1 |
Revision （8mins) |
Class activity |
Encourage the Ss read out their HMK which was assigned in Section C. T: Hi, boys and girls, happy to see you again. Have you finished your homework? T: Who would like to share your passage? How about you, xxx? T: Wow! What wonderful imagination! Another one? |
Read out their HMK which was assigned in Section C. Ss: Yes. S1: All right. One Day Without Computers It was the most boring day I spent today. I woke up at eight in the morning. Then I was ready to have my breakfast. But the computer controlled cooker didn’t work. I sent a message to my driver—the robot. But he didn’t come. So I had to walk to the workplace. When I got there, there was a big crowd. The door couldn’t open as usual. They told me that the computer which controlled the door was broken. Nobody could go into the room. Then I went to supermarket to buy some food. It’s closed, too. The note said the computer didn’t work. I decided to go home. I said “Open Sesame” to the door. Oh, my god! It didn’t work. At last, I spent the whole day walking along the street! Until eight in the evening, everything came back to life. What a bad day I had! S2: … S3: … |
这种幻想式的作文很有趣，可以让学生把他们的作品贴在教室的“英语园地”中。 |
2 |
Getting students ready for learning (3mins) |
Class activity |
Present all kinds of pictures of robots to give a brief introduction to robots. T: Hi, class. Look at this strange thing. What do you think it is? T: No. It’s not a tank. It’s a robot. It’s the first robot in the world. It was invented by Engelberger. He was called “The father of robots”. T: Look! There are many pictures of robots. T: You can see robots have changed a lot in shapes. Today, we will learn about robots. |
Learn something about robots. S1: 坦克。 |
最好能够根据机器人的发展历程来展示各种机器人。 |
3 |
Pre-reading (5mins) |
Group work |
Let the Ss discuss in groups the questions in 1a to warm up. T: Before we begin the new lesson, I’d like you to discuss the questions in 1a first. If you finish, raise your hand. T: What are your opinions, Group 4? T: What a lazy boy! To tell the truth, I also want a robot to do housework for me, haha! If I have a robot, it can do all the housework for me, like my servant. How about you, Group 1? T: I agree with you. If you want to know more about robots, just read 1a. |
Discuss in groups the questions in 1a to warm up. S1: We all like robots. xxx says he would like a robot to do homework for him. S2: We like robots, too. They are too helpful in our daily life. S3: … S4: … |
老师要适时讲解部分生词。如：house+work= housework, serv(serve)+ant(…的人)=servant。 |
4 |
While-reading (5mins) |
Individual work |
Let the Ss read 1a and do 1b.Check the answers . T: Next, you will read 1a. But before reading, please read 1b. You have to find the words in the passage according to the meanings and the first letter. When you finish, put up your hand. T: Hi, boys and girls! Who can tell us what the first word is? How about you, xxx? T: It doesn’t matter. Please spell it. T: Yes, you are right. Follow me, everyone. “warn”. T: We usually use it this way: “warn sb. not to do sth.” or “sb. warns that…” The second one? T: … |
Read 1a and do 1b. Check the answers . S1: Sorry, I don’t know how to pronounce it. S1:W-A-R-N Ss: warn S2: cause S3: … S4: … |
尽管学生没学过“warn”，但通过英语解释，能知道第一个单词的意思是“警告”，然后再回到短文去寻找哪个单词可能是这个意思。这就是要培养学生“用英语学英语”的能力。老师可以利用这个环节来让学生学习新词: warn, certain, servant。 |
5 |
Post-reading (15mins) |
Group work Individual work |
Step 1: Let the Ss read 1a again and then discuss the questions in 1c in groups. T: Now, you will read 1a again. However, you should read the questions in 1c first. After reading, please discuss the questions in groups. If you finish your discussion, please let me know. T: What are your opinions about Question 1, Group 3? T: Great! Each group has different ideas. Robots are considered to be our servants, aren’t they? T: I hope so. Do you think robots can think or act for themselves? T: It seems that you have a deep discussion. How about the last question? T: I agree with you. The passage is just talking about possibilities. Do you know which words are usually used to talk about possibilities? T: “May” and “Might”. Step 2: Let the Ss read 1a the third time to find out the useful expressions and the sentences which express possibilities. T: You have learned how to talk about possibilities. Now, read 1a the third time to find out the sentences which express possibilities and useful expressions. If you finish, put up your hand. T: Now, let’s check the sentences together. The first one is… T: The second one is… T: … T: Though the passage is just talking about possibilities, from this passage, we know science may be not always good for us. Perhaps it will do harm to human beings in the future. T: Have you found any useful expressions? |
Read 1a again and then discuss the questions in 1c in groups. S1: We think robots will be part of our lives in the future. Because computer science and robot technology will make everything possible . S2: We think robots will play important part in many areas of work , especially in factories. S3: We think robots will be part of our lives, but they won’t take the place of human beings. S4: … S5: … S6: We think they are. S7: We don’t think so. They are machines only. They don’t have their own brains. S8: Perhaps it is possible. Human beings are too clever. They can make impossible things possible. S9: Because robots may become masters of the human beings. S10: Because we are not sure, it is a question. S10: Perhaps , probably S11: maybe Read 1a the third time to find out the useful expressions and the sentences which express possibilities. Ss: Perhaps robots will think on their own,… Ss: However, once robots …may appear. Ss: … S1: for certain, so far,.. S2: be surprised at , on one’s own,… S3: no longer, between…and… |
让学生在重读1a之前，先读1c的问题，带着问题去阅读，有利于提高学生的阅读效率。 老师要在学生回答第4个问题时，顺势点明：文章所讲的只是可能性。并指出本话题的目的之一就是要谈论可能性。通常用这些词来表达可能性：perhaps, probably, maybe, may, might。 |
6 |
Summarizing and assigning homework (9mins) |
Class activity Class activity |
Step 1: Let the Ss read the sentences in Grammar and Functions together. T: We have finished this topic. It’s time to sum up. First, read the sentences in Grammar and Functions together. Ready? Go! Step 2: Let the Ss sum up the grammar. T: Now, let’s sum up the grammar and expressions. What’s the grammar for this topic? T: Yes. What else? T: Right. xxx, can you say something about attributive clause? T: Sounds great! Who wants to add more? T: Well done. How about possibilities? T: How wonderful! Step3: HMK T: I know you are good at making wall newspapers. But I’m not sure whether you are good at making English wall newspapers, too. Today, you’ll have the chance to show your talent. After class, please work in groups to make an English wall newspaper according to the requirements in Project. We will choose the best one and give this group presents. All your newspapers will be put up on the English Corner. |
Read the sentences in Grammar and Functions together. Ss: … Sum up the grammar. Ss: 定语从句。 S1: 还有谈论可能性。 S2: 定语从句常用的关系代词有：who ,which ,that. Who 用于指人，which 用于指物，that 既可以指人，也可以指物。 S3: 从句中的谓语动词要和先行词的数保持一致。 S4：常用maybe, may, might, perhaps, probably来谈论可能性。 |
学生喜欢竞争，渴望得到认可。所以老师要强调：墙报做得好的小组将得到礼物。其余也要张贴到“英语角”，这样每个小组都会认真对待这个任务。 |
