人教版高中英语选修七Unit2 reading
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Period 1 Warming Up & Listening (Workbook)Teaching Goals:1.To discuss different kinds of robots and their functions.2.To know more about today‟s robots.Teaching ProceduresStep 1. Leading-in1. Tell Ss something about robots and arouse their interest in robots.Robots are good at doing thesame task over and over again,exactly the same way. All robotsare machines. They havecomputer instructions. Theypaint cars. They lift heavy loads. They enter some areas those are too dangerous for man. Some robots have different shapes. Some are simply arms. Robots with different shapes can do different work. People can control these robots from a distance.2. Ask Ss to talk about the following questions.(1) Do you know any robots?(2) What‟s the characteristic of robots?(3) What‟s the function of robots?(4) What‟s the definition of a robot in you opinion?Step 2. Warming Up1. Ask Ss to read the introduction of robots in Warming Up and compare with their ideas about robots.2. Ask Ss to talk about the pictures of Warming Up and make a list of anything with robots as characters. Then let them present their list before the class.3. Ask Ss to read the following text and then finish the true or false questions.Henry wants to borrow a book from the library. He comes to thelibrary with his classmates. They can't see any assistant in it,but only some robots standing there. Henry says to the robot,“Hey, give me a book on music.” But the robot doesn't move.Then another student tells Henry, “You must say …Excuse me‟and …please‟ first when you want some help.” Henry does so and the robot brings the book. But Henry can't get the book from the robot's hands. He thinks for a moment, then he says a word to the robot. The robot gives him the book. Henry gets the book and goes home happily.(1) There is no assistant in this library. ( )(2) Henry wants to listen to music in the library. ( )(3) The robot doesn't move first because it's broken. ( )(4) Teachers and robots work in the library. ( )(5) Henry may say“Thanks”when he wants to get the book from the robot. ( )Suggested Answers:(1) T (2) F (3) F (4) F (5) TStep 3. Listening (Workbook)1. Lead Ss to Listening. Teacher may say, “Today we are going to listen to a radio interview in which a science reporter talks about recent robots. From it, we can learn more about today‟s robots. Before listening to the tape, please look through the exercises on P54 quickly.”2. Play the tape and ask Ss to finish Ex2 on P54.3.Ask Ss to work in pairs, listen to the tape and finish Ex3 on P54. Play the tape again and ask them to check the answers.4.Ask Ss to discuss the following questions in pairs.(1) What are the negative aspects of each robot that Emma talks about?(2) How can we deal with the negative aspects of each robot?Step 4. Homework1. Ask Ss to surf the Internet and find some information about robots.2. Ask Ss to preview the reading text.Period 2 Pre-reading, Reading & ComprehendingTeaching Goals:1. To get Ss to know the life of Tony.2. To get Ss to know more about what robots can do for people.3. To develop Ss‟ reading ability.Teaching Procedures:Step 1. Pre-reading1. Ask Ss to look at the pictures of Pre-reading on P10 and discuss the following questions.(1) What are they?(2) Where can we find them?(3) What can they do for people?2. Ask Ss to imagine a robot that can think, feel, has its own needs and desires, and looks and feels like a human being. Then ask them to talk about the following question.Can we find the robot in our life?3. Tell Ss that the robot cannot be found in our real life but we can find it in the text we are going to learn next.Step 2. Fast reading1. Ask Ss to read the text quickly and try to find the main idea of the text.2. Ask Ss to find the relationships between the characters in the text.Suggested Answers:Larry Belmont —employed in a company that maked robots.Claire Belmont —Larry‟s wife, a housewifeTony —the robotGladys Claffern —a woman that Claire enviesStep 3. Intensive reading1. Ask Ss to read the text carefully and answer the questions in Ex1 on P12.2. Ask Ss to look through the following sentences and try to find whether they are true or false according to the text.(1) On the second morning, Tony brought Claire breakfast and then dressed her. ( F )(2) Tony wanted to please Claire by borrowing books from the library. ( F )(3) Tony gave Claire a new haircut and made her up. ( T )(4) When Claire fell off a ladder, Tony caught her. ( T )(5) At last, people managed to have women falling in love with machines. ( F )Suggested Answers:(1) F (2) F (3) T (4) T (5) F3. Play the tape, and ask Ss to listen and pay attention to Tony‟s characteristics that were similar to those of a human being and different from those of a human being. Then ask them to finish Ex2 on P12.Step 4.Consolidation1. Ask Ss to listen to the tape again and try to retell the story.2. Ask Ss to underline what they cannot understand in the text. And tell them the language points will be dealt with in the next period.Step 5. Homework1. Ask Ss to write the retold story.2. Ask Ss to preview Learning about Language.。
新人教版英语选修七第二单元Reading的课文译文包君满意拉里.贝尔蒙特在一家生产机器人的公司里工作。
最近,该公司要对一个家用机器人进行试验。
这项试验将由拉里的夫人克莱尔来尝试。
克莱尔并不想把机器人留在家里,特别是在她丈夫离家三周的这个期间。
但是克莱尔被拉里说服了。
他说,机器人不会伤害她。
这样会是个意外的收获。
然而她初次见到机器人的时候就感到有点儿吃惊。
机器人名叫托尼,看上去更像一个人,而不像台机器。
他虽然面部表情毫无变化,但是个子高大、相貌英俊,头发平整,声音低沉浑厚。
第二天早晨,托尼戴着围裙,给她端来了早餐,然后问她是否需要帮忙穿衣打扮。
她感到有点儿不好意思,很快就打发他走了。
机器人如此通人性,这使她觉得心烦和害怕。
有一天,克莱尔说起,她觉得她自己并不聪明。
托尼则说,克莱尔一定是很不高兴,才会说出这样的话来。
克莱尔觉得,机器人会向她表示同情,这有点荒唐可笑。
但是她开始信任托尼了。
她告诉托尼她太胖了,这让她很不高兴。
还有对于像拉里这样很想提高社会地位的人来说,她的家也不够高雅。
她跟格拉迪丝.克拉芬不一样,格拉迪丝是远近闻名的有钱有势的女人。
托尼为让克莱尔高兴,答应帮助她,使她变得漂亮,使她的家变得高雅大方。
于是克莱尔从图书馆借来一堆书给托尼阅读,或者说给他浏览一下。
她惊奇地看着他的手指翻动着书页,忍不住突然伸出手来摸他的手指。
他的手指甲和他那柔软温暖的皮肤使她感到大为惊异。
她在想,这是多么可笑啊,他只不过是台机器呀!托尼给克莱尔换了个发型,又改变了化妆风格。
因为不允许托尼陪克莱尔去商店,所以托尼就给她写了一份购物清单。
克莱尔进城去买了窗帘、坐垫、地毯和床上用品。
然后她去了一家珠宝店买项链。
柜台售货员对她很粗鲁,她就打电话给托尼,让售货员同托尼讲话。
售货员马上就改变了态度。
克莱尔对托尼表示感谢,并说他是个“可爱的人”。
她刚一转过身去,就看到格拉迪丝.克拉芬站在那儿。
克莱尔想,格拉迪丝认为她有风流韵事了。