Learning about Language教学设计模板

Reading: Who am I？

Student: Grade One, Senior

Lesson type: Reading

Duration: 40 min

I. Analysis of Students Having learned Module One and other supplementary materials, students of this class have built a strong foundation of reading skills such as the function of topic sentences, analysis of text structure, and skimming, as well as a large vocabulary of roughly 4,000, so the text itself is easy for them to understand. Apart from that, students have an intense interest in topics concerning science and technology, therefore, the content will arouse their interest.

II. Teaching Objectives 1. Ss are expected to have a rough idea of the development of the computer; (Content-based)

2. Ss are able to analyze the text through topic sentence followed by supporting details model; (Structure-based) 3. Ss will learn something about the latest development of artificial intelligence. (Knowledge-based)

III. Key and Difficult Points

1. The development of the computer and topic sentence followed by supporting details writing model. (Key Points) 2. The concept of artificial intelligence and its application. (Difficult points)

IV. Teaching Aids

Multi-media and Power Point

V. Teaching Procedure

时间段落

第1段

2分钟

教学目标

Lead-in 内容模块

step 1. Lead-in 1. teacher ask Ss to guess riddles and answer the questions: 教/学活动过程与方法

1. Ss will get the meaning of a 1.

Ask Ss to guess riddles. riddle and figure out what a riddle is. 2.

ask questions and lead in q: Do you like gusessing riddles? Now let’s have a try.

the

topic.

Which letter stands for “ocean”?

第1段

While-reading step 2. While-reading

1. students are able to answer 1. an analysis of writing

30分钟

其中教师在不作声的情境下学生自主学习活动时间

8 分钟

the questions by combining the skills: information in the text and their role-play experience, through which they can gain a 1. teacher asks students to go through the passage and answer: the first person and figure of q: Can you find the topic sentences in each paragraph? speech.

better understanding of the

2. Ask one more questions: function of the topic sentence. 2. the understanding of the q1: What are the key words in each topic sentence?

main idea and topic sentences 2. students can know how to of each paragraph.

find the topic sentence and how

3. teacher asks students to read the passage again and answer to summarize the main idea questions (give the reading tips): 3. understanding of the first according the topic sentences paragraph: q1: Since we have topic sentences, what will be followed?

of each paragraph.

3. students can able to fill the 1) the development timetable

2) the conclusion of the 4. para.1 relationship between the topic table and get a rough idea 1) teacher asks students to read the first paragraph carefully and sentence and supporting about computer’s development.

fill the table about its development in different periods. details.

2) teacher asks students to summarize the main change in this 3) make inferences, including 4. students are able to infer the the function of quotation paragraph:

answers according to the given marks, the reference of “this the change of the development speed information in the text.

5. students can summarize the reality”, the change of size and brainpower etc.

3) teacher leads students to summarize the writing pattern:

topic sentence-supporting details 4) teacher asks students to make inferences: q1: Which one is the greatest revolution during the

changes in shape and memory.

5. understanding of the

second paragraph: 1) the changes in size and in

development of the computer? 6. students can summarize the brainpower writing pattern according to the q2: Is the “universal machine”a real one or just a concept?

2) the conclusion of the first paragraph.

relationship between the topic

sentence and supporting 5. para.2 7. students are able to infer the details. 1) teacher asks students to read the second paragraph and answer to the question 3) make an inference:

What answer the questions: according to the context.

is an elephant memory like? q1: What’s the elephant’s memory like?

q2: What’s the next great revolution after the change of

8. students can find and speak 6. understanding of the third out the applications in the text.

memory? paragraph:

9. students are able to 1) the applications in various 2) teacher leads students to summarize the writing pattern:

fields

topic sentence-supporting details

summarize the change in 2) the conclusion of the application fields.

10. students are able to infer the answer to the question according to the context. relationship between the topic sentence details. 3) make an inference: the meaning of “anyhow” .

and supporting

6. para.3 1) teacher asks students read the third paragraph and find out the applications that have been mentioned and its change. 2) teacher leads students to summarize the writing pattern:

topic sentence-supporting details 3) teacher asks students to make inferences: q: what’s the meaning of “anyhow”? and what facts does it refer to? Try to use a complete sentence to explain it.

第3段

8 分钟

其中教师在不作声的情境下学生自主学习活动时间3 分钟

11. students are able to Post-reading summarize and speak out the main changes.

12. students watch the video and get what artificial intelligence could be used for.

step 3 Post-reading 1. summary: the main changes 1. teacher asks students to summarize the main changes.

2. writing: write down what 2. teacher asks students the application of artificial intelligence you want to apply the in the house. artificial intelligence for

Step 4 Homework Write down the proposal