英语人教版八年级下册Unit 7阅读课教学设计.doc

新目标八上Unit 7 Will people have robots? Section B 2a-2e教学设计 王彦明一、教材分析 本单元围绕“未来的世界”这一话题，呈现了“运用一般将来时谈论对未来的预测”的语言功能，呈现了一般将来时的肯定句，否定句，一般疑问句和what引导的特殊疑问句，还有there be 结构在一般将来时中的用法。并让学生能在“想中学”（learningbythinking），通过有限的课堂实践活动，能准确地用英语来表达对未来世界的畅想。二、学情分析我所教学的对象是八年级学生（两极分化比较严重),他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此在本节阅读课中，我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。提高他们综合运用语言的能力，使各层次的学生都有所收获。三、教学目标知识目标：掌握并应用“will + v. (动词原形)”谈论对未来的预测能力目标：1.依据文章题目和所给图片，预测文章内容。通过略读(skimming)的方式，猜测文章大意。2.借助关键词，通过寻读 (scanning)的方式，判断每一段段落大意，加深对篇章结构的把握。3.在学习中学会合作、交流。情感目标：通过讨论机器人的现在和未来，激发、培养学生们对未来的想象力，并鼓励学生们为实现美好的梦想更加努力的学习。四、教学重难点：重点：1.提高阅读策略，能够运用所给信息，如标题、图片等预测文章大意。 2. 能够运用本课的核心句型，想象和预测未来社会发展。难点：能够运用阅读策略，提升阅读的技巧和方法。五、教学方法过程与方法：采用Communicative teachingmethod; Audio-visual teaching method; Task-based teaching method等的教学方法，利用教学图片、多媒体及学生课前设计的机器人等教具辅助开展课堂教学活动。通过小组PK等激活课堂，让学生在轻松、活泼、快乐的氛围中学习。通过读、写训练， 复习、 巩固和运用目标语言和阅读策略。学法指导：教会学生使用predicting、skimming 和scanning等阅读方法，提高阅读速度，学会从文章中查找问题答案，以及如何有效进行小组合作学习，如何进行观点陈述和展示等。指导学生对所学知识进行有效的概括总结，提高学生的自学能力。六、教学过程设计Step Teachers ActivitiesStudents ActivitiesNotes1.Introduction & warming up(1) T plays a video of robot (2) T asks: Which year is it in the film? What will the robots look like? What will the robots do in 2035?(3) T introduces more about robots by pictures and videos. (the shapes and the use of robots) (1)Ss watch the video clip.(2)Ss listen to the teacher and reply to Ts questions.(3)Ss share what they know about robots. They will have a better understanding by the teachers introduction.To activate Ss prior knowledge of robots.To familiarize the students with the topic they will learn.2. Pre- readingT shows the title and the picture in 2b and let Ss predict what they want to read about robots in the article. Ss think individually and write down the questions.To prepare the students for the reading and provide the questions for the later summary.To improve Ss ability of predicting.3.While- reading Skimming: T asks Ss to read fast and match the questions in 2b with the paragraph. (T may ask them to explain why.)Ss read the text individually and try to finish the activity.(They may have to explain.)To help students find out the main topics of the text and have a good understanding of what they are reading.4.While- reading Careful reading: T asks Ss to finish the different tasks of each paragraph.(In each paragraph, there are different tasks to help the students have a better understanding of the text.)Ss read and complete the exercises（Some tasks are encouraged to discuss in groups）To help students get better understanding of the detailed information in the text by scanning.5. While-readingCritical reading: (1)T asks Ss if all the scientists agree about what robots will be able to do in the future. Get Ss to tell two different opinions from scientists and pay attention to the sentence structure: I believe that/ I think that(2) Ask Ss which side they agree with and why.1.Ss read Para. 3 and tell two different opinions from scientists.To make Ss have a better understanding of the article and improve their reading and thinking abilities by doing critical reading.6.Post- readingRobots design:(1)Discuss what kind of robot they will have in the future.What does it look like?What can it do for you?T: Who is the most creative?(2) Robots showShow their robots and introduce them.(1)Ss work in groups of four and try to complete the task together. Then show their work to the class.(2)Ss discuss with their partners and then show their opinions and explain the reasons.To improve Ss abilities of imagining and develop their cooperative ability.To make them learn to use the key vocabulary and sentence structures in their writing.5. SummarizeReflection: T asks Ss to think about what they have learned and check whether all the questions they wrote at the beginning are answered in the reading text.Emotion goalsSs write down what they have learned and try to use their own words to summarize what they have learned.Summarize what they have learned. Science and technology has changed our life a lot. So we should work hard to make our dreams come true! To train Ss ability of thinking back and summarizing what they have learned.6. Assigning after- class task (1)Finish exercises of 2c-2e. (2)Written:Write a short passage about the robot you design and imagine your intelligent life.Ss try to use what they have learned to imagine their ideal life.Writing practice with imagination.课后反思本节课我坚持以学生为中心，以培养学生自主学习合作探究为目的，以任务型学习贯穿始终，通过完成任务，不断地促使学生通过阅读提高英语水平和阅读策略。而且教学中紧扣新课程标准，充分利用教材，不断提高学生各方面的技能。教学中运用多媒体课件、图片、自制机器人等教学手段，置抽象的语言知识于一个个生动的情景之中，不仅使学习过程自然轻松，而且增强了学习兴趣和认识水平. 本节课是第七单元B部分的第二课时。这一单元由于涉及到一般将来时，离生活比较遥远，所以学生接受起来自然显得有些困难。也正因为此，在设计这节课时我颇费了一些心思。（一）导入环节：先用一段未来机器人的视频，激活学生们关于机器人的背景知识，并借助相关的图片进行问答，帮助学生们架构好与机器人相关的阅读语境，很好的活跃了课堂气氛，并在讨论中将一些重要的新词汇：shapes，humans， factory，over and over again, help with house- work, look for people也特意融入其中，这样过渡自然分解了教学难点,并且直观、形象,印象深刻。以帮助学生们在正式阅读前突破语言障碍。（二）在阅读过程中，特别关注培养学生们运用预测，略读，带关键词寻读等相关阅读策略概括文章大意和寻找细节信息的能力，并利用小组合作的形式合作探究，突破难点。根据阅读课文材料，老师精心设计部分“小问题”，而这些问题的回答就是一些重要的新的语言知识的展现，这些问题浅而易懂，学生通过快速阅读，了解材料内容，很快找到问题的答案，有成功感，提高了他们参与的积极性，激发他们阅读的兴趣。（三）“任务型阅读问题”的设计与作用。在平时练习中培养中考题型的训练。对文章整体认识后，我精心设计了一些激发学生兴趣问题，有些问题可让学生相互讨论。进一步促使学生去了解作者观点、态度，提高捕捉加工整合材料信息能力。预测事件情节发展或后果的能力。激发学生学习兴趣，形成积极的学习态度。发展学生探究学习和合作精神。从而提高学生阅读分析、判断能力。而这些问题往往也是平时考试中常出现的难度较大的问题。（四）在阅读最后一个环节，设计了一个Critical reading环节，旨在通过分析阅读材料中科学家对于未来机器人预测的不同的观点，阐述个人观点，培养学生分析并解决问题的能力，在此过程中通过小组讨论，更好地运用语言。（五）毋庸置疑，机器人必将在我们未来的生活发挥很大的作用，但教师要引导学生们认识在将来的生活中合理、正确使用机器人对人类的重要性，因此在我安排了一个展示个人设计的机器人的环节，为学生们提供了展示读中所获和深度思考的平台,也让他们将所学加以应用。本节课也有许多不足