1、 1 Teaching Design Unit 7 Will people have robots? Reading (2a-2e) According to the new curriculum and the analysis of the students, I design this teaching planning as following: I Teaching Aims: Knowledge and Ability By looking at the pictures and reading, the students can grasp the pronunciations,
2、 spellings, meanings of the new words “human, factory, shape, fall down” and so on. By scanning for the specific information and skimming for the general idea, the students can understand the passage. By discussing with group members, cultivate their ability of cooperation and teamwork. Process and
3、Methods By listening to the tape, cooperating with others, self-learning, to get the main idea of the passage. Emotional: One important thing is having great aims and the determination to attain it. II Teaching Key Points and Difficult Points: Key points: To grasp the new words and phrases. 2 To und
4、erstand the passage about robots. Difficult points: Using the target language to make predictions about the future robots. III Teaching Methods: TBLT TSA Brainstorm IV Teaching Aids: Multi-media, chalk, blackboard some real thins. V Teaching Procedures: Step1：Review and lead-in Show some pictures an
5、d ask students to make predications by using the past, present and the future tense, through the robots, lead in the topic of the passage. Then invite them to enjoy a video about the robot. Talk about what it looks like and what it can do. Then ask students what kind of robot they want. 设计意图：通过观看设计意
6、图：通过观看机器人的机器人的视频，视频，创设情境创设情境, ,导入有关机器人的话题，抛出两导入有关机器人的话题，抛出两 个问题让个问题让学生讨论，有利于降低文章难度，提高学生学习英语的积极性和趣味学生讨论，有利于降低文章难度，提高学生学习英语的积极性和趣味 性。性。 Step2：Pre-reading Work group: brainstorm .let them think of more functions and shapes. 设计意图设计意图: :营造出积极热烈的课堂气氛，引入讨论话题，并呈现有关新词汇，创营造出积极热烈的课堂气氛，引入讨论话题，并呈现有关新词汇，创 设词汇教学情景
7、，为阅读扫清障碍设词汇教学情景，为阅读扫清障碍, ,为后续教学打下基础。为后续教学打下基础。 Step3: While-reading 3 1. Ask students to look at the pictures and title, to guess what the main topic of the passage is. 设计意图设计意图:培养培养阅读策略阅读策略 1：看图片和题目，预测文章主旨。：看图片和题目，预测文章主旨。 2. Listen to the whole article quickly and match. 设计意图设计意图:培养培养阅读策略阅读策略 2：注意寻
8、找与文段重复的单词。：注意寻找与文段重复的单词。 3. Carefully reading. Read paragraph1 and answer these questions. (1) What are robots like in the movies? (2) What can robots do in the movies? 设计意图设计意图: 培养阅读策略培养阅读策略 3：注意根据关键词找细节。注意根据关键词找细节。 4. Listen to the paragraph2 and fill in the blanks. Today there are robots working
9、in factories. Some robots can help to build_ and do _jobs over and over again. They will never get _. 设计意图：以听力帮助阅读，双管齐下。设计意图：以听力帮助阅读，双管齐下。 5. Work groups to complete the blanks about paragraph3. 设计意图：两组对抗，对比理解，避免混淆。设计意图：两组对抗，对比理解，避免混淆。 6. According to the p4 answer three questions. (1) Do you think
10、robots are useful in India? Why? (2) If we have robots, will they be useful in Sichuan? Why? (3) If we have robots, will they be useful in Malaysia? Why? 4 设计意图：设计意图：通过层层设计各种问题，面向不同层次的学生，加深学生通过层层设计各种问题，面向不同层次的学生，加深学生 对文章的理解，让不同层次的学生都各有收获对文章的理解，让不同层次的学生都各有收获,同时加强对学生阅读同时加强对学生阅读 技巧的指导，提高学生的阅读水平技巧的指导，提高
11、学生的阅读水平。 7. Summary：画出思维导图，理清脉络。 Step4: Post-reading Design your own robot and show it. 设计意图：让小组长在全班同学面前做设计意图：让小组长在全班同学面前做 report,就是一个非常好的活就是一个非常好的活 动。 这样的活动既可以培养学生的合作意识， 又能在情景中活学活用，动。 这样的活动既可以培养学生的合作意识， 又能在情景中活学活用， 既巩固了本节课的重点， 进而突破难点， 又能锻炼学生的语言表达能既巩固了本节课的重点， 进而突破难点， 又能锻炼学生的语言表达能 力，有利于展示学生自身的风采，提高学生学习英语的积极性。力，有利于展示学生自身的风采，提高学生学习英语的积极性。 VI. Blackboard Design Unit 7 Will people have robots? Reading (1a-2b) Robots Shapes cat dog snake Functions talk walk dance before today in the future
