下载文档原格式
八上unit7阅读教学设计一、教学目标：1. 学生能够准确理解并运用本单元的重点词汇和短语。
2. 学生能够通过阅读文章获取信息，提取主题和关键细节。
3. 学生能够运用所学的阅读策略，如上下文推测、关键词辨析等，解决阅读中的问题。
二、教学重难点：1. 教学重点：通过阅读理解文章的主题和关键细节。
2. 教学难点：运用所学的阅读策略解决阅读问题。
三、教学准备：1. 教师准备：课件、学生练习题、文章素材。
2. 学生准备：课本、笔记本。
四、教学步骤：步骤一：导入（5分钟）教师通过一个有趣的图片或引入相关话题，引起学生对本节课的兴趣，并激发学生对课文中话题的背景知识。
步骤二：预测（10分钟）教师将课文的标题呈现在课件上，鼓励学生根据标题和提供的词汇预测文章的内容。
学生可结合个人经验和上下文推测，提出自己的猜测，并展示给全班。
步骤三：阅读理解（20分钟）教师通过讲解一些阅读策略，如预测题目、寻找关键词、上下文推测等，提醒学生在阅读文章时应该注意的要点。
然后，学生独立阅读课文，并回答相关问题，运用所学的阅读策略，理解文章的主题和关键细节。
步骤四：小组合作（15分钟）将学生分成小组，并要求他们一起讨论文章中的难点问题，解答彼此的疑惑。
同时，教师巡回检查，关注学生的讨论情况，并给予必要的指导和帮助。
步骤五：全班分享（15分钟）从每个小组中选择代表，分享他们的讨论结果和对文章的理解。
学生可通过口头表达或板书的方式展示。
其他学生可以提出自己的见解或补充的信息。
步骤六：拓展活动（10分钟）为了巩固所学的知识和技能，教师可以组织一些拓展活动，如分角色朗读、课外阅读推荐等。
这些活动旨在培养学生的阅读兴趣和提高阅读能力。
五、课堂评价：教师可以利用课堂观察、小组合作和全班分享等形式，对学生的阅读理解能力进行评价。
根据学生的表现，及时给予肯定和指导。
六、作业布置：教师可以布置相关的阅读练习或写作任务，让学生在课后继续巩固所学的知识和技能。
八上第七单元阅读教学设计教学目标：1. 培养学生的阅读理解能力，提高其阅读速度和准确性。
2. 培养学生的综合分析和判断能力。
3. 提升学生的学术写作能力和文章组织能力。
教学重点：1. 掌握阅读理解技巧，提高阅读效率。
2. 理解文章主旨，提炼关键信息。
3. 运用所学知识进行分析和判断。
4. 学会撰写具有逻辑性和连贯性的文章。
教学难点：1. 培养学生的综合分析和判断能力。
2. 提高学生的学术写作能力和文章组织能力。
教学准备：1. 课文教材：八上第七单元阅读课文。
2. 学生练习册：相关阅读理解练习题。
3. 答案参考书籍：相关阅读理解练习题解析。
教学步骤：第一步：导入1. 创造一个引入话题的情境，激发学生的阅读兴趣。
2. 带领学生回顾上一单元的学习内容。
第二步：预读1. 引导学生先阅读文章标题、副标题、插图等，快速了解文章主题。
2. 提醒学生注意文章结构和段落标题，掌握文章框架。
第三步：细读1. 学生通过个别阅读或小组合作阅读的方式，逐段阅读文章。
2. 学生在阅读过程中，注重标记关键信息和不理解的词语、句子。
3. 引导学生使用上下文与已学知识进行推测，帮助理解文章内容。
第四步：整理信息1. 学生在完成细读后，运用筛选信息的技巧，挑选出文章的关键信息点。
2. 学生将关键信息整理成思维导图、提纲或其他形式。
第五步：解答问题1. 提示学生仔细审题，理解问题的要求。
2. 学生根据阅读内容和整理的关键信息，回答提出的问题。
第六步：拓展思考1. 引导学生进一步思考文章中的问题，进行拓展思考。
2. 鼓励学生进行创造性思考和自由讨论，培养其批判性思维能力。
第七步：巩固练习1. 学生完成相关阅读理解练习题，以巩固对文章的理解和阅读技巧的运用。
2. 学生在完成练习题后，相互核对答案，进行讨论和纠正。
第八步：学术写作1. 学生根据课文主题和自己的理解，撰写一篇150字左右的学术短文，表达自己对文章内容的理解和观点。
教学延伸：1. 学生可选取类似主题的其他文章进行阅读和分析，拓宽知识面。
Unit 7 Will people have robots? Section B 2a-2eReading: Do you think you will have your own robot? 说课稿王彦明我授课的内容是新目标英语八年级上册Unit7 Section B 的阅读课。
阅读课教学是英语教学重要一环，如何培养学生良好阅读习惯和阅读方法，提高阅读能力，这正是素质教育中对英语教学的要求。
即要求学生尽可能的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰富知识的同时提高应用语言的能力。
下面我将从以下几个方面阐述说课内容。
一、对教材的分析和理解：本单元围绕“未来的世界”这一话题，呈现了“运用一般将来时谈论对未来的预测”的语言功能，呈现了一般将来时的肯定句，否定句，一般疑问句和what引导的特殊疑问句，还有there be 结构在一般将来时中的用法。
并让学生能在“想中学”（learning by thinking），通过有限的课堂实践活动，能准确地用英语来表达对未来世界的畅想。
这一题材部分学生感兴趣，但缺乏阅读方面的技巧，因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。
二、学情分析我所教学的对象是八年级学生（两极分化比较严重),他们学习英语既感到好奇又担忧，希望能得到他人的肯定。
因此在本节阅读课中，我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。
提高他们综合运用语言的能力，使各层次的学生都有所收获。
三、教学目标知识目标：掌握并应用“will + v. (动词原形)”谈论对未来的预测能力目标：1.依据文章题目和所给图片，预测文章内容。
通过略读(skimming)的方式，猜测文章大意。
2.借助关键词，通过寻读(scanning)的方式，判断每一段段落大意，加深对篇章结构的把握。
3.在学习中学会合作、交流。
新目标八年级上Unit 7 Will people have robots?Section B 2a-2e说课稿第二师36团中学曹燕燕尊敬的各位老师：大家好！我是36团中学的曹燕燕，很高兴有机会与大家分享我的教学理念。
今天我说课的内容是人教版新目标英语八年级上册Unit 7Section B部分2a—2e的机器人。
一、教学分析1、本课分析本课是一节阅读课。
文本话题是机器人。
通过设置读前预热、读中理解、读后检测和拓展等活动，让学生了解机器人的由来、发展过程、对人类生活产生重大影响等，并把所读信息转化成对话信息，关注语言的使用。
引导学生关注生活，展望和相信未来，崇尚科学，探索和创造未来，从而对学生进行适当的情感态度的教育。
帮助学生树立远大的理想，增强科学探索精神。
2、教学目标知识目标：（1）熟练掌握四会单词和短语。
（2）学习谈论未来，并预测在未来机器人将像什么样和机器人将可以做什么等。
能力目标：（1）提高学生的阅读技巧，如浏览扫描，特别是确定每一段的主要思想，并考虑每一段所回答的问题。
（2）学会描述未来的机器人将如何帮助人类。
情感目标：引导学生崇尚科学，相信未来，探索和创造美好未来。
使学生的理想观和价值观更为科学，更具发展价值。
3、教学重难点重点1) 掌握本课时出现的生词及表达方式。
2) 阅读短文，获得相关信息，提高学生们的综合阅读能力。
难点1) 阅读2b部分的短文并完成相关要求。
2) 能掌握一定的阅读方法。
4、教材处理本节阅读课，以robots展开话题，在语言输入环节是通过丰富多彩的听、读等任务情境调动学生学习的积极性，使他们主动地投入英语学习之中；在语言输出环节是通过写、说等任务进一步提高学生们的综合语言运用能力，真正让学生“动”起来，让英语教学“活”起来。
5、学情分析经过前面听说以及语法教学，学生对本单元的目标已经有了较好的掌握，能够较好的运用目标语言进行一系列的听说活动，表达自己的思想，这为接下来的阅读课打下来良好的基础。
新版八上unit7阅读教学设计及教学反思第一篇：新版八上unit7阅读教学设计及教学反思Unit 7 Will people have robots? Reading(2a-2b)designed by zhanghaiping Teaching material The passage is taken from Unit 7, Book Eight and it is focused on what robots are like today and what robots will be like in the future, which can greatly attract students’ interests.T eaching methods: question-and-answer activity teaching method, free discussion teaching method, group work or individual work method.Teaching aids:Multimedia and blackboard Teaching procedures Pre-task Step 1.Lead-in: lead in by using a picture of a game character from a popular online game.Talk about what it looks like and what it can do.Then ask students what kind of robot they want.While-task Step 2.Get the stdents to turn to Page 53 and see robots today and in the futrue.Go through the passage(the whole passage)robots:(paragraph 1)robots in movies about the future,(paragraph 2)robots in factories,(paragraph 3)robots today and in the future,(paragraph 4)robots in the future.Step 3.After getting the useful information of the whole passage, Show it on the screen without some words or phrases.Ask the students to fill in the blanks Some of them are open.Students can use any words or phrases if they are suitable in the passage.Step 4.Get the students to read through the passage and tell if the statements are true or false.Get them to know the differences between the original sentences and the answers.True or false 1.Robots today are like human servants.()2.Robots help people do the most pleasant jobs.()3.Scientists try to make robots look different from people.()4.Some robots in Japanese companies can walk and dance.()Step 5.After that, get some students to askany questions they like and others can answer them.And then show some unique quesitons on the screen to see which student is the smartest.1.What kind of robots are scientists making?2.How soon will there be more robots?3.Will humans have less work to do? Why? Post-task Step 6.Write to a robot scientist to help solve your problem.Ask the students what we should write about in this paragraph.Then get them to write any sentences they like according to the two questions and then students show their own articles to others.What’s your problem? What kind of robot do you want? Step 7.The students take the following as their homework.1.Check if you can master the useful information of the passage.2.Finish the letter and prepare for next quiz.On the blackboard robots: robots in movies about the future robots in factories, robots today and in the future robots in the future.the letter: What’s your problem? What kind of robot do you want? 教学反思：《新目标英语》倡导以任务型教学，也就是引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。
人教版八年级英语上册说课稿UNIT 7 Period 1 （Section A 1a-2c）一. 教材分析人教版八年级英语上册Unit 7 Period 1（Section A 1a-2c）主要讨论了关于野生动物的保护问题。
通过本节课的学习，学生将了解到野生动物面临的威胁以及我们应该如何保护它们。
教材通过丰富的插图、情景对话和阅读材料，使学生在轻松愉快的氛围中掌握相关词汇和语法知识，提高口语表达能力和阅读理解能力。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的词汇和语法知识。
但他们在口语表达和阅读理解方面还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，针对不同学生的学习需求进行有针对性的教学。
三. 说教学目标1.知识目标：学生能够掌握本节课所学的词汇和语法知识，如 wildanimal, protection, hunting 等。
2.能力目标：学生能够运用所学知识进行口语表达和阅读理解，提高英语应用能力。
3.情感目标：学生能够认识到保护野生动物的重要性，培养关爱动物、保护环境的意识。
四. 说教学重难点1.重点：本节课的重点是让学生掌握与野生动物保护相关的词汇和语法知识。
2.难点：学生如何在实际语境中运用所学知识进行口语表达和阅读理解。
五. 说教学方法与手段1.交际法：通过情景对话，让学生在实际语境中练习英语口语，提高交际能力。
2.阅读理解：通过阅读关于野生动物保护的文章，培养学生的阅读理解能力。
3.任务型教学法：通过小组讨论、展示等活动，激发学生的学习兴趣，提高合作能力。
六. 说教学过程1.导入：教师通过展示一些野生动物的图片，引导学生谈论关于动物的话题，激发学生的学习兴趣。
2.presentation：教师讲解新词汇和语法知识，如 wild animal,protection, hunting 等。
3.practice：学生进行情景对话练习，运用所学知识进行口语表达。
八年级英语上Unit7 阅读课教学说课本节课是初二英语下册 Unit 7Will people have robots?Section B部分的内容，本单元所谈论的话题是谈论未来的世界。
Section B是在Section A基础上的拓展。
2a-2e是一个整体的阅读板块。
该单元阅读语篇谈论的是未来机器人的发展的话题，其中涉及到机器人过去和现在的状况，并主要介绍了两派科学家催未来机器人的发展的不同的预测。
通过2a的读前活动到2b-2d读中活动再到2e的读后讨论拓展活动，比方匹配段落大意、将句子放回原文、根据原文内容回答以下问题、实行拓展性语言训练和使用等任务链活动，旨在协助学生在掌握语篇信息的同时，发展相对应的阅读技能，提升阅读策略。
1.教学目标：根据新课标的教学理念，从素质教育的要求出发，结合本课的教学内容和学生的语言水平，本节课的核心任务是。
学生要达到以下目标：①语言知识目标：●掌握并准确使用以下词汇： humans,factory,shape,side,holiday,word,pollute,plant,believe,disagree,fall,dangerous,possible,impossible●能准确使用以下常用表达：play a part ,space station, over and over again , hundreds of, fall down,look for…●能准确使用will表述一般将来时，谈论将要发生的事。
②技能目标：●能使用快速阅读和精读技巧，学会迅速并准确找到所需有效信息；●学习归纳文章的主旨大意能使用快速阅读和精读技巧，学会迅速并准确找到所需有效信息；●学习归纳文章的主旨大意③.情感态度目标：使学生注重国际高科技的发展，产生对科学的兴趣和学习科学的愿望；同时能够看到事物的两面性，全面看科技发展给我们带来的利弊模块四：2.教学重点：根据标题推测文章内容的阅读方法,理解机器人的外形和功能，掌握重点单词和词组。
Unit 7 Will people have robots? Reading (2a-2b)designed by陈莹Teaching materialThe passage is taken from Unit 7, Book Eight and it is focused on what robots are like today and what robots will be like in the future, which can greatly attract students’ i nterests.Teaching theory and methodsThis lesson is organized as a task chain which consists of several tasks. In the interactive discussion, students are required to focus on the task rather than language itself. Methods will be used : task-based approach teaching method, question-and-answer activity teaching method, free discussion teaching method, group work or individual work method. Teaching objectives①This lesson is taught in communication and for communication. It can help students to learn how to collect and handle information so that they can surely have a better comprehension of any other passage.②Get them to think about the passage and get the useful information using their own words.③Cultivate the students’ imagination about future life and get them to know the importance of friendship.④Make the students have a basic knowledge about robots today and robots in the future. Get them to know anything will be possible if we put effort into study, work or something.⑤Get them to solve problems they neet with others’ help---write to a robot scientist for help.Teaching aidsMultimedia and blackboardAbout the studentsAll the phrases with their Chinese meanings have already been handed out to the students before this unit.⑴. movies about the future⑵. be like human servants⑶. do jobs like working in dirty or dangerous places⑷. do simple jobs over and over again⑸. make robots talk like humans⑹. be able to think like humans⑺. disagree with sb⑻. in the future⑼. (in) hundreds of years⑽. have many different shapes =be in different shapes⑾. for example⑿. make robots which look like snakes⒀. fall down⒁. seem impossibleTeaching proceduresPre-taskStep 1. Lead-in: lead in by using a picture of a game character from a popular online game.Talk about what it looks like and what it can do. Then ask students what kind of robot they want. During this, show the attributive clause without explanation on the screen, and only get the students to know the characteristics of the sentence pattern, in which some words are marked.What kind of robot do you want?I want a robot which looks like a human and can help with thehousework. While-taskStep 2. Get the stdents to turn to Page 53 and see robots today and in the futrue. Go through the passage one paragraph by one paragraph together with the students. Have the students get the useful information of each paragraph and of the whole passage. At the same time, ask them tofind what each paragraph is about so that they can get to know the structure of the whole passage.What’s the title of the passage? So what’s the passage about?What’s this paragraph about?(the whole passage)robots: (paragraph 1)robots in movies about the future, (paragraph 2)robots in factories, (paragraph 3)robots today and in the future, (paragraph 4)robots in the future.Step 3. After getting the useful information of the whole passage, Show it on the screen without some words or phrases. Ask the students to fill in the blanks so that they can be more familiar with the information of the passage. Some of them are open. Students can use any words or phrases if they are suitable in the passage.In movies about the future, we sometimes see robots which can help with the housework and do dirty or dangerous jobs. In factories, some robots can help build cars and do simple jobs over and over again. They never feel bored.Although we can make robots look like humans or move like humans, it will be difficult to make them talk or think like humans. In the future, robots will be in different shapes and they help people do more things. We never know what will happen in the future.Step 4. Get the students to be familiar with the information by reading it several times. Then ask them to give a shorter one.Then showthe teacher’s edition. Finish it the same way as the previous step. Give out some hints or explanations if needed. Some of the blanks are open.In the future, robots will be in different shapes. For example, they will look like humans or animals.We will have less work to do because robots can take our place to do dirty, dangerous or boring jobs. Maybe It will take hundreds of years to have more robots.We never know what will happen in the future.Step 5. Get the students to read through the passage and tell if the statements are true or false. And then give the reasons or find the original sentences. Get them to know the differences between the original sentences and the answers.True or false1. Robots today are like human servants. ( )2. Robots help people do the most pleasant jobs. ( )3. Scientists try to make robots look different from people. ( )4. Some robots in Japanese companies can walk and dance. ( )5. Robots will never get bored to do simplejobs over and over again. ( )6. Rockets seemed possible a hundred years ago. ( )Step 6. After that, get some students to ask any questions they like and others can answer them. And then show some unique quesitons on the screen to see which student is the smartest.1. What kind of robots are scientists making?2. How soon will there be more robots?3. Will humans have less work to do? Why?Post-taskStep 7. Write to a robot scientist to help solve your problem. Get the students to go through the letter.Dear robot scientist,I'm very happy to write to you. My friend told me that you are always ready to help others. So could you do me a favor?I have a problem that I'm not good at doing housework. My mom is so lazy that she always asks me to clean the floor and cook meals every day. So I want a robot which is human-like and can help me with the housework. It will be great if the robot can talk with me.Thanks a lot!_______Ask the students what we should write about in this paragraph. Then get them to write any sentences they like according to the two questions and then students show their own articles to others.What’s your problem?What kind of robot do you want?Step 8. After that, ask students if robots are our friends and get them to give out the reasons why or why not, so that they can know what a true friendship is and cherish their friendships with others.Step 9. The students take the following as their homework.1. Check if you can master the useful information of the passage.2. Finish the letter and prepare for next quiz.On the blackboardrobots:robots in movies about the futurerobots in factories,robots today and in the futurerobots in the future.the letter:What’s your problem?What kind of robot do you want?Will people have robots? 2a-2b 课堂实录Step 1.(Interact with the students.)T:These days, I’m playing a very interesting online game named LOL. And this is one of the most popular game characters. It’s a robot. Tell me what it looks like. It looks like a human. Can it make meals for you? Can it chat with you? No. It can do nothing but fight with others. Do you want such a robot? I want a robot which is human-like and can help with the housework. As you know, I’m not good at doing housework. If the robot can chat with me, it will be much better. What kind of robot do you want? Discuss with your partners.(several minutes later.) OK. What kind of robot do you want? SS:I want a robot which can...(omitted)Step 2.(Interact with the students.)T: Let’s see robots today and in the future. Come to our text. Turn to page 43. What’s the title of this passage? Do you think you will have your own robots? What’s the passage about? Of course about robots.(write it on the balckboard). Paragraph One. Begin. (read the fist paragraph together with the students) Who knows the useful information of this paragraph? SS:In movies about the future, we sometimes see robots which can help with the housework and work in dirty or dangerous places.T: What’s this paragraph about? Robots in...SS:Robots in movies about the future.(write it on the blackboard). Next paragraph. Begin.(read it together with the students) Useful information of this paragraph.SS: In factories, robots can help build cars and do simple jobs over and over again. They never get bored.T: What’s this paragraph about? Robots in...SS: Robots in factories.(write it on the blackboard).T: Next paragraph. Begin.(read it together with the students) What’s this paragraph about? It’s about robots today and...SS:Robots today and in the tuture.(write it on the blackboard).T: Useful information of the paragraph.SS: Scientists are trying to make robots look like humans and do the same things as we do. But it will be difficult to make robots talk or think like humans.T: Next paragraph. Begin.(read it together with the students) So this paragraph is about robots...SS: Robots in the future.(write it on the blackboard).T: Useful information of this paragraph.SS: Robots will have many different shapes. They will look like humans or animals. They help peole do more things.Step 3.(Interact with the students.)T: After that, we get the useful information of the whole passage. But some words or phrases are missing. Let’s do it together.(show the useful information of the passage on the screen, and ask several students to fill in the blanks according to the passage.)T:(After finishing it) Read it together. Begin. (read it together with the students) .The second time, we should read it more quickly.Step 4.T: (After reading it) Can you make it a shorter one? Here is the one.(show it on the sreen.) Let’s finish it together.(After finishing it) Read it together.Step 5.T: (After that) Now let’s do some exercises. I’ll give you about two minutes to prepare. (Ask the students tell if the statements are true or false and give out the reasons. If needed, ask them to find the original sentence in the passage. Omitted.)Step 6.T: Now read the passage again.You can find any questions you like in the passage. About two or three minutes. Begin.(students ask and answer. Omitted.) Ok. I have some smart questions to ask you.(get the students to answer them. Explain them if necessariy. Omitted.)Step 7.T: From the passage, we know robots can take our place to do a lot ofthings to solve our problems. I have a problem that I’m not good at doing housework. So I’m writing to a robot scientist to ask him for help. Here is the letter. Read it together. (read it together with the students.)(give out my edition and ask several students to read it) What should we write in this paragraph? What’s...SS: What’s your problem?T: What kind ...SS: What kind of robot do you want?T: Now, according to these two questions, you can write anything you like. I’ll give you about three minutes to prepare. If you have any questions, you can ask your partners or me.(Some of the students read his or her edition to the whole class. Omitted.) Step 8.T: Do you think robots are your friends?SS: Yes.T and SS:Because they can do the most unpleasant things for us.T: But they are not your true friends because when you are unhappy, robots can’t care about you. But I can. So I’m your friend.Step 9.T: Ok. Homework. Master the useful information of the passage and finish the letter. Class is over. See you!教学反思:1. This class was taught in communication and for communication，which can make the students focus on thinking about and solving problems rather than language itself. This lesson is organized as a task chain which consists of several small tasks. Some of the small tasks are open. Students can have their own ideas.2. Textbook is just taken as a reference. It sure needs to be flexibly used. Teachers should have enough ability to handle information. Some methods were used in this class, which can make the students more familiar with the information and then have a better comprehension of the passage.3. I interacted with the students when they were trying to finish some tasks. Discussions were also needed through the whole class, which increase the ability to collect, analyze, and handle information, of course including how to solve our problems. All those were presented as a whole step by step.4.All the steps of this class were well desighed. The parts collecting information of the passage and writing a letter were the high points, which can cultivate the students ability of thinking about and solving problems. During this, students used what they learned from the previous steps. Meanwhile, different students have their own ideas so that they can exchange some of them with each other, and with me.5.At the end of this class, students were required to think about whata true friendship is, which is another high point of this class. Emotional education is needed in every class.6. If I could make the students more active, it would have been better.Unit 7 Will people have robots? Reading (2a-2b)说课稿，汉语版陈莹本堂课为阅读教学，目的有二，一是阅读技巧和写作技巧在对话交流中进行培养，二是让学生养成良好有效的阅读习惯。
Unit 7 Will people have robots? Reading (2a-2b)designed by陈莹Teaching materialThe passage is taken from Unit 7, Book Eight and it is focused on what robots are like today and what robots will be like in the future, which can greatly attract students’ i nterests.Teaching theory and methodsThis lesson is organized as a task chain which consists of several tasks. In the interactive discussion, students are required to focus on the task rather than language itself. Methods will be used : task-based approach teaching method, question-and-answer activity teaching method, free discussion teaching method, group work or individual work method. Teaching objectives①This lesson is taught in communication and for communication. It can help students to learn how to collect and handle information so that they can surely have a better comprehension of any other passage.②Get them to think about the passage and get the useful information using their own words.③Cultivate the students’ imagination about future life and get them to know the importance of friendship.④Make the students have a basic knowledge about robots today and robots in the future. Get them to know anything will be possible if we put effort into study, work or something.⑤Get them to solve problems they neet with others’ help---write to a robot scientist for help.Teaching aidsMultimedia and blackboardAbout the studentsAll the phrases with their Chinese meanings have already been handed out to the students before this unit.⑴. movies about the future⑵. be like human servants⑶. do jobs like working in dirty or dangerous places⑷. do simple jobs over and over again⑸. make robots talk like humans⑹. be able to think like humans⑺. disagree with sb⑻. in the future⑼. (in) hundreds of years⑽. have many different shapes =be in different shapes⑾. for example⑿. make robots which look like snakes⒀. fall down⒁. seem impossibleTeaching proceduresPre-taskStep 1. Lead-in: lead in by using a picture of a game character from a popular online game.Talk about what it looks like and what it can do. Then ask students what kind of robot they want. During this, show the attributive clause without explanation on the screen, and only get the students to know the characteristics of the sentence pattern, in which some words are marked.What kind of robot do you want?I want a robot which looks like a human and can help with thehousework. While-taskStep 2. Get the stdents to turn to Page 53 and see robots today and in the futrue. Go through the passage one paragraph by one paragraph together with the students. Have the students get the useful information of each paragraph and of the whole passage. At the same time, ask them tofind what each paragraph is about so that they can get to know the structure of the whole passage.What’s the title of the passage? So what’s the passage about?What’s this paragraph about?(the whole passage)robots: (paragraph 1)robots in movies about the future, (paragraph 2)robots in factories, (paragraph 3)robots today and in the future, (paragraph 4)robots in the future.Step 3. After getting the useful information of the whole passage, Show it on the screen without some words or phrases. Ask the students to fill in the blanks so that they can be more familiar with the information of the passage. Some of them are open. Students can use any words or phrases if they are suitable in the passage.In movies about the future, we sometimes see robots which can help with the housework and do dirty or dangerous jobs. In factories, some robots can help build cars and do simple jobs over and over again. They never feel bored.Although we can make robots look like humans or move like humans, it will be difficult to make them talk or think like humans. In the future, robots will be in different shapes and they help people do more things. We never know what will happen in the future.Step 4. Get the students to be familiar with the information by reading it several times. Then ask them to give a shorter one.Then showthe teacher’s edition. Finish it the same way as the previous step. Give out some hints or explanations if needed. Some of the blanks are open.In the future, robots will be in different shapes. For example, they will look like humans or animals.We will have less work to do because robots can take our place to do dirty, dangerous or boring jobs. Maybe It will take hundreds of years to have more robots.We never know what will happen in the future.Step 5. Get the students to read through the passage and tell if the statements are true or false. And then give the reasons or find the original sentences. Get them to know the differences between the original sentences and the answers.True or false1. Robots today are like human servants. ( )2. Robots help people do the most pleasant jobs. ( )3. Scientists try to make robots look different from people. ( )4. Some robots in Japanese companies can walk and dance. ( )5. Robots will never get bored to do simplejobs over and over again. ( )6. Rockets seemed possible a hundred years ago. ( )Step 6. After that, get some students to ask any questions they like and others can answer them. And then show some unique quesitons on the screen to see which student is the smartest.1. What kind of robots are scientists making?2. How soon will there be more robots?3. Will humans have less work to do? Why?Post-taskStep 7. Write to a robot scientist to help solve your problem. Get the students to go through the letter.Dear robot scientist,I'm very happy to write to you. My friend told me that you are always ready to help others. So could you do me a favor?I have a problem that I'm not good at doing housework. My mom is so lazy that she always asks me to clean the floor and cook meals every day. So I want a robot which is human-like and can help me with the housework. It will be great if the robot can talk with me.Thanks a lot!_______Ask the students what we should write about in this paragraph. Then get them to write any sentences they like according to the two questions and then students show their own articles to others.What’s your problem?What kind of robot do you want?Step 8. After that, ask students if robots are our friends and get them to give out the reasons why or why not, so that they can know what a true friendship is and cherish their friendships with others.Step 9. The students take the following as their homework.1. Check if you can master the useful information of the passage.2. Finish the letter and prepare for next quiz.On the blackboardrobots:robots in movies about the futurerobots in factories,robots today and in the futurerobots in the future.the letter:What’s your problem?What kind of robot do you want?Will people have robots? 2a-2b 课堂实录Step 1.(Interact with the students.)T:These days, I’m playing a very interesting online game named LOL. And this is one of the most popular game characters. It’s a robot. Tell me what it looks like. It looks like a human. Can it make meals for you? Can it chat with you? No. It can do nothing but fight with others. Do you want such a robot? I want a robot which is human-like and can help with the housework. As you know, I’m not good at doing housework. If the robot can chat with me, it will be much better. What kind of robot do you want? Discuss with your partners.(several minutes later.) OK. What kind of robot do you want? SS:I want a robot which can...(omitted)Step 2.(Interact with the students.)T: Let’s see robots today and in the future. Come to our text. Turn to page 43. What’s the title of this passage? Do you think you will have your own robots? What’s the passage about? Of course about robots.(write it on the balckboard). Paragraph One. Begin. (read the fist paragraph together with the students) Who knows the useful information of this paragraph? SS:In movies about the future, we sometimes see robots which can help with the housework and work in dirty or dangerous places.T: What’s this paragraph about? Robots in...SS:Robots in movies about the future.(write it on the blackboard). Next paragraph. Begin.(read it together with the students) Useful information of this paragraph.SS: In factories, robots can help build cars and do simple jobs over and over again. They never get bored.T: What’s this paragraph about? Robots in...SS: Robots in factories.(write it on the blackboard).T: Next paragraph. Begin.(read it together with the students) What’s this paragraph about? It’s about robots today and...SS:Robots today and in the tuture.(write it on the blackboard).T: Useful information of the paragraph.SS: Scientists are trying to make robots look like humans and do the same things as we do. But it will be difficult to make robots talk or think like humans.T: Next paragraph. Begin.(read it together with the students) So this paragraph is about robots...SS: Robots in the future.(write it on the blackboard).T: Useful information of this paragraph.SS: Robots will have many different shapes. They will look like humans or animals. They help peole do more things.Step 3.(Interact with the students.)T: After that, we get the useful information of the whole passage. But some words or phrases are missing. Let’s do it together.(show the useful information of the passage on the screen, and ask several students to fill in the blanks according to the passage.)T:(After finishing it) Read it together. Begin. (read it together with the students) .The second time, we should read it more quickly.Step 4.T: (After reading it) Can you make it a shorter one? Here is the one.(show it on the sreen.) Let’s finish it together.(After finishing it) Read it together.Step 5.T: (After that) Now let’s do some exercises. I’ll give you about two minutes to prepare. (Ask the students tell if the statements are true or false and give out the reasons. If needed, ask them to find the original sentence in the passage. Omitted.)Step 6.T: Now read the passage again.You can find any questions you like in the passage. About two or three minutes. Begin.(students ask and answer. Omitted.) Ok. I have some smart questions to ask you.(get the students to answer them. Explain them if necessariy. Omitted.)Step 7.T: From the passage, we know robots can take our place to do a lot ofthings to solve our problems. I have a problem that I’m not good at doing housework. So I’m writing to a robot scientist to ask him for help. Here is the letter. Read it together. (read it together with the students.)(give out my edition and ask several students to read it) What should we write in this paragraph? What’s...SS: What’s your problem?T: What kind ...SS: What kind of robot do you want?T: Now, according to these two questions, you can write anything you like. I’ll give you about three minutes to prepare. If you have any questions, you can ask your partners or me.(Some of the students read his or her edition to the whole class. Omitted.) Step 8.T: Do you think robots are your friends?SS: Yes.T and SS:Because they can do the most unpleasant things for us.T: But they are not your true friends because when you are unhappy, robots can’t care about you. But I can. So I’m your friend.Step 9.T: Ok. Homework. Master the useful information of the passage and finish the letter. Class is over. See you!教学反思:1. This class was taught in communication and for communication，which can make the students focus on thinking about and solving problems rather than language itself. This lesson is organized as a task chain which consists of several small tasks. Some of the small tasks are open. Students can have their own ideas.2. Textbook is just taken as a reference. It sure needs to be flexibly used. Teachers should have enough ability to handle information. Some methods were used in this class, which can make the students more familiar with the information and then have a better comprehension of the passage.3. I interacted with the students when they were trying to finish some tasks. Discussions were also needed through the whole class, which increase the ability to collect, analyze, and handle information, of course including how to solve our problems. All those were presented as a whole step by step.4.All the steps of this class were well desighed. The parts collecting information of the passage and writing a letter were the high points, which can cultivate the students ability of thinking about and solving problems. During this, students used what they learned from the previous steps. Meanwhile, different students have their own ideas so that they can exchange some of them with each other, and with me.5.At the end of this class, students were required to think about whata true friendship is, which is another high point of this class. Emotional education is needed in every class.6. If I could make the students more active, it would have been better.Unit 7 Will people have robots? Reading (2a-2b)说课稿，汉语版陈莹本堂课为阅读教学，目的有二，一是阅读技巧和写作技巧在对话交流中进行培养，二是让学生养成良好有效的阅读习惯。
