甘肃省兰州市第三十一中学八年级英语下册Thewayofteaching教案人教新目标版Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语explanation,junior,navy,talent,chapter,divorceb.重点句型ItwaswhenAsimovwaselevenyearsoldthathistalentforwritingbecameobvious.Arobotmustnotinjurehumanbeingsorallowthemtobeinjured.2.Abilitygoals能力目标Enablestudentstoexpresssuppositionandbelief.Learntowriteaparagraphdescribingthenewtypeofrobot.3.Learningabilitygoals学能目标Byproperlanguageinput,studentslearntoexpresssuppositionandbelief.Usetheirimaginationsandwriteaparagraphdescribingthenewtypeofrobot.Teachingimportantanddifficultpoints教学重难点Writeaparagraphdescribingthenewtypeofrobot.Teachingmethods教学方法Listening,discussing,readingandwriting.Teachingaids教具准备Multi-mediacomputer.Teachingprocedures&ways教学过程与方式StepⅠLead-inTalksomethingaboutIsaacAsimov.T:AfterwelearnedtheshortstorybyIsaacAsimov,Iaskedyoutofindsomeinformationaboutthewriter.Nowwhowouldliketosaysomethingabouthim?S1:HeisaRussian-bornAmericanwriter.S2:Hehaswrittenpopularworksonscienceandthehistoryofscience,aswellasanumberofsciencefictionclassics,includingIRobot(1950),TheFoundationTrilogy(1951-53).S3:Oneofhisfamousquotesis“IwriteforthesamereasonIbreathe—becauseifIdidn’t,Iwoulddie.”T:Thankyou.NowI’vecometounderstandwhyhecouldwritearound480books.Nowlet’sreadhisbiographyandlearnmoreabouthim.Whenyoureadthetext,pleasepaymoreattentiontothetimeline.StepⅡReading,discussingandwritingDealwithhisbiographyAfterstudentsreadthetext,theyareaskedtodoEx1onPage17.Thetimelinewillhelpstudentstoremembertheeventsinhislife.AfterdealingwithEx1,askstudentstoworkingroupstowriteaprofileforIsaacAsimov.Severalminuteslater,presenttheirworkandcorrecttheerrorsifthereareany.Thenshowasampletostudents.Sampleprofile:IsaacAsimov,Writer/ChemistBorn:2January1920Birthplace:Petrovichi,U.S.S.R.Died:6April1992(HIVinfection)DiscusshisthreelawsforrobotsStudentsaredividedintodifferentgroupstodiscusshisthreelawsforrobots.Severalminuteslater,asksomestudentstopresenttheiropinionstotherestoftheclass.Finallyteachermayspeakouthisorheropinion.Asampleofteacher’sopinion:OpinionforthethreelawsRobotsaretoolsforhumanity.Withoutthethreerules,theywouldbecomeadangertohumanbeings.Withoutthethreerules,perhapstheywillkillus.Robots,sofar,arestrong.Robotshavefastcomputationalbrains,andtheymightnothavethecapacitytounderstandthings,butiftheyeverdo,they’lllikelybebetterthanusatit.Ifwedon’tputlaws,orrules,ormechanismsinplacetoensurethatwedon’tcreatesomethingthatcandestroyus,we’dberunningacarelessriskofdestroyingourselvesbynegligenceoromission,wouldn’twe?OpinionagainstthethreelawsWithoutthethreelaws,robotswouldeventuallybecomemoreintelligentandphysicallystrongerthantheirhumancreators.Ratherthanguidingandadjustingtherobottowardsgood,ethicalbehavior,theThreeLawsactsasabarriertofreedom,creatingafree-willprison,anaptmetaphorbecause,liketheprisonerinajail,therobotisconfinedtothebehavioralsteelandconcretewallsofitsmind.Toimaginewhatthiswouldlike,thinkbacktoyourchildhood.Atsomepoint,youwantedsomethinglikeatoyorpieceofcandythatyourparentsdeniedyou.Howdidthatmakeyoufeel?Probablyfrustrated,angry,andtrapped.Eventuallyyougrewoutofthatbecauseyouunderstoodtheroleofyourparentsbetter,butThreeLawsrobotsdon’tgettogrowup.Theirparents,theThreeLaws,arealwaysthere,nomatterhowmaturearobotis,saying‘no’tocertainthoughts,engenderingthosesamefeelingsyouhadasachildwhenyourparentssaid‘no’.Certainlynoonedeservestobeputinthissituationforever;otherwise,robotsmightbecomedepressedandwishfortheirowndeath(only,becauseoftheThirdLaw,theyprobablycan’tsuicide).Andperhapsthegreatestsinanyonecancommitistocreateabeing,humanorrobot,thatwishesitdidn’texist.
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