3. What will robots look like and be doing in 10 years? in 20 years? in 50 years?
n Listening for New Sections of a Lecture
Different sections of a lecture deal with different aspects of the lecturer’s chosen topic. As you listen to a lecture, listen for when the lecturer moves from one aspect of the topic to a new aspect. When that happens, leave a space and start a new section in your notes.
n Use your notes to create an oral summary of the lecture with your partner. As you work together, add details to your notes that your partner included but you had missed.
f 7. guidance g. the process of putting something together
g 8. assembly h. done quickly and correctly
c 9. sensor
i. accurate and correct
h 10. efficiently j. independent; able to act alone
f “a robot”? What does it look like? What does it do? Draw a simple picture of your robot.
2. Have you seen a movie or TV show in which robots play an important role? What was the name of the movie? What did the robots do in the movie? How do “real” robots differ from “movie” robots?
2. Have you seen a movie or TV show in which robots play an important role? What was the name of the movie? What did the robots do in the movie? How do “real” robots differ from “movie” robots?
n Answer the following questions with a partner or your classmates.
1. What do you picture when you think of “a robot”? What does it look like? What does it do? Draw a simple picture of your robot.
3. What will robots look like and be doing in 10 years? in 20 years? in 50 years?
Proper Names
Honda 日本本田公司 ASIMO 日本本田公司开发的步行机器人
b Match the words to their definitions.
n Think about the questions in the Topic Preview and the sentences you heard in the Vocabulary Preview. Write three questions that you think will be answered in the lecture. Share your questions with your classmates.
e 1. detect
a. over and over in the same way each time
i 2. precise
b. used in industry and manufacturing
j 3. autonomous c. a device that reacts to change in light, heat, sound, etc.
I’d like to start by defining . . . Now, let’s talk about why . . . So what is the process by which . . . Next, I want to examine the history of . . .
A section of a lecture may, for example, give a definition, provide historical background, analyze reasons, or describe a process.
A lecturer will use language such as the following to introduce a new section:
b 4. industrial d. to save information to be used again
d 5. store
e. to find or become aware of something
a 6. repetitive f. help, assistance, and direction