Module7Unit2 教学设计

Mobule7 Unit2 ROBOTS教学设计

——新标准英语高三选修（人教版）

甘肃省天水市秦安县第一中学英语组 高彤

一、 教案背景

1，面向学生：高中 2，学科： 英语 3，课时：6课时 4，学生准备：

（1） 自学unit 2的词汇。

上网搜集有关的情况。

一、教材分析

本课选自新标准英语（人教版）第七模块第二单元。本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov写于1951的Satisfaction Guaranteed 和作者的生平。通过本单元的教学，旨在让学生了解科幻小说最大的特征在于，它赋予了“幻想”依靠科技在未来得以实现的极大可能，甚至有些“科学幻想”在多年以后，的确在科学上成为了现实。如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。

二、学生分析

学生到高二有了一定的听说读写基础，在学习过程中基本具有独立获取知识的能力，但大部分学生在收集、处理信息方面能力不够。对定语从句知之甚少，学生不懂得如何处理，是运用上的难点。学生活泼好动，为了提高学习积极性，吸引他们的注意力，开展多种活动，让学生投入到一系列的活动中，轻松、愉快的学习，从而更好的掌握知识，同时也充分体现学生的主体地位。

三、教学目标

1.Knowledge：The following are to be mastered. Words and expressions:

design ,fiction,desire,bonus,alarm,apron,sympathy,overweight,elegant,favor, pile,scan,fingernail,absurd,haircut,makeup,accompany,cushion,bedding,necklace, clerk, counter, awful,affair,armchair,declare,cuisine,envy,risk,digital,mailbox grand,affection,staff, Navy, junior, biochemistry,talent,divorce,obey, thinking,holy , biography (43)

think for oneself,test out,or rather,with wonder,reach for,rang up,turn around, Strike eight,fall off,leave alone,protect from ,prevent from,set aside , theoretical framework,be bound to,part time,as with,set off,sign an agreement, build up,go by,in all (22)

It is possible /impossible that.. It could be that... I am sure that... It is most likely /unlikely that ...

There is a belief that... I am positive that... There is possibility that... There is the chance that...

2、语法：掌握the passive form of infinitives

例如: 1.It was going to be tested out by Larry’s wife,Claire.

2.Larry persuades her that the robot wouldn’t harm her or allow her to be harmed. The active forms of infinitives： to do /to be doing

2.Ability:They are to mater the knowledge above and to develop their

listening ,speaking ,reading and writing skills.

3.Emotion and attitudes:

They are to develop interest in Robot and team work .

四、教学设计

（一）指导思想

本节课根据由易到难，由浅入深的认知规律，课堂教学的各个环节的难度采用递进式.由图片引入，激发学生学习的动机，调动学生的学习积极性，并让学生在语境中自然地接触语言现象，让学生在语言实践中获得阅读体验，从而培养学生综合语言运用的能力。

（二）教学策略与设计

授课中采用任务型教学法和情境教学法等几种教学手段将本课设计为“感知课文—理解课文—复述课文—阅读反馈”的阅读教学模式。

（三）学法指导

指导学生在阅读的过程中怎样合理的运用阅读技巧，抓住阅读信息； Ⅰ.Experience感知体验 Step1:lead-in.

操作方式：多媒体展示图片，教会单词，然后通过这些图片预测READING会是什么内容以及对了解机器人的广泛用途。

百度图片：

http://image.http://www.china-audit.com//i?tn=baiduimage&ct=201326592&cl=2&lm=-1&pv=&word=??ì?&z=0

T: Let’s look at the pictures and say what they are. S: There are lots of different robots. ?

T：From the photos, can you think of any other type of robot?

设计意图：通过图片教授本课生词，减少阅读中生词可能造成的形响；同时通过图片预测课文内容，为接下来的阅读做了进一步的准备。

Step2:Skimming & Scanning.

操作方式：快速读文，核对所作的预测是否正确。学生独自完成后，播放录音，学生服读。目的是让学生从听觉上加深对语篇的整体理解,然后选出每段的段落大意。

T：Read the text very quickly and tell me if you get the right prediction. Then match the main idea with paragraphs. I.Skimming

1. Match the main idea with each part.

Part1 (para1-2) A. The night of the party

Part2 (para3-8) B. Claire’s attitude to the robot and her feeling at the sight of the robot Part3 (para9-11) C. The result of the experiment Part4 (para12)

D. What Tony did for Claire

2. Larry brought a robot home to_______

A. make his wife happy B. test out the robot

C. send his wife a gift. D. free his wife from housework. II. Scanning:

2.Choose the best answer: ① Why didn’t Claire want the robot in her house? A. Because she didn’t like robots at all. B. Because she didn’t like the robot’s appearance.

C. Because she was worried about being harmed by the robot. D. Because the robot looked like a real person.

② We can infer that at the first sigh of Tony, Claire felt alarmed by _____. A. his appearance B. his ability C. his facial expressions D.his cleverness ③ Tony did the following things to help Claire EXCEPT _______. A. giving her a new haircut B. changing her makeup C. having the house completely transformed and improved D. going into a jewellery shop to buy her a necklace

④ Which of the following is NOT the reason why Tony opened the curtains? A. To let other women see everything. B. To show the risk of Claire’s marriage. C. To let other women envy Claire. D.To make Claire elegant just like her neighbors. ⑤ we can infer from the last paragraph_________ A. the robot proved to be a failure

B. the company was not satisfied with Tony’s report. C. the robot would go back to help Claire again. D. the robot had Claire falling in love with him.

3. Answer the following questions: ①What did Tony look like?

________________________________________________________________ ②Why did Tony have to be rebuilt?_______________________________________ 设计意图：快速阅读，检查预测；获取主要信息，找出段落大意。 Step3.Practice语言实践 Read and write notes.

操作方式：让学生仔细阅读短文，填写下表:(多媒体展示)

Find how Claire’s emotion developed in the story. Occasion Claire… 1.Before Tony arrived 2.When Claire first saw Tony 3.When he offered to help her dress 4. When he offered to help her ④_________ her house and herself 5.When he helped her deal with the salesman ①__________ him was ②__________ felt ③__________ began to trust and admire him called him a ⑤_______ 6.When she ⑥_____ ___a ladder and was felt his warmth caught by Tony 7.When she heard Gladys whispering felt being ⑦_________ to another woman that she had never seen anyone so handsome as Tony 8.When she remembered Tony was just a machine ⑧________ all night 设计意图：学生记录具体信息，把注愈力集中于细节.但要辨别主要信息与次要信息。用关健词记录主要信息的方式有助于提高学生语言综合运用能力。

Find the useful expressions in the text.

①使某人相信、确信...___________ ②作为帮助__________ _____ ③更确切地说 ___________ ④伸手（够/拿_______ ____ ⑤对?吃惊的 _____________ ⑥从?跌/摔下_______ ____

⑦设法做到 _________ ⑧对?印象深 ___________ _____ ⑨保护?不受 ________ ⑩阻止?发生 ___________

2. Which sentence in the text is the closest in meaning to the following?

① He looked so much like human beings, which made people upset and frightened. ② What Claire wanted to be was just the same as Gladys in all aspects.

3.Translate the following into Chinese.

① His name was Tony and he seemed more like a human than a machine.

_____________________________________________________________________ ② As she turned around, there stood Gladys Claffern.

_____________________________________________________________________

③ By that time, Tony expected the house to be completely transformed.

____________________________________________________

操作方式：学习再次阅读每段内容，重点在短语以及课文主要内容的某些细节。 Step5:check the true statements.

操作方式：判断下列句子是否与短文愈思相符。

▼In 1931 Asimov’s talent for reading became obvious. F ▼In 1939 he had stories published in history books F

▼ He is well known for his science fiction stories as well as his collection of short stories T

▼Asimov had two marriages and two children . T

▼He developed three laws for robots in the long stories I, Robot. F 设计意图：再次仔细读文，辨别细节。

Step4 真实运用 Writing

操作方式：全班四人一组，进行小组讨论合作，介绍他们能够想象到的机器人的用途以及自己所能设计出的机器人的外貌。同时，根据 A BIOGRAPHY OF ISAAC ASIMOV用100-200字概括Asimov的生平。

设计意图：通过这一任务，运用本节课所学到的内容，借鉴本课的内容及一些好的段落或句式，最大程度的让学生参与到课堂活动中知发挥想象，在讨论的过程中互相交流信息，拓展视野，在语言实践中获得成功的喜悦。

Step5:Homework

Finish the composition. 五、 教学反思

本节是一节阅读课，以科幻小说家艾萨克.阿西莫夫及其作品机器人为中心话题，要求学生大概了解艾萨克.阿西莫夫生平及其通过其作品机器人对机器人有较多的了解，通过图片的引入，学生对机器人和艾萨克.阿西莫夫有了很好的认识和了解，课堂上学习的积极性很高，学习效果很好。