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Unit 7 第4课时 Section B (2a-2e)(教学设计)-八年级英语上册同步备课系列（人教新目标Go For It!）
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这是一份Unit 7 第4课时 Section B (2a-2e)(教学设计)-八年级英语上册同步备课系列（人教新目标Go For It!），共7页。
Unit 7 Will people have robots?Section B 2a-2e 单元Unit 7课时第4课时教学目标语言知识：掌握本课时出现的生词句型及表达方式。能阅读和谈论有关机器人等科技类文章。学习能力：提升在阅读中概括段落大意的能力；提高对篇章的概括能力和整体理解能力；了解未来机器人的发展趋势。文化意识：思考科技进步对人类的影响，坚定文化自信。学会辩证看待事物的发展。思维品质：通过学习，运用英语思维深化对科技进步的认识。教学重难点掌握本课时出现的生词及表达方式。 阅读短文，获得相关信息，提高综合阅读能力。教学工具IWB, PPT教学方法快速阅读法；任务型阅读法；小组合作学习教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2. T says: I know you are all curious about robots. let’s watch a video to learn more about it.3. Brain Storm. T asks: What do robots look like? What can robots do? Where can we see the robots? Then lets some Ss share their answers.学生观看有关机器人发展的视频。趣味问答。选中的同学大声说出自己的看法。通过视频和趣味问答导入本课时主题---robots。鼓励学生积极讨论，激发学生学习兴趣。Step 2Pre-readingGo through 2a. T let Ss discuss the following questions with partner: What do robots look like and what can robots do? （Some look like humans.Some look like animals.Others look like ...）(They can look after old people.They can do housework.They can ... ）T leads Ss to think about：What else do you know about robots? T says: Let’s read the passage to know more about robots.被选中的学生大胆说出看法。完成2a任务单.带着问题，跟着老师节奏进入阅读环节。通过抛出问题，鼓励学生说出对robots的认知。激发学生阅读的兴趣，进一步活动课堂气氛。Step 3While- readingT leads Ss to scan the article，then answer the question：What is the passage mainly about?T asks Ss to scan the article，then match each paragraph with the main idea. Detailed reading. T lets Ss read paragraphs 1-2 and fill in the blanks. T asks: What can robots do in the movies(factories)?T asks Ss to retell paragraphs 1-2 with the help of the mind map. T asks Ss to Read paragraph 3 carefully and answer the questions:1. Can robots do everything for people? 2. What can’t robots do now? Then encourage Ss to tell the main idea of paragraphs 3.T asks Ss to think about and discuss the question: Do you agree that robots can really think like a human? T asks Ss to read Para 4 carefully and answer the questions: 1. What will robots look like in the future? 2.What can snake robots do?T asks Ss retell the main idea of paragraphs 4 with the help of the timeline.T leads Ss to read paragraphs 3-4 again and then complete the mind-map.Go through 2c.T lets Ss read the passages again and complete the sentences about what robots can do now.Go through 2d. T asks Ss to read again and try to fill in the blanks with words from the article. 学生快速浏览文章，找出主旨大意。快速读文，找到段落大意。完成2b任务单学生仔细阅读Para.1-2， 被点名的学生大声说出答案。列出1-2段的思维导图。学生仔细阅读Para.3，找出答案。然后在试着概括科学界中的几种看法讨论机器人会不会像人类一样思考？说出理由。学生仔细阅读Para.4，找出答案。完成段落4的时间线索图。再读文章3,4段，完成思维导图。完成2c任务单再读课本，完成2d任务单。通过快速阅读，掌握段落主旨大意，完成2b信息匹配。带着问题细读文章1,2,3,4段，目的性更强，通过回答问题帮助掌握文章内容。而思维导图有助于学生更好地理解文章意义。充分理解2d短文意思，重点阅读有空格的句子，在原文中找与之相关的段落或句子，填写出正确的答案。 Step 4Post-readingGo through 2e. T asks Ss to talk about robots, and then says: Please build your own robot.T leads Ss to think about: Will robots replace humans? 展开讨论，并绘出个人心目中的机器人。展开开放性问题思考。引导学生思考科技带来的积极和消极影响。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8Homework1. Read and recite the new words and phrases.2. Do the exercises in students’ book.记下家庭作业。巩固课堂效果。板书设计：New wordsKey sentences even, human, servant, dangerous, already, factory, simple, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible1.There are already robots working in factories. 2.It’s easy for children to wake up and know where they are. 3.That may not seem possible now, but computers and rockets seemed impossible 100 years ago.教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。通过图片形式的视觉教学，提升学生的好奇心。在阅读中提问可以提高学生参与课堂的积极性。通过文章的学习和课堂练习，帮助学生掌握本课的关键词、短语和句型，进一步培养学生的综合阅读能力。
Unit 7 Will people have robots?Section B 2a-2e 单元Unit 7课时第4课时教学目标语言知识：掌握本课时出现的生词句型及表达方式。能阅读和谈论有关机器人等科技类文章。学习能力：提升在阅读中概括段落大意的能力；提高对篇章的概括能力和整体理解能力；了解未来机器人的发展趋势。文化意识：思考科技进步对人类的影响，坚定文化自信。学会辩证看待事物的发展。思维品质：通过学习，运用英语思维深化对科技进步的认识。教学重难点掌握本课时出现的生词及表达方式。 阅读短文，获得相关信息，提高综合阅读能力。教学工具IWB, PPT教学方法快速阅读法；任务型阅读法；小组合作学习教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2. T says: I know you are all curious about robots. let’s watch a video to learn more about it.3. Brain Storm. T asks: What do robots look like? What can robots do? Where can we see the robots? Then lets some Ss share their answers.学生观看有关机器人发展的视频。趣味问答。选中的同学大声说出自己的看法。通过视频和趣味问答导入本课时主题---robots。鼓励学生积极讨论，激发学生学习兴趣。Step 2Pre-readingGo through 2a. T let Ss discuss the following questions with partner: What do robots look like and what can robots do? （Some look like humans.Some look like animals.Others look like ...）(They can look after old people.They can do housework.They can ... ）T leads Ss to think about：What else do you know about robots? T says: Let’s read the passage to know more about robots.被选中的学生大胆说出看法。完成2a任务单.带着问题，跟着老师节奏进入阅读环节。通过抛出问题，鼓励学生说出对robots的认知。激发学生阅读的兴趣，进一步活动课堂气氛。Step 3While- readingT leads Ss to scan the article，then answer the question：What is the passage mainly about?T asks Ss to scan the article，then match each paragraph with the main idea. Detailed reading. T lets Ss read paragraphs 1-2 and fill in the blanks. T asks: What can robots do in the movies(factories)?T asks Ss to retell paragraphs 1-2 with the help of the mind map. T asks Ss to Read paragraph 3 carefully and answer the questions:1. Can robots do everything for people? 2. What can’t robots do now? Then encourage Ss to tell the main idea of paragraphs 3.T asks Ss to think about and discuss the question: Do you agree that robots can really think like a human? T asks Ss to read Para 4 carefully and answer the questions: 1. What will robots look like in the future? 2.What can snake robots do?T asks Ss retell the main idea of paragraphs 4 with the help of the timeline.T leads Ss to read paragraphs 3-4 again and then complete the mind-map.Go through 2c.T lets Ss read the passages again and complete the sentences about what robots can do now.Go through 2d. T asks Ss to read again and try to fill in the blanks with words from the article. 学生快速浏览文章，找出主旨大意。快速读文，找到段落大意。完成2b任务单学生仔细阅读Para.1-2， 被点名的学生大声说出答案。列出1-2段的思维导图。学生仔细阅读Para.3，找出答案。然后在试着概括科学界中的几种看法讨论机器人会不会像人类一样思考？说出理由。学生仔细阅读Para.4，找出答案。完成段落4的时间线索图。再读文章3,4段，完成思维导图。完成2c任务单再读课本，完成2d任务单。通过快速阅读，掌握段落主旨大意，完成2b信息匹配。带着问题细读文章1,2,3,4段，目的性更强，通过回答问题帮助掌握文章内容。而思维导图有助于学生更好地理解文章意义。充分理解2d短文意思，重点阅读有空格的句子，在原文中找与之相关的段落或句子，填写出正确的答案。 Step 4Post-readingGo through 2e. T asks Ss to talk about robots, and then says: Please build your own robot.T leads Ss to think about: Will robots replace humans? 展开讨论，并绘出个人心目中的机器人。展开开放性问题思考。引导学生思考科技带来的积极和消极影响。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8Homework1. Read and recite the new words and phrases.2. Do the exercises in students’ book.记下家庭作业。巩固课堂效果。板书设计：New wordsKey sentences even, human, servant, dangerous, already, factory, simple, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible1.There are already robots working in factories. 2.It’s easy for children to wake up and know where they are. 3.That may not seem possible now, but computers and rockets seemed impossible 100 years ago.教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。通过图片形式的视觉教学，提升学生的好奇心。在阅读中提问可以提高学生参与课堂的积极性。通过文章的学习和课堂练习，帮助学生掌握本课的关键词、短语和句型，进一步培养学生的综合阅读能力。
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