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1、Unit7 Will people have robots?Lesson Type： Reading Period： 5Teaching contents Grade 8 Book A Unit 7 Section B 2a-2e3 Teaching objectives1. Knowledge objective(s)By the end of the class, students will be able to1) . Grasp the following words ： even, human, servant, dangerous, already, factory, simple
2、, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible2) . Understand and recite the following sentences ： There are already robots working in factories. Its easy for children to wake up and know where they are.(3)That may not seem possi
3、ble now, but computers and rockets seemed impossible 100 years ago.2. Ability objective(s)To put the simple future tense with will into good use.3. Emotional objective(s)By guiding the students to look into the future and express their concerns and predictions about the future, students could reflec
4、t on their lives or studies and make adjustments to better themselves. Besides, it can also help develop an ideal and build correct values to life and world.Key points & difficult points1) To master the key words and phrase in the passage.2) To read the passages and get some information, so as to en
5、hance their reading comprehension. 1 Task for this whole periodTranslations for some key sentences in the passages.3P teaching steps （Teaching procedures）Step 1 Preparation （5-8 分钟）Activity 1 GreetingsActivity 2 Studentsshow2a.设计思路：公开课是学生展示学习和促进学生大胆表达和展示自己的好机会。课前让几 个学生准备素材展示自己找到的机器人和相关信息，让他们以介绍的形式来展
6、示自己的 语言能力。其余的学生听后回答问题，很好的锻炼了他们的倾听他们讲解的耐心和听力 技能，也对接下来的课文内容有了初步的了解。Step 2 Presentation & Practice （20 分钟）Activity 1 Skimming1 .Read and get the main idea of it.2 .Read again and match.Activity 2 ScanningRead for the third time and answer questions.1. Read and finish the work in 2c.Activity 3 Detailed
7、readingRead the whole passage and finish the work in 2d.1. A small debate.2. Quick eyes and quick minds.Find the key phrases.设计思路：阅读理解需要学生反复阅读，自己了解和体会文章的内容和意义。这一段的 设计让学生快速浏览2次，中速阅读1次；细节阅读1次；寻找词语一次，充分的让 学生体会文章的内容及意思。中间穿插一个小型的辩论会，让学生产生思维的碰撞，让 教室里产生青春的激越争辩，中间肯定会有语言表达问题。但是，从激发学生思考、观 察、表达及总结的动力和对英语学习的热情来
8、看，关系不大。从核心素养培养这个角度 讲，也达到了把学生的能力，品格，观念等多个综合品质结合培养的目的。既然这样,每节课都能贯穿点学生综合能力方面的培养，应该是极好的，同时也是教师教学新尝试 和也可以锻炼教师本人能力的。Step 3 Production （15-20分钟）即完成本节课语言运用任务。语言活动操作程序：Translate some sentences from the passage. HomeworkWrite down the key phrases from memory.Feedback成功的方面：充分发挥学生的自主学习能力，把课堂交给学生。有待改进的方面：潜能生的培养有所欠缺。学生英文讲解和后面的辩论资料要降低难度。