福州大学：《现代大学英语精读》课程授课教案（一年级下）Book II Unit 9 Wish I Had a Robot/ Machines With Brains

Unit 9 I wish i Had a robot/Machines with brains Teaching objectives: To learn the subjunctive were after wish,indicating a present non-fac To learn the subjunctive had been after wish,indicating a past non-fact To learn sentences of unreal conditions related to the future To acquaint the students with the machines which we call themmachines with brains To discuss the things that robotscan do for peop To be able to identify the type of writing of Reading To be able to sum up the main idea of Dialogue I Reading I Il To be able to retell Dialogue I&Reading I; To supply students with opportunities to practice their basic language skills Time Allocation and Teaching Procedure: About 4 sessions (8 class hours)are needed for this unit 1 session 1.Duty report Ask 3 students to do duty ports Language st ructures Teach ways to the subjunctive were after /wish,indicating a present non-fact I wish I were a deep sea diver I wish i were a astronaut Teach ways to the subjunctivehad been after Iwish,indicating a past non-fact I wish I had beer good sy Teach sentences of unreal conditions related to the future What would you say ifyou net a being from outer space? Would you be a competent interpreter if you graduated tomorrow? 3.Dialogue I Pre-reading questions WhaddBsyarobotcoulddoinafactory Why did B wish to have a robot? While-reading: What advantages are there if the robots are used in industry? In what ways are robots useful if we use them at home? Are there any disadv es in using robots?Giver sons for your answer Make a wish.of all things.work round the clock free from.provide with.depend on.cyber-art. cyber-entertainment,cyberculture,mean by. live in peace with.protect from Isee you point help with,so if .help sb to do sth,be harmful to in the orginal Post-readingAssignments Review Structure and Dialogue

Unit 9 I Wish I Had a Robot/ Machines With Brains Teaching objectives: To learn the subjunctive were after I wish, indicating a present non-fact To learn the subjunctive had been after I wish, indicating a past non-fact To learn sentences of unreal conditions related to the future To acquaint the students with the machines which we call them “machines with brains” To discuss the things that robots can do for people To be able to identify the type of writing of ReadingⅠ To be able to sum up the main idea of DialogueⅠ,ReadingⅠ&Ⅱ; To be able to retell DialogueⅠ& ReadingⅠ; To supply students with opportunities to practice their basic language skills Time Allocation and Teaching Procedure: About 4 sessions (8 class hours) are needed for this unit. 1 st session 1. Duty report Ask 3 students to do duty reports 2. Language structures Teach ways to the subjunctive were after I wish, indicating a present non-fact I wish I were a deep sea diver. I wish I were a astronaut. Teach ways to the subjunctive had been after I wish, indicating a past non-fact I wish I had been a good swimmer. Teach sentences of unreal conditions related to the future What would you say if you net a being from outer space? Would you be a competent interpreter if you graduated tomorrow? 3. Dialogue Ⅰ Pre-reading questions: What did B say a robot could do in a factory? Why did B wish to have a robot? While-reading: What advantages are there if the robots are used in industry? In what ways are robots useful if we use them at home? Are there any disadvantages in using robots? Give reasons for your answer Language points in the dialogue: Make a wish, of all things, work round the clock, free from., provide with, depend on, cyber-art, cyber-entertainment, cyberculture, mean by, live in peace with., protect from, I see your point, help with, so if., help sb to do sth, be harmful to in the orginal Post-reading Assignments Review Structure and Dialogue

Retell dialogue I Getting the spelling of new words righ 2session 1.Continuation of the study of Dialogue: Focus on Word Study 2.Study of Reading I Pre-reading questions What happened to industry about a hundred years ago' What is the operation of automatic machines based on? What is related to the prefix thermo-? What else can be controlled by a thermostat? What happens when the bar in the mechanism of a thermostat gets warm What is a machine with brains calle While-reading Ask students to explain the organization of the text and the main idea. Analyze the grammatical structure of sentence Language points: take over,take place be base on,be found in. the control of,be made of. cool off.as a result.pull away(from). Switchon switch off,break flow out of,be adjusted to, 3.Study of ReadingⅡ How did the writer find out that the man and the woman were owners of video games? Why do you itle"Chips with Everything"? 4.Post-reading Assignments Review Reading I&ll Retell Reading I Getting the spelling of new wordsright Prepare po din g topic for cussion and writing 1.Duty report Ask3students to do duty reports 2.Continuation of the udy Reading I: Focuson Word Study Discuss the topics assigned in the previous session in pairs or groups,then the representatives do a presentation 4.Post-reading assignments

Retell dialogue Ⅰ Getting the spelling of new words right 2 nd session 1. Continuation of the study of Dialogue: Focus on Word Study 2. Study of Reading Ⅰ Pre-reading questions What happened to industry about a hundred years ago? What is the operation of automatic machines based on? What is related to the prefix thermo-? What else can be controlled by a thermostat? What happens when the bar in the mechanism of a thermostat gets warm? What is a machine with brains called? While-reading Ask students to explain the organization of the text and the main idea. Analyze the grammatical structure of sentence Language points: take over, take place, be base on, be found in, the control of, be made of, cool off, as a result, pull away(from), switch on- switch off, break up, separate from, flow into, flow out of, be adjusted to, 3. Study of Reading Ⅱ How did the writer find out that the man and the woman were owners of video games? What are the good points of having a video set at home? Why do you think the writer of this article used the title “Chips with Everything”? 4. Post-reading Assignments Review Reading Ⅰ&Ⅱ Retell ReadingⅠ Getting the spelling of new words right Prepare the post-reading topics for discussion and writing 3 rd session 1. Duty report Ask 3 students to do duty reports 2. Continuation of the study Reading Ⅰ: Focus on Word Study 3. Post-reading topic discussion Discuss the topics assigned in the previous session in pairs or groups, then the representatives do a presentation 4. Post-reading assignments

student book p.107-Guided writing,Work book pp.80-89 4th session 1.Workbook:student book p.107-Guided writing,Work book pp.80-89 2.Quiz 3.Assignments: Complete the supplementary written exercise Do supplementary reading Preview the next unit

student book p.107-Guided writing, Work book pp. 80-89 4 th session 1. Workbook: student book p.107-Guided writing, Work book pp. 80-89 2.Quiz 3.Assignments: Complete the supplementary written exercise Do supplementary reading Preview the next unit