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Teaching importance
(1) To help the students gain information by listening, guessing and discussing;
(2) Guide the students to discuss robots functions.
Teaching difficulty
To encourage the students to think deeply about robot-linked moral questions.
Teaching procedures
Step 1: What is Zoomer?
The teacher is going to display a video clip and ask: “What is Zoomer?” Zoomer is an e-dog, and the teacher is going to give this question to the students: “Do you know another e-dog from our book?”
The students are going to be guided to the comic strips of the welcome, as another e-dog is Hobo, and get to warm themselves up for the following activities.
Step 2: What do Eddie and Hobo say?
The teacher is going to show the comic strips, play the recoding of the dialogue and ask:
-- What is Eddie doing?
--Why does Eddie want to do so?
--What does Eddie ask Hobo to do?
The students are going to be encouraged to answer the questions and draw the conclusion from the dialogue that the e-dog Hobo is lazy.
Step 3: Robots help us a lot.
(1) Based on the conclusion from the above step, the teacher is going to say:
--Different from Hobo, robots in our real world are very helpful and can do a lot for us. Could you think from the four perspectives: housework, outer space, dangerous jobs and others?
The handout will be sent to the students at this moment, and the students are going to complete the task one in the handout.
(2) The teacher is going to ask the students to share their ideas about what robots can do for us. First, housework. Then outer space, dangerous jobs and others.
In the perspective of outer space, after the students give their answers, the teacher is going to display a picture of Yutu Lunar Rover and its basic information, and go on to ask:
--Do you know what will happen to Yutu Lunar Rover after it stops working?
(For reference: It will explode, fall into space and become space junk.)
On the basis of this question, the teacher is going to raise the question:
--Do you think it will hurt after exploding? Do you think it is right for us to create robots, ask them to do a lot for us, and at last, just let them “die”?
Moral questions concerning robots are shown to the students at this stage, and they are expected to have some profound thinking.
(3) After talking about what robots do for us from the above four perspectives, the teacher is going to introduce more robots’ functions by showing them blocked pictures.
The students need to guess what the robots do according to the pictures. They are going to be impressed that robots can do a lot for us
(4) The teacher then will ask the students to finish exercise on p37, which is to match the robots’ functions with the pictures.
Step 4: How could robots help us in our daily life?