2022修订版-教学设计67

【课程标准要求掌握的知识清单】话题Robots;literaryworkaboutscience词汇Fiction,desire,satisfaction,bonus,alarm,alarmed,apron,sympathy,overweight,elegant,favour,pile,scan,fingernail,absurd,haircut,accompany,cushion,bedding,necklace,clerk,counter,awful,affair,armchair,declare,cuisine,envy,digital,mailbox,aside,grand,receiver,affection,bound,biography,holy,part-time,staff,navy,junior,biochemistry,talent,chapter,theoretical,framework,thinking,divorce,obey,disobey,assessmentTestout,ringup,turnaround,leave…alone,setaside,inall,beboundto功能推测与确信(Suppositionandbelief)Ithink/don’tthink….Ibelieve/don’tbelieve….Iguess/suppose….Iwonder….Maybe….Itmusthave….Isitpossiblethat…?Coulditbethat…?Areyousurethat…?Itispossible/impossiblethat….Itcouldbethat….Iamsurethat….Itismostlikely/unlikelythat….Thereisabeliefthat….Iampositivethat….语法被动语态和动词不定式的被动形式（RevisethePassiveVoice(includingtheinfinitive）Comeintomystudywherewewon’tbeoverheard.MycarisbeingrepairedsoIcan’tlentittoyou.Whenwegottothemeetingroom,wefoundthespeechhadbeencancelled.Thehotelmanagerthoughtthatthefiremighthavebeencausedbysomecigarettebutts.Shewasamazedbyhisfingernailsandthesoftnessandwarmthofhisskin.【教学课时设计】Period1WarmingupPeriod2ReadingPeriod3LanguagepointsPeriod4Learningaboutlanguage-GrammarPeriod5Usinglanguage-ReadingPeriod6Usinglanguage-ListeningPeriod7WorkbookPeriod8Writing【教案设计】Period1Warmingup&ReadingI.Teachingaims:1.知识清单（语言知识目标）：Vocabulary:Fiction,desire,satisfaction,bonus,alarm,alarmed,apron,sympathy,overweight,elegant,favour,pile,scan,fingernail,absurd,haircut,accompany,cushion,bedding,necklace,clerk,counter,awful,affair,armchair,declare,cuisine,envyTestout,ringup,turnaround,leave…alone2.能力目标及思维训练目标①帮助学生更多地了解机器人及有关的科幻小说、小说家阿西莫夫及其文学作品；②在获得文章细节性信息的基础上，通过一些思维型的问题，帮助学生进行深层次的思考，进行思维训练。3.学生核心素养培养：第一层级：了解机器人及有关的科幻小说、小说家阿西莫夫及其文学作品；第二层级：培养学生的想象力和对未知世界的探索精神。II.Teachingprocedures:Step1Pre-readingGlanceatthewordsonpage10tolearnaboutrobots,andmasterthefollowingexpressions:Industrial/household/entertainmentrobots,makealistof,lookandfeellikeahumanbeingStep2ReadingReadthefirsttwoparagraphstofindoutthemaincharactersandtheirrelationshipsinthestory.Readthepassagetofindoutthe8occasionsinwhichClaire’sfeelingstowardsTonychangedasthestorydeveloped.Readthepassagejudgethestatementsaretrueorfalse.(英语周报课标版第33期第二版任务二)Step3Post-readingforfurtherunderstandingClaire’sproblems:herself/herroom/Gladys’ssuggestionsaboutClaire’sproblems.thefollowings:WhydidTonyopenthecurtains?WhatdidTonydotoprotectClairefromharm?WhydidTonyneedimprovingthoughhewascleverenough?ListsomesentenceswhichindicatethatClairekeptforgettingandrememberedTonywasamachine.4.ListTony’scharacteristicsthatweresimilartoandthosethatweredifferentfromthoseofahumanbeinginphysicalandmental.Step4HomeworkLearntoreadthenewwordsandexpressionsofthisunit.Readthepassagetounderlinethesentenceswithtobedone.教学反思：一个接一个的思维型问题不但引起了学生对文章的兴趣，而且也帮助学生进行深层次的思考，这是本节课在阅读部分的亮点。Period2LanguagepointsI.Teachingaims:1.知识清单（语言知识目标）：Vocabulary:Fiction,desire,satisfaction,bonus,alarm,alarmed,apron,sympathy,overweight,elegant,favour,pile,scan,fingernail,absurd,haircut,accompany,cushion,bedding,necklace,clerk,counter,awful,affair,armchair,declare,cuisine,envy，digital,mailbox,aside,grandTestout,ringup,turnaround,leave…alone2.能力目标及思维训练目标帮助学生在上下文中掌握课文中课标要求掌握的词汇的用法。3.学生核心素养培养：第一层级：了解机器人及有关的科幻小说、小说家阿西莫夫及其文学作品；第二层级：培养学生的想象力和对未知世界的探索精神。II.Teachingprocedures:Step1ReadingandunderliningReadthestorytounderlinethefollowingexpressionsandmakesurestudentsunderstandthem:Workforacompany/experimentwithahouseholdrobot/testout/seemedmorelikeahumanthanamachine/facialexpression/adeepvoice/beofferedsympathy/improveone’ssocialposition/asafavour/apileofbooks/orrather/reachforhishand/givesomebodyanewhaircut/berudeto/ringsbup/turnaround/haveanaffair/weepwithanger/foldone’sarmsaroundsb=heldsbfirmlyinone’sarms/feelmorethanjustthedesiretopleaseher/disappearfromsight/leavemealone/bepleasedwith/protectahumanbeingfromharm/fallinlovewithsbStep2Presentation1.Itwasdisturbingandfrighteningthathelookedsohuman.2.apileof3.orrather4.Youcannothavewomenfallinginlovewithmachines.SeePPT.Step3ConsultationFinishPart1and2onpage13.Studentsreadthepassageagaintofindwhattheycannotstillunderstand,andturntoteacherforhelp.Step4Homework1.完成《英语周报》第33期第四版第一部分词汇练习题。2.Trytorememberthelanguagepointslearnedinthisclasswhilereadingthepassage.教学反思：Period4GrammarI.Teachingaims:1.知识清单（语言知识目标）：Vocabulary:politics,abolish,resign,slavery,literature,nevermind,beinpolitics,resignfromGrammar:复习动词不定式（RevisetheInfinitive）2.能力目标及思维训练目标①在上下文中感受动词不定式的用法；②掌握动词不定式的否定式、被动式、进行式、完成式的结构和用法；③动词不定式与动词-ing形式的区别。II.Teachingprocedures:Step1CheckthehomeworkEx.1,2and3onpage4.Step2RevisionbydiscoveringthesentenceswithtodoRevisetheInfinitivebylookingthroughsomesentencesfromthepassageonpage2.(SeePPT)需要强调的几点：★(not)Todo/tobedone/tobedoing/tohavedone(认真阅读课本95页例句及第5页第二部分对话)Allofusaresatisfied,sinceeverythingseemstobegoingonsmoothly.★介词和少数动词后跟doing形式做宾语(前面教学中已详细列举)，大多数动词后面跟todo做宾语；★目的状语只能用todo表达；结果状语doing和todo均可，但又区别：todo表达出入人意料的结果，doing可以预见的结果。Toachieveyourdream,youshouldworkhard.Ihurriedtotheairport,onlytofindtheplanehadtakenoff.Fortyyearsago,abigearthquakehappenedinthiscity,causingmanydeaths.★感官动词和使役动词后面跟省略to的动词不定式，但变为被动结构时to要加上。（参阅课本95页第3部分）★有些动词或结构跟todo和doing意义不同：感官动词：以see为例。Isawaboysinginganddancinginfrontofthebuilding.YesterdayIsawhimgointoaCaféneartheschool.Forget/remember/regret/can’thelp/miss/consider/try/mean/stop,etc.★有个别动词跟todo和doing意义一样：begin/start,etc.★Require/needdoing=require/needtobedoneStep3Practice△Completethepassagewithtodo,Part3,Page5.△完成课本49页练习题。△《英语周报》课标版第31期第三版第及四版语法训练题。Step4Evaluationbyatest见PPT.Step5HomeworkReadthetexttoremembertheusefulexpressionsandthevocabularyintheknowledgelistabove.教学反思：Period5ReadingI.Teachingaims:1.知识清单（语言知识目标）：Vocabulary:holy,part-time,staff,navy,junior,biochemistry,talent,chapter,theoretical,framework,thinking,divorce,obey,disobey,assessmentBeboundto/ascientistandwriter/theHolyBible/beknownfor/as/searchfor/asaresultof/abloodtransfusion/attheageof/bepregnantwithherthirdchild/workpart-time/helpout/gainadoctor’s/master’sdegreeinchemist/giveupteaching/afull-timewriter/histalentfor/takehimselfseriouslyasawriter/belooselybasedon/theoreticalframework/searchinto/marryhisfirstwife2.能力目标及思维训练目标①学会如何阅读传记性文章，了解这类文章的特点。②了解小说家阿西莫夫及其文学作品，培养学生的想象力和对未知世界的探索精神。II.Teachingprocedures:Step1ReadingPage16A.FirstreadingReadthepassage“ABiographyofIsaacAsimov”andcompletethetimelineoftheeventsinhislife.B.DetailedreadingReadagaintounderlineandunderstandthefollowings:Beboundto/ascientistandwriter/theHolyBible/beknownfor/as/searchfor/asaresultof/abloodtransfusion/attheageof/bepregnantwithherthirdchild/workpart-time/helpout/gainadoctor’s/master’sdegreeinchemist/giveupteaching/afull-timewriter/histalentfor/takehimselfseriouslyasawriter/belooselybasedon/theoreticalframework/searchinto/marryhisfirstwifeMeanwhile,payattentiontothefollowingitalicizedparts:…anamazingmindwithwhichhesearchedfor…ItwaswhenAsimovwaselevenyearsoldthathistalentfor….…acandystorewhichtheyranfor….Staff单复数一样。Step2Readingpage57A.Pre-readingLookatthepicturesandtalkaboutthefollowings:Whatarethemendoing?Whatdoestherobotlooklike?Whathashappenedtoth