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視頻標簽：Robots
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語選修七Book7 Unit 2 Robots Period 1 Words and Expressions 海南省級優課
教學設計、課堂實錄及教案：人教版高中英語選修七Book7 Unit 2 Robots Period 1 Words and Expressions 海南省級優課
Teaching Plan for Learning about Language Unit2 Robots Book 7
Period 1 : Words and Expressions
教材內容分析
教學內容 Learning about Language: Words and Expressions 課型 詞匯課 教學對象 高二年級
授課時長
40分鐘
教學 內容 分析
人教版選修七unit 2 Robots單元核心話題是機器人，閱讀文章以Claire對機器人Tony情感的變化為主線涉及到很多關于人物情感的詞匯，除了形容詞以外，也涉及到人物情感有關的名詞，動詞等。學生對一些簡單的情感詞匯已有涉獵如happy, excited, relaxed, worried etc. 如何理解并且運用本單元的情感新詞如embarrassed, alarmed, envied etc 是關鍵問題. 在學習的過程中， 大多數學生只能記住其中文含義，對其意義和運用仍然非常模糊。因此，基于本單元話題Robots的基礎上，通過回歸課文，詞匯分類，探究詞匯用法，描述影片人物情感，拓展話題“翻譯機器人”的發展，將詞匯融入閱讀中，引導學生辯證地對待機器人和人工智能。這是一節詞匯“運用”課，旨在幫助學生利用所學詞匯， 在體驗中獲得“使用”的樂趣。
教學理念及思路
語言學家呂叔湘先生指出：“詞語要嵌在上下文里頭才有生命，才容易記住，才知道用法。”詞匯在語言中不是孤立存在的，它只是在具體的句子中才有意義。根據英語學習的特點，教師應該堅持“詞不離句，句不離文”的原則，有針對性地把詞匯放到特定的語境中講解。同時，要引導學生把詞和句子、語篇結合起來，在具體語境中去理解詞的意義，掌握詞的用法。因此，如果詞匯僅靠教師的講解和學生被動記憶，往往導致學生缺乏用英語表達真情實感的能力。鑒于此，本課的思路是：以單元話題Robots 為基礎，以語境運用為核心，探究詞匯用法，利用所學詞匯拓展單元話題，基于英語學科四大核心素養的要求，實現詞匯的形式、意義和用法的有機結合。
教學目標 知識目標 1. Learn the usages of some key words and expressions: alarmed, embarrassed, elegant, ridiculous, awful, envy, desire, declare, leave alone etc.
2. Learn how to use key words to express one’s feelings or describe something.
能力目標 Improve the comprehensive ability of words for feelings in speaking and reading.
情感態度目標 1. Develop the abilities of describing the feelings of someone.
2. Learn the concept: we should treat the matter objectively, because every coin has two sides.
教學方法
情景教學法 任務教學法
學習方式
規則探究 情景體驗
合作學習
教學媒體
幻燈片
2
教學重點 如何正確理解重點詞匯的用法，意義。
教學難點 學會理解詞匯的內涵，在speaking &reading中恰當地運用。
教學過程
時間
步驟
教師 學生 活動
設計意圖
課前
播放歌曲，That Girl為上課做準備 營造輕松學習氛圍 3分鐘
Stage1:
Leading in導入：lead to the topic of robots by talking about World Cup.
Step 1: Greetings
Step2: Talk abut World Cup -the game between France and Argentina.
T: did you see the world up last night? There was an exciting and wonderful game between France and Argentina.
Step3: present pictures of two famous football players: Mess (梅西） and Mbappé(姆巴佩）and get the students to imagine the feelings of fans for each football team.
T: who won the game at last? Can you imagine the feelings of their fans?
Step4: write some adjectives the students mentioned on the blackboard.
通過談論昨晚世界杯比賽
（法國-阿根廷）呈現兩大球
星（姆巴佩，梅西）的圖片，
引發學生的興趣，詢問兩大球隊粉絲的感受，從而激活學生已認知的詞匯如：
excited,happy,hurt,同時也鼓
勵學生使用新詞匯embarrassed ，awful，envied etc. 來描述人物的感受將詞
匯板書在黑板上，直接明了，將學生注意力引入詞匯學習
中。 1分鐘
Stage 2 : Present teaching procedures
呈現教學內容和步驟
Step 5: Present teaching procedures
T: in this class, we are going to learn some words and expressions in our reading passages, especially the words for feelings. I’d like to show you the main teaching procedures and contents: 1. Return to the reading passage 2. Explore key words and expressions
3. Use key language points 4. Expand topic and knowledge
呈現主要的教學步驟，明確
學習內容和目標，動力更充足。 6分鐘
Stage 3: Review
the reading passage by filling in the blanks
Step 6 ： Return to the reading passage by filling the blanks.
T: Do you remembr the story between Tony, the robot and Claire. Now please retelling it by using the new words and phrases to fill the blanks. 詞匯的學習不能脫離本單元的話題以及語境，在閱讀課
中學生已經把握了文章的內
容也對詞匯在形、意上有所理解，回顧文章詞匯學習的話題語境準備。
5分鐘
Stage4:
Sort the words and
phrases Step 7 : Sorting and grouping.
T: now, boys and girls, please look at these words and expressions carefully, there are in differnt part of speech. Please try to sort them into different groups
詞匯分類能夠幫助學生了解
詞匯的性質和內涵。引發學
生對詞語的深層次理解。
3
into different groups
according to
their
characteristics.
according to their classifications.
8分鐘 Stage5:
learn the usages of key expressions.
Step 8 : explore the usages of key expressions by examples and exercises.
T:let’s explore the usages of key language points.
通過舉例和演繹推理適當總結和拓展詞匯的構成和用法，實現核心素養中語言能力的要求。
8分鐘
Stage6: Use
the
key words mentioned above to speak.
Step9: play
a game to check students’ understandings in the form of words.
T： Have you undesrstand the usages of key words. Now, it’s time to check your understandings. Please Choose a robot and answer a question
Step 10: watch a clip of a movie and describe the feelings of Hiro’s attitude towards Baymax in differn occasions by using some adjectives.
T: Have you see the movie called 《Big Heros 6》?let’s enjoy it and pay attention to the attitude and feelings of the Hiro. And then describe the feelings of Hiro’s attitude towards Baymax in differn occasions.
通過小游戲檢測學生對詞匯
在音、形、使用方面的理解。
詞匯的“form”也是詞匯學習必修掌握的一方面。 第二個speaking 的活動，通
過看《超級陸戰隊》的片段，描述Hiro對機器人大白的情感變化，運用詞匯。影片片
段與單元文章和話題一致，學生能在具體的情景中應用詞匯，表達情感。 7分鐘 Stage7: Expand
the topic by adding some
supplementary reading materials .
Step11: expand the topic by reading supplementary reading materials. (補充閱讀材料見附件1） T: as we know, artificial intelligence has been used in many fields like journism, translation, teaching, even astronomy. Here is a passage , please go through it quikly and answer a question: Does the writer agree that
translation
robot
can
replace
human teachers?after class, thinking: what's the correct attitude towards robot?
補充與話題相關的閱讀資
料。人工智能和翻譯機器人
的發展，理解文章作者對機
器人是否會取代老師的問題的態度。同時引導學生對機器人應保持辯證的態度。這是本課情感價值觀的引導。同時也是對學生思維品質的
培養。 2分鐘
Stage8: summary and homework.
Step12: make a summary by read the words together.
Step13: assign homework:
4
附件1 Supplementrary reading materials
The quality of translation robot has been greatly improved at an alarming rate in recent years, thanks to new, fast-developing technologies.It is declared that translation robot can be used in daily conversations . Some depend on it for day-to-day activities, while others use it in their job. Some companies desire that the users should feel great satisfaction while testing their new translation robot out.
But how will this affect language learning across the world? Will fewer people decide to take traditional language classes? Will human language teachers no longer be needed? Some are in sympathy with it while others are not. For those who are against it , they hold the view that the problem with translation robot is context. When you hear or read a sentence, your brain refers not only to the spoken words but also to its accumulated experience. The nonverbal languages including intonation, facial expressions , gestures, emotions cover more than 80% information in communication. As an English teacher,I think it is ridiculous that robot can replace human teachers for I know that you can't read one's feelings like embarrassed, awful, envied, satisfied and so fuorth from the words of a machine and there are no real interactions between teachers and students.
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