T: What did John Baird invent? Ss: He invented the television. T: When did he invent it? Ss: He invented it in …
(让学生分成三组分别讨论这三项发明，并用自己的话复述2中的部分内容，完成2。) T: Now, please talk about the inventions in your own words. Group 1, please tell us something
about the car. G1: The car …
T: Now, Group 2, would you like to talk about the telephone or the television? G2: We’d like to talk about …
T: Group 3. It’s your turn to talk about ...
3. (用多媒体展示一些图片，并要求学生用过去时的被动语态造句。巩固本课的语言点。完成4。)
T: Make up sentences according to the example and practice more. Example:
(展示电脑图片并板书生词laptop，要求学生了解。) laptop S4: Where were laptops invented? S5: They were invented in Japan. S4: When were laptops invented? S5: They were invented in 1985. (展示神舟七号发射图。)
Ss: ShenzhouⅦ was launched into space in China in 2008. …
Step 5 Project 第五步 综合探究活动(时间:5分钟)
把学生分为几组，每个学生写下自己所知道的发明，由组长汇总，然后小组讨论，让学生课后发挥各自的想象力，设计一个实用的发明并介绍其用途、性能等，锻炼学生的探究能力。
1. (组内调查后，让学生尽量用一般过去时的被动语态来描述搜集的发明及其发明者、发明时间、发明地、用途等，并由组长向全班作汇报。) 2. Homework:
According to your imagination, design your own invention. Then write an article to introduce it. 板书设计： When was it invented? Section B so far (1)It was widely used in people’s daily life. be similar to (2)When was it invented? the same as (3)Cloning is famous throughout the world. no doubt ` ·26·
(4)And it can also benefit human beings. Section C
The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases:
servant, for certain, housework, make a contribution to 2. Learn some useful sentences:
(1) No one knows for certain, but most people think that robots will be part of our lives. (2) In short, this robot is very useful to us.
3. Discuss the advantages and disadvantages of robots.
Ⅱ. Teaching aids 教具 录音机/图片/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
检查作业，然后以师生互动形式，复习一般过去时的被动语态。培养学生热爱科学的精神。 1. (检查上节课的作业，让学生汇报自己的发明成果。)
T: Now I’ll check up the homework of Section B and choose some students to report their results. 2. (出示幻灯片，让学生根据幻灯片上的图表，用过去时的被动语态做对话练习。)
Invention car radio light bulb Inventor Karl Benz Guglielmo Marconi Thomas Edison Year 1885 1895 1879 T: Boys and girls, we have learned many inventions during the last period. Look at the table and make dialogs like this: A: When was the car invented? B: It was invented in 1885.
A: Who was the car invented by? B: It was invented by Karl Benz.
T: OK! I’ll ask two students to ask and answer questions about the radio. S1: When was the radio invented?
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S2: It was invented in 1895.
S1: Who was the radio invented by?
S2: It was invented by Guglielmo Marconi. (再找两组学生做类似对话。)
T: Well done. You learned a lot. Now, let’s talk about more inventions.
Step 2 Presentation 第二步 呈现(时间:10分钟)
以师生互动等形式，呈现本课新知识。通过让学生听录音并找出关键词，培养学生的听力及阅读理解能力。
1. (师生互动，导入新课。)
T: We have learned many inventions such as computers, digital cameras, TV sets and light bulbs. Which invention do you like best? Can you tell me? S1: Computers. S2: Cars. S3: …
T: Why do you like computers best, S1?
S1: Because I can learn a lot on the computers. Playing computer games is very exciting. T: But you shouldn’t spend too much time on them. It is bad for your study. Which invention would you like to own, S3?
S3: I’d like to own a cellphone. It can help me communicate easily. T: Very good. Anyone else?
S4: I’d like to own a car. It’s very convenient.
S5: Which invention would you like to own, Mr. / Miss …?
T: I feel very tired after work and I don’t feel like doing any housework at that time. So I’d like to own a robot. Do you know robots? (教师板书，并要求学生掌握。)
housework Ss: Yes. But why?
T: I’d like a robot to help me do a lot of housework. It can cook for me. It can clean the house for me. In cold winter, it can wash clothes for me. It’s dangerous for me to clean the outside of the windows. OK, let the robot do it. Ha! It behaves just like a servant. (板书，要求学生理解behave；掌握servant。) behave servant T: With the robot’s help, doctors can examine the insides of their patients’ bodies. It has made a contribution to humans’ health.
(板书并要求学生理解contribution；掌握词组make a contribution to。)
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contribution make a contribution to Ss: That’s very interesting. T: Yes. Study hard, and maybe you can invent something useful one day. (教师展示机器人图片。)
T: Look! This is a robot. I treat it as my servant. Will it be friendly or unfriendly? No one knows for certain.
(板书，并要求学生掌握。) for certain T: With the development of technology, maybe robots will think and act for themselves. They will no longer want to be our servants, but our masters. Do you think it is very dangerous? Maybe there will be a war between robots and human beings. 2. (播放1a录音，让学生在文中画出关键词和短语。)
T: Boys and girls, we’ve learned something about robots. And today we’ll learn a passage about robots. First listen to the tape carefully and find out the key words and expressions. (板书关键词和短语。) no one, most people, our lives, robots, caused, work for us, help, dangerous and difficult work, people, surprised, think and act, one scientist, warns, want to be our servants, treat, war, human beings Step 3 Consolidation 第三步 巩固(时间:13分钟)
让学生讨论1c中的问题，探讨机器人将给人类带来的利和弊，培养学生的科学探究精神。让学生根据关键词复述1a，培养学生综合运用语言的能力。 1. (让学生再读1a, 分小组讨论1c中的问题。)
T: Read the passage by yourselves and discuss the questions in 1c in groups.
(把整个班级分成四个小组，每个小组选择并讨论其中一个问题。教师提问检查讨论结果。)
T: Group 1, which question did you talk about? G1: Question 1.
T: Do you think that robots will be part of our lives in the future?
G1: Yes, we think so. They can help us do some dangerous and hard work. They work fast and
they are never tired.
T: Group 2, what did you talk about?
G2: We talked about Question 3. We don’t think robots can think or act for themselves. Human
beings created robots. So we can control them. Robots can work for human beings, and they don’t complain. They can’t think for themselves.
T: Maybe you are right. Now it’s your turn, Group 3. What’s your opinion?
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G3: We don’t think robots are meant to be our servants. They are important. They can do a lot
of work for us. But we mustn’t treat them as our servants. They should be our friends. We can talk with them.
T: Yes, I agree with you. And what do you think of the title, Group 4? Why does the title
have a question mark?
G4: Because the writer is not sure whether robots will be our servants in the future. (or the
writer doesn’t think that robots will be our servants. )
2. (学生两人一组，利用黑板上的关键词，复述课文。教师请几名学生向全班复述。)
T: After the discussion, you can try to retell the text in 1a according to the key words on the
blackboard. I’ll ask some of you to retell it in the front. Try, please!
3. (出示幻灯片，让学生完成下面对机器人的介绍，进一步巩固对文中出现的关键词和短语的掌握。)
T: Please fill in the blanks according to 1a.
So far, robots haven’t us any problems. They work for us like all the time. They help us do and work. People are at the development of robots. In a few years, perhaps robots will think and for themselves. However, robots can think for themselves, problems may . Perhaps there will be a between human beings and robots.
T: Read 1a again. Check the answers.
Step 4 Practice 第四步 练习(时间:8分钟)
通过单词释义、听力训练等活动帮助学生更好地掌握本课所学的内容。 1. (教师简单介绍解题方法，学生完成1b，师生一起核对答案。)
T: OK. Please find out and circle the words in 1a according to the meanings in 1b. Then write them down. You can work in pairs if necessary. Then we’ll check the answers together. 2. (播放2录音，让学生完成2。)
T: Let’s listen to the tape, and finish 2 by yourselves. We’ll listen to the passage twice. (听完后，核对答案。) 答案： 1. greatly 2. medical 3. health 4. inside 5. discovering 6. effects
(为了使学生加深对所听内容的理解，可以创设一些问题让学生回答。) Example:
T: What is the X-ray machine used for?
Ss: It is used for examining the inside of patients’ bodies. T: Why should it be used properly?
Ss: Because it has some bad effects on our health.
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