Learning about Language教学实录与评析

Teaching Plan B2 U3 Computers Reading--- Who am I? (NSEFC Book 2 Unit3) 汕头市潮南区陈店中学

李开戌

一．教学课型及教材分析

本节课为阅读课，所选语言材料是一篇科普说明文。文章以别致的标题（Who am I?）和第一人称的拟人手法按时间先后顺序自述了computers的产生、发展、现状及其在各个领域的应用，并用拟人化的口吻表达了computers乐于为人类服务的精神。文章层次清晰，且每段都有topic sentence, 教师可以引导学生通过skimming等阅读策略的运用，快速地把握文章的主旨大意和整体知识结构，降低理解的难度，同时可以很好地渗透阅读技巧的训练。此外，通过对文本的理解，可以让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。

二．学情分析 1.上课对象为高一（1）班实验班，学生们具有一定的英语基础和口头表达能力。但因为刚进入高中学习不久，在阅读中还不能很熟练地运用阅读策略来完成阅读任务。因此，教师在教学中会有意识地渗透阅读技巧的训练。

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阅读部分所选语言材料属于科普类说明文，内容较为抽象，文章中也不乏一些专业术语，对于高一学生来说有一定的难度。因此，课前要求学生预习尤其是熟练掌握大量的生词，为阅读教学的顺利展开做好铺垫。

三．教学目标

Knowledge goals 知识目标

Enable students to learn about the development and applications of computers.

Ability goals 能力目标

1.

Improve students' reading abilities as well as speaking abilities and let them learn different reading strategies(such as skimming and scanning ,ets) to understand the passage better. 2.

Enable students to learn to grasp the structure and the general idea of the whole

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passage using the mind map.

Emotional goals 情感目标

Arouse students' great interest in learning about computers and let them learn to use the computers properly in their daily lives. 四．教学重点和难点

1.

Master the basical knowledge about computers(development and applications); 2.

How to improve students’ reading abilities using some reading strategies such as skimming and scanning.

五．教学方法

1.Skimming the passage to get the general idea of it . 2.Scanning to get the details from the passage. 3.Task-based teaching and learning and cooperative learning

六．教学过程

Step1

Lead-in and warming up 1.Greeting the students as usual.

2.Introduce the topic of computers by playing a guessing game. Ask students to guess “Who I am?” accoring to the descriptions and pictures( an abacus , a calculator，a huge computer，a notebook computer) given and then discuss what they have in common. Game1: ♦

I am very old now. I was born in China.

♦

Many people used me for calculating in the past.

♦

But now I am a bit lonely because they don’t like me any more.

Who am I?--------(

) Game2: ♦

I am very small.

♦

I can be used for calculating.

♦

In China, a lot of students use me when solving mathematical problems.

Who am I?--------(

)

Game3:♦

I was built to solve some difficult mathematical problems.

♦

But I was too big. I was even as large as a room.

Who am I?--------(

) Game4: ♦

I can be used for calculating.

♦

Besides, I can also be used for watching DVD, sending e-mail and

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communicating through the Internet.

♦

However, I am not a PC, because I’m small enough for you to take me with you conveniently.

Who am I?--------(

) Think about: Q1:What do these machines have in common? Q2: What do they tell us about? 【设计说明】通过图文结合的游戏形式引出话题，能激发学生的好奇心和进一步了解、学习计算机的兴趣，使学生快速进入角色，为阅读教学的展开做好铺垫。

Step2 While--reading

Task 1 Skimming for main ideas Ask students to read the whole passage as fast as they can and try to get the main idea of it.

1.What does “I” in the title refer to?

2.The text is written in the order of (

)

. A. time

B. space

C. logic

D. all the above 3. What aspects of the computer are mentioned in the passage? A.applications

B.popularity

C. changes D. programs

E. memory

♦( Reading skills: by finding the topic sentences of each paragraph to get the answers as quickly as possible.) Para1:

Para2:

Para3:

4. This passage is mainly about (

) A. The development of computers. B. The development and use of computers. C. A machine which is simple-minded. D. Computers may replace human beings. 【设计说明】

本活动属于fast reading，旨在引导学生利用skimming的阅读技巧，找出每一段的topic sentence和key word,帮助学生快速获取信息,从宏观上把握文章基本大意。同时，利用图示理清文章思路，使学生学会分析文章结构。阅读技巧的使用可以有效的提高阅读速度和准确率。

Task2 Careful reading----Para1

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Ask students to read Para1 carefully and try to finish the following chart. Year Who am I?

What can I do ?(functions)

1642

I could

1822

After being programmed, I could_

1936 1940s 1970s

I could

No concrete(具体的）information

I have been used in

T: How could these changes become possible? 【设计说明】本活动属于careful reading，旨在深入理解课文内容，让学生通过自己对已有信息的主动加工和组织来了解计算机的发展历程。学生可以以时间顺序作为阅读的线索，快速查找具体细节事实（supporting details）。然后通过图片展示，直观形象地呈现计算机的发展历程。

Task3 Careful reading----Para2

Let the students read Para 2 carefully and find the answers to the questions.

1.How did my memeory improve?

♦The objects where the memory of the computer is stored became________ and________. But its functions are becoming

and

.

2. What did the computer change?

♦As a result, I totally changed my _______.

♦As I have grown older I have also grown _______.

3. How did the computer share its knowledge with others?

【设计说明】要求学生自己利用前面所学的阅读技巧，结合图片展示，充分理解课文，从篇章中准确地获取有效信息解决问题（了解计算机memeory的变化与改进），从而培养学生自我学习的能力和阅读理解能力。

Task4 Careful reading----Para3

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Since the memory of computers has improved greatly, will they become more powerful and can be used in more fields? Now read the last paragraph and find out the new applications of computers.

Q:What are the new applications of computers?

【设计说明】通过对文本的充分理解，总结归纳计算机在我们的学习、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。

Step3 Summary

Suppose you were a computer below. Make a self-introduction according to the mind map. You can begin like this: Hello! My name is computer. I was born in France in...My real father is...Over time I have been changed quite a lot. I began as a ...in...

注：思维导图见PPT课件

【设计说明】利用思维导图对本节课所学内容进行归纳总结，能直观、形象、清晰地呈现文章的脉络和知识结构，便于学生理解和记忆。同时，学生也会更加自觉、自信地参与到学习活动中来，大大提高了学习的效率和学习的成就感。

Step4 Homework With the development of technology, computer are playing more and more important roles in our dialy lives, such as in communication, trade ,finance and so on. It has become an indispensable(不可缺少的）part of our life. As high school students, how should we make good use of computers? Please write a short passage about this topic.

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．教学反思

（1）课程设计

阅读采用总-分-总的整体思路，先利用skimming阅读策略从总体上把握文章的主旨和基本知识结构；然后分段精读文本，从细节上掌握文章的主要内容；最后借助思维导图进行全文的复述和归纳。阅读任务设置有层次感，逐层深入，使本身有难度的一篇科普说明文瞬间变得简单易学易掌握了。本节课的亮点在于阅

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读策略的运用恰到好处，降低了理解的难度，激发了学生阅读的兴趣，增强了学生阅读后的成就感。

（2）课堂教学过程 本节阅读课教师有意识地渗透了阅读技巧的训练，运用恰到好处，提高了阅读的速度和质量。

（3）学生学习效果 本节阅读课所选材料属于科普说明文，专业词汇较多，理解难度较大。但是，在授课过程中，教师恰到好处地运用了相关的阅读策略, 比如：指导学生学习寻找文章段落的中心句、关键词等来理解和掌握所学内容。同时，利用思维导图帮助学生把握文章的整体框架结构和具体细节内容，思路清晰。学生在学完本课内容后，能比较好的掌握本节课所学的主要内容，达到了预期的阅读效果。

（4）不足之处 因为时间关系，为了保证整节课的完整性，给学生单独回答问题的机会少了一些。另外，在利用思维导图进行课文内容复述的准备环节，应该指导学生放声朗读识记所学内容，提高学生的口头表达能力。

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