心路历程_心路历程s

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校本课程《快乐作文》活动教案

心路历程 王小红 教学目的1.了解中考作文在“心理情感”方面的具体要求。2.引导学生分析作文在“心理情感”方面失分的原因。3.掌握作文表达“内心真情实感”的方法，在作文中表达自己的真挚感情。

教学重点

1、引导学生分析作文在“心理情感”方面失分的原因。

2、掌握作文表达“内心真情实感”的方法，在作文中表达自己的真挚感情。

教学难点

掌握作文表达“内心真情实感”的方法，在作文中表达自己的真挚感情。

教学时间 二课时 教学过程

一、引入新课

感情是文章的生命，《周易》上说“修辞立其诚”，刘勰主张“为情而造文”，白居易说“感人先者，莫先乎情”。这些精辟的论述告诉我们，写文章一定要有真情实感。课标指出：“写作要感情真挚，力求表达自己对自然、社会、人生的独特感受和真切的体验”，写作要“表达真情实感”，并把“是否表达了真情实感”作为创意加分的重要依据。

上述这些要求及规定，在各地中考作文评分准则中也得到了充分体现。我们今天进行第五个专题训练——情感。

二、学生结合自己的写作实际，分析自己在情感的表达上存在的问题及原因。

具体表现在以下几个方面：⑴感情平淡乏味。原因是表达方式单一，常是一叙到底，没有恰当运用描写、议论和抒情。⑵、感情虚假失真。由于阅历少，对所经之事又感受不深，难以写出真情实感，“为文造情”。⑶、感情夸饰失度。出现这种情况的原因是有强烈的情感体验，但没有掌握一定的抒情技巧，而出现了小题大做、大词小用、感情夸饰失度、抒情矫揉造作等情况，从而消弱了文章的表达效果。⑷、感情消极低沉。主要是因为受“新事物、新观念”的影响，对反面事物大唱赞歌，或以偏概全，一味揭示事物的阴暗面。

三、引导学生掌握表达真情实感的方法。

1、学生结合优秀作文分析其方法。考题回放：阅读下面文字，按要求作文。生命如花，芳香四溢。

当你的生命为他人开一朵小花，灿烂一片心地，增添一份温暖，你生命的芳香就会沁人心脾。一声关切的问候，一句温馨的祝福，一次跌倒后的搀扶，一次碰撞后的微笑„„当这一切在你的心田荡漾着涟漪的时候，你一定会感受到一种温情关爱的芳香。

当你凝视那些普通的生命，你会发现他们的生命正静悄悄地开放，把芳香留给了世界。当你追想那些远去的生命，你会发现虽然斯人已逝，芳香依旧弥散。

让我们感悟芬芳的人生，绽放生命的花朵，追求生命的方向。„„ 请以“生命的芳香”为话题，写一篇文章。

要求：⑴所写内容必须在所写话题范围之内。⑵立意自定。⑶文体自选（除诗歌外）。⑷题目自拟。⑸不少于600字。⑹要有自己的体验、感悟，不得抄袭。⑺文中不得出现真实的校名和人名。⑻书写正确、规范、美观。

满分例文

暗香.爱香

小A曾经对我说：“你身上有股特别的香气。” 我不明白，哪里有。

直到有一天，当我换下演出服，重新穿上自家衣服，我才似乎明白——暗香何处来。

清晨，阳光犹如流水般洒在里院子里，伴着熟悉的流水声轻轻流淌，在微甜的空气里回旋荡漾。

我推开熟悉的锈铁门，随着“吱”的一声，在阳光的斜射下，奶奶的背影映入眼帘。又是一股熟悉的味道，暗香涌动。我疑惑，是洗衣粉的味道？是奶奶的味道？还是都有。我走进了。像往常一样，奶奶弯着腰坐在古老的木盆前，将手浸在水中不断地上下搓动。

“哗，哗，哗„„”随着那赋予了节奏般的击水声，香气越来越浓，一群白色的泡泡也淘气地露了脸儿，有的得意地升上天去，有几个呆头呆脑的摇摇摆摆地撞到了木盆的边上，有一群牵着手，笑盈盈地落地，大多数却涌上了奶奶的手，爱怜地赐给了奶奶犹如天使般的吻„„

奶奶的手在泡泡和水中若隐若现，她的手不像母亲的手修长而又年轻，也不像父亲的手刚强有力，她有她的韵味，像铁树开花那样有着岁月的芳香。

奶奶的手不断搓揉着衣服，似乎有什么贮进了衣服里。一瞬间，我真的什么都了解了，奶奶是将充满着爱的香气，贮进了洗衣水中，长留于„„

“想什么呢？昨天的衣服干了，在沙发上，快把睡衣换下。”奶奶催我换衣服„„

拿起沙发上的白衬衫，暗香再次翩跹，犹如沁人的提神药，流入鼻中，那是洗衣机转不出来的，是洗衣店熨不出来的，是别人搓不出来的。

奶奶用她的生命全心全意地爱着我们，爱意融入了衣服中，围绕在我的身边，滋润了我的心田，芬芳了我的生命。

真庆幸能及早闻出来，那爱的暗香。满分解秘

满分点：⑴层层蓄势，步步渲染。文章开头，作者从衣服的香味写起，通过探询香味的来源，进而体悟到奶奶对自己无微不至的关爱。从全文看，探询香源的过程，也就是作者发现真爱、感受真情的过程，文中流露出的浓浓的爱意，让人感动不已。⑵实写虚写，相得益彰。文章以“ 暗香.爱香”为题，意韵深厚，情味悠长。其中，“暗香”是指衣服的香味，是实写；“爱香”是指奶奶对自己的关爱，这种无私的爱，让作者深受感动，让作者仿佛闻到浓郁的“爱香”，这是虚写。实写是虚写的基础，为揭示人物的品质，抒发真挚感情作了很好的铺垫。文中由实入虚，转接自然，既有效地抒发了作者的情感，也增添了文章的艺术魅力。

借鉴点：⑴、细节描写，真情毕现。“奶奶洗衣”的细节，艺术诠释了“爱的暗香”。作者移情于物，用拟人的手法描绘“泡泡”的情态、动作。这些生动形象的描写，让读者感到芳香馥郁，情意真切。⑵悬念设置，曲径通幽。写作中，作者还注意通过“我不明白”、“我似乎才明白”、“我疑惑”等悬念的设置，使文章犹如通幽曲径，展现迷人的风采，有效激起读者的阅读欲望，也有助于文章抒发强烈的感情。

2、教师引导理解掌握表达内心真情实感的方法。

⑴写真实的情感。“真实”重要指作者在文章中表达的感情要符合生活实际，不违背生活的规律。只有倾注了真情，文章才有实感。⑵写真切的感受。“真切”，是指感情的表达要具体、深切而自然。真切的感受，来自人与自然、社会生活的交流互动。只有对生活的种种感受了然于胸，动人的真情才能在我们的笔端涌动。

⑶抒真挚的感情。“真挚”是指感情的表达力求深刻、诚挚而又妥帖。感情的书法既要符合生活的真，更要符合人性的善，进而显现感情的美。

⑷求感人的效果。“感人”，是指感情的抒发浓烈而又富有感染力，能有效地激起读者的共鸣，为读者营造一个动人的艺术境界。要获得感人的效果，须采用有效的抒情手段。既可直接抒情，也可间接抒情。

四、引导学生分析病例文，掌握“提升要诀”。

1.展示学生习作《窗外》，学生分析其失误点，并运用提升要诀的某种方法，修改习作。

2.引导学生修改（略）。

3、总结：提升作文“情感”的秘诀：⑴突出词语的感情色彩。⑵发挥表达的传情功能。可运用议论、抒情直接抒发感情；采用描写，特别是细腻的心理描写，对抒发感情有直接的功效；而记叙则是抒情、议论的基础。要表达真挚的感情，就必须综合运用各种表达方式。⑶凸显局势的表情特性。从语气、语调看，陈述句、疑问句、祈使句和感叹句四种句式各有所长，能充分展示不同的情感。再加上长句和短句交替使用，倒装句和特殊句时时点缀，关键语句反复咏叹，可以使感情表达逐层加深，从而产生强烈的感染力。⑷突出修辞的寓情特色。在写作中，有意识地运用比喻、拟人、排比、反复等修辞手法，不仅使文章生动形象，尤其能有效地帮助我们表达情意，抒写感受。

五、指导学生写作。

文题：人世间最宝贵的是什么？法国大作家雨果说得好：善良。“善良是历史中稀有的珍珠，善良的人几乎优于伟大的人。”

中国传统文化历来追求一个“善”字：待人处事，强调心存善意、向善之美；与人交往，讲究与人为善、乐善好施；对己要求，主张独善其身、善心长驻。记得一位名人说过，对众人而言，唯一的权利是法律；对个人而言，唯一的权利是善良。

请以“善”为话题，自拟题目，自选文体，写一篇不少于600字的作文。

思路点拨：“善”是一个老话题，要获得读者青睐，就得要“老”中出“新”：一是挖掘老话题中的新含义，揭示时代赋予“善”的崭新内涵。二是进行形式手法上的新包装。无论采取何种方式，都要写出文章的真感情。⑴描绘生活，表达真实感受。写作要结合自身实际，把感受写具体，就能收到良好的抒情效果。⑵情景交融，打造感人境界。

六、学生自改。

七、教师点评。

八、总结：写作方法固然重要，但要写出“真实真切，真实感人”的文章，一定要做一个热爱生活的人。只有热爱生活的人，才会写作。因为独特的情感来源于独特的经历和真心的感受，来自于对独特经历和真心感受的提炼。希望大家面对生活微笑，去发现生活中的美，让它们流淌在你们的心间，绘成一道道美丽的风景。

第二课时

课时解读：

中国梦，就是中华民族的复兴之梦，是十三亿中华儿女共同拥有的伟大梦想。就写作的角度，乍一看，这是一个很大、很广的话题，使人想到的是民族奋进的滚滚大潮，是气势磅礴的宏伟蓝图；但换一个角度想，每个人都有着自己的梦想，而个人的梦想又是建立在国家繁荣昌盛基础之上的，是与“中国梦”息息相关的。所以，每一个中国人，不论性别、不论年龄、不论文化程度、不论市民农民„„都可以有一个中国梦——一个向往美好、幸福的梦想，每一个中国人都向着这个梦想努力、奋斗的结果，便是在缔造和实现

学习目标：

理解“中国梦”的含义，结合自己的梦想，进行合理的联想、想象，写一篇作文。

课前预习

1．查寻资料，理解“中国梦”的含义。2．初步构思《我的中国梦》。课内探究

【话题解读】 中国梦，就是中华民族的复兴之梦，是十三亿中华儿女共同拥有的伟大梦想。就写作的角度，乍一看，这是一个很大、很广的话题，使人想到的是民族奋进的滚滚大潮，是气势磅礴的宏伟蓝图；但换一个角度想，每个人都有着自己的梦想，而个人的梦想又是建立在国家繁荣昌盛基础之上的，是与“中国梦”息息相关的。所以，每一个中国人，不论性别、不论年龄、不论文化程度、不论市民农民„„都可以有一个中国梦——一个向往美好、幸福的梦想，每一个中国人都向着这个梦想努力、奋斗的结果，便是在缔造和实现着中华民族的复兴之梦。

【立意指津】 作为社会经验尚不丰富的中学生，写作“中国梦”时，大可不必非去触及自己陌生的领域，去写宏大的主题，——那样很容易陷入内容空洞、言之无物的误区。立意时，首先可以试着去关注身边的人，接近他们的梦想，发掘出那些积淀在梦想中的平凡的、感人的、释放着积极的正能量的，或朴实或高贵的精神、品质，进而将之提升到“中国梦”的高度；其次，可以立足身边小事，从精神文明、社会道德等层面反映“中国梦”。

【构思点拨】

思路一：寻找有梦想的人

生活在这样一个现实的年代，我们身边还有执著于梦想的人吗？本文的体裁为散文，文章以“我”的“寻梦”之旅为线索，记录了“我”的见闻感受或心理历程，点明“梦在心里，希望常在”的主题。写见闻感受，可以描述街头所见几个片段，从平凡的生活状态中发现人物内心的梦想；写心路历程，可以用联想的手法，将一幕幕生活画面在“我”脑海中呈现出来，通过逐一比对，发现原来每个人心中都是有梦想的。无论哪种形式构思，结尾都要回归话题，点明文中所写的都是朴实而不凡的“中国梦”。

思路二：讲述有梦想的事

本文属叙事为主的记叙文。可以通过自己经历的一件事，引发关于“中国梦”的思考和感悟，写成一事一议的记叙文，比如走在街头，目睹了表现“公德”“环境”等主题的事件，或正面或反面，都可以议一议，表明自己对“中国梦”的看法；还可以通过几件小事来归纳概括，比如，班里掀起了一股“人人争做小主人”的热潮，其间有好多感人的小故事吧，选几件表现“负责”“奉献”“爱心”等主题的，就能提升到 “中国梦”的高度。

思路三：赞美梦的追逐者

这应是一篇写人为主的记叙文。从身边的亲人、老师、邻居、同学„„中，选一个认真生活着的人，以梦想为线索，通过若干事例，挖掘出他（她）身上蕴涵着的“梦想”的力量，结尾点题，将个人的梦想升华为“中国梦”，就是一篇不错的作文。

思路四：人人都有一个梦

本文当写成寓理于事的记叙文。可以设置一个情境，让不同人物出场，讲述或展示他们的梦想，最后以“我”——一个倾听者的身份收束点题；也可以写有“我”参与的一次“梦想讨论”，在谈话中揭示“中国梦”的内涵。

教学小结：

通过这几节心路历程作文课的训练，学生真正明白了对于自己心路历程该如何在自己的文章中有感情的表达出来，了解了中考作文在“心理情感”方面的具体要求，学生作文在“心理情感”方面失分的现象越来越少，掌握了作文表达“心路历程”真情实感的方法，在作文中表达出了自己的真挚感情。

Will people have robots教案 I.Programmes for the unit 1.Teaching Goals(1)Learn to make predictions.(2)Learn the Future Indefinite(3)Talk about past present and future.2.Target Language(1)What do you think Sally will be in five years?(2)I think every home will have a robot.(3)Will kids go to school.They ’ll study at home on computers.(4)There will be fewer trees.3.A diagram for Topic Words Quantities more ,le,fewer„..Future Life robot, paper, money, free time, pollution Things astronaut, rocket, space, station, moon 4.A diagram for Topic Thingking and Task-based Activity Task One : Life in the Future Future Life Task Two: Dream in the Future Task Three: Future Predictions II.Teaching time :seven periods Period1 Ⅰ.Teaching aims 1.Knowledge aims: ⑴.words: robot, paper, use , le, fewer, tree, building, space, fly, moon„ ⑵ Conversation: A: Will people use money in 100 years? B: No, they won’t.Everything will be free.Will people live to be 200 years old? A: Yes, they will.2.Ability aims: ⑴ Learn to talk about the future using will.⑵ Learn to make predictions.3.Emotion aims: Learn to study hard.II.Main Points 1.What do you think life will be like in 100 years? 2.Every home will have a robot.3.Will kids go to school? No, they won’t.They’ll study at home.4.There will be fewer trees.III.Difficult points There will be „ IV.Teaching Method Task-based teaching method V.Teaching aids: Radio, pictures.Procedures Instructional Design Modification and Remarks Step1 Warming up 1)Greetings.2).Free Talk.： Arouse the Ss’ interesting of learning and make a comfortable situation for the students.Step2 Pre-task：

Learn the key words.Enable the Ss learn to share the information in their groups.Lead in 1)Ask students to think about the life in the future , they may talk about it in Chinese when neceary.2)Show the pictures of future and help the students to learn and talk.Step3 Tasks Task 1: Present and master the main points and difficult points.Enable the students to use the key sentences to finish the task.1)Teacher present the following sentences: T: Will people have robots at home? S: Yes, they will.T: Will kids go to school? S: No, they won’t.They will study at home.T: Will people live to be 200 years old ? S: Yes, they will.2)Ask the Ss to make a list, What will be in the future.3)Ask some students to report.Task 2: Learn to make predictions with There will be„Enable the students to use the key sentences to finish the task..Master the main and difficult points.1).Present the sentence.There will be more/ le/ fewer people.Etc.2).Ask Ss to discu and do 2a.3).Ask some students to report.Task 3: Arouse the interesting and enable the Ss to predict and learn to work in groups.1)Ask one students to talk about more the future and expre their opinions.2)Ss make a conversation.Step4: Post-task Encourage Ss to make progre.1)Students report the result.2)Teacher appraise those who did well in cla.Step5: Summary Consolidate the knowledge of this unit.1)Go over the key words.2)Revise the main sentences such as: Will people have„? Every home will have a robot.There will be more/le/fewer„ 3)I agree./ I don’t agree.Step6 Homework Finish the exercises.Image you are in 2080, what will your life be like? Please write them down.教学反思： Period2 Ⅰ.Teaching aims 1.Knowledge aims: ⑴.words: sun, earth, spaceship, space station, even, pollution„ ⑵ Conversation: A: I think there will be more pollution.B: Well, I don’t agree.But I think there will be fewer trees.A: I agree.2.Ability aims: ⑴ Learn to talk about the future using will.⑵ Learn to make predictions.Emotion aims: Learn to study hard.II.Main Points 1.more, fewer, le.2.will not = won’t everything will be free.III.Difficult points There will be „ IV.Teaching Method Task-based teaching method V.Teaching aids Radio, pictures.Procedures Instructional Design Modification and Remarks Step1 Warming up Arouse the Ss’ interesting of learning and make a comfortable situation for the students.1.Greetings.2.Free Talk.Step2 Pre-task Learn the key words.Enable the Ss learn to image and work in groups.Lead in 1.Compare the past, present, and the future.2.Enable the Ss to talk about the future with will.3.Image what your life will be like in the future.Get the Ss to talk in groups and write them down.Step3 Tasks Enable the Ss to use will to talk about the future Enable the students to use the key sentences to finish the task.Task 1 1.Teacher present the following sentences: T: One hundred years ago, people wanted to fly to the sky.They wanted to fly to the moon.Now people can fly in the sky easily.We use rockets to send up the spaceship to the universe.We make the space station.People can live there.In 100 years time, people will live on the moon.„ 2.Ask the Ss to image what will happen in the future.3.Ask some students to report.Task 2 Enable the students to use the key sentences to finish the task..1.Ss make a survey.people trees cars pollution more fewer le 2.Ask some students to report.Learn to use There will be„

Task 3 Arouse the interesting and enable the Ss to predict and learn to work in groups 1.Ask one students to talk about more the future and expre their opinions.2.Do 2c.Ss make a conversation.Step4 Post-task Enable the Ss to write.1.Do some exercise.2.Teacher appraise those who did well in cla.Step5 Summary Consolidate the knowledge of this unit.1.Go over the usages.2.Revise the main sentences.Step6 Homework ：Enable the students to write with the key sentences they learned.1.Finish the exercises.2.Write down your ideal life.What will your life be like in the future? 3.Strengthen the knowledge.Contents on the Bb Unit 1 Will people have robots? 1.There will be more people in the future spaceship 2.There won’t be more cars.sun 3.There will be le pollution in the future earth 4..There will be fewer trees.moon 教学反思： Period3 Ⅰ.Teaching aims 1.Knowledge aims: ⑴.words: pet, building, fall , parrot, go skating, be able to, dre„ ⑵ Conversation: Five years ago, I was in primary school.Today I am in middle school.In five years I will be in college.2.Ability aims: ⑴ Learn to talk about the past, present, and the future.⑵ Learn to talk about future activities.Emotion aims: Learn to collect information.II.Main Points 1.was, be, will be 2.played, plays, will play.I think there will be more tall buildings.III.Difficult points I’ll= I will, they’ll= they will„ IV.Teaching Method Task-based teaching method V.Teaching aids Radio, pictures.Procedures Instructional Design Modification and Remarks Step1.Warming up Arouse the Ss’ interesting of learning and revise the knowledge learned.1.Greetings.2.Free Talk.3.Listening comprehension.Step2 Pre-task Learn the key words.Enable the Ss learn to talk about the past , the present , the future 1.Compare the past, present, and the future.2.Enable the Ss to use the past indefinite tense, the present indefinite tense, the future tense.3.Get the Ss to listen and repeat.Step3 Tasks Task 1 ：Enable the Ss to use will to talk about the past, the present and the future.Enable the students to use the key sentences to finish the task.1.Teacher present the following sentences: Five years, I was.Today, I am.In five years, I will be.2.Ask the Ss to talk about the past, present, and the future.3.Ask some students to report.Task 2 Learn to use the tense correctly.Enable the students to use the correct tense to finish the task..1.Ss make a survey.play„ have„ work„ five years ago today in five years 2.Ask some students to report.Task 3 Arouse the interesting and enable the Ss to summary and learn to work in groups.1.Ask one students to talk about more about the future.2.Do Section B.1a.Step4 Post-task Enable the Ss to write.1.Do Wb.Exx1、2、3.2.Check the answers.Step5 Summary Consolidate the knowledge of this unit.1.Go over the usages.2.Revise the main sentences.Step6 Homework 1.Finish exercise 4.2.Recite the main dialogue of this unit.3.Strengthen the knowledge.Contents on the Bb Unit 1 Will people have robots? Five years ago, Today，In five years(in the past)(now)(in the future)was am will be played play will play had have will have worked work will work 教学反思： Period4 Ⅰ.Teaching aims 1.Knowledge aims: ⑴.words: fall in love with, as, lots of , apartment, keep a pet parrot, probably, be able to, dre, might, which,„

⑵ Language points: fall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might„ 2.Ability aims: ⑴ Learn to talk about the past, present, and the future.⑵ Learn the language points.(3)Learn to read the article of 3a.Emotion aims: Learn to expre disagreement or agreement..II.Main Points 1.Language points 2.Talk about the past, present, and the future.Talk about the life in ten years.III.Difficult points fall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might„

IV.Teaching Method Task-based teaching method V.Teaching aids Radio, pictures.Procedures Instructional Design Modification and Remarks Step1.Warming up Arouse the Ss’ interesting of learning and revise the knowledge learned.1.Greetings.2.Free Talk.3.Check the answers of Wb.Step2 Pre-task Learn the key words.Enable the Ss learn to talk about the past , the present , the future 1.Talk about the life in ten years.2.Enable the Ss to talk in groups.3.Get the Ss to read the article of 3a.Step3 Tasks Task 1：Enable the Ss to use will to read.and Enable the students to use the past tense and the future tense correctly 1.Ss read 3a and finish the chart.2.Ask the Ss to talk about the past, present, and the future.3.Play a game, Ss write about their life in ten years on a piece of paper, then read it aloud.Try to gue who wrote it.Task 2 Learn to use the tense in the interrogative sentence.1.Ss answer the questions.the next world cup which/what you partner will win weather will be like movies win award 2.Ask some students to report.Step4 Language points Learn the language points 1.fall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might„

2.Which country will win „? Step5.Post-task Enable the Ss to read and write 1.Do Wb.Exx4、5、6 2.Check the answers.Step6 Summary Consolidate the knowledge of this unit.1.Go over the dialogue.2.Revise the language points.Step7 Homework Enable the students to revise the grammar.1.Finish self check and the exercises in the Wb.2.Revise the language points 3.Strengthen the knowledge.Contents on the Bb Unit 1 Will people have robots? 1.fall in love with sb.He fell in love with Marry.2.lots of/ a lot of There are lots of people.3.interesting/ interested be interested in 4.alone/lonely Though I am alone, but I’m not lonely.5.keep animals Do you like keeping pets? 6.be able to I will be able to drive a spaceship in ten years.教学反思： Period5 Ⅰ.Teaching aims 1.Knowledge aims: ⑴.words: unpleasant, scientist, however, hundreds of, already, factory, simple, such, everywhere, human, shape , snake, shape, poible, electric, seem, impoible, housework.⑵ Language points: the same as, make „do„, to take„, to help do„, to help with„ 2.Ability aims: ⑴ Learn the skills of reading: to predict what will be in the text.⑵ Learn to cooperate.Emotion aims: Learn to share information with their partners.II.Main Points 1.Language points 2.Talk about the different kind of usages of robots.Try to use specific language structures.III.Difficult points the same as, make „do„, to take„, to help do„, to help with„ IV.Teaching Method Task-based teaching method V.Teaching aids pictures.Procedures Instructional Design Modification and Remarks Step1.Warming up Arouse the Ss’ interesting of learning and revise the knowledge learned.1.Greetings.2.Free Talk.Step2 Pre-task Learn the uses of robots.Enable the Ss prepare before reading.Lead in 1.Show the Ss a picture of robot, tell the Ss about the robot.2.Divide the cla into pairs.Allow free discuion of ideas about robots.3.Ask one or two volunteers to tell the cla their ideas, and draw their robot on the board.4.Show the Ss a picture of robot, tell the Ss about the robot.5.Divide the cla into pairs.Allow free discuion of ideas about robots.6.Ask one or two volunteers to tell the cla their ideas, and draw their robot on the board.Step3 Reading Before Reading Enable the Ss think about what they might read about before they read.Enable the students to practice the reading skill of predicting 1.Read the title.Ask some Ss to answer the question..2.Look at the words in the box.Ask one or two Ss to think about what might be in the reading.And circle them.3.Get the Ss to share the predictions with their partners how similar are they? While reading Learn to understand the general idea of the paage.1.Ss read once without stopping for general understand.After reading, ask for a show of hands to indicate they have understood the general idea.2.Suggest a second reading to confirm their ideas and build on their knowledge.3.Ask some questions: What kind of jobs do we want robots to do? Which country has robots that can walk and dance? Do all scientists agree about what robots will be able to do? Learn to understand the general idea of the paage.Language points 1.the same as, make „ do„, to take.2.to help do„, to help with„ After reading 1.Ss check the words they predict.And find out the results.Ask for a show of hands.2.Ss go through the reading again.High light each of the structures when it is found.3.Ask some volunteers to write some examples on the board, or say them aloud.4.Do 3c.Ss read again and make a list of all the uses of robots in the future.Step4 Homework 1.Get the Ss to list ideas for robots that will help their own family.And compare with their partner’s need and discu differences.2.Get two pairs to join together to discu how robots might help their neighborhood.Contents on the Bb Unit 1 Will people have robots? 1.the same as.It can do the same things as us.2.make„ do..We have already made robots walk and dance.3.to take„ It takes me one hour to do the homework.4.to help do„ Robots can help people do housework.help „ with„ They help with the housework.教学反思： Period 6 Ⅰ.Teaching aims 1.Knowledge aims: ⑴.words: however, hundreds of, already, factory, simple, everywhere, human, shape , snake, shape, poible, electric, seem, impoible, housework.⑵ Language points: the same as, make „do„, to take„, to help do„, to help with„ 2.Ability aims: ⑴ Learn the skills of reading: to predict what will be in the text.⑵ Learn to cooperate.Emotion aims: Learn to share information with their partners.II.Main Points 1.Language points 2.Talk about the different kind of usages of robots.3.Try to use specific language structures.III.Difficult points the same as, make „do„, to take„, to help do„, to help with„ IV.Teaching Method Task-based teaching method V.Teaching aids pictures.Procedures Instructional Design Modification and Remarks Step1.Warming up Arouse the Ss’ interesting of learning and revise the knowledge learned.1.Greetings.2.Free Talk.Step2 Pre-task Learn the uses of robots.Enable the Ss activate their background knowledge before attempting the reading, and find out what other Ss know about others.1.Show the Ss some picture of robots, tell the Ss about the different uses of the robots.What does it look like? What does it do? etc.2.Divide the cla into pairs.Allow free discuion of ideas about robots.What does your robot do? What do you hope it can help you to do? 3.Ask one or two volunteers to tell the cla their ideas, and draw their robot on the board.Step3 Many tasks 1)Before Reading ：Enable the Ss think about what they might read about before they read.Enable the students to practice the reading skill of predicting 1.Read the title.Ask some Ss to answer the questions.2.Look at the words in the box.Ask one or two Ss to think about what might be in the reading.And circle them.Why? Or why not? 3.Get the Ss to share the predictions with their partners how similar are they? 2)While reading ：Learn to under the general idea of the paage.1.Ss read once without stopping for general understand.After reading, ask for a show of hands to indicate they have understood the general idea.2.Suggest a second reading to confirm their ideas and build on their knowledge.3.Ask some questions:What kind of jobs do we want robots to do? Which country has robots that can walk and dance? Do all scientists agree about what robots will be able to do? 3)After reading ：Develop the Ss’ ability to use specific language structures.Enable the Ss to share information.1.Ss check the words they predict.And find out the results.Ask for a show of hands.2.Ss go through the reading again.High light each of the structures when it is found.3.Ask some volunteers to write some examples on the board, or say them aloud.4.Do 3c.Ss read again and make a list of all the uses of robots in the future.5.Ss try to rate the items on the list, and share the results with a partner.Step4 Language points Learn the language points 1.the same as, make „ do„, to take.2.to help do„, to help with„ Step5 Homework 1.Finish self check and the exercises in the Wb.2.Revise the language points 3.Strengthen the knowledge.Enable the students to revise the grammar.Contents on the Bb Unit 1 Will people have robots? 1.help „do(with)„ I hope it will help me do the chores.2.I hope it will me with the housework.3.make They make robots look like people.4.take It takes hundreds of years.5.the same as The robots can do the same thing as a person.教学反思： Period7 Ⅰ.Teaching aims 1.Knowledge aims: ⑴.words: humans, unpleasant, make, take, shapes, might, look for, poible, toothbrushes.⑵ Language points: in the future, help with, such, wake up, talk to, over and over , get bored, seem impoible„

2.Ability aims: ⑴ Learn to find out the useful structures and make sentences with them.⑵ Learn to expre themselves.Emotion aims: Learn to communicate with others.II.Main Points 1.Language points 2.Talk about the different kind of usages of robot sand give a rating.Try to make sentences with specific language structures.III.Difficult points such, talk to, over and over, seem impoible.IV.Teaching Method Task-based teaching method V.Teaching aids pictures.Procedures Instructional Design Modification and Remarks Step1.Warming up Arouse the Ss’ interesting of learning and revise the knowledge learned.1.Greetings.2.Free Talk.3.Check the answers of the Wb.Step 2 Pre-task ：Enable the Ss to find out the key structures and try to use them.1.Get the Ss to find out the useful structures and underline them.2.Get the Ss to make sentences with the special structures.Step 3 While-task：Enable the Ss to use the knowledge freely.1.Get the Ss to discu in groups and then to report the sentences they made.2.Get some to write the sentences on the Bb.3.Get some Ss to make other sentences they made.Step 4 Language points ：Learn the language points 1.in the future 2.to help do„, to help with„

3.unpleasant, unlike, unhappy, impoible 4.such 5.hundreds of 6.the same as 7.make sb.do sth.8.wake up 9.talk to sb.10.over and over again 11.get bored 12.look for, look like, look at, look after 13.seem impoible Step 5 Post-task 1.Ss do Section 4.2.Get some to report.3.Get the Ss to look the pictures of P9, and talk about them with their partners.Develop the Ss’ ability to use specific language structures.Exercise 1.There are in our school.a)three hundred B.three hundreds b)three hundreds of 2.Though he is , he is not.(alone, lonely)3.I made him the room.A.cleans B.cleaning C.clean 4.It took me an hour to finish the homework.Enable the Ss to practice the language points.Step 6 Homework 1.Write your ideas of what ways you think a robot will help you and your family in the future.2.Revise the language points 3.Strengthen the knowledge.Enable the students to revise the grammar.Contents on the Bb Unit 1 Will people have robots? 5.in the future, help with, humans, unpleasant 6.such, hundreds of , make, take, the same as.7.wake up, talk to sb.8.over and over again, get bored.look for/like/at/after, seem impoible