绿茶茶艺上课课件

1、 新目标人教版八年级上册英语Unit7 Will people have robots? Period1 教学反思 看到差距，我很开心。有差距，就有学习的对象，就有进步的空间。 听到批评，我很感恩。只有真心为我们好的人，才会愿意批评我们。 收获肯定，我很感谢。谢谢你们能看到平凡的我身上努力的微光。 设想和效果之间的落差，捕捉到了，就是机会。谢谢老师给我这次高效课堂公开课的机会，谢谢备课组老师们的支持，谢谢在场贡献智慧的同仁们。 一. 我的进步 1. 导入的设计：自己设计又推翻了三个个导入。选了现在这个用“What do you want to be when you grow up?”,引出

2、scientist 和 robots。用机械公敌片段，呈现“What will robots do in the future?”。比较简洁顺畅。 2. 衔接语的设计：做到了活动之间都有衔接，比较自然。 3. 教学流程：遵照了 5P 教学法设计教学流程，考虑到了目标语言呈现-操练-输出的内在逻辑。 我一直很重视阅读课的教学，自己平时看的书籍和视频也是这方面比较多。而对听说课，自己重视不够，研究很少。今天听王老师说，听说课是很难上好的，需要老师大量挖掘生活和各种资源。反观自己，确实没有把教学情境创设好，对资源的挖掘利用停留在表层。以后备课要提醒自己：听说课，要把“课堂”拉近学生的生活，让“课堂”

3、成为生活的课堂，才能是生动的课堂。 2. 能力上 (1)教学设计的思路落于窠臼，缺少创新和活力。今天，我意识到了大方向大框架决定了一节课的高度。 (2)教学设计时容量设计过大，改编教材的后加大了难度，不适合 Unit 7 新授课的学情。 (3)教学活动的设计不够新颖有趣。 (4) 对教学节奏的把握不好。前把部分节奏过快。 (5) 忽视了小组计分这个重要的策略。 (6) 没有确保学生的有效输入。 (7)对教学资源的挖掘不深入，利用不充分。 在日常教学中，要多跳出来思考有没有别的教学思路。 今天老师的课很精彩。我的收获很大。向她学习，思考如何设置生活化的教学情境，贯穿整个设计。思考如何设计多样化的

4、互动活动，如何通过提问来让目标语言的教学向前推进，如何更好的开展小组活动，让不表演的学生也动起来。希望自己能有够好的设计力，和执行力。 课时教学设计反思修改课时教学设计反思修改 课题 Unit7 Will people have robots? 课时 第（ 1 1 ）课时 教学目标 1. Instructional objective: （1）Knowledge objectives: Words: to help Ss use these words correctly, like paper, pollution, future, environment, planet, earth, p

5、art, peace, etc. Grammar: to help Ss master “future with will”; “quantities with more, less, fewer”. （2）Ability objectives: Ss can make predictions. 2. Educational objectives: (1)Learning strategy: preview; interpreting drawings; cooperative learning 教学流程 教师活动 学生活动 Step1 Preparation Step 2 Presentat

6、ion Step3 Practice 1. Lead-in: What do you want to be when you grow up? ( T: I wanted to be a scientist. Because robots are interesting. They can do a lot of things for people. What will robots do for people, let s have a look.) 2. Watch a short video (I Robot) and try to answer: What will robots do

7、 for people in the future? (1)T presents 4 sentences with will. Ask Ss to read after the T. (2) T shows pictures, and ask the Ss to look at the picture, and say out the sentence. （T：Do you want to have a robot in your home? Will people have robots in their homes in 50 years?) 2. To present the quest

8、ions with will. Ask and answer (T vs. Ss) to present the Will- questions, and answers. 3. Pair- work( with blanks) (There are two boys talking about their predictions, too. ) 1. Listening practice: fill in the blanks. 1.S: I want to be a ? 2. Ss watch carefully, and pay attention to the robots. eg.

9、A: Will people have robots in their homes in 50 years? B: Yes, they will./ No, they wont. observe and summarize ： more /less +_ more/ fewer+_ Step 4 Production B: I hope so. A: I think kids _ go to school. They will study at home on computers. B: Oh, I _ . A: You do? B: Yeah, _will always be schools

10、. (3)Post-listening: check answers; and read aloud. (T: Just now, we made predictions about a better future. But look at this picture, what s this?- pollution.) T: I think there will be less pollution. Do you think so? In another English class, the teacher and the students are talking about their pr

11、edictions. Let s listen together. 2. Listening practice: circle the words you hear. (1)There will be (more/ less/ fewer) people. (2)There will be (more/ less/ fewer) free time. (3)There will be (more/ less/ fewer) cars. (4)There will be (more/ less/ fewer) pollution. (5)There will be (more/ less/ fewer) trees. Ss should be able to tell the reason. 1.Future with will 小结：will 表将来的陈述句 （肯定）结构为：_ + will +_ will 表将来的陈述句（否定）结构为：_ + will +_+_ will = ll will not =_ will 的一般疑问句结构为：_ + 主 1. To present the mind map about future. 2. To ask the students to w