新版八上unit7閱讀公開課教案實錄反思以及說課稿[1]

1、Unit 7 Will people have robots? Reading (2a-2b designed by陳瑩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 i

2、s 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 metho

3、d, group work or individual work method. Teaching objectivesThis 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.Get them to think about the passage a

4、nd get the useful information using their own words.Cultivate the students imagination about future life and get them to know the importance of friendship.Make 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

5、 into study, work or something.Get 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. movies about the

6、 future. be like human servants. do jobs like working in dirty or dangerous places. do simple jobs over and over again. make robots talk like humans. be able to think like humans. disagree with sb. in the future. (in hundreds of years. have many different shapes =be in different shapes. for example.

7、 make robots which look like snakes. fall down. 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

8、 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 stdent

9、s 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 th

10、at they can get to know the structure of the whole passage.Whats the title of the passage? So whats the passage about?Whats this paragraph about?(the whole passagerobots: (paragraph 1robots in movies about the future, (paragraph 2robots in factories, (paragraph 3robots today and in the future, (para

11、graph 4robots 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 an

12、y 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 mak

13、e 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

14、 by reading it several times. Then ask them to give a shorter one.Then showthe teachers 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

15、 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 statemen

16、ts 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

17、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

18、 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 st

19、udents 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

20、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 an

21、d then students show their own articles to others.Whats 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 other

22、s.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.

23、the letter:Whats your problem?What kind of robot do you want?Will people have robots? 2a-2b 課堂實錄Step 1.(Interact with the students.T:These days, Im playing a very interesting online game named LOL. And this is one of the most popular game characters. Its a robot. Tell me what it looks like. It looks

24、 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, Im not good at doing housework. If the robot can chat with me, it will be much bette

25、r. 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.(omittedStep 2.(Interact with the students.T: Lets see robots today and in the future. Come to our text. Turn to page 43. Whats the title of this pass

26、age? Do you think you will have your own robots? Whats 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

27、robots which can help with the housework and work in dirty or dangerous places.T: Whats 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, r

28、obots can help build cars and do simple jobs over and over again. They never get bored.T: Whats this paragraph about? Robots in.SS: Robots in factories.(write it on the blackboard.T: Next paragraph. Begin.(read it together with the students Whats this paragraph about? Its about robots today and.SS:R

29、obots 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 wit

30、h 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

31、that, we get the useful information of the whole passage. But some words or phrases are missing. Lets 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

32、 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. Lets finish it together.(After finishing it Read it together.Step 5.T: (After that Now lets do some exercises. Ill give yo

33、u 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 m

34、inutes. 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 go

35、od 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:

36、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. .T: Do you thi

37、nk 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.T: Ok. Homework. Master the useful information of the passage and finish th

38、e letter. Class is over. See you!教學反思 :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 sm

39、all 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

40、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 th

41、ose 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 the

42、y 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 what a true friendship is, which is another high point of this class. Emotional

43、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說課稿,漢語版 陳瑩本堂課為閱讀教學, 目的有二, 一是閱讀技巧和寫作技巧在對話交流中進行培養(yǎng), 二是 讓學生養(yǎng)成良好有效的閱讀習慣。即以課文為基礎,進行更高層次的理解、 交流、 拓展與應 用。短語在單元授課前已經(jīng)下發(fā)給學生,學生可以根據(jù)教學進度,適當進行淺層次的預習。 短語的總結是為了讓學生形

44、成良好的造句習慣, 不是英語和漢語的單詞對應翻譯, 而是詞組 與詞組之間的對應翻譯, 能更快地讓學生形成語感, 不必總是去糾結個別知識點或者說單詞 辨析(極特殊的才做講解。把單詞放在詞組中理解,把詞組放在句子中理解,把句子放在 語境中理解。在學生達到一定高度之后, 把語境放在句子中, 把句子放在詞組里, 把詞組放 在單詞的基本含義里, (這里涉及到單詞基本含義的概念,會與課本生詞表有所差異。 這是 一個不斷學習不斷反饋再不斷學習最后確認的過程。 這個過程學生可以培養(yǎng)初步的語感。 , 所以詞組的歸納是其中最簡單也是最關鍵的地方。所謂的任務型教學的目的, 就是讓學生在表意和交流中實際去思考解決問題

45、, 這個過程 中語法已經(jīng)退居其次, (在知道句子結構和詞組的用法之后, 出現(xiàn)的錯誤幾率已經(jīng)降到最低, 偶爾的錯誤只需要提示一下,即是所謂的“邏輯先行,語法隨后” (對于英語入門者,實 際上需要達到更高的高度,即一種語法形式對應一種意思,此點對于初中大多數(shù)學生來說, 可不做考慮。單純的背誦和知識點講解不能把目光從語法知識點上挪開。所以出現(xiàn)以下兩個概念, information 信息,和 useful information有效信息,相當于漢語的轉述和概述。這是信息 處理的兩種典型的宏觀形式。 微觀上, 可以讓學生在文中盡可能找出問題并且讓其他同學回 答, 在這個過程中需要用到學生所掌握的語法知識

46、, 但是語法知識并不是重點, 進行信息的 收集、處理、交流才是重點。語言只要使用,就能更快的掌握并且進步。同時,因為需要思 考,因此學生才有更高的成就感。本文的重點就是“當今機器人”和“未來機器人”的狀況,機器人對于學生來說是喜聞 樂見的話題,是“萬能”或者“奇妙”的代名詞。本文在交際中進行教與學,并且最終為了 交際和應用。以文章為基礎,進行生成、信息碰撞,最終得到各自的一些想法和結論。從話 題或者信息整體上進行宏觀理解,微觀上緊隨。細節(jié)很重要,但是只重細節(jié)則沒有大格局, 這也是涉及到寫作中對作文中心、 整體結構以及句子之間的邏輯關系的把握。 一方面我們要 了解文章作者的想法, 但是我們各自的

47、想法又各不相同, 在交流中進一步完善各自想法, 這 個生成的過程尤其重要。首先本節(jié)課前領同學們過一遍已經(jīng)下發(fā)的詞組, 為了文章閱讀打下一個基礎。 通過一張 來自學生熟知的網(wǎng)絡游戲 lol 的游戲角色“機器人”導入,與生活相關,所以喜聞樂見。引 導學生一起說出對游戲角色的幾點想法, 從游戲角色的外貌、 能力入手, 說出自己以及學生 喜歡的什么樣的機器人并給出原因。 由此我們繼續(xù)加強定語從句的用法 (定語從句雖非語法 重點, 但是課本中已經(jīng)接觸數(shù)次, 因為各個單元的話題討論中經(jīng)常出現(xiàn), 所以已重點滲透 , 標記出定語從句中需要注意的地方, 學生就可以心領神會了解其中關鍵。 之后自然進入了解當今機器人和未來機器人的階段,回歸到課本,從題目入手, 總結出文章結構,即文章整體 講述的是 robots