Learning about Language教案（名师）

教学设计方案

课题名称

姓名

年级学科

必修2 unit3 Computers Learning about language 苗彩辉

高一英语

工作单位

石家庄市第四十九中学

教材版本

人教课标版

一、

教学内容分析

本单元以计算机为话题，旨在通过单元教学，综合听、说、读、写等多种形式，使学生了解计算机和信息技术的产生和发展过程及其在我们的学习、工作、娱乐等生活中所起的重要作用，激发学生对信息技术的兴趣。本课时以单元文章中现在完成时的句子为例引入并讲解现在完成时的用法。

二、教学目标

1. 语言目标

a. 重点词汇和短语 revolution

network

simplify

sum

mobile

solve

explore totally

anyhow

finance

artificial

technology

intelligent application Web reality logically b. 重点句子

1.As time had gone by, I have been made smaller and smaller. 2.I have been used in offices and homes since the 1970s. 3.Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! 4.Since the 1970s many new applications have been found for me. 5.I have also been put into robots and used to make mobile phones as well as help with medical operations. 6.I have even been put into space rockets and sent to explore the Moon

and Mars. 2. Ability goals 能力目标

Enable students to learn the meanings and use of some key words in the reading passage. Enable students to learn the form and function of present perfect passive voice. 3. Learning ability goals 学能目标

By writing a poem using present perfect passive voice, enable students to use the structure freely and creatively. Teaching important and difficult points 教学重难点

How to change the sentences into the present perfect passive voice.

三、学习者特征分析

大部分学生英语基础薄弱，提前让学生把本阶段的单词和短语反复读和熟记，为学习句子做好准备。本课时的预习是让学生自己先读课文用完成时态表达的句子并翻译，同时自己体会一下这些句子跟别的时态句子的不同之处。

四、教学过程

Step I Revision Check the homework. Ask two students to read the passage they have written. Their passage should be brief and include the key information or facts about the development of computers. Step II Discovering useful words and expressions T: Look at activity 1. These are the meanings of some words or expressions in the text we learned yesterday. Find out these words or expressions. Check the answers.

T: Now look at the words in activity 2. Do you know their meanings? Check their meanings in your dictionaries. Then complete the passage with the words. Check the answers. T: Now activity 3. Look at the phrases in bold in the story. What do they have in common? S: They are all time phrases except “as a result”. They are used in the passage to indicate the development of the story. From them, we get a clear timeline of the story. T: Correct! Now use these phrases to create one of your own stories. The story can be a real one or an imaginary one. After they finish writing, let students exchange their stories and proofread for each other. Step III Discovering useful structures Let students find sentences in the present perfect passive voice in the text and then analyze their form and function. (activity 1 on page 21.) Students may find the following sentences: 1. I have been used in offices and homes since the 1970s. 2. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! 3. Since the 1970s many new applications have been found for me. 4. I have also been put into robots and used to make mobile phones as well as help with medical operations. 5. I have even been put into space rockets and sent to explore the Moon and Mars. Then let students study these sentences carefully and sum up the form of present

perfect passive voice tense. Elicit the structure: S + have/has + been + V-ed T: Why is the passive voice used here? When do we usually use passive voice? Ss: …

T: The passive voice is used when the subject of a sentence is the person or thing affected by the action of the sentence. We particular use the passive voice when don’t know or aren’t bothered exactly who has done something. Now look at activity 2. Change the sentences into the present perfect passive voice. Pay attention to the use of has/have. When do we use has and when do we use have? Ss: We use has when the recipient of the action is the third person single or single nouns. We use have when the recipient of the action is the first or second person or plural nouns. After students finish, check the answers. T: Now write passive sentences in Present Perfect according to the words given. Show the following on the screen. 1 the postcard / send __________________________ 2 the pencils / count ___________________________ 3 the door / close _____________________________ 4 the beds / make _____________________________ 5 the mail / write _____________________________ 6 the trees / plant _____________________________ 7 the money / spend ___________________________ 8 the room / book / not _________________________ 9 the rent / pay / not ___________________________ 10 the people / inform / not _______________________ Answers:

1 The postcard has been sent. 2 The pencils have been counted. 3 The door has been closed. 4 The beds have been made. 5 The mail has been written. 6 The trees have been planted. 7 The money has been spent. 8 The room has not been booked. 9 The rent has not been paid. 10 The people have not been informed. Step IV Workbook Exercises Give students some time to finish USING WORDS AND EXPRESSIONS and USING STRUCTURES in Workbook individually. If time is limited, leave them as homework.

五、教学策略选择与信息技术融合的设计

教师活动

1. Warming Up要求学生想一些描述计算机的词汇

2.启发学生以小组活动形式讨论课文中用现在完成时表达的句子

passive voice.

来的

让学生自己编3 .练习，设置一个场景Design a scene to let the 体students make sentences by 写句子练习，让学生自己编写句子练习完using the present perfect 会用法

成时态

passive voice.

4.让学生重复做题，锻炼他们的英语表达能力

Let the students 进一步熟练掌握完成时用法

using the present perfect 子是如何变过Work in groups and 让学生发挥想discuss the sentences by 象讨论这些句describe the computers 掌握新词汇

预设学生活动

设计意图

To learn the new words to 让学生学习和practice more

六、教学评价设计

学生课堂学习评价表（满分60分）

学校：

班级：

学号：

姓名：

总评：

项目

A级

（9~10分）

B级

（6~8分）

C级

（0~5分）

个人评价

组长评价

教师评价

上课认真听讲，

上课能认真听上课无心听讲，认真

参与讨论态度认讲，有参与讨论。

极少参与讨论。

真。

积极

积极举手发言，积极参与讨论与交流。

能举手发言，有参与讨论与交流。

有提出自己的不同看法，并作出尝试。

能与人合作，能接受别人的意见。

能表达自己的意见，有解决问题的能力，但条理性差些。

能用老师提供的方法解决问题，有一定的思考能力和创造性。

很少举手，极少参与讨论与交流。

不敢提出和别人不同的问题，不敢尝试和表达自己的想法。

缺乏与人合作的精神，难以听进别人的意见。

不能准确表达自己的意思，做事缺乏计划性，条理性，不能独立解决问题。

思考能力差，缺乏创造性，不能独立解决问题。

大胆提出和别人不同的问题，大自信

胆尝试并表达自己的想法。

善于善于与人合作，与人虚心听取别人的合作

意见。

能有条理表达自思维己

的意见，解决的条问题的过程清理性

楚，做事有计划。

具有创造性思思维维，能用不同的的创方法解决问题，造性

独立思考。

七、教学板书

S + have/has + been + V-ed As time had gone by, I have been made smaller and smaller. I have been used in offices and homes since the 1970s. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! Since the 1970s many new applications have been found for me. I have also been put into robots and used to make mobile phones as well as help with medical operations. I have even been put into space rockets and sent to explore the Moon

and Mars.

八、教学反思

我讲的内容是高一英语必修2第三单元语法部分，采用了“任务型”教学方法。我将这节课设计为课前学生找课文中的例句来初步理解完成时态用法，然后设置语境练习写句子，最后结合大量练习巩固用法。因此，本人合理使用教学媒体辅助课件，内容多、容量大，极大地激发学生的学习兴趣，启迪学生的积极思维。

新课程标准提出教师不应仅仅是知识的传授者，还应成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者。因此我在设计课堂活动时，力争凸显以学生为主体，强化学生主体意识，激发学生学习兴趣，让所有学生在课堂上体验成功的喜悦。

1. 在这节课的导入部分，我先让同学们自己找句子小组讨论，学生对此反应热烈，学生表现出强烈的求知欲

2. 以小组讨论的形式编写句子，使学生们在合作探究中学会语法，小组讨论是学生喜欢的一种课堂活动形式，所以他们讨论得很热烈，陈述得也很好，达到预期目的。

3. 最后的话题讨论是知识的延伸及能力的提升。但因时间紧促，而没能让每个学生学生表达自己的观点，这是本节课的失败之处。

这节课总的来说比较顺利地完成了预期的目标和任务，收到了比较好的效果。同时也有不足之处，主要表现为：

本节课的教学任务很大，放到一节课来完成势必只能做到蜻蜓点水，同时，过高地评估了学生的水平，学生耗费的时间过长，以至的后面环节处理仓促。

今后的教学中要多听每位教师的课，向他们学习，多钻研教材，多了解学生，努力学习，不断完善自己，增加知识储备，争取不断进步！