Learning about Language多媒体教学设计及其点评

Unit3

Inventors and inventions ----Reading

The problem of the snakes

1.整体设计思路、指导依据说明

英语教学不是一个单纯的

“授予----吸收”的过程，而是一种动态教学或活动教学，教学过程是交际活动过程。新课标明确提出：

“……发展学生听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”所以只有从组织教学活动入手，大量地进行语言实践，使英语课堂尽可能的交际化，才能有效地培养学生运用英语进行交际的能力。而且高一学生，已经具备一定的基础知识和技能，所以本节课本节课结合本班学生的实际和潍坊3-4-5优质高效课堂，采用了“合作探究”的教学方法。采用讨论式，引导学生主动探索，自己构建新知识；通过层层深入的题目设计，使学生的思路逐渐开阔，有利于使学生养成良好的阅读习惯，提高他们独立的阅读分析能力，也有利于培养学生分析问题和解决问题的能力，提高他们的综合交际能力。

2.教学背景分析

教学内容分析：阅读是学生学习英语必须掌握的技能，其重要性不言而喻。如何提高学生的阅读能力就成了我们每个英语教学工作者苦思冥想的问题。当然提高学生阅读能力的方法很多，但在我们平时的教学实践中，我们应该充分利用教材，采用整体教学的方式把阅读所需的技能技巧融化在平时的教学中，乃是提高学生阅读能力的有效办法之一。在高中英语reading课的教学过程中，应充分利用学生的知识，对篇章内容反复进行预测、证实，培养学生对篇章结构的分析、推断、归纳和总结的能力，通过教师精心组织教学活动，学生的思维在课堂上将能保持活跃。本课是高二英语第3单元的Reading，是一篇记叙文。故事讲的是一个女孩如何通过多次尝试最后成功的把在她母亲家院子里安家的一窝蛇抓住并放归大自然的，她的捕蛇技术申请了发明专利；同时文章也提出了申请专利的标准，让读者明白了申请专利的要求。

学生情况分析：在高一年英语学习的基础上，高二学生在一定程度上已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。老师积极引导学生围绕语篇按先易后难、先浅后深的顺序对主要内容进行设问。这样有利于培养学生的逻辑思维能力及语言交际能力和完整地获得信息的基本功。在教学过程中部分学生的基础较好，能主动配合老师，愿意开口讲，能积极主动地回答老师的问题。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

3.教学目标分析

1.Knowledge goals (1).Enable the students to make clear the difference between a discovery and an invention. (2).Enable the students to identify and work out the steps that should be followed by any inventor. (3).Enable the students to know about how to apply for a patent. 2. Ability goals

(1).Ss will further improve their ability to summarize the main idea of each paragraph, and also the main

idea of the passage

(2).Ss can improve the students’

reading skill and will further improve their ability to generalize the detailed information from the text to answer questions. 3. Moral goals (1).Ss will have the awareness of the importance of invention. (2).Ss will get a deeper understanding of applying for a patent and develop the awareness of the importance of cooperation.

4.教学重点、难点分析

教学重点：1.如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读技巧形成阅读策略。

2.科学发现与发明创造的区别以及发明产生的过程和专利认定的标准。

教学难点：1. 对全文大意作整体理解

2. 找出各段的主题并归纳出各部分的中心思想，提高运用英语的综合能力

5.教学过程设计

步骤1：Step I : Leading-in 创设情景

导入新课

Give students the two words “discovery”

and “invention”, and ask the students know the difference between them? Let the students enjoy some pictures, and ask students to tell the difference about the two words “discovery” and “invention”.Ask the students to give a definition about the two words. A discovery is _______________ something existing but not yet known. An invention is ______________

something not existing before. 设计意图：任务型活动：通过两个单词的区分获得发明的基本概念。同时通过预测发明的基本过程带着问题去阅读更有兴趣。既锻炼了学生的动手收集材料的能力，又激发了参与学习过程的热情和竞争意识。

步骤2：Step II Pre —reading

Word hunting预习检测

把握学情

The students have previewed the important words and phrases in this unit. First, deal with some important word and phrases in the passage. Find a proper word to complete the sentences with the help of the initial letter and the explanation the end. 设计意图：让学生充分理解单词和词组的在本文的确切意思，为下一步阅读理解文章进一步扫清障碍。

步骤3：Step III

While—reading

I: Skimming 略读文章

理解大意

Read the text quickly to get the main idea of it and the meaning of each part.

1.The purpose in writing this text is_____ .(主旨大意)

A.to show us how to trap the snakes but not to kill them

B.to tell people how to apply for a patent of the writer’s new idea

C.to introduce the writer’s new idea of trapping the snakes and her application for a patent

D.to tell the readers how to get a new idea and make it a patent

2. Divide the text into five parts and work out the main idea for each part.

（合作探究，形成概念，找出每部分的主题）

Part I (Para.1)

The research on the snakes to catch them Part II

(Para2)

The attempts to catch the snakes. Part III

(Para.3)

Thinking of the possible approaches Part IV (Para.4-6)

Decide on the invention and apply for a patent. Part V (Para.7-8)

Find the problem of the snakes. 设计意图：通过提示学生对段落大意进行连线降低难度，提高学生的自我成就感。同时使学生从整体上把握文章，为下一步intensive reading 做好准备。

II : Intensive reading

深入理解

细节要知

Task1

: Identify the stages that inventors must follow before they have their invention recognized, look at the list and work out a suitable order.

a. Applying for a patent

b. Finding a problem

c.Doing research

d. Testing the solution

e. Thinking of a creative solution

f. Deciding on the invention

the correct order: _____

_____

_____

_____ ｛_____

_____｝

设计意图：给学生提供发明家为了发明得到认可所必须的六个步骤。要求学生调整顺序来预测一项发明的过程。

Task 2:Read the passage carefully, check the order above to see whether it follows the stages in producing an invention. Paragraph

Stage

1

Example in this story The snake must be removed

but not harmed.

2

Look for methods of removal;

the habits of snakes

3

Identify three

possible approaches:

choose one.

4,5,6

Try three times to make it

work efficiently.

7,8

Fill in the form and file patent application

with the Patent Office. 设计意图：细读课文，验证发明的基本过程在阅读课中的对应体现。对文章的整体框架结构有一个清晰明确地了解。引入竞争机制，快速抢答的形式，完成此题目。进一步加深了对文章内容的理解。

Task 3:Read the whole passage paragraph by paragraph and answer the following questions.

1. Why did the writer not use powders to solve the problem? A. Because it was an old thought pattern to used powders. B. Because that would harm or even kill the snakes. C. Because that would damage something else near the house. D. Because she wanted to invent something new. 2. Which are the three possible approaches that the writer thought of to catch the snakes except_____. A. Removing their habitat. B. Attracting them into a trap using male or female perfume or food C. Using the natural enemy of snakes D. Cooling the snakes 3. How many attempts did she make to in order to make her solution efficient? A. 2

B. 3

C. 4

D. 5 4. Which statement is TRUE according to the text? A.The snakes were so sleepy in the second attempt

that they couldn’t bite the writer at all. B. Your product must be different from everybody else’s

if you want to receive a patent. 设计意图：变式拓展, 深化理解,竞争机制, 再度剖析.充分发挥了学生的主观能动性，把他们的表现欲充分调动起来，敢于表现自己，将课堂活动推向高潮。

Step IV: post reading 学生选择, 当堂检测

Task 1: According to the passage, if you have a new product, how can you get a patent ? Task 2: Imagine you are a patent officer, your job is to decide whether an application should be considered valid or not. Look at the following inventions and decide on which one should be given a patent and which one shouldn't ? give your reason. 设计意图：如果选task 1 ，这题目起个当堂检测的作用，进一步检查学生对文章内容的理解。

如果选task2, 这个题目也是起当堂检测作用，使学生进一步掌握文章中对申请专利的要求，进一步明确了“发明”和“发现”这两个概念的区别。

Step V:

Homework 课后巩固

能力提升

What might be the advantages of getting a patent? 设计意图：要求学生回去思考获得专利的好处，从而了解申请专利的意义,使学生的总结能力进一步提高。

6.教学评价设计

评价内容：1.动包括教学准备、教学组织方式、课堂环境、学习方式等。

2.学习效果认知发展目标、过程或法目标、情感、态度、价值观目标等。

评价方法：通过分析、课堂观察以及与检查等方式，对课趟情况做出整体的、综合的判断。传统的评价观念的出发点是学科本位，只重学科，不重学生发展。

要体现新课程标准的实施效果，评价体系应该正确反映英语学习的本质和过程，满足学生发展的需要。为了达到这一目标，要重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组合作竞赛等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识。