高中英语选修七Unit2 Robots Period 4教案 3页

‎ 设计者　陈缨 ‎ 设计思想　　　‎ 笔者将高二英语选修7 Unit 2 Student's Book中的Using Language部分的Listening and speaking与Workbook中的Listening Task、Writing Task部分内容经整合设计成一节以听带说、发展写作的语言运用课，旨在从听说写多方面培养学生的语言运用能力。根据《普通高中英语课程标准》对高中学生听说读写各种能力的要求，笔者从学生的学习兴趣和认知水平出发，倡导新课程理念下的自主学习与合作学习，鼓励和引导学生进行自主探究，培养学生的想象力和对未来世界的探索精神，在自主探索和合作交流的过程中真正理解和掌握基本的英语知识与技能，从而培养综合的语言运用能力。‎ 教材分析　　　‎ 本单元的话题是“机器人”、“科幻文学作品”和“科幻小说作家”。在第一课时的Reading中，学生们在讨论了机器人的制造、种类、功能等的基础上，阅读了一篇科幻小说，讲述某公司试验机器人Tony的故事，Tony是如此之好竟然让女主人对他产生了感情！在读了这样一个亦真亦幻的故事之后，笔者安排这一课时的内容为与课文内容相关的听说练习(Using Language中的Listening and speaking)，先听两位女士读完科幻小说故事之后的对话并运用想象力展开小组讨论，再将Workbook中的Listening Task与Writing Task整合为一个Writing Task，由听带说到写，利用已有认知并发挥自己的想象力，创造性地完成写作活动。‎ 学情分析　　　‎ 本课堂设计教学对象为高中二年级学生，他们思维活跃，智力发展趋于成熟，认知能力比初进高中阶段有了进一步的发展，能较顺利地听取英语信息、处理信息、分析问题和解决问题；学生已储备了相当的词汇和英语知识，能较好地展开话题讨论，各抒己见，书面表达能力也逐步提高；他们有自己的学习技能和策略，学习欲望和能动性加强，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力；同时，高二学生朝气蓬勃，想象力丰富，从而能保证“讨论”这一环节的顺利进行，为下一环节的“写”做好必要的铺垫。根据这些特点，教师可以采用与新课标要求相一致的新的教学方式，即活动式教学法，面向全体学生调动全班学生的积极性，在合作学习的模式下实现教学任务和目标。 ‎ 教学目标　　　‎ ‎1．语言知识目标：引导学生通过听对话掌握有关“supposition and belief”的表达法。‎ ‎2．语言技能目标：训练学生听对话获取信息；训练学生运用所习得语言进行讨论；训练学生在讨论的基础上尝试写作，并学会对他人所写文章进行正确评价。‎ ‎3．学习策略目标：培养学生自主探究、合作学习的能力。‎ ‎4．情感态度目标：通过读听科幻小说，激发学生对科学的兴趣；通过想象，培养学生对未来世界的探索精神。‎ 重点难点　　　‎ ‎1．通过听力练习让学生习得有关“supposition and belief”的表达法。‎ ‎2．培养学生运用想象力探索未来世界的能力。‎ ‎3．培养学生的自主学习策略和合作学习能力。‎ 教学策略与手段　　　‎ 笔者在课前做好充分的准备工作，对教学内容进行优化组合、有效拓展，充分利用“任务型”教学策略，在每一个教学环节给予学生明确的任务。在教学过程中，教师的基本任务是“导”，即起组织和引导的作用，启发诱导学生积极主动地参与教学活动，引导学生逐步从听到写，获取信息、拓展信息并进行加工直到输出信息，培养其开拓精神和创新意识。‎ 笔者在教学中指导学生运用合作学习策略进行自主探究，培养其分析问题和解决问题的能力。遵循认知规律，教学环节的安排由浅入深、由近及远、由表及里、由简单到复杂，逐步发展和提高；重视激发学生的学习热情，让学生在创造性的学习活动中获得愉悦的心理体验，变课堂为一个互动的、开放的课堂。‎ Step 1　Pre－listening Task 1：Retell the story Ask several students to retell the story “Satisfaction Guaranteed”．‎ Task 2：Talk about the story[来源:学+科+网]‎ Get the class to talk about the story according to the following questions.‎ Q：Do you think Claire loves Tony？Does Tony really love Claire？Would you like to have such a robot at your house?‎ Step 2　Listening T：Your views sound reasonable and interesting.Now let's listen to Molly and Kate's dialogue to see what are their opinions.‎ Task 1：First listening[来源:学科网]‎ First read the questions in Exercise 1 and then listen to their conversation.Tick the correct boxes.Emphasize that they are listening for particular pieces of information.[来源:Zxxk.Com]‎ ‎1．Who really likes the story？(Molly)‎ ‎2．Who thinks that Claire loved Tony？(Kate)‎ ‎3．Who thinks that Tony loved Claire？(Molly)‎ ‎4．Who thinks that the purpose of Tony's actions was to make Claire feel good about herself？(Kate)‎ ‎5．Who thinks taking Tony away must have hurt Claire？(Molly)‎ ‎6．Who said that making a robot so much like a man was bound to cause trouble？(Kate)‎ Task 2：Second listening Students read the questions in Exercise 2 carefully and then listen to the dialogue again to answer the questions below：‎ ‎1．What does Kate think the difference between robots and humans is?‎ ‎2．How does Kate think Claire was hurting herself?‎ ‎3．Why would one of the girls like a robot such as Tony living at her house?‎ ‎4．What does kate think the company's biggest mistake was?‎ Task 3：Third listening Before listening to the tape again，explain to the students what the expressions of supposition and belief are.Then let them listen again and try to write down the expressions they get from the material.After listening，they may discuss with their partners before reporting to the class.‎ ‎1．Yes，maybe Clair fell in love with him，...‎ ‎2．I_don't_think/believe robots can feel emotion of any kind.‎ ‎3．I_think/suppose/guess/believe Tony loved Clair.‎ ‎4．So_it_must_have_hurt her when he was taken away.‎ ‎5．I_suppose that was the company's greatest mistake.‎ ‎6．I_suppose/guess that's why the company had to rebuild him.‎ Step 3　Speaking Task 1：Imagining and discussing[来源:学|科|网Z|X|X|K]‎ T：Molly likes to have a robot at her house.Would you like one？If you like，what will it be like and what do you want it to do for you?‎ Students may work in groups to imagine and talk about robots they like in the future.Any type is OK.In groups，carry out the following tasks：‎ ‎1．Describe what their imaginary robot looks like.‎ ‎2．Make a list of the purpose of your robot and the abilities your robot have.‎ ‎3．Tell the reasons why you want to have such a robot.‎ Task 2：Reporting Each group should choose a reporter to present their ideas to the whole class.‎ Step 4　Writing Task 1：Pre－writing T：I've heard a lot of amazing ideas and I'm really proud of you！Among you there are some students who want to have a robot as a pet.Do you think it's a good idea？I 've rung up a robot company and they are very interested in the idea.They want you to write down what you think of and perhaps later they can make such a robot.So，come on，talk about a robot pet in pairs！The following had better be included：‎ ‎1．What does your robot pet look like?‎ ‎2．What's the purpose to have a robot pet?‎ ‎3．What do you want the robot to do?‎ ‎4．Why do you want a robot as a pet?‎ Task 2：Writing After discussing a robot pet in pairs，now ask students to write a passage (100－120 words) about it.The contents of the four questions above should be included.‎ Task 3：Post－writing Read their writings to each other，and make an assessment for each other.Choose the best to read to the whole class.‎ Step 5　Homework ‎1．Correct your compositions and write them down on your notebooks.‎ ‎2．Draw your robot pets on large pieces of paper and list their functions.‎ ‎[来源:学.科.网]‎