Who-Am-I[教学设计]

Who am I？教学设计一、教学对象分析本节课的教学对象为高一上学期的学生， 在经历了必修 1 的学习过程之后，学生已经对高中的英语学习有了初步的了解和感知， 但仍需要训练和提高语篇的理解， 归纳和分析的能力。 本节课的一系列活动， 就是为学生的语篇阅读打开一扇窗户， 培养学生的语篇意识， 使其更全面的理解文章内容，归纳主旨大意。学生在前一节课的词汇学习中，已经掌握了文中所出现的大部分生词，这为本节课的阅读扫清了障碍， 能让学生更好的专注于语篇结构的理解，而不必因为生词过多影响阅读效果。高一学生活泼好动， 思维活跃，愿意积极的投入到思考和各种活动中。这就需要老师积极热情的引导，合理设计活动环节， 有条理的分解知识层次， 帮助学生循序渐进的掌握语篇的处理能力。二、教材内容分析本节课阅读材料是本单元的主要阅读篇章， 属科普类说明文， 讲述了计算机的发展历史及其在当今世界各个领域的应用。 内容较为抽象， 且有一些专业术语， 对高一学生来说有一定的难度。 但写作手法上以计算机为第一人称进行自白， 这种拟人的手法能够激发学生的阅读兴趣， 也使得文章更浅显易懂。本文共分 3 个段落，以时间为顺序说明计算机的发展历史， 且每段的第一句话均为该段落的主题句。 这种结构的语篇非常适合用来启发和引导学生寻找段落的主题句， 并进一步归纳文章主旨大意。 同时配以适当的练习，帮助学生归纳总结出方法， 在练习中运用这些方法， 从而提升对语篇的全局意识，增强对语篇的解题能力。Class Type:Reading classTeaching Aims:Knowledge aims:1. Students will be able to understand the new words and expressions from the text.2. Students can have a better understanding of the history and basic knowledge of computers.Ability aims:1. Students can talk about the passage after skimming, scanning and careful reading.2. Students can improve the abilities of reading and speaking. Emotional aims:1. Students can get more interests in learning English.2. Students will get great interest in learning computers and learn how to use computers correctly.Teaching Key Points:Have a clear picture of the development of computers in the order of time. Teaching Difficult Points:1. How to make students understand the terminology about computers?2. How to make students understand the passage and introduce the history and basic knowledge of computers?Teaching Aids: multi-media Teaching Procedures: Step 1 lead-inEnable students to guess the topic of this lesson.It is a machine, which you can use to type your homework, draw pictures, play games, watch movies, listen to music, communicate withyour friends, gather information Who am I? (Computer) 意 ： 学生通 英文描述，猜 所描述物品。而且以Who am I?的 引出。描述的内容 并 近我 的生活，学生很容易猜出所描述的物品并能活 堂的气氛， 下步 策略的教学做了有效的 。Step 2: Pre-readingShow some pictures of calculation tools such as abacus, calculator, huge computer, PC, laptop, PDA, and ask students to act as a guide, introducing them. Ask students to look at the pictures and the title of the reading passage. Predict what it is going to be about.设计意图：让学生通过介绍的方式，对电脑的发展史有个基本的了解，通过介绍计算机硬件可以扩大学生的词汇量，为理解文章做铺垫， 同时激发了学生学习的兴趣。Step 3: While-readingSkimming and scanning1. Ask students to skim the passage quickly to prove their guess and answer the questions.(1) Who am I? (A computer.)(2)What s the passage about? (It s about the history of computer.)(3)In which order is the text written? (According to the time.)2. Ask students to scan the text and find out the topic sentence of eachparagraph.设计意图：在略读和查读过程中， 学生在对整个文章的大意有了基本的把握，锻炼了学生快速阅读的技巧。Careful reading1. Divide the students into two teams. Show some true or false questions on the screen.(1) Alan Turing built an Analytical Machine to solve any mathematical problems. (F)(2) People began to realize that the computer got cleverer and quicker with time passing. (T)(3) The computer began to serve the human race since it was brought into people s homes. (F)(4) Since the 1970s, the computer was used by people around the world through the Internet. (T)(5) The larger the computer is, the more memory it has. (F)Ask students to have a competition. They should stand up and decide whether it s true or false first and then find the information from the text to support their opinion.2. Ask students to work in groups of four people and complete the following chart. And then check the answers.(Suggested answers: calculating, analytical, cards with holes, universal machine, memory, laptop, the early 1960s, network, share, ways)3. Enable students to see the changes of computers shape, and come the inside of the computer. Then read paragraph 2 and fill in the blank.After that, present some pictures to help students understand the words easily.(Suggested answers: memory, in Tubes, On Transistors, On small chips, small)设计意图：通过任务型教学法， 让学生仔细阅读文章， 可以加深学生对文章的理解。第二段的主要内容是电脑内部构造的变化。难点是导管，晶体管和芯片的概念过于抽象， 通过图片的展示和表格的填写增强理解。Step 4: Post-reading1. Ask students to retell this passage with the help of the information that we have finished in while-reading.2. Have an interview: Imagine the students meet Bill Gates when going out of the museum. Invite a student to act as Bill Gates, the others may ask him the questions like these:(1) “ Mr.Bill Gates, could you tell us in what ways computers are used now?”(2) “ Mr. Bill Gates, what do you think the future computers will be like?设计意图：根据已有信息复述文章可以加深学生对本课的掌握程度。设置采访活动，可以锻炼学生用英语表达的能力，让学生将所学的知识进行信息输出，加强说的训练。在采访的过程中，增强同学们的合作理念。Step 5: Discussion:Ask the students to discuss the advantages and the disadvantages.AdvantagesDisadvantages(1)communicate with friends(1)Some people especially the(2)listen to the musicteenagers are addicted to (痴迷） the(3)see films & watch newscomputer games and chatting on the(4)play gamesInternet. As a result，theyhave little(5)do shoppingtime to study.(6)save a lot of time(2)Some people use thecomputer(7)do a lot of useful thingswrongly.设计意图：培养学生的语言知识的拓展和应用能力，培养学生形成正确的电脑使用意识。Step 6:Homework:Write an article about the advantages and the disadvantages of thecomputer.设计意图：培养学生的写作技能，强化学生运用语言知识能力。Blackboard Design:Teaching Reflection: