Unit 3 Robots Reading 教学设计 2024-2025学年译林版（2012）九年级英语下册

该初中英语教学设计围绕“Living with a robot”文本，聚焦核心词汇（satisfy, virus等）及相关句型，通过略读、扫读等技能培养阅读理解能力。以机器人图片导入提问激活认知，读前词汇预览搭建语言支架，读中略读抓主旨、扫读填细节，读后讨论延伸，构建从感知到应用的学习脉络。 该设计以任务驱动提升语言能力与思维品质，如语境学词汇增强表达力，分析叙事结构（问题-解决方案-新问题）培养分析能力。扫读完成优缺点列表锻炼信息筛选，讨论“是否留机器人”激发批判性思维。学生提升阅读与语言运用能力，教师可直接采用清晰环节，兼顾应试与素养培养。

Unit 3 Robots Reading 教学设计 I. Teaching Objectives Enable students to understand the article “Living with a robot”, mastering key vocabulary (satisfy, virus, properly, mess, store) and sentence patterns about Mr Jiang’s experience with a home robot. Develop students’ reading skills, including skimming for the main plot, scanning for specific details (good/bad points of the robot), and analyzing text to complete vocabulary matching and information lists. Enhance students’ awareness of robot - human interactions, understanding both the benefits and problems of having robots, and prepare for exam - related reading comprehension about technology - related topics. II. Language Knowledge 1. Key Vocabulary & Phrases Robot - related: home robot, satisfy needs, catch a virus, work properly, in a complete mess, store items General: manager, relax, comfortable, smooth, iron, private papers 2. Key Sentence Patterns “Mr Jiang is a manager... He is always too busy to have any time to relax. ‘I have to buy a robot so that I can have more free time,’ Mr Jiang thought.” “It seemed that in general the robot satisfied Mr Jiang’s needs. After a few comfortable weeks, however, things started to go wrong.” “Robots can help people a lot, but they can also be too much trouble!” 3. Key and Challenging Points Reading Comprehension: Skimming to grasp the main story of Mr Jiang and the robot; scanning to extract details for vocabulary matching and good/bad points lists. Vocabulary Mastery: Understanding and using key words in the context of the article, which may appear in exam - related vocabulary or reading questions. Text Analysis: Comprehending the structure of a narrative article (problem - solution - new problem) to apply in future reading or writing tasks about technology experiences. III. Teaching Procedures Step 1: Lead - in & Warm - up (5 minutes) Show a picture of a home robot and ask students: “What can a home robot do? Do you want to have one? Why or why not?” Introduce the topic: “Today we’ll read a story about Mr Jiang and his home robot. We’ll learn about his experience, including the good and bad sides of living with a robot.” Step 2: Pre - reading (8 minutes) Vocabulary Preview: Present key words (satisfy, virus, properly, mess, store) from the article. Use definitions, example sentences, or pictures to explain. For example: Satisfy: provide what is needed (e.g., The robot satisfies Mr Jiang’s needs.) Virus: something that causes computer problems (e.g., The robot caught a virus.) Have students practice pronouncing and spelling the words. Prediction: Ask students to predict what will happen in the story: “Will the robot make Mr Jiang’s life better? What problems might occur?” Step 3: While - reading (15 minutes) Skimming (5 minutes): Students read the article quickly. Ask them to find the main idea: “What is the story about? (Mr Jiang buys a home robot, which first helps but then causes problems.)” Check answers and summarize the plot: purchase → initial benefits → problems due to virus → return to the shop. Scanning (10 minutes): For vocabulary matching (Part B1), have students match words with meanings. Discuss answers as a class, focusing on how context helps understand word meanings. For example: “as good as” → d (very nearly); “satisfy” → f (provide what is needed); “virus” → e (causes computer problems); “properly” → b (in a correct way); “in a complete mess” → a (very untidy); “store” → c (keep something somewhere) For good/bad points lists (Part B2), students scan the article to fill in details. Walk around to help with information extraction. Check answers and clarify, e.g.: Good points: With the robot’s help, I will have a lot more time to relax. It can make breakfast for me in the morning. It can iron my clothes. It can go shopping at the supermarket if I am busy. It can tidy up after dinner. My flat will look as good as new. Bad points: If the robot catches a virus, it will cause a lot of problems. It might wake me up early in the morning. It might lay my food on the bed. It might store milk in the rubbish bin. It might spread coins, bills and my private papers all over the floor. It might move too fast and knock things over. Step 4: Post - reading (12 minutes) Comprehension Check (Part B3): Do Part B3 (true or false). Students work independently first, then check in pairs. Go over answers as a class, explaining why some statements are false (e.g., “The robot could cook for Mr Jiang” is false because the article doesn’t mention cooking). Emphasize using information from the article to judge, e.g., “Would a robot bring any changes to your life? Yes. Some changes might be good, but some might not.” (True, matches Daniel’s answer) Discussion & Extension: Ask students: “Do you think Mr Jiang should have kept the robot? What could be done to solve the robot’s problems?” Encourage sharing ideas about robot maintenance, upgrades, or better selection. Introduce other robot - related stories or news (e.g., robot assistants in hospitals) and have students briefly discuss their pros and cons. Step 5: Summary & Homework (5 minutes) Summary (2 minutes): Recap the key points: Mr Jiang’s experience with the home robot, good/bad points, vocabulary, and comprehension. Emphasize the structure of a narrative article for exam - related reading and writing. Homework (3 minutes): Ask students to write a short summary (60 - 80 words) of Mr Jiang’s story, including the robot’s good and bad aspects. Find one more example of a robot - related problem or benefit from real life or media to share in the next class. IV. Assessment of Teaching Effectiveness Formative Assessment: Observe students’ participation in pre - reading, while - reading, and post - reading activities (vocabulary matching, list filling, comprehension questions). Check Part B1 - B3 for understanding of the article and vocabulary. Summative Assessment (for later): Evaluate students’ homework summaries for content accuracy and language use. Use a quiz to assess vocabulary retention and reading comprehension skills. V. Design Purpose Skill - Oriented: Focuses on developing skimming and scanning skills, essential for exam - related reading comprehension. Content - Driven: Teaches about robot - human interactions, enhancing knowledge of technology’s impact on daily life. Progressive Learning: From vocabulary preview to text analysis, helps students build confidence in understanding narrative articles about technology. VI. Blackboard Design Unit 3 Robots Reading — Mr Jiang’s Home Robot Key Vocabulary & Meanings (B1): as good as → very nearly satisfy → provide what is needed virus → causes computer problems properly → in a correct way in a complete mess → very untidy store → keep something somewhere Good & Bad Points of the Robot (B2): Good: relax, breakfast, iron, go shopping, tidy up, as good as new Bad: virus, wake up, bed, rubbish bin, private papers, knock things over Key Sentences: “It seemed that in general the robot satisfied Mr Jiang’s needs.” “Robots can help people a lot, but they can also be too much trouble!” Checklist: Skim for main idea ✔️; Scan for details ✔️; Understand vocabulary ✔️; Answer comprehension questions ✔️ 学科网（北京）股份有限公司 $$