Unit 1 Will people have robots Section A教学课件(鲁教五四制 八上)

Unit 1 Will p eople have robots? 人们将会有机器人吗？Section A —1b（P1）Conversation 1（对话1）A: Good morning! I’m Cindy. 早上好！我是辛迪。

B: Hello, Cindy. I’m Dale. 你好，辛迪。

我是戴尔。

A: Nice to meet you. 很高兴认识你。

Conversation 2（对话2）A: What’s your name? 你叫什么名字？B: Alan. 艾伦。

A: Hello, Alan! I’m Ms Brown. 你好，艾伦！我是布朗。

Conversation 3（对话3）A: Hi, my name’s Gina. 你好，我的名字叫吉娜。

B: I’m Jenny. Nice to meet you. 我是珍妮。

很高兴认识你。

A: Nice to meet you, too. 我也很高兴认识你。

2a & 2b（P2）Conversation1A: Hello, what’s your name? 你好，你叫什么名字？B: My name’s Alice. 我的名字叫艾丽斯。

A: I’m Eric. 我是埃里克。

B: Nice to meet you. 很高兴认识你。

Conversation 2A: What’s his name? 他叫什么名字？B: His name’s Eric. 他名叫埃里克。

A: And what’s her name? 她的名字又叫什么呢？B: Her name’s Alice. 她名叫艾丽斯。

Conversation 3A: Excuse me, are you Eric? 请问你是埃里克吗？B: Y es, I am. Are you Mike? 是的，我是。

你是迈克吗？A: No, I’m not. I’m Bob. Nice to meet you. 不，我不是。

主题单元学习目标
知识与技能：1、能听说读写核心词汇和短语2、对未来进行预测，陈述表达自己的观点3、能在任务型活动中如：游戏、调查、预测未来生活等活动中用一般过去式、一般现在时、以及由will构成的一般将来时进行交流。

过程与方法：通过谈论未来的生活，提高口语能力和相互交流的能力。

2、在多媒体资源的帮助下，锻炼听说读写能力。

3、阅读文章使用阅读技巧，锻炼阅读理解能力，分析问题解决问题的能力。

4、能够写一篇英语小短文。

情感态度与价值观：通过任务活动，学会交流，学会尊重，提高人际交往能力。

2、通过活动中对未来生活的展望，学会积极的处理好人与人，人与社会，人与自然的基本关系。

学会保护环境，防止环境污染。

对应课标。

机器人简介实用上，机器人（Robot）是自动执行工作的机器装置。

机器人可接受人类指挥，也可以执行预先编排的程序，也可以根据以人工智能技术制定的原则纲领行动。

机器人执行的是取代或是协助人类工作的工作，例如制造业、建筑业，或是危险的工作。

机器人可以是高级整合控制论、机械电子、计算机、材料和仿生学的产物。

目前在工业、医学甚至军事等领域中均有重要用途。

欧美国家认为：机器人应该是由计算机控制的通过编排程序具有可以变更的多功能的自动机械，但是日本不同意这种说法。

日本人认为“机器人就是任何高级的自动机械”，这就把那种尚需一个人操纵的机械手包括进去了。

因此，很多日本人概念中的机器人，并不是欧美人所定义的。

现在，国际上对机器人的概念已经逐渐趋近一致。

一般说来，人们都可以接受这种说法，即机器人是靠自身动力和控制能力来实现各种功能的一种机器。

联合国标准化组织采纳了美国机器人协会给机器人下的定义：“一种可编程和多功能的，用来搬运材料、零件、工具的操作机；或是为了执行不同的任务而具有可改变和可编程动作的专门系统。

”机器人能力的评价标准包括：智能，指感觉和感知，包括记忆、运算、比较、鉴别、判断、决策、学习和逻辑推理等；机能，指变通性、通用性或空间占有性等；物理能，指力、速度、连续运行能力、可靠性、联用性、寿命等。

因此，可以说机器人是具有生物功能的空间三维坐标机器。

机器人发展简史（引自《环球科学》2007年第二期）1920年捷克斯洛伐克作家卡雷尔•恰佩克在他的科幻小说《罗萨姆的机器人万能公司》中，根据Robota(捷克文，原意为“劳役、苦工”)和Robotnik(波兰文，原意为“工人”)，创造出“机器人”这个词。

1939年美国纽约世博会上展出了西屋电气公司制造的家用机器人Elektro。

它由电缆控制，可以行走，会说77个字，甚至可以抽烟，不过离真正干家务活还差得远。

但它让人们对家用机器人的憧憬变得更加具体。

1942年美国科幻巨匠阿西莫夫提出“机器人三定律”。

教材分析人教版新目标《英语》充分体现了课改的指导思想，其阅读部分的编写适合学生的特征，有助于发展学生自主学习的能力，形成有效的学习策略。

本单元教学中的各项活动都围绕机器人展开，有助于培养学生关注科学、热爱科学的德育理念。

2a—2e 是一个整体的阅读版块，该部分谈论的是未来机器人的发展，其中涉及机器人过去和现在的状况，主要介绍了两派科学家对未来机器人发展的不同预测。

2a 是读前活动，通过问题激活本课的背景知识；2b 旨在让学生通过略读判断各段的段落大意，以获取对文章的整体理解；2c 旨在让学生通过细读了解机器人现在的状况；2d 的文段是对阅读语篇的概括，通过填词帮助学生转换文章信息，加深学生对文章的理解；2e 是读后讨论拓展活动，让学生在理解课文内容的基础上发挥自己的想象，对机器人的未来发展情况进行预测。

教学目标1语言知识目标Words：human，servant，dangerous，already，factory，Japan，believe，disagree，even，agree，shape，fall，inside，possible，impossible，side Drills：（1）Will people have... in the future?（2）Robots are like... in movies.（3）Robots can do... today.（4）Robots will be like... in the future.2学习策略目标（1）利用段落主题句快速理解文章大意；（2）根据图片和上下文猜测、理解语篇中的难词、难句。

3语言技能目标（1）运用已学知识预测和谈论未来机器人的形状和功能；（2）熟练谈论自己预测的其他东西的形状及功能。

3情感教育、文化意识目标（1）培养学生关注科技、热爱科技、参与科技的意识；（2）能在小组活动中积极与他人合作，发扬团队合作精神。

（3）了解机器人的发展史和发展趋势；（4）关注当今世界科技发展的热点问题，培养创造性思维能力。

Unit 1 Will people have robots? 人们将会有机器人吗？Section A —1bBoy 1：Do you think people will have robots in their homes in 100 years?你认为100年后人们的家里会有机器人吗？Boy 2：Yes, I do. I saw a robot on TV, and it cleaned the kitchen.是的，我认为会。

我在电视上见过机器人，它能打扫厨房。

Boy 1：Well，I don't think people will use money.我认为人们不会再用纸币。

Boy 2：Do you think everything will be free?你认为每样东西都会免费吗?Boy 1：Yeah, probably.是的，很有可能。

Boy 2：I think there will be only one country.我认为未来世界上会只有一个国家。

Boy 1：Only one country in the whole world? Will there be world peace?全世界只有一个国家吗？未来会和平吗？Boy 2：I hope so.希望如此。

Boy 1：I bet kids won't go to school. They'll study at home on computers.我打赌孩子不再去学校。

他们将在家通过电脑学习。

Boy 2：Oh, I disagree.我不同意。

Boy 1：You do? 你不同意?Boy 2：Yeah, there will always be schools. 是的，还会有学校的。

2aWoman：OK, now I want to hear everyone's predictions about the future.我想听一下大家对未来的预测。

Unit 1 Will people have robots?Teaching goals:eful words and phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc.2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答。

3. There be 句型的一般将来时。

4. more , less , fewer 的用法。

5. 学习一般将来时态的相关知识，学会对未来进行预测。

6. 掌握in +一段时间：….以后，next…，tomorrow…. 等与将来时态连用的时间状语。

Important and difficult points:1. will构成一般将来时态的句式。

2. There be 句型的一般将来时态。

3. more, fewer, less 的用法。

4. How to make predictions.Period 1Teaching procedures:Step 1 Leading in1. Greetings: Welcome to school .What’s the date today ? Who’s on duty today ?Do you enjoy your winter holiday ?Do you finish your homework ?Do you want to live on the moon ?Can you guess what will happen in ten years ?Collect the Ss’ answers and say something about their predictions.Step 2 Pre-taskSB Page 2, 1a.1. Look at the picture: How will the world be different in the future, 100 years from now ?We’re going to talk about sth. in 100 years.2. Read each predictions to the class .Explain the new vocabulary .3. Read the instructions .Make sure Ss know what they should do .4. Do it by themselves.5. Talk about the answers with the class.Explain :一般将来时态构成: will / be going to + 动词原形Step 3 While-taskSB Page 2 ,1b .1. Practise reading the six predictions.2. Read the instructions to Ss. Circle the things you hear on the recording.3. Play the tape twice.4. Play the tape a third time .At the same time, check the answers.SB Page 2 , 1c .1. Pay attention to the dialogues.2. Read the dialogues fluently.3. Pairwork. Work in pairs to make predictions according to the sample.4. Ask several pairs to share their conversations to the class.SB Page 3, 2a & 2b.1. Read the predictions.2. Read the instructions and point out the sample answer.3. Play the tape twice. Ss circle the word they hear in each sentences: more, less , fewer.4. Check the answers.学生探究: less, fewer 的区别。

新目标八年级英语下册Unit1教学设计新目标八年级英语下册Unit 1教学设计Unit 1 Will people have robots?单元教学设计方案一、教学内容： Unit 1 Will people have robots?二、教材及学情分析：本单元围绕“谈论问题” 及“提出建议”这两个话题，设计了相关的语言背景。

Section A1a-2c呈现了本单元的重点语法现象一般将来时表示猜测的用法，然后设计了听力活动、结对活动以及小组活动，从听说角度训练了本单元的核心句型，并在Grammar Focus中进行了归纳总结。

Section A3a-Part4所涉及的活动则先通过与一般过去式和一般现在时的对比，让生进一步了解、掌握一般将来时的结构与用法。

Section B1a-2b先通过词类的分组活动，呈现了听力材料中所要用到的词汇；接着设计了两个听力活动，分别从两个层面，从宏观到细节，帮助学生掌握一般将来时的意义、结构和用法。

2c- Part 4设计的活动，则通过说、读、写的活动，对学生的三种时态的运用能力进行了综合训练，旨在帮助学生形成创造性地运用所学三种时态的能力。

Self Check让学生通过活动对自己遣词造句能力及语言综合能力进行了自我评价。

课后所选的阅读材料依然紧扣本单元的语言目标，学习掌握基本的阅读策略,即根据文章标题和相关图片预测文章的大体内容，以获取更多信息的能力，从而让语篇教学成为实现情感态度与价值观目标的有效载体，通过描述未来，调动学生学习积极性，发挥想象力，帮助其树立正确的人生观和价值观：只有付出，才有收获。

八年级上Unit 3 What are you doing for vacation? Unit 10 I’m going to be a basketball player. 已经学习了一般将来时，学生已经学会用现在进行时谈论未来的计划，用be going to句型谈论未来的打算。

Unit 1 Will people have robots Section A Period One 课时目标导航知识目标：robot, won’t=will not, they’ll=they will, everything, paper, use, less, fewer, pollution, tree, in people’s homes, be free, live to be, in 100 years,more/less pollution,free time句型：1.陈述句There will be more pollution.Kids will study at home puters.2.一般疑问句Will there be less pollution? Yes, there will./ No, there won’t.3.否定句Kids won’t go to school.能力目标：1.能掌握will引导的一般将来时肯定与否定形式对将来发生的事情进行预测，并准确表达。

记住：will /won’t+动词原型2.正确区别fewer& less的用法，less修饰不可数名词，fewer修饰可数名词。

必做题一．英汉互译：1.机器人（）2.每件事物（）３.纸（）４.树（）５.污染（）６.活到。

（）７.be free( ) 8.in 100 years ( ) 9.in people’s homes ()二．用所给词的适当形式填空：1. They are trying to do more work with _________ (few) people.2.The water _________ (pollute) here is very serious.3.People will live ________ (be) 200 years old in 100 years.4.I have ________ (many) books than Li Lei.选做题请根据句意，用more/less/fewer填空1. We can use cars ______ and plant _______ trees to fight pollution.2. Kim likes reading, so he spends _______ money on books than the other things.3. If we have robots, we can finish the work with ______ people and _______ time.4. I have _______ apples than you.You should give me some.5. Our city will bee more beautiful. I think there will be ______ tall buidings and ______ pollution in it.提高题请用括号里所给动词的适当形式填空1. There________ ( be) a sports meeting in our school next week.2. Mary is unhappy because she ___________ (not have) any day off next week.3. The Greens __________ (go) to France two years ago.They ________ (e) back in a month.4. Maria often ___________ (walk) to school. But she __________ (ride)her bicycle to school next week.5. Tony __________ (wan) to be a boss of a big pany in three years. I don’t think his dream _________ (e) true.八年级下Unit 1 Will people have robots ?Section A Period Two课时目标导航知识目标：buiding, she’ll=she will, be free,in high school,in college,five years ago, in five years句型：What do you think Sally will be in five years ?I think there will be more tall buidings.理解：作插入语时，意为“你认为”，放在特殊疑问句词后，疑问句的其他部分应用陈述句语序。

Unit 2 I’ll help clean up the city parksPeriod 1一、Teaching goals:By the end of the session, most students will be better able to offer help and master some phrasal verbs.二、Important and difficult points :1.Ss learn the structure: I’d like to work outside. I’ll help clean up the city parks. You could give out food at a food bank.2. Ss learn the words: clean up, hunger, homeless, cheer up, sign, advertisement, put off, set up, establish, think up三、Teaching arrangements:Step1 Warming—upT：When is World V olunteer Day？S：T：Whet her it’s World V olunteer Day or not, we should reach out and help others.Step2 Presentation1.T: What would you like to do as a volunteer?S: I would like to…Ss look and say .Step3 PracticeSs practice the conversation in pairs.A: What would you like to do as a volunteer?B: I would like to …I hope to …I volunteer to …I can …Ss read the sentences: V olunteering can bring us happiness.Helping others is helping ourselves.Step4 Listening1.T: Look at t he volunteer posters. What’s the first volunteer poster about?S: It’s about helping clean up the city parks.Repeat: visiting sick children in the hospital/helping stop hunger.2. Ss listen and complete the sentences in 1b.3.T: Can you come up with other ways you could help people?S:Ss write down the answers in 1a.4. T: A group of students are planning a city Parks Clean-Up Day. They are talking about ways to tell people about the Clean-Up Day.What do the pictures mean? What are they going to do?S: They are going to...5. Ss listen and check the things the students are going to do in 2a.6.Ss listen again and fill in the blanks in 2b.Step 5 Grammar FocusSs learn to know about phrasal verbs and do some exercises.Homework1. Read the listening materials.2. Finish off the exercises in Period 1.Period 2一、Teaching goals:By the end of the session , most students will be better able to use the target language to express what they like to do and what kinds of volunteer work they could do .二、Important and difficult points :1.Ss learn the structure: These three students all volunteer their time to do sth.She puts this love to good u se by doing sth. He spends every Saturday morning doing sth. The three students plan to set up a student project at their school.2. Ss learn the word s: major, commitment, elementary, veterinarian, coach.3. Ss talk about different hobbies and different volunteer work they can do.三、Teaching arrangements:Step1 Warming—up1.Ss write down the words or phrases according to their meanings2.T: What kind of help can you offer in your daily life?S: I can offer to...Step2 Reading1.Ss read the article and answer the questions:1).Do the three students help others as volunteers?2).What do they plan to set up at their school?2. Ss read the article again and then write “T” or “F.”3.Ss read quickly and underline the kinds of work the volunteers do, circle the reasons why they like their work.4. Ss retell and find out beautiful sentences, and explain the difficult sentences.5.Ss fill in the blanks according to the article.Step3 WritingSs talk about how to write the article” V olunteering is acting”.Homework1. Write the article V olunteering is acting.2. Finish off the exercises in Period 2.Period 3一、Teaching goals:By the end of the session, most students will be better able to offer help and know some ways to help people, and know about the bike boy.二、Important and difficult points :1.Ss learn the structure: Jimmy is the boy who fixed up old bikes and gives them away. I take after my father. I’ve run out of money to buy old bikes. He even handed out advertisements at a local supermarket. The strategies that he came up with worked out fine.4. Ss learn the words: take after, fix, fix up, repair, similar, put up, hand out, call-in, strategy, work out三、Teaching arrangements:Step1 Warming—up1.Ss fill in the blanks according to the article in Section A3a.2.Ss retell the article according to the mind map.Step2 PresentationT: V olunteers are acting. Look at the man. He does some volunteer work .What kind of volunteer work does he do?S: He helps...(repair the bike/fix the bike up/fix up the bike/mend the bike )2. Ss learn about the differences among them.S tep3 Match1.Ss match the sentences with similar meanings in 1a.2.Ss learn about the differ ences between “take after” and “look like”, “run out of ”and “run out”.3.Ss make sentences using the phrases in 1b.Step4 Listening1.T:This is Bill’s friend, Jimmy. He’s a bike boy. What can he do to help others?S:...2.Ss listen and number the pictures in the correct order in2a.3.Ss listen again and circle T or F in 2b.4.Ss look at the pictures in 2b and say something about the bike boy.5.Ss fill in the blanks according to the article.Step 5 ReadingT: Now Jimmy needs money and old bikes. Or he c an’t continue his volunteer work. Could you come up with some ideas to help Jimmy solve his problem?S:...2.Ss read the article in 3a and underline all the phrases verbs,3.Ss finish the task in 3b.4.Ss finish Selfcheck1.Homework1. Finish off Period3 and Period4 .2. Copy the words three times and have a dictation.3. Finish Selfcheck2.Period 4一、Teaching goals:By the end of the session, most students will be better able to know more about disabled people and do more for them, and learn about the importance of part of speech.二、Important and difficult points :1.Ss learn the structure: An organization was set up to help disabled people. A friend of mine said that she would like to help me out. Who has filled my life with pleasure?5. Ss learn the words: disabled, organization, pleasure, blind, deaf, unable, cannot, shut, carry, specially, fetch, at once, support, appreciate, donation, part of speech, pronoun, adverb, preposition, conjunction三、Teaching arrangements:Step1 Warming—up1.T: Do you like making friends? How do you connect with your friends?S: We can have a call, write a letter or send an e-mail....T: There are many ways for you to connect with your friends. And I think writing a letter is very common. What different kinds of letters can you write?Ss may answer like this: Notes/Informal letters to a friend/Thank-you notes/Business2.T: How is a letter different from an article? List three differences.Ss may not know. But they will be helped by the teacher.1) Letters need addresses. 2) Letters need greetings at beginning and end. 3) Letters use informal language.3.Ss classify what kinds of letters they are.Step2 Reading1.Ss read the reading strategy and the letter, then answer the questions2. Ss read and decide whether the sentences are true or false.3.Ss read the article and finish the reading tasks.4.Ss read and fill in the blanks according to the form.5.Ss fill in the blanks according to the form.6.Ss explain some important words or phrases.7.Ss finish the task in 3c.8.Ss say something about Miss Li, Liz Smith, Lucky and Animal Helpers with attributive clause.9.Ss consolidate the words according to the part of speech.Step 3 WritingSs write a short reply to Liz Smith.Homework1. Finish off Period5 .2. Copy the words three times and have a dictation.3. Read the reading material twice.参考资料Section A 要点精讲精练1. I’ll help clean up the city parks.clean up something (=clean something up) 收拾整齐；打扫干净；整理。