Learning about Language第二课时 公开课

BOOK2 Unit3

Andy--The Android教学设计

一、教材分析

本节课的授课内容为人教版高中英语教材必修2 Unit3 computers 单元Using language 中的reading, speaking and writing 部分，课题为： Andy---the Android。授课教师基于对教材和学生的分析，对教材内容进行了整合，将阅读和说、写结合。学习主题确定为先读using language 再说、写一篇关于“My Own Robot”的文章。备课指导思想为：从整体上宏观把握已经确定的主题，抓住阅读和写作之间的内在联系，在教学中有意渗透写作所需表达。以读帯写，让学生在训练听、说、读等综合能力的同时把所学到的语言知识，悟得的篇章布局自觉地应用到写作中去，达到学以致用的目的。 二、教学目标

Teaching aims: 1 To develop the ability of reading, speaking and writing by studying the passage. 2 To cultivate student’s imagination and train their team spirits. 3 To guide students to use expressions describing a robot in English. 4 To arouse students’ imagination and passion about science and technology. 三、教学重难点

Important points: 1 To know about Andy’s appearance as well as competence. 2 To understand Andy’s character and some information of its coach. Difficult points: 1 To design a robot and introduce it by using proper expressions. 2 To write a short passage using the structure and the expressions. 四、学情分析

It is easy for students to understand what Andy looks like. However, it’s tough for students to describe a robot and the character of a robot. Learning to introduce a robot is challenging for students in a rural senior school. 五、教学方法

Teaching approaches: 1.Communicative teaching method and task-based teaching method. 2.Individual, pair work and group work will be adopted. Teaching aids: Multimedia, PPT, microphone and learning sheet. 六、教学过程

Step 1 lead in 1 Greeting( by asking what sports do they like?) 2 Introduce football and robot---Andy( He is really special.) 设计意图 由football引入本节课的话题---会踢足球的机器人; 激发学生兴趣。

Step2 Reading （Read the passage by skimming and scanning to understand Andy）

Task 1 Skimming Finish the table on blackboard and know the following expressions : The robot is named ____________________ Appearance: He looks like _____________________ Size: He is as big as______________________ Ability : He is able to ______________________

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He has learned to __________________ He can have a good_________________ Job: A football Player He is good at playing football, so he is a __striker_in the team. 呈现出Andy照片之后，让学生略读文章找到描述Andy外形的句子。教师采用头脑风暴抢答方式提问，学生回答后，口头提炼出表达描写外貌的词句。

Task2 Scanning (read the text to find out the character of Andy) Question1: Does Andy play football alone or with his teammates? Question2: Did Andy win the first place in Seattle? Why? Question3: Did Andy give up ? Who helped Andy? Character : From Q1 and Q3, we know Andy is ________ and _______

呈现出Andy踢足球的画面，让学生寻读文章，探讨回答四个问题。四个问题围绕一个问题链（what’s the character of Andy?)连接。教师通过设置这个问题链，解决难点：如何描写一个人物的性格。从而引导学生感知文章结构。

[设计意图] 通过读

(速读和扫读）的活动，学生学会了描写人物外形的句子。通过组内交流探讨，全班释疑解惑；通过前后相关性较强的问题链，学生感悟到了描写人物性格的方法及篇章结构。并引出口头交流话题what can other robots do?来构建写作支架。

Step3 Speaking and writing Task1 speaking 1 Ask and discuss What can a robot do?To brainstorm the name of jobs. Cook food--cook

bake cakes--baker

serve the tea-- servant

Attend a baby---babysitter clean the room---cleaner

sing--singer

Dance--dancer

guitar-guitarist help--helper

doctor dentist professor teacher deliveryman/courier worker and assistant driver guide

图文法让学生描述机器人能做的事：授课教师放出幻灯片（8个不同的机器人），机器人做的工作不一样，引导学生描述机器人会做的事及复习相关的职业名词。

[设计意图] 教师通过照片复习活动，激发学生已有的知识，同时兼顾学生的差异，为不同层次的学生更好地完成写作任务做好词汇观点表达方面准备。

2 let students design a robot in groups, draw a picture of it and introduce it by using the expressions on the blackboard. The picture of your robot Name:_____________________ Appearance:_________________ Size:_______________________ Ability:____________________ Job:______________________ Character: __________________ [设计意图] 本环节的目的是巩固阅读中的语言表达，学生小组合作梳理集思广益、交流自己的观点并展示。以说的活动引出写：括号中的概括词为稍后的写作提供了可参考的提纲，为学生的下一步写作铺平了道路。

Task2 writing (give some tips on PPT to help Ss write easily) My Own Robot Tips: Beginning: （开头）

The robot which we designed is named___________ + (appearance,size,character and job)______________________________________.

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Body: （中段）

My robot can do lots of things. First,it can ________________. Second,Not only_____________but also __________________ Third_________________________________________________. Ending: 末段

So I strongly believe that with the help of the robot, my life will_______________Please look at the picture of us.How happy we are! [设计意图] 在这个环节，授课教师让学生用五分钟时间内根据提纲尽可能快地在学案上写出文章的初稿并展示。本环节培养学生根据提纲进行写作的能力，强调进行初稿写作是最主要是观点的表达，而不是语法的准确性，注重对写作交流能力的培养

Step4 Homework 1 Read the passage again and again. 2 Finish the writing My Own Robot by using what is learned in the passage.

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