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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。
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。
人教版初中英语八年级上册Unit 7兴宁市大坪中学李慈红Will people have robots一、教材分析（一）教材的地位和作用Section B 2B是一个阅读板块。
“Do you think you will have your own robot?”是谈论未来的世界的话题，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对未来机器人的发展的不同的预测。
2B旨在让学生通过略读判断各段段落大意，以获得对文章的整体理解。
（二）教学目标的确立1、语言知识目标a.词汇：human、 dangerous、 disagree、 even、 shape、 fall down、 inside、possible、 impossible look for、 believeb.语法：理解“Will people have ”的一般将来时基本形式和表意功能。
2、学习策略目标：a.学习利用文章中的主题句快速理解文章大意；b.根据图片、上下文猜测、理解语篇中词语和句子；3、文化意识目标：了解当今世界环境污染问题；了解未来机器人的发展趋势。
二、教学环节的设计八年级学生有一定的英语基础知识，求知欲很强，所以，本节课讲解的时间很少，主要是训练学生利用任务型及合作式，以教师为辅，学生为主的教学原则，训练学生在学习中获取信息，处理信息和运用信息的能力。
三、教学过程Step I. Warming-up and lead in1. Show a picture of robot to the students and ask them if they know something about robots. Students describe their idea about a robot. Say what it looks like and what it can do. Then ask some students to t ell the class about their robots (the purpose is to arouse the studen ts’ interesting)2. Predicting: Ask students if they want to have their own robots and then ask them to turn to page 53, read out the title and predict the content according to the title. “Do you think you will have your ow n robot?”Step II Reading1.Fast readingAsk Ss fast read the article and then tell the main idea for each par agraphParagraph1. What are robots look like in movies?Paragraph2. What can robots do today?Paragraph3. Will robots think like humans in future?Paragraph4. What will robots be like in the future?(The purpose is to train students’ fast reading skills)2. Careful reading1. Listen to the text and pay attention to the pronunciation, they c an underline the topic sentences of each paragraph and the detail inf ormation that they interest.3. Have students read the text aloud then compete the sentences below (1). Robots can build ____ in factories.(2).They can do ____ jobs many times and never get bored.(3).Some can _____ and _____.(4).Some can help _____ people under ______.Step III. After-reading1. Teaching and analyze some important and difficult language points2. Give Ss a short time to practice the reading skills3. Sum-up： What do you learn from the text?StepⅣ.Homework1. Recite the new words and expressions in the article.2. Write a short paragraph.For example: I want to have a robot in the future. It will look lik e a ______. It will be able to_____, and it will also be able to help me _______________________________________________... .I think I will like it very much.3. Ask Ss to finish 2d-2e.四、教学反思本节课是一节阅读课，标题是“Do you think you will have your own robot?”对于这节课我最大的不足就是设置问题的难易程度没有把握好，基本上没有坡度，中等及偏上的学生都能很容易地回答，因此，一方面，不能很好地发展他们的个性思维，另一方面，由于问题简单，优生的回答基本覆盖了整个课堂，中等偏下的学生没有时间和机会思考问题，他们逐渐就懒于动脑，甚至出现讲闲话的情况，如果能在设计课程的时候，分配好难易问题，照顾到整个课堂，优生和差生都有思考的空间，那么整个课堂气氛就更加热烈，学生也能更透彻地掌握问题了。
