【#高二# #人教版高二英語必修五教案#】在學(xué)習(xí)新知識的同時還要復(fù)習(xí)以前的舊知識，肯定會累，所以要注意勞逸結(jié)合。只有充沛的精力才能迎接新的挑戰(zhàn)，才會有事半功倍的學(xué)習(xí)。®無憂考網(wǎng)高二頻道為你整理了《人教版高二英語必修五教案》希望對你的學(xué)習(xí)有所幫助！
1.人教版高二英語必修五教案
教學(xué)目標
1.Students learn some new words and expressions to describe people ,especially famous persons;
2.Students are encouraged to give more information about famous persons who they are familiar:
3. Students can realize that it is scientific spirit that makes those scientists successful.
教學(xué)重難點
1. Words and expressions in this unit
2. Previous knowledge of some of the famous scientists
3. Comprehending the text
教學(xué)過程
【導(dǎo)入】Words learning
(Students are assigned to learn the new words of this unit and find out the English explainations of the new words )
Definitions or explanations
A.examine 1.general principles of an art or science
B.repeat 2.say or do again
C.theory 3.at once; without delay
D.immediate 4.look at...carefully in order to learn about or from...
E.complete 5.of great value, worth or use
F.valuable 6.having all its parts; whole; finished
G.announce 7.make known
H.control 8.come or bring to an end
I.positive 9.power to order or direct
J.conclude 10.quite certain or sure
【講授】useful sentences learning
(The sentences are picked from the text.)
1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination.
2.This sentence doesn’t make any sense.
3.Our English teacher is not only strict with us but also friendly to us.
4.He is good-looking, apart from his nose.
5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.
6.It is not Tom but you who are to blame.
7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.
8.Have you drawn any conclusion after you read this passage?
9.Well done.So much for the learning of the new words and expressions.
【講授】Introduction of a classic article
Teacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.
【活動】Share the outcome
Students share their article orally and discuss whether they have used some good and advanced expressions.
2.人教版高二英語必修五教案
本教學(xué)設(shè)計在新課程教學(xué)理念的指導(dǎo)下，力求在培養(yǎng)學(xué)生的語言知識、知識技能、情感態(tài)度、學(xué)習(xí)策略和文化意識等素養(yǎng)的基礎(chǔ)上發(fā)展學(xué)生綜合運用語言的能力，使學(xué)生通過觀察、體驗、探究等主動學(xué)習(xí)的方法優(yōu)化英語學(xué)習(xí)方法，充分發(fā)揮自己的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略。
1. 開展學(xué)生活動，發(fā)揮主體作用
新課程強調(diào)要充分發(fā)揮學(xué)生在教學(xué)過程中的主體作用。本課設(shè)計遵循以學(xué)生為主體，教師為主導(dǎo)這一教學(xué)原則，創(chuàng)設(shè)角色扮演情景、激烈討論提出建議，讓學(xué)生大限度地參與教學(xué)過程，尊重學(xué)生的主體地位，充分發(fā)揮學(xué)生在學(xué)習(xí)過程中的主動性、積極性、創(chuàng)造性，使課堂充滿活力。
2. 實施情景教學(xué)，統(tǒng)合三維目標
本課設(shè)計從教學(xué)需要出發(fā)，創(chuàng)設(shè)情景，進行情景設(shè)問、討論，激起學(xué)生的情感體驗，激活學(xué)生思維，幫助學(xué)生迅速、正確地理解和接受知識，并在學(xué)習(xí)過程中培養(yǎng)其積極進取的科學(xué)的人生觀及價值觀，較好地落實了三維目標。而三維目標是相輔相成、相互滲透的，所以在情景教學(xué)的過程中，知識的落實、能力的培養(yǎng)、情感態(tài)度價值觀的滲透交融在一起，實現(xiàn)了三維目標的和諧與統(tǒng)一。
3. 轉(zhuǎn)變學(xué)習(xí)方式，增強教學(xué)效果
新課程要求提倡自主、合作、探究的學(xué)習(xí)方式，發(fā)揮學(xué)生的主體性、能動性和獨立性，本課設(shè)計通過自學(xué)課本，小組討論，綜合分析，角色扮演等活動， 為學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)提供了空間，使學(xué)生體驗了自主之樂，合作之趣，探究之悅，促進了學(xué)生知識的構(gòu)建與運用，能力的培養(yǎng)和提高，情感體驗和態(tài)度、價值觀的形成，增強了教學(xué)效果。
4. 運用問題教學(xué)，啟發(fā)學(xué)生思維
本課設(shè)計按照誘思探究理論要求，遵循學(xué)生的認知規(guī)律，引導(dǎo)學(xué)生去發(fā)現(xiàn)問題、分析問題和解決問題，從而掌握知識，形成能力，培養(yǎng)品質(zhì)。通過對文章分析的由淺入深，由易到難，循序漸進，引導(dǎo)學(xué)生結(jié)合歷史現(xiàn)狀和教材信息，發(fā)揮想象，活化語言，從而達到綜合運用英語進行交際的目的。有利于培養(yǎng)學(xué)生的思維能力，激發(fā)學(xué)生的創(chuàng)新精神。
本教學(xué)設(shè)計貫穿了新的教學(xué)理念，體現(xiàn)了課程改革的鮮明特色，在教學(xué)內(nèi)容的重新調(diào)整、教材的合理處理、教學(xué)思路的設(shè)計等方面作了嘗試性的突破與創(chuàng)新，具有較強的實踐性和操作性。
【教材分析】
本單元教學(xué)內(nèi)容為人教版新課標Module 5 Unit 3 Life in the future。本單元的中心話題是“未來生活”，教材內(nèi)容為學(xué)生提供了想象的空間，旨在培養(yǎng)學(xué)生預(yù)測未來的能力，通過對現(xiàn)實生活與未來生活的對比，喚醒學(xué)生把握現(xiàn)在，珍惜現(xiàn)在，愛護環(huán)境，保護自然的意識。
第一篇Reading文章主要講述主人公Li Qiang在時空旅行前、時空旅行中及時空旅行后的所見所想。第二篇則主要記敘了Li Qiang在太空站認識的兩個非常特別的太空生物，并將兩個生物的特征進行了對比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學(xué)生的想象力，培養(yǎng)學(xué)生對未來生活的預(yù)測。語法部分則延續(xù)了課文內(nèi)容，通過作者對未來生活態(tài)度的討論引出過去分詞做狀語及定語的用法，并以短文填空的形式來鞏固文章生詞的用法。聽力部分則描繪了一個擁有高新科技的wonderland,表明了人類對美好生活的追求與幻想，并終通過口語情景設(shè)置鍛煉學(xué)生綜合運用英語的能力與技巧，從而對未來生活進行更細致的預(yù)測。
考慮到各部分內(nèi)容的內(nèi)在聯(lián)系，筆者結(jié)合教學(xué)實際將同一話題不同內(nèi)容與形式的材料進行了重組，對教材內(nèi)容、編排順序等進行了調(diào)整、刪減和補充，將整個單元設(shè)計成四個課時，豐富了教學(xué)內(nèi)容和語言活動形式。
【學(xué)情分析】
1. 認知基礎(chǔ)：高一學(xué)生基本上能用英語清晰地表達個人觀點，準確地描繪
生活現(xiàn)象或表達個人情感，能用基本的詞匯、句型對未來生活作出描繪與預(yù)測。
2. 心理特征：高中學(xué)生思想活躍，求知欲旺盛，學(xué)習(xí)態(tài)度明確，自我意識
發(fā)展迅速并趨向成熟，獨立自主性強，有一定的道德修養(yǎng)及正確的價值觀與審美觀。
3. 學(xué)習(xí)能力：學(xué)生對過去分詞的用法有基本的了解，其自主閱讀與表達能力有一定的基礎(chǔ)，具備良好的團體協(xié)作能力，并能進行有效成功的交流合作討論。
【教學(xué)目標】
(1)知識與能力
學(xué)習(xí)與未來生活有關(guān)的詞匯;能對本單元的生詞猜測詞義并能用英語釋義基本單詞;學(xué)習(xí)有關(guān)預(yù)測和猜測的表達方式以及過去分詞作定語、狀語的用法;能聽懂關(guān)于對未來生活、環(huán)境的想象、猜測和思考的會話，想象未來生活可能存在的問題;能用英語簡單地談?wù)撐磥砩�，猜測未來的科技發(fā)展趨勢;能閱讀關(guān)于未來生活、未來世界以及外太空和外星人的英語文章;能夠較好地發(fā)揮想象來描寫未來生活和外星生物。
(2)過程與方法
通過網(wǎng)絡(luò)或圖書館等途徑查找搜集有關(guān)科學(xué)家對未來生活預(yù)測的資料，培養(yǎng)學(xué)生利用學(xué)習(xí)資源的策略;并且筆者結(jié)合教學(xué)實際對教材內(nèi)容、編排順序等進行了調(diào)整、刪減和補充，將整個單元設(shè)計成四個課時。第一課時為Warming-up and Reading, 第二課時為Learning about language, 第三課時為Using language, 第四課時為Listening and speaking。著重培養(yǎng)學(xué)生學(xué)習(xí)運用詞匯學(xué)習(xí)中的猜詞策略，激發(fā)學(xué)生想象力，預(yù)測未來生活。
(3)情感態(tài)度與價值觀
通過學(xué)習(xí)課文，使學(xué)生回顧歷史，認識現(xiàn)在，展望未來，激發(fā)學(xué)生的想象力;提高環(huán)境保護，資源保護意識。通過討論使學(xué)生了解中國和其他國家目前存在的社會問題以及科技發(fā)展方向，預(yù)測世界未來生活、環(huán)境的發(fā)展趨勢。
【重點難點】
重點：
1.掌握有關(guān)描繪未來生活的詞匯以及有關(guān)預(yù)測和猜測的表達方式。
2.通過對文章的學(xué)習(xí)，根據(jù)目前的現(xiàn)狀預(yù)測未來的生活，提高環(huán)境保護、資源保護意識。
難點：
1.掌握過去分詞作定語和狀語的用法。
2.運用所學(xué)的詞匯及句型寫出具有一定想象力的短文。
【教學(xué)策略與手段】
1.采取多種教學(xué)方式，講述法與討論法相結(jié)合，啟發(fā)式教學(xué)法與創(chuàng)設(shè)課堂思維情景相結(jié)合，接受式學(xué)習(xí)與探究式學(xué)習(xí)相結(jié)合。
2.以活動構(gòu)建教學(xué)理論為指導(dǎo)，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動，分組探究。
3.適時對學(xué)生的學(xué)習(xí)過程進行調(diào)控與激發(fā)，實現(xiàn)教學(xué)預(yù)設(shè)與動態(tài)生成的統(tǒng)一。
【教學(xué)準備】
1.教師整理課堂相關(guān)文字、圖表、影音資料，制成多媒體課件。
2.課前組織學(xué)生搜集、閱讀有關(guān)世界環(huán)境問題、當(dāng)今科學(xué)技術(shù)發(fā)展及對未來生活預(yù)測的文章，積累一定的知識儲備。
3.課前按教室座位情況將學(xué)生分成若干小組，每組6人，并選出組長一人，以小組為單位開展合作學(xué)習(xí)。
【教學(xué)過程】
Period 1: Warming-up & Reading
Teaching Aims:
1. Learn some new words and expressions.
2. Improve the students’ reading skills.
3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.
Teaching Methods:
1. Inductive method
2. Pair work & group work
3. Competition
4. Illustration
5. Deductive Method
Step 1 Greetings and Lead-in
1.The teacher can start with daily greetings and try to lead in some words in this unit.
Q1: Where do you come from? Do you live in the downtown or in the countryside?
Do you live in a comfortable surrounding?
Is it a suitable location for people to live in?
What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)
Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
3.Now let’s take a look at the screen to learn about the development of all the means of transportation.
sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft
4.Q3: What will the future means of transportation be like? (Time travel)
Well, today we are going to learn a text about time travel.
【設(shè)計說明】
由日常問候開啟話題，通過提問學(xué)生家鄉(xiāng)情況導(dǎo)入城鎮(zhèn)生活，引出不同的建筑材料及交通工具中的生詞;然后總結(jié)交通工具的發(fā)展歷史，預(yù)測未來的交通方式，引出跨時空旅行，從而進入閱讀文章的處理與學(xué)習(xí)。(由于考慮到Warming-up中的Transport與Houses, Villages,Towns, 以及Location of settlement的聯(lián)系不大，可單獨提出，因此將Transport的發(fā)展變化應(yīng)用于課文的導(dǎo)入中，這樣比較科學(xué)自然。)
Step 2 Skimming
1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.
Q1：What will the future life be like?
2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.
Q2: Which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns
3.The teacher can ask the students to carry out a discussion about the changes.
Q3: Which changes are good and which are bad?
【設(shè)計說明】
猜測是培養(yǎng)學(xué)生閱讀能力的方法之一，因此筆者首先提出問題引發(fā)學(xué)生思考，對未來生活的各個方面進行預(yù)測。其次通過快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對未來生活變化的描寫，培養(yǎng)學(xué)生快速閱讀的技巧與能力，并對未來生活變化的好壞進行小組討論，培養(yǎng)集體協(xié)作精神。(由于Comprehending中關(guān)于未來生活變化好壞的討論難度不大，考慮到整個設(shè)計的連貫性，將其提至快速閱讀中，設(shè)置成小討論，將學(xué)生說與讀的能力更好地結(jié)合。)
Step 3 Reading for details
1.Before the journey
Q1: How many people are mentioned in the text? Who are they?
Q2: When did the writer write this letter? And to which year did he travel?
Q3: Why did Li Qiang travel to the year AD 3005?
Q4: What did Li Qiang suffer from?
Q5: How did Li Qiang feel? What makes him feel better?
Q6: Where did they arrive?
【設(shè)計說明】
通過幾個特殊疑問詞，提出以下問題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時一般都包括事件發(fā)生的人物、時間、地點、事件、原因等關(guān)鍵要素，因此讓學(xué)生通過閱讀尋找上述要素，不僅讓學(xué)生的閱讀具有目的性，而且降低了閱讀的難度。
2.During the journey
1) In the capsule:
Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?
2) Out of the capsule
Confused by the new surrounding, I was hit by the lack of fresh air
Q1: How did Li Qiang overcome the lack of fresh air?
1. Hovering carriage: .
Q2: How did the hovering carriage float?
Q3: How can a person move swiftly?
2. “A large market”
Q4: What were people doing there?
Q5: What happened to Li Qiang?
3. A large building
Q6: What is a “time lag” flashback?
【設(shè)計說明】
按事件發(fā)生的先后順序及地點轉(zhuǎn)換順序，處理文章細節(jié)，培養(yǎng)學(xué)生抓住文章線索來處理課文的能力。然后根據(jù)地點轉(zhuǎn)移，自然地將“太空倉內(nèi)”轉(zhuǎn)向“太空倉外”，按照作者在太空倉外所處的三個不同地點Hovering carriage, a large market, a large building來處理文章第三段。
3.After the journey
(Arriving home, he showed me into a large bright, clean room.
XX of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
Q1: How did the author feel after visiting the special house?
Exhausted, I slid into bed and fell fast asleep.
3.人教版高二英語必修五教案
一、教學(xué)內(nèi)容分析
本單元以“急救”為中心話題。本案例把教材的Warming up 和Reading部分結(jié)合起來，旨在通過教學(xué)，使學(xué)生了解相關(guān)的急救知識，并能用所學(xué)的有關(guān)first aid的知識，根據(jù)不同情況提出急救措施。同時通過教學(xué)激發(fā)學(xué)生進一步學(xué)習(xí)急救知識的興趣和樹立安全意識， 意義重大。
二、教學(xué)目標
1、語言目標：學(xué)習(xí)掌握教學(xué)內(nèi)容中的重點字、詞、句;
2、能力目標：閱讀速度和技巧的訓(xùn)練;
3、情感目標：教育學(xué)生幫助他人于危急時的良好情操;通過討論等小組活動培養(yǎng)協(xié)作精神;通過課堂教學(xué)活動激發(fā)學(xué)生英語學(xué)習(xí)興趣。
三、學(xué)習(xí)者特征分析
所執(zhí)教的班級學(xué)生是我從高一開始教的，到了高二已經(jīng)有了一定的英語基礎(chǔ)。該班學(xué)生的主要特點是能講敢講(我在這方面一直鼓勵學(xué)生)，課堂氣氛活躍。本單元的教學(xué)內(nèi)容與生活實際相結(jié)合，學(xué)生比較熟悉這個主題內(nèi)容，也能引起他們的表達XX和學(xué)習(xí)興趣。
四、教學(xué)策略選擇與設(shè)計
教學(xué)策略主要以任務(wù)型教學(xué)(Task-based Teaching)為主，通過多媒體課件以及安排多個課堂教學(xué)活動貫穿整個課時，側(cè)重培養(yǎng)學(xué)生的閱讀能力。
五、教學(xué)重點及難點
教學(xué)重點：幫助學(xué)生使用不同的閱讀技巧完成閱讀目標
教學(xué)難點：
1.學(xué)生閱讀能力的培養(yǎng)，運用文中信息解決問題的能力;
2.掌握急救知識和根據(jù)不同情況提出急救措施;
3.能學(xué)會急救知識和相關(guān)急救措施的英語表達。
4.人教版高二英語必修五教案
教學(xué)目標
1. Target language 目標語言
a. 重點詞匯和短語
attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to
b. 重點句式
To prevent this from happening again, John Snow suggested that ... P3
2. Ability goals 能力目標
Enable the students to talk about science and scientists.
3. Learning ability goals學(xué)能目標
Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.
教學(xué)重難點
Talk about science and scientists.
教學(xué)工具
A computer and a projector.
教學(xué)過程
StepⅠ Lead-in
Ask the students to think of some great inventions and inventors in history.
T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?
S1: Edison invented the lights and the gramophone.
S2: The first computer was invented by a group of American scientists.
StepⅡ Warming up
First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.
T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?
S1: Newton.
S2: Watt.
S3: Franklin.
Sample answers:
1. Archimedes, Ancient Greek (287-212 BC), a mathematician.
2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.
3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.
4. Gregor Mendel, Czech, a botanist and geneticist.
5. Marie Curie, Polish and French, a chemist and physicist.
6. Thomas Edison, American, an inventor.
7. Leonardo da Vinci, Italian, an artist.
8. Sir Humphry Davy, British, an inventor and chemist.
9. Zhang Heng, ancient China, an inventor.
10. Stepper Hawking, British, a physicist.
Step Ⅲ Pre-reading
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.
T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.
Show the following on the screen.
What do you know about infectious diseases?
What do you know about cholera?
Do you know how to prove a new idea in scientific research?
What order would you put the seven in? Just guess.
Sample answer 1:
S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.
S2: People could be exposed to infectious diseases, so may animals, such as bird flu.
S3: AIDS, SARS are infectious diseases.
S4: Infectious diseases are difficult to cure.
Sample answer 2:
S1: Cholera is caused by a bacterium called Varian cholera.
S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.
S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.
S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.
Sample answer 3:
S1: I know sth. about it. First we should find the problem. Then, think of a solution.
S2: We should collect as much information as possible.
S3: Analyzing results is the most important stage.
S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.
Sample answer 4:
S1: I think “Find a problem” should be the first stage.
S2: “Make up a question” should follow the first stage.
S3: “Think of a method”, “Collect results” and “Analyze results” are after that.
S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.
T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.
Step Ⅳ Reading
Let the students skim the whole passage and try to work out the meanings of the new words and structures using context.
T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.
Show the questions on the screen.
1. What conditions allowed cholera develop?
2. Why do you think people believed that cholera multiplied in the air without reason?
3. What evidence did John Snow gather to convince people that idea 2 was right?
Sample answers:
S1: The dirty water made the cholera develop quickly.
S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.
S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.
Step Ⅴ Text analyzing
Ask the students to analyze the text in groups.
T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.
5.人教版高二英語必修五教案
教學(xué)目標
1. 語言知識: 使學(xué)生理解文章中表達情感變化詞匯;熟悉有關(guān)機器人方面的話題。(把重點詞匯列出來)
2.語言技能: 能從一般性文章中獲取和處理主要信息;能通過上下文克服生詞 困難，理解語篇意義。
3.語言運用: 能運用語言就學(xué)生想要機器人為自己做點什么。
4.文化意識: 幫助學(xué)生更多的了解機器人及有關(guān)阿西莫夫的信息。
5.情感態(tài)度: 培養(yǎng)學(xué)生的想象力和對未知世界的探索精神。
6.學(xué)習(xí)策略: 借助聯(lián)想建立相關(guān)知識之間的聯(lián)系;
教學(xué)重難點
教學(xué)目標
1. 語言知識: 使學(xué)生理解文章中表達情感變化詞匯;熟悉有關(guān)機器人方面的話題。(把重點詞匯列出來)
2.語言技能: 能從一般性文章中獲取和處理主要信息;能通過上下文克服生詞 困難，理解語篇意義。
3.語言運用: 能運用語言就學(xué)生想要機器人為自己做點什么。
4.文化意識: 幫助學(xué)生更多的了解機器人及有關(guān)阿西莫夫的信息。
5.情感態(tài)度: 培養(yǎng)學(xué)生的想象力和對未知世界的探索精神。
6.學(xué)習(xí)策略: 借助聯(lián)想建立相關(guān)知識之間的聯(lián)系;
教學(xué)過程
Step 1Warming-up and lead-in 5 mins
老師帶著學(xué)生回顧上一節(jié)warmingup中的有關(guān)有機器人能為人類做點什么并且機器人存在人們生活的方方面面。接著老師設(shè)計了一個問題詢問學(xué)生�！癢ill it be possible for human beings to fall in love with a robot? ”
先讓學(xué)生思考這個問題，再用多媒體播放“絕對男女”的片段，觀看視頻，并留下懸念讓學(xué)生猜猜她是如何愛上機器人的呢?引導(dǎo)學(xué)生看這篇跟本視頻相似的故事是如何發(fā)展的呢?
[意圖說明]以貼近單元內(nèi)容的視頻啟動教學(xué)，激活學(xué)生已有的知識，又把學(xué)生的注意力集中到本單元內(nèi)容和話題上。
Step 2. Skimming 3mins
讓學(xué)生快速瀏覽文章找出文章中的人物和之間的關(guān)系。
T: Find out the main Characters in the story.
Larry Belmont — employed in a company that make robots.
Claire Belmont — Larry’s wife, a housewife
Tony — the robot
Gladys Claffern— a woman that Claire envies
[意圖說明]因為這篇文章偏長，找出人物關(guān)系，讓學(xué)生對文章的脈絡(luò)有個粗略的認識。
Step 3. Careful reading 23 mins
1.Havestudents read the passage carefully and finish the table.
[意圖說明] 本題是對該單元文章主要內(nèi)容的縮寫，給學(xué)生提供了篇章的語境，鍛煉學(xué)生快速閱讀培養(yǎng)學(xué)生細節(jié)理解能力為以后活動的開展和任務(wù)的實現(xiàn)掃除語言障礙，同時使學(xué)生梳理一下Claire對Tony的情感變化過程。
2. Have students think about why Claire’s feeling changed. How did Tony help her to defeat hersense of failure?
后引導(dǎo)學(xué)生思考一下三個問題Was Claire satisfied with Tony? Why shouldTony be rebuilt? Who is not satisfied with it ?
[意圖說明] 因為reading的標題是satisfactionguaranteed , 所以用反問的形式讓學(xué)生真正去思考Tony包君滿意了嗎?以此來思考標題。目的在于讓學(xué)生學(xué)會用已知的信息用英語思維并去理解語篇的意義。
Step4 Discussion 7 mins
Have students discuss “If you have a chance to have your own robot,
whatdo you want him to do ?”
[意圖說明]此活動主要在于培養(yǎng)學(xué)生的想象力及語言表達能力，給學(xué)生提供了更廣闊的發(fā)揮空間和想象空間;鼓勵學(xué)生團隊協(xié)作、發(fā)散性思維，盡量使用新學(xué)詞匯來謀篇布局，重點在于語言的輸出和應(yīng)用。
Step 5 homework 2 mins
1. Guess the meanings of difficult words and sentences in the text.
1). It would be a bonus.
2). ...he seemed more like a human being than a machine.
3)....someone like Larry who wanted to improve his social position.
4). as a favour
5). She looked at his fingers with wonder as they turned each page.
6)by the amused and surprised look on her face, Claire knew....
2.Preview “ A biography of Isaac Asimov”(P16)
3. Surf the internet to learn more about robots and science fiction
[意圖說明]本reading偏長，學(xué)生在一些句子上可能也會出現(xiàn)困難，因此讓學(xué)生回去理解較難的句子掃除語言障礙。此外，由于學(xué)生求知欲強，課堂時間有限，因此讓學(xué)生課外在查一些關(guān)于機器人以及科幻小說，以增加這方面知識的了解。
