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1、Book7Unit2张忠连Period1WarmingUpandReadingTeachinggoals1•Beabletolearnsomeimportantwordsandphrases.fiction,desire,satisfaction,alarm,alarmed,sympathy,elegant,pile,scan,fingernail,absurd,haircut,accompany,cushion,awful,affair,declare,envy,testout,ringup,turnaround,leave...aloneetc.2.Helpstude
2、ntstolearnaboutrobotsandsciencefiction.3.Enablestudentstorealizesciencefictionreflectsscientificthought;fictionofthings—to—comebasedonthings—on—hand.Teachingimportantpoints1•EnablestudentstograspwhatTonydidtohelpClaireandhowherfeelingstowardsTonychangedduringTonysstayatherhouse.2.Helpstud
3、entstosumupcharacteristicsofsciencefiction.TeachingdifficultpointsHowClairefsfeelingstowardsTonychangedduringTony'sstayatherhouse.TeachingmethodsDiscussing,explaining,readingandpracticingTeachingaidsThemultimediacomputerTeachingproceduresStep1Warmingup1-Presentphotosofdifferentkindsofrobo
4、ts.Thenaskthestudentstosaysomethingabouttheirfavoriterobots.2-Askstudentstodiscussthefollowingquestionsinpairs.(1)Whatisarobot?(2)Whatcanarobotdo?Step2Pre-readingLookatthephotosofrobotsandaskstudentstodiscussthequestionsinPre-readingingroups.Studentsareencouragedtospeakouttheiropinionsfre
5、ely.1•Doyouthinkitispossibleforarobottothinkforitself,havefeelings,haveitsownneedsanddesires,orlookandfeellikeahumanbeing?Step3Skimming1•Skimthetexttofindoutthemaincharactersinthestory.2.Ingroups,findanswerstothefollowingquestions:(1)WhatdidTonylooklike?(2)WhatwasLarryBelmontsprobleminthe
6、end?Severalminuteslaterchecktheanswerswiththewholeclass.Suggestedanswers:(1)Hewastallandhandsomealthoughhisfacialexpressionsneverchanged.Hishairwassmoothandblackandhisvoicewasdeep.(2)HiswifemayhavefalleninlovewithTony,therobot.Step4Scanning1•Askstudentstoreadthetextcarefullyandthenfindout
7、thetruestatements.(1)Clairedidn'tliketheideaatthebeginning,butsheagreedtoitatlast.(2)WhenTony,therobot,offeredtohelpdressing,Clairewaspleasedtoacceptit.Butshethoughtitwassurprisingforarobottobesohuman.(3)TonycouldunderstandClairewhenshesaidshewasnotcleve匚(4)Clairewa
