英语绘本I have a robot教案
九年级英语下册 Unit 3 Robot教案 (新版)牛津版-(新版)牛津版初中九年级下册英语教案
Did the robot make a great difference to Mr Jiang’s everyday life?
What did Mr Jiang decide to do in the end?
He decided to return the robot to the robot shop.
a delicious dinner would be ________;after dinner, tidy ____;
4.Reading Paragraphs 6 & 7.
1.How could a robot start to go wrong?
2.What are the problems?Keys:The robot caught a virus.
Step8Retellthe story.
Step9Homework
1. Remember the words and expression in the lesson.
2. Help Mr Jiang write a plaint letter to the robot shop.
Teaching notes
Step 5 Presentation
Show the flash and the pictures to the students.
Step6Ask and answer
Listen to the dialogue between Eddie and Hobo and answerthe followingquestions:
1.To practice the main language points of the context
初中英语Will-people-have-robots教案
初中英语Will people have robots教案_学习方法网－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－Unit 1 Will people have robots ?I. Programmes for the unit1. 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 WordsQuantities more ,less,fewer…..Future Liferobot, paper, money, free time, pollutionThingsastronaut, rocket, space, station, moon4.A diagram for Topic Thingking and Task-based ActivityTask One : Life in the FutureFuture LifeTask Two: Dream in the FutureTask Three: Future PredictionsII.Teaching time :seven periodsPeriod1Ⅰ.Teaching aims1. Knowledge aims:Ⅰ.words: robot, paper, use , less, fewer, tree, building, space, fly, moon…Ⅰ 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:Ⅰ Learn to talk about the future using will.Ⅰ Learn to make predictions.3. Emotion aims: Learn to study hard.II. Main Points1.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 pointsThere will be …IV.Teaching MethodTask-based teaching methodV. Teaching aids: Radio, pictures.ProceduresInstructional Design Modification and RemarksStep1Warming up1）Greetings.2）.Free Talk.：Arouse the Ss’ interesting of learning and make a comfortable situation for the students.Step2Pre-task：Learn the key words.Enable the Ss learn to share the information in their groups. Lead in1）Ask students to think about the life in the future , they may talk about it in Chinese when necessary.2）Show the pictures of future and help the students to learn and talk.Step3TasksTask 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/ less/ fewer people. Etc.2).Ask Ss to discuss 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 express their opinions.2)Ss make a conversation.Step4:Post-taskEncourage Ss to make progress.1)Students report the result.2)Teacher appraise those who did well in class.Step5:SummaryConsolidate 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/less/fewer…3) I agree./ I don’t agree.Step6HomeworkFinish the exercises.Image you are in 2080, what will your life be like? Please write them down.教学反思：Period2Ⅰ.Teaching aims1. Knowledge aims:Ⅰ.words: sun, earth, spaceship, space station, even, pollution… Ⅰ 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:Ⅰ Learn to talk about the future using will.Ⅰ Learn to make predictions.Emotion aims: Learn to study hard.II. Main Points1. more, fewer, less.2. will not = won’teverything will be free.III. Difficult pointsThere will be …IV.Teaching MethodTask-based teaching methodV. Teaching aidsRadio, pictures.ProceduresInstructional Design Modification and RemarksWarming up Arouse the Ss’ interesting of learning and make a comfortable situation for the students.1. Greetings.2. Free Talk.Step2Pre-task Learn the key words.Enable the Ss learn to image and work in groups.Lead in1. 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.Step3Tasks Enable the Ss to use will to talk about the future Enable the students to use the key sentences to finish the task.Task 11. 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 pollutionfewerless2. 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 groups1. Ask one students to talk about more the future and express their opinions.2. Do 2c. Ss make a conversation.Step4Post-task Enable the Ss to write.1. Do some exercise.2. Teacher appraise those who did well in class.Step5Summary Consolidate the knowledge of this unit.1. Go over the usages.2. Revise the main sentences .Step6Homework ：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 BbUnit 1 Will people have robots?1. There will be more people in the future spaceship2. There won’t be more cars. sun3. There will be less pollution in the future earth4.. There will be fewer trees. moon教学反思：Period3Ⅰ.Teaching aims1.Knowledge aims:Ⅰ.words: pet, building, fall , parrot, go skating, be able to, dress…Ⅰ 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:Ⅰ Learn to talk about the past, present, and the future.Ⅰ Learn to talk about future activities.Emotion aims: Learn to collect information.II. Main Points1.was, be, will be2.played, plays, will play.I think there will be more tall buildings.III. Difficult pointsI’ll= I will, they’ll= they will…IV.Teaching MethodTask-based teaching methodV. Teaching aidsRadio, pictures.ProceduresInstructional Design Modification and RemarksStep1. Warming up Arouse the Ss’ interesting of learning and revise the knowledge learned.1.Greetings.2.Free Talk.3.Listening comprehension.Step2Pre-task Learn the key words.Enable the Ss learn to talk about the past , the present , the futurepare 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.Step3TasksTask 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 agotodayin five years2. 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.Step4Post-task Enable the Ss to write.1.Do Wb. Exx 1、2、3.2.Check the answers.Step5Summary Consolidate the knowledge of this unit.1.Go over the usages.2.Revise the main sentences .Step6Homework1.Finish exercise 4.2.Recite the main dialogue of this unit.3.Strengthen the knowledge.Contents on the BbUnit 1 Will people have robots?Five years ago, Today ，In five years(in the past) (now) (in the future)was am will beplayed play will playhad have will haveworked work will work教学反思：Period4Ⅰ.Teaching aims1.Knowledge aims:Ⅰ.words: fall in love with, as, lots of , apartment, keep a pet parrot, probably, be able to, dress, might, which,…Ⅰ Language points:fall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might…2.Ability aims:Ⅰ Learn to talk about the past, present, and the future.Ⅰ Learn the language points.(3) Learn to read the article of 3a.Emotion aims: Learn to express disagreement or agreement..II. Main Pointsnguage points2.Talk about the past, present, and the future.Talk about the life in ten years.III. Difficult pointsfall in love with, interesting/interested, alone/lonely, keep animals, be able to, even, might… IV.Teaching MethodTask-based teaching methodV. Teaching aidsRadio, pictures.ProceduresInstructional Design Modification and RemarksStep1.Warming upArouse the Ss’ interesting of learning and revise the knowledge learned. 1．Greetings.2. Free Talk.3. Check the answers of Wb.Step2Pre-taskLearn the key words.Enable the Ss learn to talk about the past , the present , the future1.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.Step3TasksTask 1：Enable the Ss to use will to read.and Enable the students to use the past tense and the future tense correctly1. 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 guess who wrote it.Task 2Learn to use the tense in the interrogative sentence.1. Ss answer the questions.the next world cup which/what you partnerwill winweather will be likemovies win award2. Ask some students to report.Step4Language pointsLearn the language points1.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 write1.Do Wb. Exx 4、5、62.Check the answers.Step6SummaryConsolidate the knowledge of this unit.1.Go over the dialogue.2.Revise the language points .Step7HomeworkEnable the students to revise the grammar.1.Finish self check and the exercises in the Wb.2.Revise the language points3.Strengthen the knowledge.Contents on the BbUnit 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 in4.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：Period5Ⅰ.Teaching aims1.Knowledge aims:Ⅰ.words: unpleasant, scientist, however, hundreds of, already, factory, simple, such, everywhere, human, shape , snake, shape, possible, electric, seem, impossible, housework.Ⅰ Language points:the same as, make …do…, to take…, to help do…, to help with…2.Ability aims:Ⅰ Learn the skills of reading: to predict what will be in the text.Ⅰ Learn to cooperate.Emotion aims: Learn to share information with their partners.II. Main Pointsnguage points2.Talk about the different kind of usages of robots.Try to use specific language structures.III. Difficult pointsthe same as, make …do…, to take…, to help do…, to help with…IV.Teaching MethodTask-based teaching methodV. Teaching aidspictures.ProceduresInstructional Design Modification and RemarksStep1.Warming up Arouse the Ss’ interesting of learning and revise the knowledge learned.1.Greetings.2.Free Talk.Step2Pre-task Learn the uses of robots.Enable the Ss prepare before reading.Lead in1.Show the Ss a picture of robot, tell the Ss about the robot.2.Divide the class into pairs. Allow free discussion of ideas about robots.3.Ask one or two volunteers to tell the class 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 class into pairs. Allow free discussion of ideas about robots.6.Ask one or two volunteers to tell the class their ideas, and draw their robot on the board.Step3 ReadingBefore Reading Enable the Ss think about what they might read about before they read. Enable the students to practice the reading skill of predicting1. 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 passage.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 passage.Language points1.the same as, make … do…, to take.2.to help do…, to help with…After reading1.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 Homework1.Get the Ss to list ideas for robots that will help their own family. And compare with their partner’s need and discuss differences.2.Get two pairs to join together to discuss how robots might help their neighborhood.Contents on the BbUnit 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 6Ⅰ.Teaching aims1.Knowledge aims:Ⅰ.words: however, hundreds of, already, factory, simple, everywhere, human, shape , snake, shape, possible, electric, seem, impossible, housework.Ⅰ Language points:the same as, make …do…, to take…, to help do…, to help with…2.Ability aims:Ⅰ Learn the skills of reading: to predict what will be in the text.Ⅰ Learn to cooperate.Emotion aims: Learn to share information with their partners.II. Main Pointsnguage points2.Talk about the different kind of usages of robots.3.Try to use specific language structures.III. Difficult pointsthe same as, make …do…, to take…, to help do…, to help with…IV.Teaching MethodTask-based teaching methodV. Teaching aidspictures.ProceduresInstructional Design Modification and RemarksStep1.Warming up Arouse the Ss’ interesting of learning and revise the knowledge learned.1．Greetings.2. Free Talk.Step2Pre-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 class into pairs. Allow free discussion 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 class their ideas, and draw their robot on the board.Step3 Many tasks1）Before Reading ：Enable the Ss think about what they might read about before they read. Enable the students to practice the reading skill of predicting1. 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 passage.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 points1. the same as, make … do…, to take.2. to help do…, to help with…Step5 Homework1.Finish self check and the exercises in the Wb.2.Revise the language points3.Strengthen the knowledge.Enable the students to revise the grammar.Contents on the BbUnit 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：Period7Ⅰ.Teaching aims1.Knowledge aims:Ⅰ.words: humans, unpleasant, make, take, shapes, might, look for, possible, toothbrushes.Ⅰ Language points:in the future, help with, such, wake up, talk to, over and over , get bored, seem impossible…2.Ability aims:Ⅰ Learn to find out the useful structures and make sentences with them.Ⅰ Learn to express themselves.Emotion aims: Learn to communicate with others.II. Main Pointsnguage points2.Talk about the different kind of usages of robot sand give a rating.Try to make sentences with specific language structures.III. Difficult pointssuch, talk to, over and over, seem impossible.IV.Teaching MethodTask-based teaching methodV. Teaching aidspictures.ProceduresInstructional Design Modification and RemarksStep1.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 2Pre-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 3While-task：Enable the Ss to use the knowledge freely.1. Get the Ss to discuss 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 4Language points ：Learn the language points1.in the future2.to help do…, to help with…3. unpleasant, unlike, unhappy, impossible4. such5. hundreds of6. the same as7. make sb. do sth.8. wake up9. talk to sb.10. over and over again11. get bored12. look for, look like, look at, look after13. seem impossibleStep 5Post-task1.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.Exercise1.There are in our school.a) three hundred B. three hundredsb) three hundreds of2. Though he is , he is not .( alone, lonely)3. I made him the room.A. cleansB. cleaningC. clean4. It took me an hour to finish the homework.Enable the Ss to practice the language points.Step 6 Homework1.Write your ideas of what ways you think a robot will help you and your family in the future.2.Revise the language points3.Strengthen the knowledge.Enable the students to revise the grammar.Contents on the BbUnit 1 Will people have robots?5. in the future, help with, humans, unpleasant6. 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 impossible 教学反思：感谢阅读，欢迎大家下载使用！。
英语 全国通用版 第32讲 Robots 教案
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小学英语_Unit1Robotswilldoeverything教学设计学情分析教材分析课后反思
M3U1 Robots will do everything. 教学设计【教学目标】1.运用自然拼读，听、说、认、读单词：robot, will, everything, one day, housework, learn, our, homework, won’t=will not。
2.通过观看视频并跟读，能准确流利地朗读会话。
3.结合具体语境，能运用“will”谈论机器人将来可能做的事情，并能够在真实的生活情境中进行对话交流。
【教学重难点】重点：正确听、说、认、读本单元的单词。
难点：在实际生活中，能运用“will”谈论将来可能发生的事情。
【课时安排】1课时【评价任务】1.跟读单词、读并表演含重点单词的chant。
2.跟读、角色扮演，检查学生课文朗读情况。
3.看图描述图片、头脑风暴、对话练习、设计自己的机器人并描述它将会干什么。
【教学活动设计】附：板书设计M3U1 Robots will do everything.They can do the housework.They will help children learn.They won’t do our homework.M3U1 Robots will do everything. 学情分析学生对于机器人很感兴趣，对于这个话题学生乐于参与，也有很多话说。
一般将来时对于四年级学生来说，已经不陌生，学生在先前已经学过“be going to do”打算做某事的句型，所以在学习用will来谈论将来可能发生的事情时会更加容易理解。
除了重点学习will的用法之外，教师应充分利用这一机会，培养学生的想象力和创造力，促进学生的心智发展，也培养学生运用“will”表达将来可能发生的事情的能力。
M3U1 Robots will do everything. 效果分析导入部分，通过含有本课重点句型之一can的chant导入，让学生能够在熟练运用的知识之上开启新一课的学习。
绘本Ihavearobot教案
一、教学目标：1. 让学生掌握基本的英语单词和句型，如“I have a robot”，“Robot”等。
2. 培养学生对绘本阅读的兴趣，提高他们的阅读能力。
3. 通过对的描绘，激发学生对科技的好奇心和探索欲望。
二、教学内容：1. 单词：robot, eye, arm, leg, button, door, hand, head, leg, finger, ear, nose, mouth2. 句型：I have a robot. It has eyes. It has arms and legs. It has a button. It has a door. It has a hand. It has a head. It has legs. It has fingers. It has ears. It has a nose. It has a mouth.三、教学重点与难点：1. 重点：单词和句型的学习和应用。
2. 难点：单词的发音和拼写，句型的运用。
四、教学方法：1. 绘本阅读法：通过阅读绘本，引导学生学习单词和句型。
2. 情景教学法：创设情境，让学生在实际情境中运用单词和句型。
3. 游戏教学法：通过游戏，让学生在轻松愉快的氛围中学习单词和句型。
五、教学步骤：1. 引入：向学生展示绘本封面，询问他们是否喜欢，引导学生预测绘本内容。
2. 阅读绘本：引导学生跟随老师一起阅读绘本，学习单词和句型。
3. 单词学习：分别学习单词，让学生跟读，重复练习直到熟练掌握。
4. 句型练习：让学生模仿绘本中的句型，用所学单词进行练习。
5. 情景创设：分组让学生扮演，用所学单词和句型进行互动。
6. 游戏环节：组织单词和句型游戏，巩固所学知识。
7. 总结与作业：对本节课所学内容进行总结，布置作业，要求学生回家后复习。
六、教学评估：1. 课堂上通过观察学生的参与度和互动情况，评估他们对单词和句型的掌握程度。
2. 通过情景创设和游戏环节，评估学生运用所学知识进行实际操作的能力。
英语教案：Doyouthinkyouwillhaveyourownrobot
英语教案：Do you think you will have your own robot?一、教学目标：1. 让学生能够理解并运用情态动词will 进行未来式的表达。
2. 让学生能够讨论关于话题的相关问题。
3. 提高学生的听说读写综合语言运用能力。
二、教学内容：1. 情态动词will 的用法。
2. 与相关的话题词汇和表达。
三、教学重点与难点：1. 重点：情态动词will 的用法和相关话题的词汇。
2. 难点：如何运用情态动词will 进行未来式的表达和话题的深入讨论。
四、教学方法：1. 任务型教学法：通过小组讨论、角色扮演等形式，让学生在实际情境中运用所学知识。
2. 情景教学法：创设情境，让学生在真实的环境中学习英语。
五、教学过程：1. 热身活动（5分钟）：教师与学生进行简单的对话，询问学生对的看法。
引导学生谈论他们是否希望拥有自己的，并说明原因。
2. 课堂导入（10分钟）：教师向学生介绍本节课的主题：讨论未来是否会有自己的。
引导学生思考并预测未来的发展趋势。
3. 新课内容（15分钟）：教师讲解情态动词will 的用法，并通过示例让学生练习表达未来式的句子。
教师引入与相关的词汇和表达，如：automation、artificial intelligence、robotic assistant 等。
4. 小组讨论（10分钟）：学生分成小组，讨论未来的发展趋势和可能性。
鼓励学生用英语进行交流，并提出自己的看法。
5. 角色扮演（15分钟）：学生分成小组，每组选择一个角色，如：设计师、未来主人等。
要求学生用英语进行角色扮演，模拟未来生活中与的互动场景。
6. 产出展示（5分钟）：每组学生向全班展示他们的角色扮演过程，并分享对未来的看法。
其他学生和教师对展示进行评价和反馈。
7. 总结与作业（5分钟）：教师对本节课的内容进行总结，强调情态动词will 的用法和相关话题的词汇。
布置作业：要求学生写一篇短文，描述他们想象中的未来。
绘本Ihavearobot教案
绘本《I Have a Robot》教案第一章：教学目标1.1 知识目标让学生掌握基本的单词：robot, eyes, ears, mouth, arms, legs, on, off, go, stop。
让学生理解绘本内容，了解的基本特征和功能。
1.2 技能目标培养学生能够听懂、说唱绘本中的单词和句子。
培养学生能够用英语简单描述的特征和功能。
1.3 情感目标激发学生对的兴趣，培养学生的创新思维和科技意识。
第二章：教学内容2.1 教材内容绘本《I Have a Robot》的内容包括：介绍，的眼睛、耳朵、嘴巴、手臂和腿，以及开关等。
绘本中出现的单词和句子：robot, eyes, ears, mouth, arms, legs, on, off, go, stop。
2.2 教学资源绘本《I Have a Robot》教学卡片（包含单词和句子）模型或图片第三章：教学过程3.1 热身活动（5分钟）教师与学生进行简单的英语对话，检查学生的英语水平。
学生自由交谈，分享他们对的看法和经验。
3.2 引入绘本（10分钟）教师展示绘本《I Have a Robot》的封面，引导学生关注和插图。
教师朗读绘本，学生跟读。
3.3 学习单词和句子（10分钟）教师展示教学卡片，引导学生学习和朗读单词和句子。
学生通过观察的模型或图片，用英语描述的特征和功能。
3.4 小组活动（10分钟）学生分组，每组选择一个模型或图片。
学生用英语讨论并编写一个关于的小故事。
第四章：作业学生回家后，与家长一起查找有关的资料，了解的应用领域和发展趋势。
学生用英语写一篇关于的小短文，分享他们的学习和思考。
第五章：教学评价教师通过观察学生的课堂表现，了解学生对单词和句子的掌握程度。
教师通过学生的作业和小组活动，评价学生的综合语言运用能力。
学生通过自我评价和同伴评价，了解自己的学习进步和需要改进的地方。
第六章：教学延伸活动6.1 角色扮演（10分钟）学生分组，每组选择一个角色（、学生、教师等）。
英语绘本教案
英语绘本教案T: Now let's focus on some new words in the story。
Can you find the word "caterpillar" in the story。
What do you think it means。
Let's guess。
And what about "beep"。
"roll"。
"blink"。
and "giggle"。
XXX.设计意图：通过找出生词，引导学生理解上下文，提高阅读能力。
)3.XXX理解问答T: XXX about the story。
What is the robot's name。
What does it look like。
What can it do。
How does the boy feel about his robot。
Why does the boy say that he is the smartest creature。
(设计意图：通过问答，检测学生对故事的理解，培养学生的思维能力。
)三、读后活动（Post-reading activities）1.n讨论T: Now let's have a n。
Do you think robots are better than humans。
Why or why not。
What are some advantages anddisadvantages of having robots。
Can you imagine what robots will be like in the future。
(设计意图：通过讨论，引导学生思考机器人的优缺点，培养学生的创新能力。
)2.Writing写作T: Imagine that you have a robot。
小学英语_Unit1Robotswilldoeverything教学设计学情分析教材分析课后反思
M3U1 Robots will do everything. 教学设计【教学目标】1.运用自然拼读，听、说、认、读单词：robot, will, everything, one day, housework, learn, our, homework, won’t=will not。
2.通过观看视频并跟读，能准确流利地朗读会话。
3.结合具体语境，能运用“will”谈论机器人将来可能做的事情，并能够在真实的生活情境中进行对话交流。
【教学重难点】重点：正确听、说、认、读本单元的单词。
难点：在实际生活中，能运用“will”谈论将来可能发生的事情。
【课时安排】1课时【评价任务】1.跟读单词、读并表演含重点单词的chant。
2.跟读、角色扮演，检查学生课文朗读情况。
3.看图描述图片、头脑风暴、对话练习、设计自己的机器人并描述它将会干什么。
【教学活动设计】附：板书设计M3U1 Robots will do everything.They can do the housework.They will help children learn.They won’t do our homework.M3U1 Robots will do everything. 学情分析学生对于机器人很感兴趣，对于这个话题学生乐于参与，也有很多话说。
一般将来时对于四年级学生来说，已经不陌生，学生在先前已经学过“be going to do”打算做某事的句型，所以在学习用will来谈论将来可能发生的事情时会更加容易理解。
除了重点学习will的用法之外，教师应充分利用这一机会，培养学生的想象力和创造力，促进学生的心智发展，也培养学生运用“will”表达将来可能发生的事情的能力。
M3U1 Robots will do everything. 效果分析导入部分，通过含有本课重点句型之一can的chant导入，让学生能够在熟练运用的知识之上开启新一课的学习。
幼儿园英文机器人教案
幼儿园英文机器人教案教案标题：幼儿园英文机器人教案教案目标：1. 通过引入英文机器人，激发幼儿对英语学习的兴趣。
2. 培养幼儿的听、说、读、写的英语基本技能。
3. 培养幼儿的合作意识和团队合作能力。
教学内容：1. 介绍英文机器人：向幼儿介绍英文机器人的外观、功能和用途，激发他们的好奇心和兴趣。
2. 英文机器人互动活动：通过与英文机器人进行互动活动，如问答、角色扮演等，培养幼儿的听、说、读的英语能力。
3. 单词学习：通过英文机器人展示和发音，引导幼儿学习一些基本的英文单词，如颜色、数字、动物等。
4. 绘本阅读：选择适合幼儿的英文绘本，通过英文机器人的配合，进行互动阅读，帮助幼儿理解故事内容和学习新词汇。
5. 英文歌曲学唱：选取简单、生动的英文歌曲，通过英文机器人的演唱和动作示范，引导幼儿跟随学唱，培养幼儿的英语语感和发音能力。
6. 小组合作活动：将幼儿分成小组，让他们与英文机器人一起进行团队游戏或角色扮演，培养幼儿的合作意识和团队合作能力。
教学步骤：1. 引入：向幼儿介绍英文机器人的外观和功能，引起他们的兴趣和好奇心。
2. 互动活动：与英文机器人进行简单的问答互动，如问候、询问颜色等，鼓励幼儿用英语回答。
3. 单词学习：通过英文机器人展示和发音，引导幼儿学习一些基本的英文单词，如红色、蓝色、猫等，让幼儿模仿发音并进行识别。
4. 绘本阅读：选择一本适合幼儿的英文绘本，通过英文机器人的配合，进行互动阅读，引导幼儿理解故事内容和学习新词汇。
5. 英文歌曲学唱：选取一首简单、生动的英文歌曲，通过英文机器人的演唱和动作示范，引导幼儿跟随学唱，加深对英语的印象。
6. 小组合作活动：将幼儿分成小组，与英文机器人一起进行团队游戏或角色扮演，培养幼儿的合作意识和团队合作能力。
7. 总结：回顾本节课所学的内容，鼓励幼儿积极参与英语学习，并表扬他们的努力和进步。
教学资源：1. 英文机器人：提供一台英文机器人，具备展示、发音和互动功能。
英语绘本教学的几种方法
英语绘本教学的几种方法中小学英语绘本教学的途径与方法近几年学界提出了阅读素养的概念，使人们对阅读教学的意义有了新的理解。
根据有关中小学生英语阅读素养的论述，阅读素养由阅读能力和阅读品格两大要素构成。
川团阅读能力包含解码能力、语言知识、阅读理解和文化意识四个维度:解码能力指读者自下而上读取文本信息的能力，具体包括文本概念、音素意识、拼读能力和阅读流畅度;语言知识指阅读过程中所需的目标语知识，具体包括词汇知识、语法知识和语篇知识;阅读理解即读者运用阅读技巧与策略理解文本信息的能力，包括信息提取、策略运用和多元思维;文化意识着重描述中国读者对英美文化不同层次的理解，包括文化感知、文化理解、文化比较和文化鉴别。
阅读品格指阅读习惯和体验。
阅读习惯具体包含正确的阅读行为、合理的阅读频率和足够的阅读量，而阅读体验则强调读者能够从阅读中获得情感成就，包括态度、兴趣和自我评估。
阅读素养各要素间联系密切，相辅相成。
阅读能力的提升促进阅读品格的形成，而阅读品格越高，阅读能力的发展空间也会越大，发展速度也会越快，进而形成良性循环。
目前，英语阅读素养的培养还没有真正引起中小学英语教师的关注。
阅读课更强调对语言知识的处理、基本信息的提取或阅读策略的应用，离阅读素养的目标还有很大差距。
学生缺少文本概念、语篇知识、多元思维和文化鉴别能力，尤其是缺乏阅读兴趣和阅读习惯。
这离阅读素养的目标还有很大差距。
造成以上问题的原因有以下几点。
1教科书一般都围绕特定的语言知识编写，内容不够生动，语言不够真实，缺乏生活情趣，缺少认知挑战，难以引起学生的阅读兴趣。
2教师多以应试为目的开展教学，较少花时间引导学生开展阅读，且教材多以对话或短文为主，缺少完整的书本信息和生活语境、信息量小，无法为学生提供真正的阅读体验。
3阅读教学多以讲解和检查理解为主，很少激发学生的J情感参与和思维参与，教师对学科的人文价值认识不到位，没意识到可以通过阅读教学生做人、做事、思考和沟通。
说课
三、信息技术的应用
1. 阅读材料的选择
网络
2. 阅读材料的加工 节选
3. 工具的运用 截图，音频，视频…
二、教学流程
pre-reading
Listen and do & read and do.
Review: What does he look like?
while-reading Read and think
Read and answer
post-reading
Retell the story Finish the mini-book
信息技术有效促进英语阅读教学
---《I have a robot》绘本教学说课
石佳冲小学 潘
峰
一、教学目标 二、教学流程 三、信息技术的运用
一、教学目标：
1. 学生通过阅读，能理解绘本。 2. 掌握文本中出现的新词：roll, caterpillar, beep, even, blink. 3. 通过学习掌握一定的阅读技巧：图文结合，结 合上下文理解词义等。 4. 通过学习，能正确运用句型：can do sth…并通 过小组合作形成小语篇。 5.通过学习，学生能明白机器人虽然能够做很多 事情，但人类能更多机器人无法企及的事情，从 而使学生有一种自豪感。
八年级英语下册Unit1Willpeoplihaverobots第四课时教案人教新目标版
山东省枣庄市峄城区吴林街道中学八年级英语下册Unit 1《Will peopli haverobots》（第四课时）教案人教新目标版Teaching Goals:1.学习单词astronaut , apartment, rocket, space station.2.通过对话巩固练习运用一样此刻时，一样过去时及一样以后时.3.回忆过去展望以后，树立人一辈子目标，并为之尽力。
Preview:New words:1.宇航员_______________2.火箭_________________3.太空站_______________4.公寓_________________5.屋子_________________6.火车_________________7.电脑程序工程师_______Keys:1.astronaut2.rocket3.space station4.apartment5.house6.trainputer programmerSentences:1.我住在一所公寓里。
_____________________________________________2.我在这周围工作。
_______________________________________________3.我是一名电脑程序设计师。
_______________________________________4.咱们过去住在一所屋子里。
_______________________________________5.我过去坐火车去上学。
___________________________________________6.我将会成为一名宇航员。
_________________________________________7.我将会坐火箭去月球。
___________________________________________8.我将在太空站工作。
八年级英语《Will people have robots》优秀教案
一、教学目标：1. 知识目标：学生能够理解并运用单词和短语：robot, future, every day, factory, cook, clean, driver, dangerous job, partner, stay healthy, have fun。
学生能够理解并运用句型：Will people have robots in the future? What will robots do? They will do every day jobs like cooking and cleaning. They will work in factories and drive cars. Some robots will do dangerous jobs like coal miners and police officers. People will still do some jobs like teachers and doctors. But robots will help them to stay healthy and have fun.2. 能力目标：学生能够用英语进行简单的日常交流，询问未来的应用场景。
学生能够通过听力、阅读和口语练习，提高自己的英语听、说、读、写能力。
3. 情感目标：学生能够认识到在未来社会的重要性和作用，激发对科技发展的兴趣和好奇心。
二、教学重难点：1. 单词和短语：robot, future, every day, factory, cook, clean, driver, dangerous job, partner, stay healthy, have fun。
2. 句型：Will people have robots in the future? What will robots do? They will do every day jobs like cooking and cleaning. They will work in factories and drive cars. Some robots will do dangerous jobs like coal miners and police officers. People will still do some jobs like teachers anddoctors. But robots will help them to stay healthy and have fun.三、教学方法：1. 任务型教学法：通过设计各种任务，让学生在完成任务的过程中，运用所学知识，提高自己的英语能力。
八年级英语《Will people have robots》教案
八年级英语《Will people have robots》优秀教案一、教学目标：1. 知识目标：学生能够理解并运用将来时态描述未来可能发生的事情。
学生能够掌握与相关的词汇和表达方式。
学生能够通过听力、阅读和口语活动，了解人们对于未来技术的看法。
2. 能力目标：学生能够运用英语进行简单的交流，讨论未来技术的应用和发展。
学生能够通过合作学习，提高团队合作能力和口语表达能力。
3. 情感目标：学生能够激发对科学和技术的兴趣，培养创新思维和探索精神。
学生能够培养积极乐观的态度，对未来技术的发展抱有期待。
二、教学重难点：1. 教学重点：学生能够运用将来时态描述未来可能发生的事情。
学生能够掌握与相关的词汇和表达方式。
2. 教学难点：学生能够正确运用将来时态的构成和用法。
学生能够准确理解和使用与相关的词汇和表达方式。
三、教学方法：1. 情境教学法：通过展示图片、视频等媒体资源，创设情境，激发学生的学习兴趣和想象力。
2. 交际法：通过小组讨论、角色扮演等互动活动，培养学生的口语表达能力和团队合作能力。
3. 任务型教学法：通过完成具体任务，引导学生主动探究和解决问题，提高学生的综合语言运用能力。
四、教学过程：1. 导入：教师通过展示图片或视频，引导学生谈论对的认识和了解。
教师提出问题：“你们认为未来人们会拥有吗？为什么？”激发学生的思考和讨论。
2. 课堂活动：教师引导学生进行听力活动，听取关于未来技术的描述，并回答相关问题。
教师组织学生进行阅读活动，阅读关于未来技术的文章，并讨论文章内容。
教师组织学生进行口语活动，学生分组讨论未来技术的应用和发展，并展示讨论结果。
3. 巩固练习：教师提供一些关于未来技术的图片或情景，学生用英语描述并将句子写下来。
教师组织学生进行小组竞赛，看哪个小组能够正确运用将来时态描述未来技术的应用和发展。
4. 总结与拓展：教师引导学生回顾本节课所学的知识和技能，并进行总结。
教师提出一些拓展性问题，引导学生思考未来技术对人类生活的影响和改变。
小学英语_U1 Robots will do everything.教学设计学情分析教材分析课后反思
Module 3 Unit 1Robots will do everything.(教学设计)教学目标1、知识目标要求学生能够听懂会说课文中的新词汇：robot, everything , one day, learn, our , housework.2、能力目标a.通过模仿、操练、游戏、表演等活动，学生能够在真实的情景中运用所学的语言知识，做到学有所用。
b.继续学习用can谈论能力。
c.学习用will谈论将来。
要求学生能够运用学过的语言畅想未来机器人会做什么。
3、德育目标a、教育学生通过自己的努力，取得成绩。
b、激发学生积极思维，展开想象，大胆畅想未来。
4、学习策略目标通过本课创设的各种活动，进一步培养学生积极主动参与学习和大胆开口说英语的习惯。
使学生有兴趣听、说英语，主动与他人交流。
教学重点1、学习词组 do the housework help children learn2、掌握句子：Robots will do everything.3、运用“can+v.…”“will +v.…”来描述某一件物品。
教学难点：在日常生活中运用“can+v.…”“will +v.…”来描述某一件物品。
教具准备:课件、单词卡。
教学步骤：Step1：warm-up1、Greetings2、Can you read?3、Do the actions.Step2、PresentationPart 1学习Activity 1。
1、教师谈话导入T: Amy and Sam are playing in the park. What can they do? Let’s have a look! 整体看动画。
2、提出问题What can Sam do ? What can Amy do ?学生回答。
3、再读Chant.Part 2 学习Activity 2。
1、初步感知课文T: Amy and Sam are playing so happy. Today, Daming is so happy too, do you know why? Open your book on page 14 , look at thesepictures carefully.学生读图，初步感知课文。
绘本Ihavearobot教案
绘本I Have a Robot 教案一、教学目标：1. 知识目标：（1）让学生通过观察图片和听故事，了解绘本的主要内容，理解单词和句型。
（2）让学生能够运用所学单词和句型进行简单的交流。
2. 能力目标：（1）培养学生观察图片、理解故事的能力。
（2）培养学生运用英语进行表达和交流的能力。
3. 情感目标：培养学生对英语学习的兴趣，激发他们学习英语的积极性。
二、教学重点与难点：1. 教学重点：（1）掌握单词：robot, eyes, ears, nose, arms, legs。
（2）句型：I have a robot. It has2. 教学难点：（1）单词：robot, eyes, ears, nose, arms, legs的发音和拼写。
（2）句型：It has的运用。
三、教学方法：1. 情境教学法：通过创设情境，让学生在实际情境中学习英语，提高学生的学习兴趣和积极性。
2. 互动式教学法：通过师生互动、生生互动，激发学生的学习兴趣，提高学生的参与度。
四、教学步骤：1. 热身（3分钟）：（1）跟唱歌曲"I Have a Pet" 。
（2）引导学生谈论自己喜欢的特点。
2. 引入（5分钟）：（1）展示绘本封面，提问学生："What's in the book? What's the ?" （2）引导学生预测绘本内容。
3. 呈现（10分钟）：（1）老师朗读绘本，学生跟读。
（2）老师讲解新单词和句型。
4. 练习（5分钟）：（1）学生分角色扮演绘本中的角色。
（2）学生运用句型进行对话练习。
5. 巩固（5分钟）：（1）学生用单词和句型制作手工作品。
（2）学生展示并介绍自己的作品。
五、作业布置：1. 抄写单词：robot, eyes, ears, nose, arms, legs。
2. 运用句型：I have a robot. It has进行家庭作业。
最新英语绘本I-have-a-robot教案
课外阅读I have a robot 教案教学目标：1. 能正确理解语篇，初步掌握语篇中的生词：caterpillar，beep, roll, blink, giggle2.通过阅读，对语篇进行分析并获取有用信息。
3.能综合已有的语言积累设想未来的机器人。
4.让学生明白机器人虽然能做很多事情，但它们没有感情，人类才是最聪明的有感情的生物。
教学过程一、pre-reading activities1.GreetingsDo you like toys? Can you tell me any words about toys? What is your favorite toy? Now Miss Pan will show you a toy. Please guess what it is. (由拼图游戏引出robot一词)2.free talkT: Can you tell me what it is? Ss:T: Yes, Do you like robots? Do you have a robot? Is it a new one or an old one? What color is it? What can your robots do?二、While-reading activities1.Brief introduction (绘本简介)T: Today Miss Pan will guide you to read a picture book. It’s about a robot. Can you guess the title?T：please read the title together.2. Read and choose整体阅读T: Please read it quickly, and then choose the main idea.3.Read, find and guess解决生词:T: Please read it again, and circle the new words. Try to understand the meaning according to the pictures and context.①Beep: a short, high sound that acts as a signal. Listen and judge.(听音判断)②caterpillars: they are round and long like worms, but have six legs. They maybe brightly colored. Is this a caterpillar? / Are they caterpillars?③giggle: laugh in a silly or nervous way In Picture ___, the boy is giggling.④roll：make sth turn over and over____ is rolling.⑤blink：close and open the eyes very quicklyplease blink your left/right eyes.We can blink, but can fish blink?4.Read and answer(分段细读)P 2: Read these two sentences with emotion.P 3: What can my robot say?---“beep, beep”Can yo ur robot say that?-- Yes. / No. What can your robot say? --- Fire! Fire!What can you say?-- a lot of things.P4: Can you say“Beep, Beep”? --Yes, of course.What can “I” say? ---I can say “beep”, too.Can “I” say more difficult words? --- Yes, I can.What’s the difficult word? ---“Caterpillar”Can you say difficult words like that? ---P 5: Please look, what can my robot do? ---roll in a circleCan it stop?Can “I” roll in a circle? ---Yes, I can.P 6: What else can I do? ---stand on hands.Compare : Robot can _____. I can ____, too. I can even _____.(Robot can say “beep”. I can say that, too. I can even say “caterpillar”.Robot can roll in a circle. I can roll, too. I can even stand on hands.)T: So my robot can do many things. And I can do, too. I even do more!P 7---P9: First please listen and point.Now this time, please read from page 7 to page 9, and then finish the table using tick√or cross ×.Check the answer.P10—p12: Please read and match.T：Can you tell me the differences between my robotand “I”.P12: I can do many things, too.I can even ______.三、post-reading activities1. retell the story2T: Actually we know robots can do many things. Canyou guess what robot can do in the future? Please designand finish the sentence.T: It’s time for you to show your pictures and sentences.3T：You really did a good job! Now I want to share you a short movie. Please tell me what robot can do now.( make noodles swim play the violin play football )( sing songs cook sweep the floor play chess )4 T: Do you want this kind of robot? Why or why not.Robots can do many things, but they can’t feel because they are only machines. I / We can feel and we can do lots of things. So we are the best.板书设计：课外阅读A frog教案教学目标：1、认知目标：能熟练运用文具单词和方位词以及相关句型，能听懂、理解、朗读故事。
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绘本I have a robot 教案
教学目标：
1. 能正确理解语篇，初步掌握语篇中的生词：caterpillar，beep, roll, blink, giggle
2.通过阅读，对语篇进行分析并获取有用信息。
3.能综合已有的语言积累设想未来的机器人。
4.让学生明白机器人虽然能做很多事情，但它们没有感情，人类才是
最聪明的有感情的生物。
教学过程
一、读前活动（pre-reading activities）
1.Greetings
T: How are you, children?
Ss: I’m fine. And you?
T: I’m so happy to meet you again. Do you like toys? Can you tell me any words about toys? What is your favorite toy? Now Miss Pan will show you a toy. Please guess what it is. (由拼图游戏引出robot一词)
2.free talk
T: Can you tell me what it is?
Ss:
T: Yes, Do you like robots? Do you have a robot? Is it a new one or an old one? What color is it? What can your robots do?
（设计意图：由问题引出短文）
二、读中活动（While-reading activities）
1.Brief introduction (绘本简介)
T: Today Miss Pan will guide you to read a picture book. It’s about a robot. Can you guess the title?
T：please read the title together.
（设计意图：由猜故事标题，激发学生学习兴趣。
）
2. Read and choose整体阅读
T: Please read it quickly, and then choose the main idea.
(设计意图：选择故事大意，检测学生的阅读效果。
)
3.Read, find and guess解决生词:
T: Please read it again, and circle the new words. Try to understand the meaning according to the pictures and context.
①Beep: a short, high sound that acts as a signal.
Listen and judge.(听音判断)
②caterpillars: they are round and long like worms, but have six legs.
They may be brightly colored.
Is this a caterpillar? / Are they caterpillars?
③giggle: laugh in a silly or nervous way
In Picture ___, the boy is giggling.
④roll：make sth turn over and over
____ is rolling.
⑤blink：close and open the eyes very quickly
please blink your left/right eyes.
We can blink, but can fish blink?
（设计意图：根据图片与上下文，理解生词。
）
4.Read and answer(分段细读)
P 2: Read these two sentences with emotion.
P 3: What can my robot say? ---“beep, beep”
Can your robot say that? --- Yes. / No.
What can your robot say? --- Fire! Fire!
What can you say? --- a lot of things.
P4: Can you say“Beep, Beep”? --Yes, of course.
What can “I” say? ---I can say “beep”, too.
Can “I” say more difficult words? --- Yes, I can.
What’s the difficult word? ---“Caterpillar”
Can you say difficult words like that? ---
P 5: Please look, what can my robot do? ---roll in a circle
Can it stop?
Can “I” roll in a circle? ---Yes, I can.
P 6: What else can I do? ---stand on hands.
Compare : Robot can _____. I can ____, too. I can even _____. (Robot can say “beep”. I can say that, too. I can even say “caterpillar”. Robot can roll in a circle. I can roll, too. I can even stand on hands.)
T: So my robot can do many things. And I can do, too. I even do more!
（设计意图：教师指导学生细读文本，知晓robot和I能做事情。
同时提炼can句型，并进行扩句。
）
P 7---P9:
First please listen and point.
Now this time, please read from page 7 to page 9, and then finish the table using tick√or cross×.
Check the answer.
P10—p12: Please read and match.
T：Can you tell me the differences between my
robot and “I”.
（设计意图：通过阅读，分别找出robot与I之
间的不同。
）
P12: I can do many things, too.
I can even ______.
（设计意图：突出主题，my robot maybe is clever. But I can feel and I can do more. So I am the best.）
三、读后活动（post-reading activities）
1. retell the story
（设计意图：根据板书，复述故事，检测学生的阅读效果）
2T: Actually we know robots can do many things. Can you guess what robot can do in the future? Please design and finish the sentence.
T: It’s time for you to show your pictures and sentences.
（设计意图：培养学生创新思维，运用所学知识进行拓展。
）
3T：You really did a good job! Now I want to share you a short movie. Please tell me what robot can do now.
( make noodles swim play the violin play football ) ( sing songs cook sweep the floor play chess ) （设计意图：帮助学生了解更多关于现代的robot的功能，提高学生学习兴趣，激发学生进一步表达。
）
4 T: Do you want this kind of robot? Why or why not.
Robots can do many things, but they can’t feel because they are only machines. I / We can feel and we can do lots of things. So we are the best.（设计意图:帮助学生认识虽然机器人可以做很多事，但它们没有感觉，人类才是最了不起的。
）
板书设计：。