Learning about Language优秀说课稿

A teaching design of the reading passage Who Am I 徐泽乾，高一英语

I Background information Students: 60 Senior high school students, Grade 1. (well-equipped with the basic knowledge about computer; very related, familiar and interested in computer; already previewed the passage and new words) Lesson duration: 40 minutes

II Teaching Objectives By the end of the lesson, students should be able to: 1.

Get to know the writing style with the first person narrative (self-introduction) to write an expositive. 2.

Use reading strategy SKIM to find the topic sentences which serve as bulletpoints of main idea and SCAN to search for detailed information. 3.

With the help of time line and key words, retell the development of computers.

III Teaching difficulties Let students master the reading skills such as skimming, scanning and getting the main idea of a paragraph or passage. Get students to understand the structures and meanings of some difficult sentences. Over time I have been changed quite a lot. I developed very slowly and it took nearly two hundred years before I was built as an analytical machine by Charles Babbage.

As a result, I totally changed my shape.

IV Analysis of the teaching material This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. The emphasis of this period is mainly placed on some topic sentences, some key details and information of the passage. While teaching, teachers should also focus on some difficult expressions and sentences in order that students can really understand the passage thoroughly. At the same time, teachers should help students get acquaintance with some reading skills about narrative writing.

V Teaching Procedures 1.

Pre-reading

Survey: Brainstorm on what students do with computers, why they use computers and what functions computers bear in their daily life.

Show stundets some pictures of the original ones. They don’t look similar to the computers we use today at all.

Ask them a question: How has it developed to be like this? Someone is going to tell them the answer. Guess who he is.

Have students look at the title and guess who “I” refers to. They would say computer. So this is a first person narrative, a computer making a self-introduction.

2.

While-reading 2.1

Skim for topic sentences (topic sentences are important in that they tell us briefly what the passage is going

to talk about; connect them together we’ll easily know the main idea of the passage) Para.1 Over time I have been changed quite a lot. Para.2 These changes became possible as my memory improved. Para.3 Since 1970s new applications have been found for me. 2.2

Scan for detailed information

Fill in the corresponding table designed to make clearer comparison and contrast.

Topic sentence Paragraph 1 Paragraph 2 Paragraph 3 Over time I have been changed quite a lot.

1.

Calculating machine 2.

Analytical machine 3.

Universal machine 4.

PC 5.

Laptop These changes became possible as my memory improved.

1.

____________________ 2.

____________________ 3.

____________________ 4.

____________________ 5.

____________________ Since 1970s new applications have been found for me.

1.

_______________ 2.

_______________ 3.

_______________ 4.

_______________ 5.

_______________ 6.

_______________ 7.

_______________ 8.

_______________ Supporting details

2.3 Individual work: Time Line Step 1. According to the passage, describe the trend of computers. The size: smaller and smaller. The brain: cleverer and cleverer. The speed: quicker and quicker. The memory: larger and larger. Step2. With the table of key words add some time spots to it. Then draw a time line on the blackboard. Teacher will give them an example.

1642 The computer began as a calculating machine. 1822 The analytical machine was made by Charles Babbage.

1936 The computer grew rapidly both in size and in brainpower. 1940s The computer had grown as large as a room. 1960s The first family of computers were connected to each other. 1970s Computers were used in offices and homes. Now Computers have connected people all over the world. Discuss and check each others’ time lines in groups and practice retelling the whole passage, and then present in the whole class. While doing it, teacher’ll get them to find any useful words or structures in the passage that would be useful to retell a passage in time order. And then give them an example. To utter a successful retelling, transition word deserves to be mentioned. “But” in paragraph 2 &”however” in paragraph 3.

Step 3. After retelling, have students compelete a passage summarizing the whole passage.

Although he was young, he could _____ difficult ______. After nearly two hundred years he was built as an _____ machine by Charles Babbage. He could think _____. It was considered as a

_____ revolution and start of his _____ intelligence. By the 1940s he grew as large as a room. This _____ worried his designers. As time _____by, his _____ improved too.

As a result, he _____ changed his shape. Over time his memory became _____large _____even he himself couldn’t believe it! Since the 1970s many new _____have been found for him. He has even been put into _____ and sent to _____ the Moon and Mars. Anyhow he knows his _____is to provide humans with a life of high quality.

VI Feedback The retelling further deepens the students' understanding of the history of computer development. Finally, I guide the students and let students play their own imagination, prompting them to look at the shape and function of the computer and let the students discuss with each other. This part can divert the students' thinking, so that they can fully imagine what the computer will develop in the future and at the same time exercise their spoken language. The final result is very satisfactory to me. The students are very interested in this topic, they are actively answering the discussion, their imagination is very rich, some people say that the future computer like a basketball, not only the Internet, but also can play basketball, and every time dunk can go in. Some people say that computers are like pen, which are easy to carry and help me to take exams. Some people say that like an apple, you can put it on your hand. Some people say that the computer is like glasses. I can wear it every day. I want to listen to the song with the voice, and the computer will not use the keyboard in the future. Students give full play to their imagination and think of the benefits of computers. With computers, they can save a lot of things. By summing up, I feel that the article is on the rise again, and the sentences that express their views and opinions are helpful to their writing, making the whole lesson not only limited to explaining the history of computers. After finishing this class, I think there are more successful areas. One is to analyze each paragraph and use topic. The key words in sentence, speculate about the content of this paragraph, and further put forward how the author is speaking, so the analysis of the article is progressively progressive, and the students should do what they should do step by step. The purpose of each step is very clear. The two is in learning strategies, focusing on cultivating students' good learning habits, paying attention to obtaining information, processing and re coding, and cultivating the confidence

and desire of oral expression. Each teaching link is closely linked, step by step, and has a metasomatic summary for every step. It makes the whole teaching process compact. Fully mobilize the enthusiasm of the students. All the teaching links of the design have been successfully completed. This lesson still needs to be improved. First, it is not very accurate to grasp the time of the whole class. At the end of the whole five minutes, students can read more freely. The discussion should allow a few students to let them say their views. Secondly, a little evaluation should be made for the students' speech. Therefore, further deepening and comments on students' answers should be strengthened.