Learning about Language教案教学设计导入设计

Teaching

Plan 教案题目: 授课班级: 姓

名: 单

位:

Unit 3Book2 Reading —

Computers

高一（6）班

翟

瑞

瑞

金川总校第一高级中学

Designed By Zhai Ruirui Unit 3 Book 2

Computers

WHO AM I 【教材分析】

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。这种结构的语篇给学生对文章的理解提供了极大的有利条件；再配上适当的练习，可以帮助学生从阅读和理解两个层面真正掌握文章。

【设计意图】

英语新课程标准中明确提出，阅读课要求我们“能从一般性文章中获取和处理主要信息”。很显然它要求的阅读不仅仅是学生理解作者说了什么，而且要在理解的基础上，通过思维、分析和判断，提取有用的信息，并对这些信息进行组织和整理。因此，在认真分析了单元重点和教材内容的基础上，确定文章的主线索为“The development of the computer”, 然后围绕这个主线索，设计了一系列活动。首先，通过利用文章的时间线索让学生完成通过关键词法寻找直接信息的活动以期学生能够初步理解文章。然后，又通过真假判断、以及贴近高考题型的单项选择来保证学生在阅读文章的基础上，提取相关信息，分析信息，并且将所得到信息进行整合，分析判断，从而达到对文章的深入理解，推理出一些隐含信息。（通过近一学期的观察和了解，我发现学生在做阅读理解时时总是出现“重阅读，轻理解”的错误，即是在处理阅读理解题目时，不求真正的理解文章，通过文章传达的直接信息推断出深层含义；反而过分依赖关键词法，只是在选项当中寻找与文章部分内容契合的关键词，然后做出选择）继而，通过让学生根据幻灯片中的提示词复述文章，巩固学生对文章的理解。并在本节课的最后，通过让学生当堂描述出自己想象中的未来电脑的样子、功能等方面，鼓励他们能够针对相关话题正确表达出自己的观点，最终目标是让学生将本节课所学的内容真正内化、升华。

本节课的设计意图旨在使学生在义务教育阶段学习的基础上，进一步明确学习目标，发展自主学习的能力和合作精神；在加强对综合语言运用能力培养的同时，注重提高学生获取信息，处理信息，分析问题和解决问题的能力，以及用英语进行思维和

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Designed By Zhai Ruirui 表达的能力，较为充分的体现了新课程理念。

【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，让学生懂得从阅读和理解两个层面去充分理解文章使其更全面的理解文章内容。

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。

【三维教学目标】

Knowledge Aims:

1.

To let the students know history and basic knowledge of the computer. 2.

To let the students imagine their own ideal computers. Ability Aims：

1. To train and improve students’ ability to pick out and analyze the information. 2. To improve the students’

ability to express their own ideas using what has been learned. Emotional Aims:

Arouse students' great interest in learning computers and let them learn to use the computers in their daily lives. 【教学重难点】

1. Lead the students to pick out the direct information and infer the underlying information.

2. Ask the students to discuss and express their own ideas about the main topics. 【教学方法】

Task-based approach &. Communicative teaching method 【教学过程】

Teaching Procedures

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Designed By Zhai Ruirui 教学过程

Step I

Lead-in Guessing games.

设计意图

通过引入部分所做的猜测游戏提高学生的兴趣，引出“电脑”这一话题。

Step II

Skimming

I. Give the students 2 minutes to skim over the text.

II. Ask the students to finish the following tasks. 1) Who is I in this passage?

2) The text is written in the order(顺序) of

.

A. time

B. space

C. logic

D. all the above 3) Which of the following are not mentioned?

A. The development of the computer. B. The improvement of the computer’s memory.

C. The disadvantage of the computer. D. The application of the computer in our life.

在这一环节，让学生速读文章完成相关练习。通过这一教学环节中的任务，让学生对文章有一个初步了解，并能够从整体上把握文章的结构,为下面的阅读奠定了基础。

Step III

Detailed reading for further understanding I. careful reading for direct information I. Let the students read the passage after the computer. 在这一环节中让学生在二次阅读全文的基础上根据所给时间线索的提II. Lead the students to understand the passage by finding out the 示，提取原文信息，完direct information 成填空练习，从而进一In 1642, I began as a ______ ________ in _______. And I 步掌握电脑的发展。

could ________ _______.

It took 200 years before I was built an ___________ by 设计这一环节，主要是_______________. After I was programmed by an operator who 想提高学生根据关键词used_____________, I could ________ and _______________ 迅速并准确的锁定原文quicker than any person. 的相关信息、正确解决In1936 my real father I work as a __________________to 一些细节信息类题目的solve ant _________ ____________ _____. From then on, I grew 能力。

rapidly both in ______________.

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Designed By Zhai Ruirui This reality also worried my designers. By the 1940s I had

grown as large as a ______. As time went by, I was made _______.

First as a _____, and then as a ______.

These changes only become possible as ____________

improved. First it was stored in _______, then on __________ and

later on _______.

In the early 1960s, they gave me a family connected by a

_______. I was able to share my _________ with others through 这一部分阅读，主要是the ________________ 以“判断真假”、“单项选择”的练习，来引导学生对所提取的直接信息进行整合、加工处理。并推理出问题所需要的信息（类似于高考阅读理解题型中的推理判断题目）；从而达到对语篇得更深层次的理解。

II. careful reading for inferred information I.

Ask the students to finish some more exercises which calls for our inferring. 1.

When was the “analytical machine” built?

A. In 1800s.

B. In 1642.

C. In 1936.

D. In 1970.

2. When was the computer the biggest?

A. In 1642.

B. In 1936.

C. In the 1940s.

D. In the 1970s. 3. How old am “I”?

A. About 170 years old.

B. About 270 years old. C. About 370 years old

D. About 470 years old 4 . Which of the following is in the right order of time? a. The computer was connected with other computers. b. Alan Turing wrote a book about the computer. c. The computer has been sent to explore the Moon and Mars. d. The computer began to simplify difficult sums.

A. a. b. c. d.

B. b. c. a. d.

C. d. a. c. b.

D. d. b. a. c.

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Designed By Zhai Ruirui Step IV

Summary I.

Lead the students to sum up the main contents of this

passage according to certain information on the computer.

这一部分主要是引导学生将文章中的重点信息再梳理一遍，从而对文I began as a _________

______ in 1642 in France and at that time 章主线索所提出的问题I could______ ______ _______. After two hundred years, I was built as 更加了解。

an ________ _______. Then in 1936 Alan Turing wrote a book and built a _________ ______ to solve _________________________.From then on, I was made as large as a ____. However, as time went by, I was made ______ as my memory improved. First it was stored in _____,then on __________ and later on very small _____. In the 1960s they gave me a family connected by a ______. Now people call it the Internet. Since 1970s, many_________ have been found for me. I have become very important in ___________, _______ and _____. Step V

Discussion and Presentation 通过让学生自己想象如1.

Ask students to discuss “what will your ideal computer 果自己能发明一台电like?” for about 3-5minutes. 2.

Let some of the students share their thoughts with us. 3.

Make the students know how to use computer properly. 脑，它将会是什么样子的，让学生分享关于自己想象中的电脑的外观、功能。从而让学生对文章的理解能够内化、升华。

Step VI

Homework 改写不仅使学生能够进1.

Underline some difficult sentences they are not familiar 一步熟悉课文内容，而with 2.

Finish the exercises on the aiding booksP101-P102.

且起到了提高书面表达能力的作用。

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Designed By Zhai Ruirui 板书设计

Unit3 Who Am I Step I

Skimming Step II Careful Reading

1642 200years 1936

development and history 1940s 1960s

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