Unit7 Do you think you will have your own robot?

教学设计

教材依据

人教版新目标英语八年级下册unit7 Do you think you will have your own robot?阅读课

教学过程结构

一、   

Warm-up

激情导入

                                      

1. Greet students as usual. 2. Introduce Sheldon from the big bang theory 3.  Teach new words

 

 

 

 

 

二、整体游戏感知

Step 2 Round 1 Guessing game

Step 3 Round 2 Matching game

Step 4Round 3 Comprehension game

 

      

                                                      

Step 4 Designing game

三、合作探究

Summary

Homework

 

 

 

Teaching aims and demands:

Knowledge objects:

At the end of the class, students are expected to understand the following:

1. New words:

    human servants/human/snake/shape/building/over and over again

2. Target languages: how to talk about the future and make predictions. (Will + verb)

Ability objects:

1. Students can obtain information by reading

2. Students can improve their reading skills (scanning for the main idea, careful reading for detailed information and further understanding)

Moral objects:

1. Develop students’ imagination to make predictions about our future.

2. Encourage students to get ready for a better future.

Teaching key points:

1. How to lead students to improve their reading skills smoothly.

2. How to get students to use “ will” to make predictions about robots.

Teaching difficulties:

1. How to stimulate students’ imagination.

2. How to get students to use “will” to make predictions about robots.

3. How to make students to understand the reading text deeply.

Teaching methods:

Tasked-based language teaching method

Students-focused teaching method

Competitive method

Teaching aids:

Multimedia  A blackboard  Some chalk

 

Teaching procedures:

Step 1 Warm-up

Teacher’s activities：

1. Greet students as usual.

2. Introduce Sheldon from the big bang theory

（Sheldon is a  great scientist even though he is a little stupid. He likes robots very much and often takes part in different kinds of robot-design games. Do you want to know what kind of robots he designed?）

Show pictures of Sheldon and his robots.(teach some new words: human servants/human/snake/shape/building/over and over again)

Students’ activities：

1. Greet the teacher.

2. Look at the pictures and get familiar with different kinds of robots.

3.Learn the new words.

Purposes of designing：

以美剧生活大爆炸吸引学生的注意力同时为第二环节比赛做好词汇与句型的准备。

     

Step 2 Round 1 Guessing game

Teacher’s activities：

Show some pictures of different robots and ask students to describe the appearances and their capabilities.Ask students to guess what the robots can do.

Students’ activities:

Describe the robots’ appearances and their capabilities.

Guess what the robots can do.

Purposes of designing:

用竞赛的形式更能吸引学生的兴趣，同时又达到为阅读做好铺垫。

 

Step 3 Round 2 Matching game

Teacher’s activities:

1. Ask students to read the passage and match the correct main idea of each paragraph.(2b in the textbook)

2. Show different shapes and ask students to find which paragraph mentions each of them and match them.

Students’ activities:

1. Read the passage and match the correct main idea of each paragraph.

2. Match the shapes with the paragraph.

Purposes of designing:

连线游戏主要锻炼学生的泛读能力。

Step 4 Round 3 Comprehension game

Teacher’s activities:

1. Ask students to find the capabilities of the robots. 

2. Tell students to answer the following questions:

•   Will robots do everything just the same as us human beings? Can you give an example?

•   What will we do if everyone has his or her own robots?

•   Do you think that’s a good thing that robots can do everything for us? Why or why not?

Students’ activities:

1. Find the capabilities of the robots. 

2. Answer the questions

Purposes of designing:

先从书本上的基本知识点着手由易到难、由浅入深引导学生精读本篇课文以获取更细更深的信息。

Step 4 Designing game

Teacher’s activities:

Ask students to design their own robots and give a speech about the robots' appearances and capabilities.

Students’ activities:

1. Design their own robots

2. Give a speech

Purposes of designing:

有了前面语言信息的输入为这一步骤语言输出奠定了基础，学生不会无话可说。但要激发他们的创新意识和无穷的想象力还需要一些精神上的激励如分小组竞赛积分活动。

Step 5 Summary

Teacher’s activities:

In this class, we mainly learned different robots, their shapes and capabilities. Even we have designed our own robots. They are so awesome that we will work and live with them in our daily life. However, we should n’t depend on robots too much because we are the owner of the future.

Students’ activities:

Self- evaluation

Purposes of designing:

学生自我评选出每组中最出色的队员。

Step 6 Homework

Teacher’s activities:

Give the homework and some useful advice.

Students’ activities:

Write a composition about your own future robots:

•   Appearance

•   Capability

•   Other features

Purposes of designing: 让学生课后能及时巩固所学内容以便对所学语言知识的掌握以及阅读能力的培养。

 

Blackboard design:

questions	shapes	capabilities
What are robots like in the movies?	Human servants	Help with the housework and do jobs like working in dirty or dangerous places
What can robots do today?		Do simple jobs over and over again
Will robots be like in the future?	humans	Walk and dance but hard to think like humans
What will robots be like in the future?	Different shapes: Humans Animals like snakes	Help look for people under the buildings

 

 

Teaching reflection:

    这是一堂采用新的课程理念去设计的阅读训练课，以任务型教学方法为主导，围绕“机器人”这一话题，设计了一系列激发学生主动性的游戏活动。整堂课以四轮游戏来营造积极主动的课堂气氛(Round 1 Guessing Game. Round 2 Matching Game. Round 3 Comprehension Game. Round 4 Designing Game.)，让学生在游戏活动中去感受阅读技巧，并运用语言进行交际，从而促进学生提高阅读能力，同时也充分体现了以学生为主体的教学思想。

    除了游戏这一主体课堂活动形式外，本课以还有一条线贯穿始终，即：机器人的形状（shapes)及能力(capabilities)以及与此有关的词汇及句型。从开始的warm-up介绍单词语句，到游戏中熟悉并运用语言知识，不仅有利于学生对阅读材料的理解，也有利于为后面(Round 4 Designing Game)的语言输出作铺垫。

    在阅读技能教学方面，将skimming、scanning、careful-reading各种阅读方法与各个游戏活动相结合，如matching game锻炼学生的泛读能力，而comprehension game则培养了学生精读能力。这样，学生在学中玩、玩中学，轻松完成学习任务，有利于学生合作意识和探究能力的提高。

   本课采用小组竞赛制拿积分贯穿整个课堂，主要目的在于调动学生积极参与的主动性。但在此过程中可能会出现组内成员相互抱怨的情况，所以采取互帮互助，以及在问题设置方面注意到难易搭配，学优生帮助学困生，尽量让每一位学生参与进来，建立学英语的自信心，有利于学生情感态度和价值观的正确形成。