Using LanguageⅠ优秀教学设计

教学设计

BOOK 2 Unit 2 Using Language Andy—the android

Using language从听、说、读、写四个部分强化学生的语言应用能力。Listening and Speaking 以“信息技术”为子话题展开听说活动。说的活动主要是就信息技术各种形式的优势和劣势展开讨论，并用所给的表reasoning的功能项目展开讨论，决定哪种类型是最有用的。Reading, speaking and writing以

“芯片”为子话题展开读、说和写的活动。阅读文章介绍了叫一个叫Andy的机器人的故事，故事以第一人称的拟人话手法来写，说明了计算机芯片在机器人领域的应用。1 根据文章内容完成Andy的个人简历，检验学生对一些具体信息的掌握。2 激发学生的想象力，让他们设计出自己的机器人，并能用简历的形式描述。3 是写作任务，学生根据所给范文和2中的notes写篇文章，介绍自己设计的机器人。

The Fourth Period

Integrating skills Teaching goals 教学目标

1. Target language 目标语言

重点词汇和短语

chips

android

appearance

character

2. Ability goals 能力目标

Enable students to write a description of an android.

Enable students to talk about the advantages and disadvantages of some types of robots.

3. Learning ability goals 学能目标

Help students learn how to write a description of an android.

Teaching important and difficult points 教学重难点

Describe an android in details.

Teaching methods 教学方法

Scanning, imitation and discussion.

Teaching aids 教具准备

Tape recorder

Teaching procedures & ways 教学过程与方式

Step I Lead-in Collect the information students have found about chips. Share them with the whole class. About Chips:

A small piece of semiconducting material (usually silicon) on which an integrated circuit is embedded. A typical chip is less than square inches and can contain millions of electronic components (transistors). Computers consist of many chips placed on electronic boards called printed circuit boards.

Computer chip technology is in all sorts of everyday items, from space shuttles to coffee makers, traffic lights, and computers. A basic rule of thumb is, if a device uses electricity and you can “tell it what to do”

by programming it or customizing it, there’s a chip inside.

Step II Reading, speaking and writing T: The development of “chips” has brought many applications of computer technology. One of them is robots or androids.

Write “robot” and “android” on the board, and explain the difference.

T: Android is a robot that looks completely human. Some robots don’t look human. Now read the passage about Andy, the android.

After reading, let students fill in the file or Andy in activity 1.

Then check the file they filled.

T: Now I’d like you to create your own android. Use your imagination and be creative. Draw a picture of it and fill in the file in activity 2. Then compare with your partner.

Then get students to write a description of the android they draw.

T: Before you write your own passage, read the sample one in activity 3 and tell me how the writers describes his/her android.

Ss: He/she gives details about the android’s abilities and jobs.

T: Right! Does he/she describe the appearance or character of the android? Ss: No.

T: But you can include this information in your passage. Now write your own passage according to the file you filled and the picture you drew.

After they finish writing, let them read their passages to each other in groups and choose the most creative one.

Step III Listening

LISTENING on page 56. T: Turn to page 55. Look at the pictures in activity 2. What do you think these robots can do according to their appearance? S1: I think the first one can play guitar. S2: The second one can play sports, read books and write. S3: The third one can sing songs. S4: The fourth one can do house work. T: According to the pictures, what do you think you are going to hear? Tell your partner one sentence about what you think you will hear. Sa: We will hear about a robot design competition.

Sb: We will hear a lecture on the development of robots.

T: Now let’s listen and check.

Play the tape. Students try to get the main idea of it. T: Identify the three robots and number them. Play the tape again and check the answers.

T: Now listen to the tape again and try to complete the chart in activity 3. Pay attention to information about height, appearance, ability and price of each robot.

Play the tape. Stop at the end of each part. Then check the answer.

Step IV Talking TALKING on page 55.

T: Imagine that your family is thinking of buying a robot. You can afford these three robots mentioned in the listening text. Please discuss which one is the best for you. Remember to discuss the advantages and disadvantages of each one. Then make your choice and give reasons. Remember to use the expressions on page 22 in your discussion. You may do it in groups of four. Give students 5 minutes for discussion. Then let some group representatives report their results. e.g.

Our group has chosen the one who can do house work because there are always so much housework do to everyday, and our parents are all busy working and they feel too tired to do house work after work. So if we buy the robot, our families will have more time for fun.