八年級上U7教學設計（英文版）

Unit7DoYouThinkYouWillHaveYourOwnRobot?

Topic

Unit7Reading:Doyouthinkyouwillhaveyourownrobot?

Time

40minutes

Grade

Grade8

Teacher

WangXin

Type

Reading

Topic

Robot

Teachingmaterials

Status:Thispassageisaimedatintroducingmoreinformationaboutrobotsandfuturetotellus“weneverknowwhatwillhappeninthefuture”.Thisisthereadingpartofthisunit.

Function:Bytheendoftheperiod,studentscangetsomeinformationaboutrobotstoexpandtheirhorizonandgetsomereadingskillstoimprovereadingabilities,whichcanhelpthemwritepassagesefficiently.

Thebasicinformationofstudents

Bythelearningperiodofnearlyoneandahalfyear,studentsinGrade8,ingeneral,havethefollowingcharacters:

Languagefoundation:MoststudentsaremoreinterestedinEnglish.However,somestudentsmaybelackofthemotivationoflearningEnglish,causingtheirlimitedabilitiesinreading.

Cognitiveability:Studentscanacceptandabsorbthekeylanguagepointsquickly.Buttheyhavelimitedthinkingabilities.

Psychologicalcharacteristics:Theyarecuriousaboutnewthingsandhaveastrongdesiretolearnbetter.

Learning

aims

Basedontheanalysisofteachingmaterialsandstudents,combinedwiththedemandsofcurriculumstandards,coreliteracyofEnglish,andSeniorhighschoolentranceexaminationinGuangdong.Thelearningaimsareasfollowings:

Bytheendoftheperiod,studentsareable:

KnowledgeAims

learnthenewwordsandusefulexpressions:human,dangerous,factory,disagree,shape,overandoveragain,etc.

getsomeinformationaboutrobots.

Ability

Aims

makeuseofsomebasicreadingskillstoimprovereadingabilities,suchasthemainideaofeachparagraphandthewholepassageaswellashowtoanalysisthestructureofapassage.

designrobotsandexplainwhattheycando.

thinksomelogicalandcriticalquestionsbythemselves.

LearningStrategies

learnhowtocooperatethroughteamworkefficiently.

integratethematerialsandorganizetheinformation,whichisexpectedtobeusedwhilespeakingandwriting.

Emotional

Aims

establishamorepositiveattitudetowardsEnglish.

updatenewstimelyinourlife.

appreciatecooperationandshareideaswithothers.

Thekeypoints

gettheinformationaboutrobots.

makegooduseofsomebasicreadingskills.

analysethepassagewiththehelpofteacher.

Thedifficultpoints

integrateandorganizetheinformationtounderstandthewholepassage.

analysethestructureandwordingsinthepassage.

designtherobotsandexplainwhattheycando.

Learning

Strategies/

methods

Duringthelesson,thelearningmethodsstudentsaresupposedtouseare:

Strategy:establishtheconnectionbetweentheirpreviousknowledgeandthenewinformation.Getthekeyinformationbykindsofmethods.

learning:accomplishthesametaskthroughtheteamwork

learning:transfertheinformationaccordingtotheirneeds.

Teachingmethods

Basedontheteachingaimsofthislessonandthestudents’presentspecificabilities,Iwilltakeadvantageofthefollowingteachingmethods.

computerassistedinstruction

teachingmethodmethod

Theteachingprocedures

Steps

Teachingprocedures

Learningprocedures

Step1:

GreetingsandWarmingUp

(4mins)

.

guessinggameaboutrobotsandshowthe

robotmodelforstudents.

avideoaboutrobotstolearnsomenewwordsinthepassage.

Studentsguesstheriddleandthinkaboutrobotswhilewatchingthevideo.

Thepurposeofmydesign:

Greetingstoattracttheattentionsofstudentsforthebeginningoftheclass.

Guessinggameistoarousetheinterestoftoday’stopic.Videoletsburdensstudents’eyesanddealwithsomenewwords.

Thesupportingtheoryofthisstep:

Krashen’sInputhypothesistheory:Themoreinputwithabundantinformationareprovided,themorelanguagepointsstudentscanobtain.

Step2:

Pre-reading

(3mins)

thethingswecanwriteaboutrobotsinpairs.

someaspectswecanwriteaboutrobots.

Studentsareexpectedtothinkaboutrobots.

Thepurposeofmydesign:

Thisstepprovidesthebasicinformationandlaysasolidfoundationfortheirtheanalyzeofthepassageandextracttheirpreviousknowledge.

Thesupportingtheoryofthisstep:

Swain:Theoutputhypothesis:It’snotenoughforstudentstoobtainsomeknowledgebutwithoutoutput.

Step3:While-reading

(20mins)

Step3:While-reading

(20mins)

Skimming:

studentsreadthearticleandmatcheachparagraphwiththequestionit2b.

thereadingskillsabouthowtofindthemainidea.

studentsskimthearticleagainandfindoutthestructureofthearticle,thenanswerthefollowingquestions.

Q1:Doesthewriterthinkhe/shewillhavearobotinthefuture?

Q2:Whatdoesthewriterwanttotellus?

Scanning:

Letstudentsreadparagraphsonebyone,andthencompletethemind-map.

Explainsomedifficultandkeysentences.

Carefulreading:

studentsreadthearticleagainanddiscussthequestioninpairs.

writeruses______tomakethearticlemoreconvinced(信服的).

A.numbersB.examplesC.surveys

Q2.Whydoestheauthormention“computersandrockets”inthelastpara?

Q3.Doyouthinkyouwillhaveyourownrobot

inthefuture?

'sretellthepassagetogetheraccordingtothepictures.

Studentsaregoingtoskimthepassageandfinishthetasksandgetthemainideaandstructureofthepassage,havingabetterunderstandingofthewholepassage.

Studentsaregoingtogettheinformationwhilereading.

Studentscantrytheirbestto

explainthewritingmethodsofthispassageandthenretellthepassageaccordingtothepictures.

Thepurposeofmydesign:

Thisstepisdividedintothreeparts.Thefirstpartisskimmingtogetthemainideaofeachparagraphandthewholepassageaswellasthestructureofthispassage.Thesecondpartisscanningtogetmoredetailsabouttherobots.Thethirdpartistoimprovestudents’logicalandcriticalthinkingwithquestions.Retellingthepassageistoimprovestudents’integratingthematerialsandorganizetheinformation.

Thesupportingtheoryofthisstep:

Gardner’sInformationprocessingtheory:theknowledgethatareobtainedduringtheprocessofstimulatingandrespondingareeasilyacceptedbythelearners.Afterreorganizing,processingandintegrating,theinformationcanbeacquiredeasilyandkeptinthelongtermmemory.

Constructivismtheory:theeffectivelearningisbasedonthepreviousknowledgeandwithsomeinternalconditions,thenewconstructionofsystematicknowledgecanbefounded.

Step4:

Post-reading

(10mins)

GroupWork:Studentsaregoingtodesigntheirownareasfollows:

Q1:Whatdoesyourrobotlooklike?

Q2:Whatcanyourrobotdo?

Studentsaregoingtoworktogethertodesigntherobotsandtalkabouttheirfunctions.

Thepurposeofmydesign:

Withabundantinputmaterials,studentsareexpectedtodesignarobot,whichcannotonlyextracttheinformationtheyhavelearnedbutalsolearnhowtocooperatewithothers.

Step5:Emtionalascension

andfurtherreadingafterclass

(2mins)

Raiseyourhandscontrolyourrobot

Orderit

Breaktherules

Offerthepossibilitiescreateyourrobot

Thinkaboutit

--Everythingispossible,ifyoucanthinkandtryyourbesttodoit.

Furtherreading:

Q:Doyouthinkrobotscanreallythinklikehumans?

Readthepassageabout“AlphaGo”VSKeJie

afterclassandthinkabouttheresult.

StudentswillestablishapositiveattitudetowardsEnglishandlife