1、 1 Unit 7 Will people have robots? Section B 2a-2e 教学设计 Do You Think You Will Have Your Own Robots? 教材分析：教材分析：本节课是八年级上册第七单元 Section B 部分的阅读课，内容是关 于现有机器人的外形和功能以及对未来机器人科技技术的发展设想。在语言方 面，这节课是对本单元 will 将来时应用的巩固；在话题方面，学生联系对未来 生活的美好憧憬设想将来机器人的外形及功能， 并能启发性地意识到高端的机器 人科技对人类生存的危机感。 学学情分析情分析：学生对“will+动词原型”结构表示一般
2、将来时比较熟悉，因此本节 课的语法操练会适当减少比例；农村学生对机器人的关注度较低，实际生活中接 触机器人的机会较少，进入情景比较困难，因此需要在话题思考方面加强对铺垫 和引导。 教学目标：教学目标： 1. 能认读单词 human, possible, impossible, agree, disagree； 2. 能熟练使用句型 will be able to 表达对未来机器人功能的设想； 3. 能选择合适的阅读技巧，如跳读、找读等完成阅读任务； 4. 能了解机器人技术的飞快发展现状，并能联系生活设计更 helpful 的机器的 外型和功能； 5. 能意识到机器人功能的强大会对人类造成威胁。
3、 教学重难点教学重难点： 重点：选择适合的阅读策略完成阅读任务 难点：联系生活，开阔思路，设想新型机器人的外型和功能 教学流程教学流程： Step1: Warm-up free talk （1 min） 教师引导学生谈论生活中遇到的困难：What difficultiesdifficulties do you usually meet in your daiy life?/ What do you dislike in your daily life?（学生可能 回答：Homework is difficult/ too much. Get up early ）教师追问： How do you
4、 deal with (处理)it? (学生可能会回答 ask for help, do homework quickly etc.) 设计目的：贴合学生生活实际，给学生提供一个正当的“诉苦”机会，激发学生 的积极性。以 difficulty-solution 为线索，为输出部分设计新型机器人提供思 维支持、做好铺垫；并给学生引入一个意识：创造机器人的目的是辅助人类更好 地生活，为思考“机器人为人类带来的危机性”做铺垫。 衔 接 语 ： Now some smart people have a great idea to solve these difficulties. Step 2: Le
5、ad-in 播放视频，引出机器人话题(2min) 教师播放一段以生活中常见的 problem_solution 为线索的两个片段，分别是 want to relax more_robots help cook and make tea; want to sleep more_ robots help wash face, brush teeth, do haircut, dress etc.学生回答 solution 是 robots help。 设计目的：引出“机器人”话题；直观展示机器人为人类生活便捷起到的巨大作 用；以欢快的动画呈现，增强学生的学习兴趣和对机器人无限可能的好奇心。 衔接语
6、：Yes, with robots help, our humans (展示 human 图片) will be able 2 to live better.Many people want to have one. Step 3: Pre-reading 读题目，表达观点(2 min) Do you think it is possible (展示 possible) can happen or is impossible ( 展 示impossible, 前 缀im- 标 红 )can not happen? （ 学 生 回 答 possible/impossible，并醒目地写下自己的观
7、点立在桌子上，待读完文本后验 证自己的预感是否有当科学家的潜质。 ） 设计目的：操练单词 possible, impossible；学生有参与意识地写下自己的观 点，让学生有目的性地阅读以验证自己的观点。 衔接语：This article will tell us scientific opinions about the robots in the future. When we finish reading, we will see who is possible to be a scientist in the future. Stp4: While-reading Step 4-1:
8、match main ideas (3 min) In order to know the whole article quickly, we usually find every paragraphs main idea first. There are 4 paragraphs and try to match the right main ideas to them. (如果某些学生不能正确使用 skimming 阅读策略，那么教师挑选能够快速 skim 出 para 1 段意的学生为大家讲解/示范是如何做的，并指导其他同学能够按照： 1）对比题干找相异的关键词；2）读每一段的第一句或最
9、后一句为段落主题句； 3)主题句与题干的关键词匹配这三个步骤匹配出第 2,3,4 段的 main ideas。 ） 小组四人先 check answers，再选代表回答问题。 设计目的：让学生能以 top-down 的视角初步熟悉文本整体脉络，为每一段的细 节阅读做好准备；训练学生 skimming 的阅读技巧。 衔接语：展示文本整体思维图 Many years ago, people couldnt invite robots in real life. But with great thinking, many robots were imagined in movies. Step 4-
10、2: Scan for information in Para1(2 min) In movies Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Will robots think like human in the future? What will robots be like in the future? What can robots do today? What are robots like in movies? robots Today Like human Be like in the future 3 教师引导：There i
11、s usually one kind of robots in movies. Read para 1 to fill in the Robot ID card. 挑选中下等生回答问题 设计目的：paragraph 1 篇幅简短，通过查找三类信息，训练学生 scanning 的 阅读技巧；并为中下等学生提供展示机会。 衔接语：We imagined the robots in movies. Scientists were very smart and hard-working, so they finally made our robots dream come true.So we hav
12、e many robots work in our real life. Step 4-3: Scan for information in Para2(2 min) Read para 2 to fill in the robot ID card. 挑选中下等生回答问题 追问：Will humans get bored or not? Why do robots never get bored? 学生可能回答 Robots have no feelings.追问：So robots are lower than humans or higher than humans? (lower) 衔接
13、语：In order to make robots help us better, scientists are trying to make robots to a higher lever, be closed to humans or even just like humans. Step 4-4: Scan for information in Para3 (3 min) In this para, we have two tasks. First, there is a kind of robots can move like robots. Read and fill in the
14、 robot ID Card. Second, scientists have different opinions about thinking like robots. They will be able to think like humans or will not think. 挑选中下等生回答问题。 设计目的：训练学生通过定位大写首字母国家名、人名等标准，查找目标信息。 衔接语：these scientists are in two sides, just like us. Do you remember Robots in movies Identity(身份)：_ Jobs:
15、help with _ & work in _and_ place. ID Card: Robot 1 Workplace: in _ Jobs: do _jobs _e.g. build _ Advantage(优势): never _ ID Card: Robot 2 Nation: Japan Function: walk and _ Used for: _ to watch James White Opinion: Robots will _ be able to _ and know where they are. Many scientists Opinions: Robots w
16、ill be able to _ in 25-50 years. 4 your opinions?(举起学生在 while-reading 部分做的 opinion 的牌子)Now can you say who got the right answer? (No)So which para can give us the answer?(para 4) Step 4-5: Scan for information in Para4 (3 min) Now lets read this para and give me the answer. Is it possible or impossi
17、ble for everyone to have their own robots? 追问: How do you know that? (“You never know what will happen in the future.”) What will robots like in the future? Can you read and find an example for it? 设计目的：形成对机器人科技发展抱有积极态度。全篇的分段细读主要分两个线 索： 1.现有的三大类机器人的外型及功能； 2.科学家对于机器人未来发展的态度： 积极或消极。学生通过查找信息、填空熟练词汇及文本内
18、容；并通过设计的分类 卡片形式对两个线索清晰明了，从而达到清晰理解文本的目的。 衔接语：展示板书为清晰的两部分：机器人类型+科学家的态度 Step 5:Post-reading Step 5-1:Task 1 retell the text 通过清晰的板书架构及提供的句型复述文本主要内容： 设计目的：回顾文本整体内容，熟悉三类已有机器人的外型及功能，对 will be able to 表达”将来能”巩固操练，为后续作文在话题和语言结构方面做好铺 垫。 衔接语：We know these 3 kinds of robots, and the positive opinion for the fu
19、ture. Nothing is impossible in the future. So open your mind and think about the robot you need most in the future. Step 5-2:Task 2 writing 四人一组完成小组作文，每人完成一句： Today, there are already robots _ing _. They look like_. They can _. About the future, scientists have different opinions about robots. Some
20、scientists agree that robots will never be able to _. However, other scientists disagree. They think that robots will be able to_.I believe that robots will _.You never know what will happen in the future. ID Card: Robot 3 Nation: India Look like:_ Function: help _people under_ 5 设计目的：开阔思路，让学生利用文本的话
21、题铺垫和英语语言，表达出自己的思 想。 衔接语：robots are very helpful. They can help us do more and more things. Do robots have bad side? What bad effects will robots have on humans? （给出关键词： ）学生小组讨论，发言。 HomeworkHomework:至少列出三条机器人的劣势，以及会对人类造成的负作用，并思考解 决办法。 设计目的：辩证地启发学生，意识到机器人的存在也会有弊端，不是能帮人类做 任何事情，同时启发学生要自身努力，不完全依赖机器人。 We will make a robot. It will look like_. It will be able to_. It will never _. With the robots help, humans will _.
