell off a ladder and even though Tony was in the next room, he managed to catch her in time.
3．Gladys was everything Claire wanted to be.
4．Claire knew that Gladys thought she was having an affair.
5. But even though Tony had been so clever, he would have to be rebuilt—you cannot have women falling in love with machines.
6．Claire heard Gladys whispering to another woman that she had never seen anyone so handsome as Tony.
7．So set aside some time each day to write, even if it is only five minutes.
8．It was when Asimov was eleven years old that his talent for writing became obvious.
9．Asimov had both an extraordinary imagination that gave him the ability to explore future worlds and an amazing mind with which he searched for explanations of everything, in the present and the past.
10．The clock struck eight.
11．As she turned around, there stood Gladys.
12．Claire borrowed a pile of books from the library for him to read or, rather, scan.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Reading for forms
Read the text Satisfaction Guaranteed again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
2. Copying collocations and writing articles
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Collocations from Satisfaction Guaranteedmake robots生产机器人, experiment with做试验, do the housework做家务, test out试验, be absent for three weeks三周不在, persuade…that…说服……, allow …to do允许……做……， feel alarmed感到吃惊, look like a machine看上去像一个机器, at all根本、全然, facial expressions面部表情, on the second morning在第二天早上, feel embarrassed感到尴尬, look so human看上去很人性化, feel very unhappy感到不高兴, improve one’s social position提高某人的社会地位, one of the richest and most powerful women around远近闻名的有钱有势的女人之一, please sb by…通过做……取悦某人, make …elegant使……优雅, borrow a pile of books from the library从图书馆借了一堆书, turn each page翻每一页, reach for…竭力想得到, change the makeup改变了化妆, accompany… to…和……一起去, write out a list of items for…写了一份……的清单, go into a dress shop进了一家衣服店, be rude to…对……粗鲁, ring up打电话, change one’s attitude改变态度, turn around转身 the amused and surprised look on one’s face脸上有趣有惊讶的表情, have an affair有风流韵事, after all毕竟, get home到家, weep with anger因为生气而哭, invite…to the house邀请……到家里, expect…to be completely transformed期待……大变样, work steadily on…有条不紊地做……, fall off a ladder从梯子上掉下来, in time及时, hold…firmly in one’s arms把……紧紧地搂在怀里, feel the warmth of one’s body感到身上的热气, push…away推开……, at that moment在那一刻, fold one’s arms around…搂着, bend one’s face close to…把脸贴近……, cry out…大叫……, more than 不仅仅, disappear from sight消失, open the curtains打开窗帘, whisper to…对……低语, have such a handsome lover有一位英俊的情人, all night整夜, drive up驱车, take…away带走……, be pleased with …对……感到满意, report on…关于……的报告, protect…from harm保护……免遭伤害, prevent…from…阻止……做……, sense of failure失败感, fall in love with爱上……
3. Questioning and answering
Now let’s go over the text again by questioning and answering.
Satisfaction Guaranteed
A: What did Larry Belmont work for
B: Larry Belmont worked for a company that made robots.
A: What was the company experimenting with recently
B: Recently it was experimenting with a robot that could be used to do the housework.
A: By whom was it going to be tested out
B: It was going to be tested out by Larry’s wife, Claire.
A: Why didn’t Claire want the robot in her house
B: Claire didn’t want the robot in her house, especially as her husband would be absent for three weeks
A: How did Claire feel when she first saw the robot
B: When she first saw the robot, she felt alarmed.
A: What was the robot like
B: The robot, called Tony, didn’t look like a machine at all. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.
A: What did the robot do the second morning
B: On the second morning Tony brought her breakfast and then asked her whether she needed help dressing.
A: How did Claire react
B: She felt embarrassed and quickly told him to go. It was disturbing and frightening that he looked so human.
A: What did Claire mention one day
B: One day, Claire mentioned that she didn’t think she was clever.
A: And what did Tony, the robot, say to her
B: Tony said that she must feel very unhappy to say that.
A: How did Claire feel about a robot’s sympathy
B: Claire thought it was ridiculous to be offered sympathy by a robot.
…
4. Reading the text again to discover the topic sentence of each paragraph
A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Now read the text again to discover the leading sentence of each paragraph.
Satisfaction Guaranteed A robot used to do the housework was going to be tested out by Larry’s wife, Claire.The robot, called Tony, didn’t look like a machine at all. It was disturbing and frightening to Claire that Tony looked so human.But Claire began to trust Tony. Tony wanted to please Claire by helping her make herself and her home elegant. Tony gave Claire a new haircut and changed the makeup she wore. Tony expected the house to be completely transformed.Tony worked steadily on the improvements. Tony folded his arms around Claire, bending his face close to hers. Claire might not be as beautiful as those women, but none of them had such a handsome lover.Then she remembered – Tony was just a machine. The company was very pleased with Tony’s report on his three weeks with Claire.
7. Reading the text for its type of writing and summary of Satisfaction Guaranteed
There are words that signal a text's organizational structure. If you are struggling with how to make sense of what you're reading, you must increase your sensitivity to the particular words.
Chronological Sequenceafter, afterward, as soon as, before, during, finally, first, following, immediately, initially, later, meanwhile, next, not long after, now, on (date), preceding, second, soon, then, third, today, until, when
Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condeming, objective, etc.)
It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.
Now go over the text for its type of writing and summary of Satisfaction Guaranteed.
Type of writing A narration
Main idea of 1st paragraph A robot that could be used to do the housework was going to be tested out by Larry’s wife, Claire.
Main idea of 2nd paragraph The robot, called Tony, was tall and handsome, his hair being smooth and black and his voice being deep.
Main idea of 3rd paragraph Tony was disturbing and frightening to Claire that he looked so human.
Main idea of 4th paragraph Claire began to trust Tony.
Main idea of 5th paragraph Claire was amazed by Tonny’s fingernails and the softness and warmth of his skin.
Main idea of 6th paragraph Claire thanked Tony, telling him that he was a “dear’.
Main idea of 7th paragraph Tony suggested that Claire invite Gladys and her friends to the house.
Main idea of 8th paragraph Tony held Claire firmly in his arms and she felt the warmth of his body.
Main idea of 9th paragraph Tony folded his arms around Claire, bending his face close to hers.
Main idea of 10th paragraph Claire heard Cladys whispering to another woman that she had never seen anyone so handsome as Tony.
Main idea of 11th paragraph The next morning a car drove up and took Tony away.
Main idea of 12th paragraph Even though Tony had been so clever, he would have to be rebuilt—you cannot have women falling in love with machines.
8. Finish the exercises in p3,preparation, edition22,Learning English,
9. Homework, Finish the exercises in pp19,20立体课堂
Period 3 - 4 语言学习课（2课时）
第一步：组织教学
第二步：复习课文主要内容
第三步：根据课文内容，主要讲解 pp20-30 立体课堂的内容
1、appear ~ seem ~ look
三个词都可以表示“看起来，好像”，但各自的侧重点有所不同，其句子结构也不完全一样。
（1）appear指给人以表面的印象，暗含往往并非如此。look指显露在外能被人看到的视觉印象。seem是说话人的一种主观判断，可能有一定根据或判断接近事实。
e.g. If the sky appears blue to us on earth, it is because the earth’s atmosphere scatters a certain number of blue rays of sunlight.
如果我们在地球上看天空是蓝色的，那是因为地球周围的大气层使太阳光的一部分蓝色射线散射的缘故。（某物给人的一种表面印象）
They looked tired.
他们看起来累了。(说话人从他们身上得到的一种视觉印象)
They seemed to have finished the work.
他们好像已完成了那项工作。（说话人的判断）
（2）这三个词的句型结构比较：共同点是可接形容词；不同点如下：接不定式时，seem和appear后都可接to do或to be，而look后只接to be。
e.g. The whole world seemed/appeared to be black and empty.
整个世界好像全是漆黑一片，空空洞洞。
She looks to be the best person for the job.
她看起来就是这份工作的最佳人选。
appear和seem都可用there放在句首作引导词的句型，也都可用“it(主语)+appear/seem + that从句”这一句型，而look则不行。
e.g. There seems to be a mistake in these figures.
这些数字似乎有误。
It appears/seems that he has been ill for a long time.
他好像病了好长时间。
look和seem后可接like短语，也可接as if引导的从句，appear两者都不用。
e.g. It looks/seems like rain.
像是要下雨了。
It seems as if he knew nothing about it.
他似乎对此一无所知。
2、 desire
【 c / un. 】（ 1 ）a strong wish 渴望，意欲
I am filled with desire to go back there.
He has a strong desire to succeed / for success.
They had a desire that I（should）attend their wedding.
（ 2） Something or someone desired. 渴望的人或东西
What’s your greatest desire
【 v. 】 to wish or want very much
I desire to be successful.
The Queen desired you to come at once.
= The Queen desired that you（ should）come at once.
suggest 建议 / request /demand /insist 坚持做 /command .
（按立体课堂的内容讲解和练习重点单词、短语、词语辨析、重点句子）
第四步 做Learning about Language 课本包括两项内容：对阅读部分的词汇做针对性的训练，通过练习帮助学生掌握这些词汇；复习被动语态和不定式的被动形式。在教学过程中，除了教授一般语法规律外，还应该给学生提供大量的语言材料与例证。在这方面，最好选择学生所学的语言材料，让学生观察语法在实际语言中的运用，加强感性认识，学会总结使用。教师可以采用本书提供的如下程序和材料进行教学：Warming up by having a dictation；Discovering useful words and collocations；Reading more about the 22nd century；Learning about the passive voice；Discovering useful structures；Closing down by putting on stage a text play of Satisfaction Guaranteed
Homework: 做function1 ,p3. Learning English
Period 5-6 语法学习课（2课时）
(Revise the passive voice including the infinitive)
Introduction
In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the passive voice including the infinitive. The following steps of teaching may be taken: warming up by having a dictation, discovering useful words and collocations, reading more about the 22nd century, learning about the passive voice, discovering useful structures and closing down by putting on stage a text play of Satisfaction Guaranteed.
Objectives
To help students revise the passive voice
To help students discover and learn to use some useful words and collocations
To help students discover and learn to use some useful structures
Procedures
1. Warming up by having a dictation
To begin with, let’s take a dictation to strengthen our memory of the text.
Larry Belmont worked for a company that make robot. Recently a robot that could do housework would be tested out Larry's life, Clair, for three weeks. Clair felt alarmed by the robot's humanly appearance. Before long she began to trust him. She told him that she and her home were not elegant enough for her husband and she envied the rich and powerful woman .The robot decided to protect her from being harm. He gave her a new haircut and changed her makeup and asked her to buy something to decorate her home. Before the night he was to leave Clair, they held a party. The guests were impressed by Clair and her home, especially by the handsome robot, whom they thought was her husband. Claire knew this is almost a dream and she felt very sad. However, the company was very satisfied with Tony, the robot although he needed rebuilding because it is absurd to have women falling in love with a machine.
2. Discovering useful words and collocations
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Now go to page 13. Work in pairs to finish the three exercises in 10 minutes.
3. Learning about the passive voice
ACTIVE AND PASSIVE TENSES CHART
SIMPLE PRESENT and SIMPLE PAST
The active object becomes the passive subject.
am/is/are + past participle
was/were + past participle
Active: Simple Present
The movie fascinates me.
The movie bores Jack.
The movie surprises them. Passive: Simple Present
I am fascinated by the movie.
Jack is bored by the movie.
They are surprised by the movie.
Active: Simple Past
The movie bored me.
The movie fascinated Jack.
The movie surprised them. Passive: Simple Past
I was bored by the movie.
Jack was fascinated by the movie.
They were surprised by the movie.
PRESENT and PAST CONTINUOUS (PROGRESSIVE)
Passive form:
am/is/are + being + past participle
was/were + being + past participle
Active: Present Continuous
I am helping Shannon.
June is helping Su and Ling. Passive: Present Continuous
Shannon is being helped by me.
Su and Ling are being helped by June.
Active: Past Continuous
I was cleaning the bathroom.
They were cleaning the bedroom.
Susan was cleaning the kitchen and patio. Passive: Past Continuous
The bathroom was being cleaned by me.
The bedroom was being cleaned by them.
The kitchen and patio were being cleaned by Susan.
PRESENT PERFECT, PAST PERFECT and FUTURE PERFECT
Passive form:
have/has been + past participle
had been + past participle
Active: Present Perfect
I have mailed the gift.
Jack has mailed the gifts. Passive: Present Perfect
The gift has been mailed by me.
The gifts have been mailed by Jack.
Active: Past Perfect
Steven Spielberg had directed the movie.
Penny Marshall had directed those movies. Passive: Past Perfect
The movie had been directed by Steven Spielberg.
The movies had been directed by Penny Marshall.
Active: Future Perfect
John will have finished the project next month.
They will have finished the projects before then. Passive: Future Perfect
The project will have been finished by next month.
The projects will have been finished before then.
FUTURE TENSES
Passive forms: will + be + past participle
is/are going to be + past participle
Active: Future with WILL
I will mail the gift.
Jack will mail the gifts. Passive: Future with WILL
The gift will be mailed by me.
The gifts will be mailed by Jack.
Active: Future with GOING TO
I am going to make the cake.
Sue is going to make two cakes. Passive: Future with GOING TO
The cake is going to be made by me.
Two cakes are going to be made by Sue.
PRESENT / FUTURE MODALS
The passive form follows this pattern:
modal + be + past participle
Active: WILL / WON'T (WILL NOT)
Sharon will invite Tom to the party.
Sharon won't invite Jeff to the party.
(Sharon will not invite Jeff to the party.) Passive: WILL / WON'T (WILL NOT)
Tom will be invited to the party by Sharon.
Jeff won't be invited to the party by Sharon.
(Jeff will not be invited to the party by Sharon.)
Active: CAN / CAN'T (CAN NOT)
Mai can foretell the future.
Terry can't foretell the future.
(Terry can not foretell the future.) Passive: CAN / CAN'T (CAN NOT)
The future can be foretold by Mai.
The future can't be foretold by Terry.
(The future can not be foretold by Terry.)
Active: MAY / MAY NOT
Her company may give Katya a new office.
The lazy students may not do the homework.
MIGHT / MIGHT NOT
Her company might give Katya a new office.
The lazy students might not do the homework. Passive: MAY / MAY NOT
Katya may be given a new office by her company.
The homework may not be done by the lazy students.
MIGHT / MIGHT NOT
Katya might be given a new office by her company.
The homework might not be done by the lazy students.
Active: SHOULD / SHOULDN'T
Students should memorize English verbs.
Children shouldn't smoke cigarettes. Passive: SHOULD / SHOULDN'T
English verbs should be memorized by students.
Cigarettes shouldn't be smoked by children.
Active: OUGHT TO
Students ought to learn English verbs.
(negative ought to is rarely used) Passive: OUGHT TO
English verbs ought to be memorized by students.
Active: HAD BETTER / HAD BETTER NOT
Students had better practice English every day.
Children had better not drink whiskey. Passive: HAD BETTER / HAD BETTER NOT
English had better be practiced every day by students.
Whiskey had better not be drunk by children.
Active: MUST / MUST NOT
Tourists must apply for a passport to travel abroad.
Customers must not use that door. Passive: MUST / MUST NOT
A passport to travel abroad must be applied for.
That door must not be used by customers.
Active: HAS TO / HAVE TO
She has to practice English every day.
Sara and Miho have to wash the dishes every day.
DOESN'T HAVE TO/ DON'T HAVE TO
Maria doesn't have to clean her bedroom every day.
The children don't have to clean their bedrooms every day. Passive: HAS TO / HAVE TO
English has to be practiced every day.
The dishes have to be washed by them every day.
DOESN'T HAVE TO/ DON'T HAVE TO
Her bedroom doesn't have to be cleaned every day.
Their bedrooms don't have to be cleaned every day.
Active: BE SUPPOSED TO
I am supposed to type the composition.
I am not supposed to copy the stories in the book.
Janet is supposed to clean the living room.
She isn't supposed to eat candy and gum.
They are supposed to make dinner for the family.
They aren't supposed to make dessert. Passive: BE SUPPOSED TO
The composition is supposed to be typed by me.
The stories in the book are not supposed to be copied.
The living room is supposed to be cleaned by Janet.
Candy and gum aren't supposed to be eaten by her.
Dinner for the family is supposed to be made by them.
Dessert isn't supposed to be made by them.
PAST MODALS
The past passive form follows this pattern:
modal + have been + past participle
Active: SHOULD HAVE / SHOULDN'T HAVE
The students should have learned the verbs.
The children shouldn't have broken the window. Passive: SHOULD HAVE / SHOULDN'T HAVE
The verbs should have been learned by the students.
The window shouldn't have been broken by the children.
Active: OUGHT TO
Students ought to have learned the verbs.
(negative ought to is rarely used) Passive: OUGHT TO
The verbs ought to have been learned by the students.
Active: BE SUPPOSED TO (past time)
I was supposed to type the composition.
I wasn't supposed to copy the story in the book.
Janet was supposed to clean the living room.
She wasn't supposed to eat candy and gum.
Frank and Jane were supposed to make dinner.
They weren't supposed to make dessert. Passive: BE SUPPOSED TO (past time)
The composition was supposed to be typed by me.
The story in the book wasn't supposed to be copied.
The living room was supposed to be cleaned by Janet.
Candy and gum weren't supposed to be eaten by her.
Dinner was supposed to be made by them.
Dessert wasn't supposed to be made by them.
Active: MAY / MAY NOT
That firm may have offered Katya a new job.
The students may not have written the paper.
MIGHT / MIGHT NOT
That firm might have offered Katya a new job.
The students might not have written the paper. Passive: MAY / MAY NOT
Katya may have been offered a new job by that firm.
The paper may not have been written by the students.
MIGHT / MIGHT NOT
Katya might have been offered a new job by that firm.
The paper might not have been written by the students.
4. 被动语态小结
●被动语态的特殊结构形式
1)带情态动词的被动结构。其形式为：情态动词＋be＋过去分词。
例The baby should be taken good care of by the baby-sitter.
2) 有些动词可以有两个宾语，在用于被动结构时，可以把主动结构中的一个宾语变为主语，另一宾语仍然保留在谓语后面。通常变为主语的是间接宾语。
例His mother gave him a present for his birthday. 可改为 He was given a present by his mother for his birthday.
3) 当“动词+宾语+宾语补足语”结构变为被动语态时，将宾语变为被动结构中的主语，其余不动。
例Someone caught the boy smoking a cigarette. 可改为The boy was caught smoking a cigarette.
4）在使役动词have, make, get以及感官动词see, watch, notice, hear, feel, observe等后面不定式作宾语补语时，在主动结构中不定式to要省略，但变为被动结构时，要加to。
例Someone saw a stranger walk into the building. 可改为A stranger was seen to walk into the building.
5) 有些相当于及物动词的动词词组，如“动词＋介词”，“动词＋副词”等，也可以用于被动结构，但要把它们看作一个整体，不能分开。其中的介词或副词也不能省略。
例The meeting is to be put off till Friday.
●非谓语动词的被动语态
v.+ing 形式及不定式 to do 也有被动语态(一般时态和完成时态) 。
例I don't like being laughed at in the public.
●It is said that+从句及其他类似句型
一些表示“据说”或“相信”的动词如believe, consider, expect, report, say, suppose, think等可以用于句型“It＋be＋过去分词＋that从句”或“主语＋be＋过去分词＋to do sth.”。有：
It is said that… 据说,It is reported that…据报道，It is believed that…大家相信，It is hoped that…大家希望，It is well known that…众所周知，It is thought that…大家认为，It is suggested that…据建议。
例It is said that the boy has passed the national exam.（＝The boy is said to have passed the national exam. ）
●谓语动词的主动形式表示被动意义
英语中有很多动词如 break，catch，clean，drive，lock，open，sell，read，write，wash等，当它们被用作不及物动词来描述主语特征时，常用其主动形式 表达被动意义,主语通常是物。
例 This kind of cloth washes well.
注意：主动语态表被动强调的是主语的特征，而被动语态则强调外界作用造成的影响。
试比较：The door won't lock．（指门本身有毛病）
The door won't be locked．（指不会有人来锁门, 指“门没有锁”是人的原因）
表示“发生、进行”的不及物动词和短语，如：happen, last, take place, break out, come out, come about, come true, run out, give out, turn out等以主动形式表示被动意义。
例 How do the newspapers come out 这些报纸是如何引出来的呢？
系动词没有被动形式, 但有些表示感受、感官的连系动词feel, sound, taste, book, feel等在主系表结构中常以主动形式表示被动意义。
例Your reason sounds reasonable.
●非谓语动词的主动形式表被动意义
在need，want，require, bear等词的后面，动名词用主动形式表示被动意义，其含义相当于动词不定式的被动形式。
例The house needs repairing（to be repaired）．这房子需要修理。
形容词worth后面跟动名词的主动形式表示被动含义，但不能跟动词不定式；而worthy后面跟动词不定式的被动形式。
例The picture-book is well worth reading．（＝The picture-book is very worthy to be read．）
动词不定式在名词后面作定语，不定式和名词之间有动宾关系时，又和句中另一名词或代词构成主谓关系, 不定式的主动形式表示被动含义。
例 I have a lot of things to do this afternoon． (to do与things是动宾关系，与I是主谓关系。)
试比较：I’ll go to the post office. Do you have a letter to be posted ( 此处用不定式的被动语态作定语表明you不是post动作的执行者。)
在某些“形容词＋不定式”做表语或宾语补足语的结构中，句子的主语或宾语又是动词不定式的逻辑宾语时，这时常用不定式的主动形式表达被动意义。这些形容词有nice，easy，fit，hard，difficult，important，impossible，pleasant，interesting等。
例This problem is difficult to work out .（可看作to work out省略了for me）.
在too… to…结构中，不定式前面可加逻辑主语，所以应用主动形式表示被动意义。
例This book is too expensive (for me) to buy.
在there be…句型中，当动词不定式修饰名词作定语时，不定式用主动式作定语，重点在人，用被动形式作定语，重点在物。
例There is no time to lose（to be lost）．（用 to lose可看成for us to lose；用to be lost，谁 lost time不明确。）
在be to do结构中的一些不定式通常应用主动表主动, 被动表被动。然而,由于古英语的影响,下列动词rent, blame, let等仍用不定式的主动形式表示被动意义。
例 Who is to blame for starting the fire
●介词in, on, under等+名词构成介词短语表被动意义
表示方位的介词与含动作意义的名词合用，含被动之义，其意义相当于该名词相应动词的被动形式，名词前一般不用冠词。
“under +名词”结构，表示“某事在进行中”。
常见的有：under control（受控制）, under treatment（在治疗中）, under repair（在修理中）, under discussion（在讨论中）, under construction（在施工中）。
例The building is under construction( is being constructed).
“beyond+名词”结构，“出乎……胜过……、范围、限度”。
常见的有：beyond belief (令人难以置信)， beyond one’s reach（鞭长莫及），beyond one’s control（无法控制），beyond our hope． 我们的成功始料不及。
例The rumor is beyond belief（=can’t be believed）．
“above+名词”结构, 表示“(品质、行为、能力等) 超过……、高于……”。
例His honest character is above all praise．=His honest character cannot be praised enough．
“for+名词”结构，表示 “适于……、 为着……”。
如：for sale(出售), for rent（出租）等。
例That house is for sale. (= The house is to be sold).
“in+名词”结构 ，表示“在……过程中或范围内”常见的有：in print（在印刷中），in sight(在视野范围内)，等。
例The book is not yet in print．(=is not yet printed)
“on+名词”结构, 表示“在从事…… 中”。常见的有：on sale(出售)，on show（展出）, on trial（受审）。
例Today some treasures are on show in the museum (= are being showed).
“out of+名词”结构 ； 表示 “超出…… 之外“，常见的有：out of control (控制不了)，out of sight （超出视线之外），out of one’s reach(够不着), out of fashion(不流行)等。
例 The plane was out of control (can’t be controlled)． 。
“within+名词”结构，“在……内、不超过……”。
例He took two days off within the teacher's permission．
5. Discovering useful structures
Go to page 14, and finish the two exercises in pairs.
6. Closing down by putting on stage a text play of Satisfaction Guaranteed
Acting out the text is a very good way to motivate us to read out loud the text and to improve our spoken English. To practice speaking let’s now try to turn the text into a play and put it on stage.
Larry Belmont: I am Larry Belmont. I am working for a company. My company makes robots. Tom: I hear that you company is experimenting with a robot that could be used to do the housework.Larry Belmont: Yes, it is. The robot is going to be tested out by my wife, Claire.Claire: I don’t want the robot in my house, especially as you would be absent for three weeks.Larry: I don’t think the robot would harm you. Tom: neither will it allow you to be harmed. Claire: All right. Let it come to me.(The robot comes in.)Claire: My god! You look so human. What is your name Tony: I am the robot, called Tony. You are right. I don’t look like a machine at all. Claire: You are tall and handsome.Tony: Although my facial expressions never change. Claire: And your hair is smooth and black and your voice is deep.(On the second morning Tony brought her breakfast.)Tony: Here is your breakfast. Do you need help dressing Claire: I am embarrassed, you know. Go away quickly.Tony: Am I disturbing and frightening that I look so human (One day, Claire mentioned that she didn’t think she was clever.)Tony: You must feel very unhappy to say that. Claire: You are offering me sympathy You are a robot! Anyway you are a nice guy. I trust you.Tony: What else can I do for you Claire: My home isn’t elegant enough Larry. He wants to improve his social position. You know I am not as elegant as Gladys Claffern. She is one of the richest and most powerful women around.Tony: Then I will try my best to make you and your home elegant. (Claire borrowed a pile of books from the library for Tony to read or, rather, scan.) Claire: May I look at your fingers So beautiful! Now you may turn pages.(Suddenly she reached for his hand.)Claire: Your fingernails are so nice. Your skin is so soft and warm. What a pity you are a machine!Tony: May I give you a new haircut May I change the makeup you wear Claire: I ma going shopping this afternoon. Could you come with me Tony: No, I couldn’t. I am not allowed to accompany you to the shops. But I will write out a list of items for you. (Claire went into the city and bought curtains, cushions, a carpet and paint. Then she went into a dress shop. )Claire: I am here to buy a dress for myself. Could you help me with that one Salesman: Don’t you see I am busy Claire: Is that Tony This is Claire speaking. I am at a dress shop. The salesman is so rude to me here.Tony: pass the phone to the salesman. Salesman: Yes, I am. Sorry to be bothering you. I apologize to you and your wife.Claire: Thanked you, Tony. You are a “dear’ to me.Gladys Claffern: It’s you, Claire!Claire: Yes, I am shopping for a new dress for myself.Gladys Claffern: By the amused and surprised look on your face, I knew that you are having an affair. Your husband’s name is Larry, not Tony. Claire: Sorry, I have to go home now.(When Claire got home, she wept with anger.)Tony: why are you crying Claire: I met Gladys at the shop. She overheard me talking with you over the phone. Tony: I suggest you invite Gladys and her friends to the house the night Larry is to return. By that time, I think the house will be completely transformed.Claire: All right. Do as you like.Tony: I will work on the improvements. You just stand by.Claire: I can help you with the cleaning. (Claire fell off a ladder.)Tony: Be careful. I am coming to save you. I did it. Claire: Why are you holding my firmly in your arms I could feel the warmth of your body. Get away!(The night of the party arrived.)Tony: The clock is striking eight. The guests would be arriving soon.Claire: Go to go into another room. (At this moment, Tony folds his arms around her, bending his face close to hers. Claire: Tony, what are you doing Tony: I am leaving you tomorrow. I don’t want to be away from you.(The front door bell rings. Tony frees her and disappears from sight. Claire: The windows are open. They saw everything!Guests: How clean and tidy are your rooms!Gladys: I have never seen anyone so handsome as Tony. I envy Claire!Claire: (murmuring to herself) But Tony is just a machine. Leave me alone!(The next morning a car drove up and took Tony away.)
Homework:: workbook p56. Function2, p3. Learning English
Period 7 阅读课（二） A Biography of Isaac Asimov
STEP1 Warming up by making passive voice sentences
STEP2： 开始授课，然后设计Reading for forms；Copying collocations from A Biography of Isaac Asimov；Writing your own story with the collocations from A Biography of Isaac Asimov；Reading more about Asimov；Closing down by discussing the 1940 Laws of Robotics by Asimov进行教学。
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. Warming up by making passive voice sentences is to be followed by reading for forms, copying collocations from A Biography of Isaac Asimov, writing your own story with the collocations from A Biography of Isaac Asimov and reading more about Asimov. The class ends by students discussing the 1940 Laws of Robotics by Asimov.
Objectives
To help students read the passage A Biography of Isaac Asimov
To help students to use the language by reading, listening, speaking and writing
Procedures
1. Warming up by making passive voice sentences
1. The new TV design will be tested out by the new engineers.2. You are not wanted in her house.3. She is being persuaded that the earth is becoming colder and colder.4. We are offered help by a robot.5. His social position will be improved greatly.6. A pile of books have been borrowed from the library.
2. Reading for forms
Read the text A Biography of Isaac Asimov to on page 16: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
3. Copying collocations from A Biography of Isaac Asimov
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Collocations from A Biography of Isaac Asimovscience fiction stories, have both an extraordinary imagination and an amazing mind, give…the ability to explore …, search for explanations of …, in the present and the past, be born on 2 January, 1920, end in New York on 6 April, 1992, die as a result of an HIV infection, get… from a blood transfusion, nine years earlier, run…for the next 40 or so years, be pregnant with…, work there through one’s … years until …, gain a master’s degree at university in chemistry, work as a junior chemist, at the Philadelphia Navy Yard, get one’s PhD in chemistry, become a biochemistry teacher at …, give up teaching to become a full-time …, one’s talent for …, became obvious, retell a story from a book, take oneself seriously as a writer, have…published in science fiction magazines, throughout one’s life, receive many awards for…, among his most famous works of science fiction, win an award, the death and rebirth of …, in a galaxy of the future, be well known for one’s collection of short stories, develop a set of … for robots, research into artificial intelligence
4. Closing down by writing your own story with the collocations from A Biography of Isaac Asimov
Periods 8-13 练习讲解，测试考查
Do the rest exercises in 立体课堂, pp3-6,Learning English, Test Yourself Unit 2
PAGE
17
About the topic and the structures
单元话题和结构
本单元的话题为“机器人”、“科幻文学作品”和“科幻小说作家”，内容主要涉及著名的科幻小说作家艾萨克·阿西莫夫的生平简介和他所创作的有关机器人的科幻小说。通过本单元的语言技能训练，要求学生学会正确使用英语的推测和确信的表达法。
本单元语言功能项目是：假想和信仰。
本单元语言结构项目是“被动语态复习（1）包括不定式”。
本单元还要求学生学习写作“科幻文：想象写作”。
Period 1 听说课（一）
Warming Up课本先介绍机器人的制造、种类、功能等，再让学生分组列表，把自己所熟悉的科幻文艺形式（科幻故事、电影、电脑游戏、电视剧、卡通）写出来，并进行简单的交流。教师可以参考本书提供的如下程序设计进行教学：Warming up by getting to know: What is a robot
第一步 引入话题
1．Show the students some pictures, then ask them:
第二步 引出问题，解答问题
1、What’s a robot (Page10)
A robot is basically a computer-controlled machine that is programmed to move, manipulate (操纵) objects, and accomplish work for us human beings. It is able to perform repetitive tasks more quickly, cheaply, and accurately than humans.
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报告突发事件机器人 ( http: / / / other / 2004-03-11 / 1500304074.shtml" \t "_blank ) 达芬奇外科手术机器人 ( http: / / / other / 2004-02-25 / 1021297206.shtml" \t "_blank ) 抢险救生机器人 ( http: / / / other / 2004-02-25 / 1021297206.shtml" \t "_blank ) 智能机器人 ( http: / / / other / 2004-02-25 / 0950297169.shtml" \t "_blank )
Hello, class. When you hear the word "robot", you probably get a picture in your mind of a clever mechanical man, perhaps R2D2 or C3PO from the movie Star Wars. That is how most people think of robots, but the robots that really exist today are quite different from the robots of comic books, cartoons, and science fiction films and books.
Robots come in many shape and sizes and have many different abilities. Basically, a robot is simply a computer with some sort of mechanical body designed to do a particular job. Usually, it is able to move and has one or more electronic senses. These senses are not nearly as powerful as our own senses of sight and hearing. However, scientists and engineers are working hard to improve robots. They are constantly coming up with ways to make them see, hear and respond to the environment around them.
Robots have a lot to do with our lives. Now let’s go to page 11 to read an article about robot s and our lives.
2、All robots are made up of 3 elements:
Body Control Behavior
These definitions includes many objects that we encounter in our everyday lives. For example:
Robot Non-Robot
Alarm Clock Walkman
Traffic Light (timed) Car
Microwave (cook for 2 min) Typewriter
Photocopier (make 100) Bicycle
VCR (recording) Flashlight
3、What kinds of work are robots usually used for
Robots are made to perform different tasks. Many of them are used for tasks that are either dangerous or unpleasant for us human beings. In medical laboratories, robots handle potentially hazardous materials, such as blood or urine samples (尿样). In other cases, robots are used in repetitive, monotonous tasks in which human performance might degrade (降低价值) over time. Robots can perform these repetitive, high-precision operations 24 hours a day without fatigue.
4、Why use Robots
There are many benefits to using robots instead of humans. Can you imagine working in a factory all day, every day, doing the exact same thing over and over again The good thing about robots is that they will never get bored, and they will do things more efficiently than people. Also, robots never get sick, or need to rest. This means they can work for 24 hours a day, 7 days a week. They will never need time off, or lunch breaks. Sometimes, when a task is too dangerous or difficult for a human, a robot will be able to do it without any risks or problems. (Robots in the Real World will focus on these tasks)
5、History of Robots
This was one of the first robots - The robot's name was Elektro and his dog's name was Sparko. They appeared at the New York World's Fair in 1939. While plugged in, Elektro could say 77 words and move backwards and forwards.
6、When did the first robot appear
In the 1920's, Karl Capek from Czechoslovakia introduced the world's first robot on stage. His play was entitled "Rossum's Universal Robots." The theme of the play was robots controlling humans in society. Although he introduced the idea of robots, Karl Capek was skeptical about how much of an impact robots could have. He rejected all suggestions that a robot could ever replace a human being, or have feelings such as love or rebellion. Laws of Robotics
7、Laws of Robotics
The Russian/American scientist and author, Isaac Asimov, who wrote science fiction, proposed three (and then he added Law Zero) Laws of Robotics (in the 1940's):
Law Zero: A robot may not injure humanity, or, through inaction, allow humanity to come to harm.
Law One: A robot may not injure a human being or through inaction allow a human being to come to harm.
Law Two: A robot must obey the orders given it by human beings, except where such orders would conflict with the First Law.
Law Three: A robot must protect its own existence, as long as such protection does not conflict with the First or Second Laws.
8、 Robot Quiz
1. Which one of the following is NOT a robot
A. Bicycle B. Traffic light C. Microwave D. Photocopier
2. Which of the following can be considered both a robot and a non-robot
A. Alarm Clock B. Motor Bike C. Microwave D. VCR
3. Why would a company choose to use robots instead of humans
A. They never get sick B. They don't need a lunch break C. They'll never be bored D. All of the above
4. Robots can do work that is too ______________ for humans.
A. Fun B. Scary C. Dangerous D.Predictable
5. A robot would be used instead of a human in which situation
A. An elephant escaped from the circus B.A terrorist planted a bomb in an office building
C. A cat was stuck in a tree D. Your friend fell into the lake and couldn't swim
6. Where do you think robots will show up in the future
A. Our homes B. Our schools C. Our bodies D. All of the above
7. What is the hardest thing for a robot to do
A. Eat B. Walk C. Talk D.All of the above
8. Who introduced the world's first robot
A. Thomas Edison B. Marie Curie C. Karl Capek D. Neil Armstrong
9. What is a robot NOT allowed to do according to the 3 Laws of Robotics
A. Have fun B. Drive a car C. Injure a human being D. Go to the movies
10. What was the name of the robot-camera involved in the discovery and exploration of the Titanic shipwreck
A. Frank B. Jason C. Bill D. Scott
11. What was the name of the robot-dog that you read about in the History of Robots
A. Fido B. Sparko C. Spot D. Fluffy
第三步 听力训练
Workbook, p54,Listening
第四步 Homework
Prepare for the reading text，把学英语和立体课堂的阅读练习做好。
Period 2 阅读课（一）（1课时）
Pre-reading课本设计了四幅图三个问题，都是关于机器人的。通过看图分组讨论，为本单元Reading部分的精彩故事做好了铺垫。
2. Pre-reading by talking about the three Laws of Robotics
Robots are coming into our lives. Then we are worried about being controlled by robots some day in the future. Don’t worry. We have rules for robots.
The Three Laws of Robotics（According to Isaac Asimov）
1. A robot may not injure a human being or, through inaction, allow a human being to come to harm. 2. A robot must obey orders given it by human beings except where such orders would conflict with the First Law. 3. A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.
Reading 是一篇科幻小说，讲述某公司试验机器人托尼的故事。中学英语阅读课是精读、泛读和快速阅读的混合型课程。中学英语阅读教学必须讲解的内容应以启发式教学为主，而不应该以教师为中心，以讲代读。讲解应有利于培养学生的阅读能力和概括能力。应该强调本课程培养的是阅读能力，注重的是对整体的理解，而不应拘泥于那些与整体理解无关宏旨的细节。教师可以采用本书提供的如下程序设计Reading for forms；Copying collocations and writing articles； Questioning and answering；Reading the text again to discover the leading sentence of each paragraph；Reading the text for its type of writing and summary of Satisfaction Guaranteed；Closing down by reading a robot poem进行教学，帮助学生从形式到内容掌握课文、活用课文。
(Satisfaction Guaranteed)
Introduction
In this period, after the warming up, students will first be guided to read for forms, copy collocations and write articles. Then they shall question and answer, read the text again to discover the leading sentence of each paragraph, and read the text for its type of writing and summary of Satisfaction Guaranteed. The class is to end by students reading a robot poem.
Objectives
To help students understand the text’s forms and contents and learn about robots
To help students communicate on the topic in focus with the words, collocations and structures learned in this unit
Focus
Words
desire, alarm, embarrass, pile, scan, accompany, paint,declare, envy, obey
Collocations
ring up，turn around，set aside
Patterns
1. Tony told her and he suggested that she invite Gladys and her friends to the house the night before he was to leave and Larry was to return.
2. She fell off a ladder and even though Tony was in the next room, he managed to catch her in time.
3．Gladys was everything Claire wanted to be.
4．Claire knew that Gladys thought she was having an affair.
5. But even though Tony had been so clever, he would have to be rebuilt—you cannot have women falling in love with machines.
6．Claire heard Gladys whispering to another woman that she had never seen anyone so handsome as Tony.
7．So set aside some time each day to write, even if it is only five minutes.
8．It was when Asimov was eleven years old that his talent for writing became obvious.
9．Asimov had both an extraordinary imagination that gave him the ability to explore future worlds and an amazing mind with which he searched for explanations of everything, in the present and the past.
10．The clock struck eight.
11．As she turned around, there stood Gladys.
12．Claire borrowed a pile of books from the library for him to read or, rather, scan.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Reading for forms
Read the text Satisfaction Guaranteed again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
2. Copying collocations and writing articles
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Collocations from Satisfaction Guaranteedmake robots生产机器人, experiment with做试验, do the housework做家务, test out试验, be absent for three weeks三周不在, persuade…that…说服……, allow …to do允许……做……， feel alarmed感到吃惊, look like a machine看上去像一个机器, at all根本、全然, facial expressions面部表情, on the second morning在第二天早上, feel embarrassed感到尴尬, look so human看上去很人性化, feel very unhappy感到不高兴, improve one’s social position提高某人的社会地位, one of the richest and most powerful women around远近闻名的有钱有势的女人之一, please sb by…通过做……取悦某人, make …elegant使……优雅, borrow a pile of books from the library从图书馆借了一堆书, turn each page翻每一页, reach for…竭力想得到, change the makeup改变了化妆, accompany… to…和……一起去, write out a list of items for…写了一份……的清单, go into a dress shop进了一家衣服店, be rude to…对……粗鲁, ring up打电话, change one’s attitude改变态度, turn around转身 the amused and surprised look on one’s face脸上有趣有惊讶的表情, have an affair有风流韵事, after all毕竟, get home到家, weep with anger因为生气而哭, invite…to the house邀请……到家里, expect…to be completely transformed期待……大变样, work steadily on…有条不紊地做……, fall off a ladder从梯子上掉下来, in time及时, hold…firmly in one’s arms把……紧紧地搂在怀里, feel the warmth of one’s body感到身上的热气, push…away推开……, at that moment在那一刻, fold one’s arms around…搂着, bend one’s face close to…把脸贴近……, cry out…大叫……, more than 不仅仅, disappear from sight消失, open the curtains打开窗帘, whisper to…对……低语, have such a handsome lover有一位英俊的情人, all night整夜, drive up驱车, take…away带走……, be pleased with …对……感到满意, report on…关于……的报告, protect…from harm保护……免遭伤害, prevent…from…阻止……做……, sense of failure失败感, fall in love with爱上……
3. Questioning and answering
Now let’s go over the text again by questioning and answering.
Satisfaction Guaranteed
A: What did Larry Belmont work for
B: Larry Belmont worked for a company that made robots.
A: What was the company experimenting with recently
B: Recently it was experimenting with a robot that could be used to do the housework.
A: By whom was it going to be tested out
B: It was going to be tested out by Larry’s wife, Claire.
A: Why didn’t Claire want the robot in her house
B: Claire didn’t want the robot in her house, especially as her husband would be absent for three weeks
A: How did Claire feel when she first saw the robot
B: When she first saw the robot, she felt alarmed.
A: What was the robot like
B: The robot, called Tony, didn’t look like a machine at all. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.
A: What did the robot do the second morning
B: On the second morning Tony brought her breakfast and then asked her whether she needed help dressing.
A: How did Claire react
B: She felt embarrassed and quickly told him to go. It was disturbing and frightening that he looked so human.
A: What did Claire mention one day
B: One day, Claire mentioned that she didn’t think she was clever.
A: And what did Tony, the robot, say to her
B: Tony said that she must feel very unhappy to say that.
A: How did Claire feel about a robot’s sympathy
B: Claire thought it was ridiculous to be offered sympathy by a robot.
…
4. Reading the text again to discover the topic sentence of each paragraph
A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Now read the text again to discover the leading sentence of each paragraph.
Satisfaction Guaranteed A robot used to do the housework was going to be tested out by Larry’s wife, Claire.The robot, called Tony, didn’t look like a machine at all. It was disturbing and frightening to Claire that Tony looked so human.But Claire began to trust Tony. Tony wanted to please Claire by helping her make herself and her home elegant. Tony gave Claire a new haircut and changed the makeup she wore. Tony expected the house to be completely transformed.Tony worked steadily on the improvements. Tony folded his arms around Claire, bending his face close to hers. Claire might not be as beautiful as those women, but none of them had such a handsome lover.Then she remembered – Tony was just a machine. The company was very pleased with Tony’s report on his three weeks with Claire.
7. Reading the text for its type of writing and summary of Satisfaction Guaranteed
There are words that signal a text's organizational structure. If you are struggling with how to make sense of what you're reading, you must increase your sensitivity to the particular words.
Chronological Sequenceafter, afterward, as soon as, before, during, finally, first, following, immediately, initially, later, meanwhile, next, not long after, now, on (date), preceding, second, soon, then, third, today, until, when
Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condeming, objective, etc.)
It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.
Now go over the text for its type of writing and summary of Satisfaction Guaranteed.
Type of writing A narration
Main idea of 1st paragraph A robot that could be used to do the housework was going to be tested out by Larry’s wife, Claire.
Main idea of 2nd paragraph The robot, called Tony, was tall and handsome, his hair being smooth and black and his voice being deep.
Main idea of 3rd paragraph Tony was disturbing and frightening to Claire that he looked so human.
Main idea of 4th paragraph Claire began to trust Tony.
Main idea of 5th paragraph Claire was amazed by Tonny’s fingernails and the softness and warmth of his skin.
Main idea of 6th paragraph Claire thanked Tony, telling him that he was a “dear’.
Main idea of 7th paragraph Tony suggested that Claire invite Gladys and her friends to the house.
Main idea of 8th paragraph Tony held Claire firmly in his arms and she felt the warmth of his body.
Main idea of 9th paragraph Tony folded his arms around Claire, bending his face close to hers.
Main idea of 10th paragraph Claire heard Cladys whispering to another woman that she had never seen anyone so handsome as Tony.
Main idea of 11th paragraph The next morning a car drove up and took Tony away.
Main idea of 12th paragraph Even though Tony had been so clever, he would have to be rebuilt—you cannot have women falling in love with machines.
8. Finish the exercises in p3,preparation, edition22,Learning English,
9. Homework, Finish the exercises in pp19,20立体课堂
Period 3 - 4 语言学习课（2课时）
第一步：组织教学
第二步：复习课文主要内容
第三步：根据课文内容，主要讲解 pp20-30 立体课堂的内容
1、appear ~ seem ~ look
三个词都可以表示“看起来，好像”，但各自的侧重点有所不同，其句子结构也不完全一样。
（1）appear指给人以表面的印象，暗含往往并非如此。look指显露在外能被人看到的视觉印象。seem是说话人的一种主观判断，可能有一定根据或判断接近事实。
e.g. If the sky appears blue to us on earth, it is because the earth’s atmosphere scatters a certain number of blue rays of sunlight.
如果我们在地球上看天空是蓝色的，那是因为地球周围的大气层使太阳光的一部分蓝色射线散射的缘故。（某物给人的一种表面印象）
They looked tired.
他们看起来累了。(说话人从他们身上得到的一种视觉印象)
They seemed to have finished the work.
他们好像已完成了那项工作。（说话人的判断）
（2）这三个词的句型结构比较：共同点是可接形容词；不同点如下：接不定式时，seem和appear后都可接to do或to be，而look后只接to be。
e.g. The whole world seemed/appeared to be black and empty.
整个世界好像全是漆黑一片，空空洞洞。
She looks to be the best person for the job.
她看起来就是这份工作的最佳人选。
appear和seem都可用there放在句首作引导词的句型，也都可用“it(主语)+appear/seem + that从句”这一句型，而look则不行。
e.g. There seems to be a mistake in these figures.
这些数字似乎有误。
It appears/seems that he has been ill for a long time.
他好像病了好长时间。
look和seem后可接like短语，也可接as if引导的从句，appear两者都不用。
e.g. It looks/seems like rain.
像是要下雨了。
It seems as if he knew nothing about it.
他似乎对此一无所知。
2、 desire
【 c / un. 】（ 1 ）a strong wish 渴望，意欲
I am filled with desire to go back there.
He has a strong desire to succeed / for success.
They had a desire that I（should）attend their wedding.
（ 2） Something or someone desired. 渴望的人或东西
What’s your greatest desire
【 v. 】 to wish or want very much
I desire to be successful.
The Queen desired you to come at once.
= The Queen desired that you（ should）come at once.
suggest 建议 / request /demand /insist 坚持做 /command .
（按立体课堂的内容讲解和练习重点单词、短语、词语辨析、重点句子）
第四步 做Learning about Language 课本包括两项内容：对阅读部分的词汇做针对性的训练，通过练习帮助学生掌握这些词汇；复习被动语态和不定式的被动形式。在教学过程中，除了教授一般语法规律外，还应该给学生提供大量的语言材料与例证。在这方面，最好选择学生所学的语言材料，让学生观察语法在实际语言中的运用，加强感性认识，学会总结使用。教师可以采用本书提供的如下程序和材料进行教学：Warming up by having a dictation；Discovering useful words and collocations；Reading more about the 22nd century；Learning about the passive voice；Discovering useful structures；Closing down by putting on stage a text play of Satisfaction Guaranteed
Homework: 做function1 ,p3. Learning English
Period 5-6 语法学习课（2课时）
(Revise the passive voice including the infinitive)
Introduction
In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the passive voice including the infinitive. The following steps of teaching may be taken: warming up by having a dictation, discovering useful words and collocations, reading more about the 22nd century, learning about the passive voice, discovering useful structures and closing down by putting on stage a text play of Satisfaction Guaranteed.
Objectives
To help students revise the passive voice
To help students discover and learn to use some useful words and collocations
To help students discover and learn to use some useful structures
Procedures
1. Warming up by having a dictation
To begin with, let’s take a dictation to strengthen our memory of the text.
Larry Belmont worked for a company that make robot. Recently a robot that could do housework would be tested out Larry's life, Clair, for three weeks. Clair felt alarmed by the robot's humanly appearance. Before long she began to trust him. She told him that she and her home were not elegant enough for her husband and she envied the rich and powerful woman .The robot decided to protect her from being harm. He gave her a new haircut and changed her makeup and asked her to buy something to decorate her home. Before the night he was to leave Clair, they held a party. The guests were impressed by Clair and her home, especially by the handsome robot, whom they thought was her husband. Claire knew this is almost a dream and she felt very sad. However, the company was very satisfied with Tony, the robot although he needed rebuilding because it is absurd to have women falling in love with a machine.
2. Discovering useful words and collocations
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Now go to page 13. Work in pairs to finish the three exercises in 10 minutes.
3. Learning about the passive voice
ACTIVE AND PASSIVE TENSES CHART
SIMPLE PRESENT and SIMPLE PAST
The active object becomes the passive subject.
am/is/are + past participle
was/were + past participle
Active: Simple Present
The movie fascinates me.
The movie bores Jack.
The movie surprises them. Passive: Simple Present
I am fascinated by the movie.
Jack is bored by the movie.
They are surprised by the movie.
Active: Simple Past
The movie bored me.
The movie fascinated Jack.
The movie surprised them. Passive: Simple Past
I was bored by the movie.
Jack was fascinated by the movie.
They were surprised by the movie.
PRESENT and PAST CONTINUOUS (PROGRESSIVE)
Passive form:
am/is/are + being + past participle
was/were + being + past participle
Active: Present Continuous
I am helping Shannon.
June is helping Su and Ling. Passive: Present Continuous
Shannon is being helped by me.
Su and Ling are being helped by June.
Active: Past Continuous
I was cleaning the bathroom.
They were cleaning the bedroom.
Susan was cleaning the kitchen and patio. Passive: Past Continuous
The bathroom was being cleaned by me.
The bedroom was being cleaned by them.
The kitchen and patio were being cleaned by Susan.
PRESENT PERFECT, PAST PERFECT and FUTURE PERFECT
Passive form:
have/has been + past participle
had been + past participle
Active: Present Perfect
I have mailed the gift.
Jack has mailed the gifts. Passive: Present Perfect
The gift has been mailed by me.
The gifts have been mailed by Jack.
Active: Past Perfect
Steven Spielberg had directed the movie.
Penny Marshall had directed those movies. Passive: Past Perfect
The movie had been directed by Steven Spielberg.
The movies had been directed by Penny Marshall.
Active: Future Perfect
John will have finished the project next month.
They will have finished the projects before then. Passive: Future Perfect
The project will have been finished by next month.
The projects will have been finished before then.
FUTURE TENSES
Passive forms: will + be + past participle
is/are going to be + past participle
Active: Future with WILL
I will mail the gift.
Jack will mail the gifts. Passive: Future with WILL
The gift will be mailed by me.
The gifts will be mailed by Jack.
Active: Future with GOING TO
I am going to make the cake.
Sue is going to make two cakes. Passive: Future with GOING TO
The cake is going to be made by me.
Two cakes are going to be made by Sue.
PRESENT / FUTURE MODALS
The passive form follows this pattern:
modal + be + past participle
Active: WILL / WON'T (WILL NOT)
Sharon will invite Tom to the party.
Sharon won't invite Jeff to the party.
(Sharon will not invite Jeff to the party.) Passive: WILL / WON'T (WILL NOT)
Tom will be invited to the party by Sharon.
Jeff won't be invited to the party by Sharon.
(Jeff will not be invited to the party by Sharon.)
Active: CAN / CAN'T (CAN NOT)
Mai can foretell the future.
Terry can't foretell the future.
(Terry can not foretell the future.) Passive: CAN / CAN'T (CAN NOT)
The future can be foretold by Mai.
The future can't be foretold by Terry.
(The future can not be foretold by Terry.)
Active: MAY / MAY NOT
Her company may give Katya a new office.
The lazy students may not do the homework.
MIGHT / MIGHT NOT
Her company might give Katya a new office.
The lazy students might not do the homework. Passive: MAY / MAY NOT
Katya may be given a new office by her company.
The homework may not be done by the lazy students.
MIGHT / MIGHT NOT
Katya might be given a new office by her company.
The homework might not be done by the lazy students.
Active: SHOULD / SHOULDN'T
Students should memorize English verbs.
Children shouldn't smoke cigarettes. Passive: SHOULD / SHOULDN'T
English verbs should be memorized by students.
Cigarettes shouldn't be smoked by children.
Active: OUGHT TO
Students ought to learn English verbs.
(negative ought to is rarely used) Passive: OUGHT TO
English verbs ought to be memorized by students.
Active: HAD BETTER / HAD BETTER NOT
Students had better practice English every day.
Children had better not drink whiskey. Passive: HAD BETTER / HAD BETTER NOT
English had better be practiced every day by students.
Whiskey had better not be drunk by children.
Active: MUST / MUST NOT
Tourists must apply for a passport to travel abroad.
Customers must not use that door. Passive: MUST / MUST NOT
A passport to travel abroad must be applied for.
That door must not be used by customers.
Active: HAS TO / HAVE TO
She has to practice English every day.
Sara and Miho have to wash the dishes every day.
DOESN'T HAVE TO/ DON'T HAVE TO
Maria doesn't have to clean her bedroom every day.
The children don't have to clean their bedrooms every day. Passive: HAS TO / HAVE TO
English has to be practiced every day.
The dishes have to be washed by them every day.
DOESN'T HAVE TO/ DON'T HAVE TO
Her bedroom doesn't have to be cleaned every day.
Their bedrooms don't have to be cleaned every day.
Active: BE SUPPOSED TO
I am supposed to type the composition.
I am not supposed to copy the stories in the book.
Janet is supposed to clean the living room.
She isn't supposed to eat candy and gum.
They are supposed to make dinner for the family.
They aren't supposed to make dessert. Passive: BE SUPPOSED TO
The composition is supposed to be typed by me.
The stories in the book are not supposed to be copied.
The living room is supposed to be cleaned by Janet.
Candy and gum aren't supposed to be eaten by her.
Dinner for the family is supposed to be made by them.
Dessert isn't supposed to be made by them.
PAST MODALS
The past passive form follows this pattern:
modal + have been + past participle
Active: SHOULD HAVE / SHOULDN'T HAVE
The students should have learned the verbs.
The children shouldn't have broken the window. Passive: SHOULD HAVE / SHOULDN'T HAVE
The verbs should have been learned by the students.
The window shouldn't have been broken by the children.
Active: OUGHT TO
Students ought to have learned the verbs.
(negative ought to is rarely used) Passive: OUGHT TO
The verbs ought to have been learned by the students.
Active: BE SUPPOSED TO (past time)
I was supposed to type the composition.
I wasn't supposed to copy the story in the book.
Janet was supposed to clean the living room.
She wasn't supposed to eat candy and gum.
Frank and Jane were supposed to make dinner.
They weren't supposed to make dessert. Passive: BE SUPPOSED TO (past time)
The composition was supposed to be typed by me.
The story in the book wasn't supposed to be copied.
The living room was supposed to be cleaned by Janet.
Candy and gum weren't supposed to be eaten by her.
Dinner was supposed to be made by them.
Dessert wasn't supposed to be made by them.
Active: MAY / MAY NOT
That firm may have offered Katya a new job.
The students may not have written the paper.
MIGHT / MIGHT NOT
That firm might have offered Katya a new job.
The students might not have written the paper. Passive: MAY / MAY NOT
Katya may have been offered a new job by that firm.
The paper may not have been written by the students.
MIGHT / MIGHT NOT
Katya might have been offered a new job by that firm.
The paper might not have been written by the students.
4. 被动语态小结
●被动语态的特殊结构形式
1)带情态动词的被动结构。其形式为：情态动词＋be＋过去分词。
例The baby should be taken good care of by the baby-sitter.
2) 有些动词可以有两个宾语，在用于被动结构时，可以把主动结构中的一个宾语变为主语，另一宾语仍然保留在谓语后面。通常变为主语的是间接宾语。
例His mother gave him a present for his birthday. 可改为 He was given a present by his mother for his birthday.
3) 当“动词+宾语+宾语补足语”结构变为被动语态时，将宾语变为被动结构中的主语，其余不动。
例Someone caught the boy smoking a cigarette. 可改为The boy was caught smoking a cigarette.
4）在使役动词have, make, get以及感官动词see, watch, notice, hear, feel, observe等后面不定式作宾语补语时，在主动结构中不定式to要省略，但变为被动结构时，要加to。
例Someone saw a stranger walk into the building. 可改为A stranger was seen to walk into the building.
5) 有些相当于及物动词的动词词组，如“动词＋介词”，“动词＋副词”等，也可以用于被动结构，但要把它们看作一个整体，不能分开。其中的介词或副词也不能省略。
例The meeting is to be put off till Friday.
●非谓语动词的被动语态
v.+ing 形式及不定式 to do 也有被动语态(一般时态和完成时态) 。
例I don't like being laughed at in the public.
●It is said that+从句及其他类似句型
一些表示“据说”或“相信”的动词如believe, consider, expect, report, say, suppose, think等可以用于句型“It＋be＋过去分词＋that从句”或“主语＋be＋过去分词＋to do sth.”。有：
It is said that… 据说,It is reported that…据报道，It is believed that…大家相信，It is hoped that…大家希望，It is well known that…众所周知，It is thought that…大家认为，It is suggested that…据建议。
例It is said that the boy has passed the national exam.（＝The boy is said to have passed the national exam. ）
●谓语动词的主动形式表示被动意义
英语中有很多动词如 break，catch，clean，drive，lock，open，sell，read，write，wash等，当它们被用作不及物动词来描述主语特征时，常用其主动形式 表达被动意义,主语通常是物。
例 This kind of cloth washes well.
注意：主动语态表被动强调的是主语的特征，而被动语态则强调外界作用造成的影响。
试比较：The door won't lock．（指门本身有毛病）
The door won't be locked．（指不会有人来锁门, 指“门没有锁”是人的原因）
表示“发生、进行”的不及物动词和短语，如：happen, last, take place, break out, come out, come about, come true, run out, give out, turn out等以主动形式表示被动意义。
例 How do the newspapers come out 这些报纸是如何引出来的呢？
系动词没有被动形式, 但有些表示感受、感官的连系动词feel, sound, taste, book, feel等在主系表结构中常以主动形式表示被动意义。
例Your reason sounds reasonable.
●非谓语动词的主动形式表被动意义
在need，want，require, bear等词的后面，动名词用主动形式表示被动意义，其含义相当于动词不定式的被动形式。
例The house needs repairing（to be repaired）．这房子需要修理。
形容词worth后面跟动名词的主动形式表示被动含义，但不能跟动词不定式；而worthy后面跟动词不定式的被动形式。
例The picture-book is well worth reading．（＝The picture-book is very worthy to be read．）
动词不定式在名词后面作定语，不定式和名词之间有动宾关系时，又和句中另一名词或代词构成主谓关系, 不定式的主动形式表示被动含义。
例 I have a lot of things to do this afternoon． (to do与things是动宾关系，与I是主谓关系。)
试比较：I’ll go to the post office. Do you have a letter to be posted ( 此处用不定式的被动语态作定语表明you不是post动作的执行者。)
在某些“形容词＋不定式”做表语或宾语补足语的结构中，句子的主语或宾语又是动词不定式的逻辑宾语时，这时常用不定式的主动形式表达被动意义。这些形容词有nice，easy，fit，hard，difficult，important，impossible，pleasant，interesting等。
例This problem is difficult to work out .（可看作to work out省略了for me）.
在too… to…结构中，不定式前面可加逻辑主语，所以应用主动形式表示被动意义。
例This book is too expensive (for me) to buy.
在there be…句型中，当动词不定式修饰名词作定语时，不定式用主动式作定语，重点在人，用被动形式作定语，重点在物。
例There is no time to lose（to be lost）．（用 to lose可看成for us to lose；用to be lost，谁 lost time不明确。）
在be to do结构中的一些不定式通常应用主动表主动, 被动表被动。然而,由于古英语的影响,下列动词rent, blame, let等仍用不定式的主动形式表示被动意义。
例 Who is to blame for starting the fire
●介词in, on, under等+名词构成介词短语表被动意义
表示方位的介词与含动作意义的名词合用，含被动之义，其意义相当于该名词相应动词的被动形式，名词前一般不用冠词。
“under +名词”结构，表示“某事在进行中”。
常见的有：under control（受控制）, under treatment（在治疗中）, under repair（在修理中）, under discussion（在讨论中）, under construction（在施工中）。
例The building is under construction( is being constructed).
“beyond+名词”结构，“出乎……胜过……、范围、限度”。
常见的有：beyond belief (令人难以置信)， beyond one’s reach（鞭长莫及），beyond one’s control（无法控制），beyond our hope． 我们的成功始料不及。
例The rumor is beyond belief（=can’t be believed）．
“above+名词”结构, 表示“(品质、行为、能力等) 超过……、高于……”。
例His honest character is above all praise．=His honest character cannot be praised enough．
“for+名词”结构，表示 “适于……、 为着……”。
如：for sale(出售), for rent（出租）等。
例That house is for sale. (= The house is to be sold).
“in+名词”结构 ，表示“在……过程中或范围内”常见的有：in print（在印刷中），in sight(在视野范围内)，等。
例The book is not yet in print．(=is not yet printed)
“on+名词”结构, 表示“在从事…… 中”。常见的有：on sale(出售)，on show（展出）, on trial（受审）。
例Today some treasures are on show in the museum (= are being showed).
“out of+名词”结构 ； 表示 “超出…… 之外“，常见的有：out of control (控制不了)，out of sight （超出视线之外），out of one’s reach(够不着), out of fashion(不流行)等。
例 The plane was out of control (can’t be controlled)． 。
“within+名词”结构，“在……内、不超过……”。
例He took two days off within the teacher's permission．
5. Discovering useful structures
Go to page 14, and finish the two exercises in pairs.
6. Closing down by putting on stage a text play of Satisfaction Guaranteed
Acting out the text is a very good way to motivate us to read out loud the text and to improve our spoken English. To practice speaking let’s now try to turn the text into a play and put it on stage.
Larry Belmont: I am Larry Belmont. I am working for a company. My company makes robots. Tom: I hear that you company is experimenting with a robot that could be used to do the housework.Larry Belmont: Yes, it is. The robot is going to be tested out by my wife, Claire.Claire: I don’t want the robot in my house, especially as you would be absent for three weeks.Larry: I don’t think the robot would harm you. Tom: neither will it allow you to be harmed. Claire: All right. Let it come to me.(The robot comes in.)Claire: My god! You look so human. What is your name Tony: I am the robot, called Tony. You are right. I don’t look like a machine at all. Claire: You are tall and handsome.Tony: Although my facial expressions never change. Claire: And your hair is smooth and black and your voice is deep.(On the second morning Tony brought her breakfast.)Tony: Here is your breakfast. Do you need help dressing Claire: I am embarrassed, you know. Go away quickly.Tony: Am I disturbing and frightening that I look so human (One day, Claire mentioned that she didn’t think she was clever.)Tony: You must feel very unhappy to say that. Claire: You are offering me sympathy You are a robot! Anyway you are a nice guy. I trust you.Tony: What else can I do for you Claire: My home isn’t elegant enough Larry. He wants to improve his social position. You know I am not as elegant as Gladys Claffern. She is one of the richest and most powerful women around.Tony: Then I will try my best to make you and your home elegant. (Claire borrowed a pile of books from the library for Tony to read or, rather, scan.) Claire: May I look at your fingers So beautiful! Now you may turn pages.(Suddenly she reached for his hand.)Claire: Your fingernails are so nice. Your skin is so soft and warm. What a pity you are a machine!Tony: May I give you a new haircut May I change the makeup you wear Claire: I ma going shopping this afternoon. Could you come with me Tony: No, I couldn’t. I am not allowed to accompany you to the shops. But I will write out a list of items for you. (Claire went into the city and bought curtains, cushions, a carpet and paint. Then she went into a dress shop. )Claire: I am here to buy a dress for myself. Could you help me with that one Salesman: Don’t you see I am busy Claire: Is that Tony This is Claire speaking. I am at a dress shop. The salesman is so rude to me here.Tony: pass the phone to the salesman. Salesman: Yes, I am. Sorry to be bothering you. I apologize to you and your wife.Claire: Thanked you, Tony. You are a “dear’ to me.Gladys Claffern: It’s you, Claire!Claire: Yes, I am shopping for a new dress for myself.Gladys Claffern: By the amused and surprised look on your face, I knew that you are having an affair. Your husband’s name is Larry, not Tony. Claire: Sorry, I have to go home now.(When Claire got home, she wept with anger.)Tony: why are you crying Claire: I met Gladys at the shop. She overheard me talking with you over the phone. Tony: I suggest you invite Gladys and her friends to the house the night Larry is to return. By that time, I think the house will be completely transformed.Claire: All right. Do as you like.Tony: I will work on the improvements. You just stand by.Claire: I can help you with the cleaning. (Claire fell off a ladder.)Tony: Be careful. I am coming to save you. I did it. Claire: Why are you holding my firmly in your arms I could feel the warmth of your body. Get away!(The night of the party arrived.)Tony: The clock is striking eight. The guests would be arriving soon.Claire: Go to go into another room. (At this moment, Tony folds his arms around her, bending his face close to hers. Claire: Tony, what are you doing Tony: I am leaving you tomorrow. I don’t want to be away from you.(The front door bell rings. Tony frees her and disappears from sight. Claire: The windows are open. They saw everything!Guests: How clean and tidy are your rooms!Gladys: I have never seen anyone so handsome as Tony. I envy Claire!Claire: (murmuring to herself) But Tony is just a machine. Leave me alone!(The next morning a car drove up and took Tony away.)
Homework:: workbook p56. Function2, p3. Learning English
Period 7 阅读课（二） A Biography of Isaac Asimov
STEP1 Warming up by making passive voice sentences
STEP2： 开始授课，然后设计Reading for forms；Copying collocations from A Biography of Isaac Asimov；Writing your own story with the collocations from A Biography of Isaac Asimov；Reading more about Asimov；Closing down by discussing the 1940 Laws of Robotics by Asimov进行教学。
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. Warming up by making passive voice sentences is to be followed by reading for forms, copying collocations from A Biography of Isaac Asimov, writing your own story with the collocations from A Biography of Isaac Asimov and reading more about Asimov. The class ends by students discussing the 1940 Laws of Robotics by Asimov.
Objectives
To help students read the passage A Biography of Isaac Asimov
To help students to use the language by reading, listening, speaking and writing
Procedures
1. Warming up by making passive voice sentences
1. The new TV design will be tested out by the new engineers.2. You are not wanted in her house.3. She is being persuaded that the earth is becoming colder and colder.4. We are offered help by a robot.5. His social position will be improved greatly.6. A pile of books have been borrowed from the library.
2. Reading for forms
Read the text A Biography of Isaac Asimov to on page 16: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
3. Copying collocations from A Biography of Isaac Asimov
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Collocations from A Biography of Isaac Asimovscience fiction stories, have both an extraordinary imagination and an amazing mind, give…the ability to explore …, search for explanations of …, in the present and the past, be born on 2 January, 1920, end in New York on 6 April, 1992, die as a result of an HIV infection, get… from a blood transfusion, nine years earlier, run…for the next 40 or so years, be pregnant with…, work there through one’s … years until …, gain a master’s degree at university in chemistry, work as a junior chemist, at the Philadelphia Navy Yard, get one’s PhD in chemistry, become a biochemistry teacher at …, give up teaching to become a full-time …, one’s talent for …, became obvious, retell a story from a book, take oneself seriously as a writer, have…published in science fiction magazines, throughout one’s life, receive many awards for…, among his most famous works of science fiction, win an award, the death and rebirth of …, in a galaxy of the future, be well known for one’s collection of short stories, develop a set of … for robots, research into artificial intelligence
4. Closing down by writing your own story with the collocations from A Biography of Isaac Asimov
Periods 8-13 练习讲解，测试考查
Do the rest exercises in 立体课堂, pp3-6,Learning English, Test Yourself Unit 2
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