Unit 7 Will people have robots？ Section B 2a-2e教学设计及评析

孙黎

[本课选自人教版义务教育课程标准实验教科书 《英语》（新目标）八年级上册。]

一、教材内容分析

本單元的话题主要是谈论未来生活（Life in the future），本节Section B部分的阅读课将Section A部分“谈论未来世界”的话题拓展到“谈论个人的未来生活”。2a-2e是一个整体的阅读板块，该单元阅读语篇谈论的是对未来机器人发展的不同预测。2a是读前活动，通过问题激活学生的背景知识。2b-2d是阅读理解活动，2b旨在让学生通过略读判断各段段落大意，以获得对文章的整体理解。2c旨在让学生通过细读摘取文中有关机器人现在状况的细节信息。2d的文段是对阅读语篇的缩写，通过填词帮助学生转换文章信息，加深对文章的理解。该活动既关注信息，又关注语言，让学生在已经熟悉的语境中练习语言。2e是读后讨论拓展活动，让学生在课文内容的基础上发挥自己的想象，对机器人的未来发展情况进行预测，并与同伴分享观点。本节课是一节典型的阅读课。

二、教学目标

1.语言知识目标：

学习掌握单词： dangerous; believe; disagree; even; agree; shapes等。

正确使用下列常用表达： human servants; over and over again; look for; fall down等。

2.语言技能目标：

能通过标题和图片推测文章内容。

能通过skimming 和scanning 等阅读策略理解文章的篇章结构。

能通过填词学会转换文章信息;能展开想象对机器人的未来发展进行预测，表达自己的观点。

3.学习策略：

在阅读中尝试概括段落大意，加强篇章的整体理解。

能根据篇章内容的细节问题对文章进行深入地了解。

能灵活运用文章中所学的内容展开想象，进行发散式学习。

4.情感态度：

让学生通过阅读感受文章所传达的积极思想，深刻感受“世上无难事，只怕有心人”的含义。

让学生把知和情转换为行，从小事做起，为实现自己的梦想而努力学习。

5.文化意识：

了解未来机器人的发展趋势。

三、教学重、难点

教学重点：通过阅读，加强对一般将来时表意功能和句子结构的理解，最终能够在语篇中理解一般将来时的使用。

教学难点： 尝试使用一般将来时谈论自己对未来机器人的预测。

四.教学步骤

Step One  Leading-in and warming-up

T：Today，well meet some new friends. Lets watch a video about them.

（Watch the video about robots in the future.）

T：Who are they？

T：What are they like？

T：What can they do？

S1：They are robots.They are like humans.They can dance.

S2：They are robots.They look like some small boys.They can walk and dance.

T：Yes，you are right.Today，well read an article to know more about robots.

设计意图：通过播放未来机器人的相关视频，激发学生的学习兴趣，同时了解机器人的相关知识，为学生顺利理解本文做好铺垫。

Step Two  Pre-reading

T：Do you think all robots are like humans？What else can robots do？

S1：I dont think so.I know some robots are like dogs， they can help disabled people.

S2：I know some robots are like humans， they can help students to learn.

T：Robots have different shapes.They can do the same things as humans. Do you think you will have your own robots？Close your books，lets find out the main idea of each paragraph first.

（Ask students to read the first sentence together.）

T：Now， take out the paper， underline 2 key words of each paragraph.

设计意图：通过视频激发学生头脑中关于机器人的相关知识，阅读每段的第一句话为学生下一步的阅读做好铺垫。

Step Three  While-reading

1. Skimming.

T：What are robots like and what can robots do in this article？Match the main idea according to the first sentence of each paragraph you have read and then answer 2b.

设计意图：引导学生使用默读的方法，关注主题句或者关键词，大体了解或者忽略支撑句，从而快速浏览文章，初步了解文章的内容。

2. Scanning.

Paragraph 1

T：Robots can do the same things as humans.What can robots do in the movies？Please read paragraph 1 and answer the questions：

①What are robots like in movies？

②What can they do？

S1：They can help with the housework.They can do dirty and dangerous jobs.

T：Lets watch a video.What can this robot do？

S2：They can do housework and they are useful.I think my mom will like it.

T：Yes.Read paragraph 1 again and try to remember at least one sentence.

Paragraph 2

T：Read paragraph 2 and find out the things that robots can do today.

（Students read paragraph 2 and then answer the question.）

S1：Some robots work in the factories to build cars.They do simple jobs over and over again.

T：Pay attention to the word and the phrases：

already 已经   simple jobs 简单的工作  over and over again 反复多次

T：If you do simple jobs over and over again，what is your feeling？

S1：I will feel bored.

T：Why do humans make robots to do simple jobs over and over again？

S：I think people dont like to do boring jobs.

T：Read paragraph 2 and try to remember at least one sentence.

设计意图：让学生带着问题仔细阅读文章细节。通过回答上述问题，学生能够了解机器人的一些基本情况。在阅读的基础上处理短语，做到词不离文。通过问题引发学生对机器人的思考，为接下来第三段、第四段的阅读做好示范。

Paragraph 3

T：Lets look at another picture.What can this robot do？

S1：He can play chess with Ke Jie.

T：Who will be the winner？

S1：The robot will be the winner.

S2：Ke Jie will be the winner.

T：Now，scientists are making robots look like humans.What can some robots do in Japan？Will robots think like humans？Please read paragraph 3 and answer these questions.

S1：The robots can walk and dance in Japan.

S2：Scientists have different opinions.Some scientists agree that robots will think like humans.Some scientists agree that robots will not think like humans.

（講解：1.difficult adj.困难的 2.never adv.从不;绝不  3.even adv.甚至）

T：Which side do you agree with？ Which side do you disagree with？ For me， I disagree with Mr.White.I think it is possible that robots can think and talk like humans.

设计意图：用苹果手机软件Siri （苹果语音助手）进行对话，现在手机程序已经可以和人类进行有思想的对话，以此来验证机器人现在已经拥有了思想并能够和人类一样进行对话和沟通。

T：I believe nothing is impossible.We will never know what will happen in the future. What are your opinions？

S：I agree with you.I think there will be more robots in the future to help humans.

S：I think so. I want to make the robots to help humans do different things.

T：Different people have different opinions.And I believe we will have more robots in the future. Please read paragraph 3 again and try to remember at least one sentence.

设计意图：第三段是这篇阅读文章的难点，教师设置相关问题，帮助学生理清思路。并让学生对文中的两种观点进行讨论，提高学生的英语口语表达能力。

Paragraph 4

T：When will we have more robots？ Will we have more robots in 5 or 10 years？ What will future robots look like？ Please read paragraph 4 and then answer the questions.

S1：We will have more robots in the future.

S2：No， we wont.

S3：Some robots will look like humans，and some robots will look like animals，for example，they will look like snakes.

T：What can snake robots do？

S：They can help look for people under the buildings.

（Play a video about a snake robot which is working to make students have a better understanding.）

T：Do you think snake robots would be helpful in China？

S：I think that snake robots will help Chinese，because there are earthquakes in China.

T：Read paragraph 4 again and try to remember at least one sentence.

设计意图：对于未来机器人的形状和功能让学生展开联想，并结合第四段的阅读展开思考。

3.Discussion.

T：What other animal robots will there be？What can … robots do？Four students work in a group，have a discussion and then show us your ideas.

设计说明：让学生在蛇形机器人的基础上展开想象，猜测未来还会有什么样的动物机器人，它们还能够帮助人类做什么，从而对文章有了更深层次的挖掘，也培养了学生的创新能力。

（1）2c.

T：Robots can do the same things as humans. Lets finish 2c together.

设计意图：通过课后练习加深学生对文章的理解。

（2）2d.

T：Read the article again.Fill in the blanks about 2d.

（Use two ways to check studentsanswers：1.Check with partners.2.Check together.）

设计意图：2d的文段是对阅读语篇的缩写，通过填词帮助学生轉换文章信息，加深对文章的理解。这项练习难度较大，需要学生了解阅读篇章内容，关注文章的语言。

Step Four  Post-reading

T：Do you think youll have your own robot？What do you want your own robot to do for you？

S1：I want to have my own robots. I want them to play with me.

S2：I also want to have my own robots. They will help me to do housework.

T：I have a problem. I dont know how to drive，so I have to get up early to catch the early bus to go to work every day. I feel very tired.What robot do I want？ Guess！ Oh，I want a bird robot.What robot do you want？ What does it look like？What can it do？Take out the paper， imagine and write down some sentences about your own robot on the paper.

（Students write down something about the robot they like on the paper.After writing，ask some students to read what they have written.）

T：Nothing is impossible，I hope youll get the robot you want.And learn more knowledge to make your own robot.

T：Do you think you should only make your own robot to do things for you？

S1：No.

T：Why？Can you show us your feelings？

S1：Robots are useful， if we have robots， they may help us to do many things.

T：Yes. I hope you should not only make your own robots， you should also make more robots to help others， just like snake robots.

S2：I agree with you.We should not only think about ourselves，but also our school，our country and even the whole world.

T：Yes.You should study hard to make your dreams come true.

设计意图：把本节阅读课学习的内容迁移到学生的实际生活中，让学生设计自己喜欢的机器人，并用英語把自己的设计介绍给大家。以这样的活动形式为载体，让学生在阅读课上练习写作，再结合文本，使学生体会到“世上无难事，只怕有心人”，并引导学生努力学习，争取实现自己的梦想。

Step Five  Summary and homework .

T：What have we learned？

S1：I read an article about the robots in the future..

S2：I learned some reading skills.

T：Homework：.1.Use 60-80 words to rewrite this article.

2.What robot do you want？（Finish your writing after class.）

T：Class is over，goodbye class.

Ss：Goodbye，teacher.

设计意图：缩写文章需要再读文章，再读文章有利于学生更好地理解课文，复习课上所学过的东西，完成未完成的写作内容，为下节课的写作课做好铺垫。

板书设计（略）

五、教学评析

本节课，孙老师能够依据新课程标准的要求，在一节课中将听、说、读、写等方面的技能培养有效结合，培养了学生的综合语言运用能力。

本节课的亮点之一即教师忠于教材设计，忠于文章内容，反复多次阅读，为的就是让本节阅读课成为一节真正的阅读课，而不是花架子。在阅读过程中，教师设置不同问题帮助学生阅读文章，问题有难有易，符合学生的理解认知水平，也有不同梯度，让学生在阅读中既能轻而易举地找到答案，又能创新性地进行发散性思维。例如，在第一段阅读时教师设置的问题，What can the robot do in the movie？ 这个问题的答案一目了然，They can help do the housework.但是随后教师设置的问题就需要学生进行思考，What do you think of this human servant？ 和Who do you think like them most？ 学生的答案各不相同，但是这些都不影响教学的效果，真正培养了学生的综合语言运用能力。这一部分通过让学生细读文章回答细节问题，来训练学生寻读获取细节信息的阅读技能;这是通过思维判断文本阅读中真正有效的信息。

本节课的亮点之二出现在教师讲授第三段文章的时候。第三段是文章四段中比较难理解的一段，不仅生词多，难句也相对较多。而且在第三段中出现了科学家的两种截然不同的观点—即随着科技的高速发展，今后的机器人是否会拥有和人类一样的思维？其实这个问题随着社会的发展，人们的观点也不尽相同，但是通过近几年的发展看来，似乎这也是可能发生的事情，教师在提出这个问题之后，没有着急让学生回答，而是拿出了自己的手机，和手机软件里面的机器人对话，其实，在我们现今的手机上，例如像Siri （苹果语音助手） 这样可以和人类轻松对话的机器人真的为我们的生活提供了更多的方便。所以，教师通过形象贴切的展示，一下拉近了与学生的距离，让本就枯燥的讨论焕发了生机，课堂气氛瞬间达到了一个小高潮。

在读后联想写作的环节，是这节阅读课后的一个整合和升华，能够让学生根据所学知识，展开联想，运用生成小的篇章，为下节写作课做铺垫。教师在设计这一环节时还没有真正做到大胆放手，还是给出了图片等提示，如果只给学生一张白纸，没有任何的标题和图片，才能真正达到激发学生想象和创新能力的目的，从课堂的效果和对学生长远的发展角度来讲，长此以往，会达到意想不到的效果。

总的来讲，孙老师的这节阅读课，教学中充分发挥了教师的主导作用和学生的主体作用，课堂气氛宽松平等，思想教育自然，是一堂设计到位、行之有效的阅读教学课。