1、Unit 7 Where would you like to visit?Reading: Id love to sail across the Pacific.The Seventh Period Teaching Aims and Demands1Knowledge Objects(1) Key Vocabularyservant, doubtful, artificial intelligence, humanoid, wave, elderly, trapped and so forth(2) Text: Your own robot2Ability Objects(1) Train
2、students ability of identifying main idea.(2) Train students ability of understanding words in context.(3) Train students ability of reading for special information.3Moral ObjectHave you thought of making your own robot? If you have, why not try out your idea? Teaching Key Points1Key vocabulary.2Rea
3、d the text to identify main idea.3Read the text to understand words in context.4Read the text for special information. Teaching Difficult Points1Train students reading skill.2Train students writing skill. Teaching Methods1Up-down reading methods 2Pairwork 3Groupwork Teaching Aid: A projector Teachin
4、g ProceduresStep Part 1This activity allows students to activate their background knowledge before attempting the reading.First read the title with the children and ask them what they think the article is about. Ask several to tell the class what they think the article is about based on the title. I
5、f they think of it is about robots, tell them they have done well. Second say to the class, Please look at the picture on this page. What can you see in it? How many robots can you see? What are they busy doing? Ask one or two students to describe the picture to the class. Note to correct the senten
6、ces that they use.They may say like this,We can see four robots in the picture. They are all busy working. The first one is carrying heavy boxes. The second one is taking care of an elder person. The third one is working on a machine. The fourth one looks like a snake. It is a snake robot and it is
7、looking for people trapped under a building.Read the instructions to students now. Go over the three questions with students and choose three students to give answers to make model ones to the others. Then ask them to work in pairs, discuss the three questions. The answer will vary. Tell them to dis
8、cuss the questions without reading the article. As the children work, walk around, listen to them and offer any words and sentences they may need.When all the pairs finish discussing, ask some pairs to ask and answer the questions. The others in the class listen to them.Step Part 2This activity enco
9、urages students to quickly read for the main idea and then support the main idea with one detail. Draw students attention to the instructions and read the instructions to them. Look at the chart in Activity 2There are five main ideas of the article in it. You need to read the article quickly and get
10、 one detail for each of these main ideas. The first one has given as a sample. Go over the five main ideas and the sample answer with the class.Tell them A. I. =Artificial Intelligence.It is a name of a film. Do some more explanation if needed. Make sure that each student knows the meanings of the s
11、entences.Ask students to complete the task individually first. Then get them to discuss their answers in pairs. Be sure that they discuss details in English. Encourage students to fill in the form with complete sentences.Have some students report their answers to the class. The others listen and hel
12、p to correct the mistakes they may make.Step Part 3This activity encourages students to use the strategy of reading in context.Say, We can see there are some words indicated in bold in the article. Please guess the meanings of them now.Then ask some children to guess the meanings of the bold words,
13、but just guess. Dont give them the correct answers.Do you want to know more about the robots? Read the article more carefully this time and youll get more knowledge about robots. Please read the article again. And note to read in context. Try to guess the meanings of the words in bold from the other
14、 words around them. You can also guess the meanings of any words and phrases you cant understand from the other words around them.Ask students to read the article again for comprehension. After a while, ask some students to tell the meanings of the words in bold by reading and guessing. Discuss thei
15、r answers with the whole class. Check their answers by showing these bold words and their meanings on the screen by a projector.Ask students to raise their hands and say which sentences and words they dont understand. Explain them.Read the instructions with students and have them look at the example
16、. Ask students to match words to meanings. Remind them to read the story again for extra help. Check the answers.Step Part 4This activity helps students read for specific information. Read the instructions to students. Ask the first question as a sample to check if they understand what they need to
17、do.Ask students to do the activity individually. Tell them to read the text again to get help. Check the answers by asking different students to answer the questions.Answers may vary slightly.You should try to remember the answers before looking at the reading. Then let them ask and answer the quest
18、ions in pairs.Step Part 5This activity helps students work in a group and think critically about what they have read.Read the task with students. We know there are many different kinds of robots and people want different robots to do different jobs. Suppose you are a robot scientist and you are goin
19、g to design a robot pet. What kind of robot do you want to design? What can your robot do? Please look at the three questions in the chart in Activity 5. Think them over. Ill ask one to present his or her robot to the class.Let them think for a while. Then ask one good student to present his or her
20、design to the class. He or she may say like this, I am going to invent a robot dancer. It will look like a very pretty girl. I hope my robot can dance to different kind of music. When people are tired and want to listen to some music, my robot can perform dancing while the music is on. And my robot
21、doesnt need any other kind of power except the sound of the music.Then ask the whole class to discuss their robots in groups of four and fill in the chart with the information about the robots.Ask one or two students to present their designs to the class. If time permits, get students to make drawin
22、gs of their robot pets or other robot ideas.Step SummaryWe have read a very wonderful article about robot. And we have discussed our own robots. We have done much practice on comprehension.Step HomeworkRead the article in Activity 2 again for further comprehension.教 学 反 思 ：（ ）2010 年 月 日任 务 型 的 教 学 途
23、 径 ，培 养 学 生 综 合 能 力 ，避 免 单 纯 传 授 语 言 知 识 的 教 学 方法 ，而 且 把 教 学 延 伸 到 课 堂 之 外 的 学 习 和 生 活 中 ，利 用 现 实 中 的 真 人 真 事 为 例 ，鼓 励 学 生 当 一 名 自 愿 者 。学 生 的 发 表 意 见 面 不 够 广 ，导 致 有 人 忙 有 人 无 事 可 做 ，在 以 后 的 教 学 中 要 尽 可 能 的 面 向 全 体 ，既 要 有 个 人 发 表 ，还 要 有 集 体 的 ，使 整堂 课 紧 凑 丰 满 ；在 老 师 讲 解 语 法 的 时 候 ，讲 得 过 快 ，导 致 有 的 基 础 较 差 的 学 生不 明 白 ，直 接 影 响 了 教 学 的 整 体 效 果 ，在 今 后 的 课 堂 教 学 中 要 讲 解 清 楚 并 兼 顾基 础 较 差 的 学 生 。
