Learning about Language教学设计(第二课时)

必修二

Unit 3

Computers Learning about language 教学设计

——云南省保山市第八中学

何丽华

一、教学设计说明

（一）语言学习教学设计意图

1.

词汇学习，是学生理解课文的基础，而词汇学习的过程也正是学生正确理解课文，领会作者表达意图的过程。本单元对于学生来说话题很熟悉——电脑，内容却很陌生——电脑的发展历史和工作原理。

2.

以单词的词性、词义以及单词拼写为基本功练习，让同学们先从读音开始，从单词开始，逐步进入词组和句子，然后再来学习文章。

3.

让学生通过“跟读——朗诵——背诵”三步走，巩固单词的记忆，进而促进对课文的学习。

4.

读背结合。在巩固了语音、拼写之后，让同学们以“背”促“读”，读背结合，自然习得。既锻炼学生的语音，也在阅读中巩固词汇。

（二）整体思路

Computers是人教版高中英语必修二的第三单元。该单元讲述了电脑发展的历史过程，介绍了电脑工作的原理，让同学们对自己平时熟悉，甚至是着迷的电脑和手机有了更深入和全面的了解。可是也正是因为这个原因，同学们对这部分的内容反倒比较陌生，特别是词汇，在实际生活中的应用也少，所以连语音方面都反复出现错误，更别提单词的识记和拼写了。

针对这一情况，我认为应该将这部分内容放在正文前学习，让同学们先扫除单词方面的障碍，才能对课文里生僻的内容较好地进行学习。让同学们反复跟读，常记常背，才能消除对长文章的隔阂感。

二、教学分析：

（一）教学内容分析

1.

主要内容：本单元的词汇和语法。

2.

教学重点：

revolution

network

simplify

sum

mobile

solve

explore

totally

anyhow

finance

artificial

technology

intelligent

application

Web

reality

logically

3.

教学难点：现在完成时的被动语态。

（1）As time had gone by, I have been made smaller and smaller.

（2）I have been used in offices and homes since the 1970s.

（3）Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! （二）学情分析

1.

现状及成因分析：高一（8）班是一个学校里的尖子班，班级的学习气氛较好，同学们对英语的学习比较重视。大部分同学来自农村和山区，语音方面有较浓重的地方口音，还有些同学特别内向，不愿意开口说英语。

2.

措施：尽量说些同学们感兴趣的话题，同时也多表扬，激发同学们的学习兴趣，消除他们戒备和紧张的防备心理。在本节课前需多次播放和带读词汇表，让同学们尽可能多

熟悉语音。

三、教学目标：

（一）知识与技能

1.

掌握必要词汇。

2.

除了课本的词汇之外，尽量扩展一部分与电脑有关的词汇。

3.

注意两个长句的分析，让同学们了解现在完成时的被动语态结构。

（二）情感态度与价值观

1.

通过阅读，了解拟人的修辞手法，把电脑当成自己，做自我介绍。

2.

通过仿写，向别人介绍自己的实际情况，在实际运用中熟悉现在完成时被动语态的用法。

四、教学策略

（一）选用的教学方法

1.

教师讲解和学生练习相结合。

2.

课堂作业和课后作业相结合。

3.

个体发言和小组讨论相结合。

（二）教学手段

1.

教师的PPT。

2.

教师带读，学生自读。

3.

教师提问，学生背诵。

（三）媒体及板书设计

1.

白板展示教师制作的PPT课件。

2.

黑板左边写课文标题，本节课的学习重点，一开始上课要向学生介绍上课内容，下课前五分钟带学生复习黑板上的要点；右边写学生的听写结果和课堂上老师临时需要书写的内容，要随时保持版面整洁。

五、教学过程

Step I Revision Check the homework. Ask two students to read the passage they have written. Their passage should be brief and include the key information or facts about the development of computers.

Step II Discovering useful words and expressions Activity 1. These are the meanings of some words or expressions in the text we learned yesterday. Find out these words or expressions.

Check the answers.

Activity 2. Do you know their meanings? Check their meanings in your dictionaries. Then complete the passage with the words.

Check the answers.

Activity 3. Look at the phrases in bold in the story. What do they have in common?They are used in the passage to indicate the development of the story. From them, we get a clear timeline of the story.Now use these phrases to create one of your own stories. The story can be a real one or an imaginary one.

After they finish writing, let students exchange their stories and proofread for each

other.

Step III Discovering useful structures

Let students find sentences in the present perfect passive voice in the text and then analyze

their form and function. (Activity 1 on page 21.) Students may find the following sentences: I have been used in offices and homes since the 1970s.

Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! Then let students study these sentences carefully and sum up the form of present perfect passive voice tense. Elicit the structure: S + have/has + been + V-ed Then deal with activity 3.

Read the poem. Underline the use of the present perfect passive voice. Then decide which things have been done well and which have been done badly. Guess what might have happened to the face, hair and shoes and what might have happened to the flowers, grass and paths. You can get cues from the examples.

After students finish, check their work.

Step IV Workbook Exercises Give students some time to finish USING WORDS AND EXPRESSIONS and USING STRUCTURES in Workbook individually.

If time is limited, leave them as homework.

六、教学反思：

（一）优点

1.

本节课课前准备充分，重点把握准确，教学内容的量安排得当。

2.

对教材进行了重组，适当做了调整，针对学生的实际学情，加入了学生的朗读和背诵，锻炼学生说的能力。

3.

多媒体教学和传统教学相结合。

（二）缺点

1.

课堂里部分同学对单词的读音和拼写还把握得不准确。

2.

教师讲解部分较多，同学发言和讨论部分较少。

3.

中文讲解所占比重较大。

（三）整改措施

1.

在课前对同学的单词朗诵进行一对一的纠正辅导。

2.

加大课堂上同学发言和讨论的时间比重，让同学们尽可能地多说英语。

3.

教师自己也要注意课堂教学英语习惯的养成，让同学们有听英语的条件，创造自然习得的环境。