Using LanguageⅠ多媒体教学设计及其点评

Teaching Plan

Module 2

Unit 3 Using language

Reading, speaking and writing 汕头金山中学

郭新敏

Analysis of the teaching materials 单元教材分析

1.

Topic: Computers; Information technology and Robots

本单元围绕“IT 技术，计算机的发展史和机器人”这一主题开展听﹑说﹑读﹑写等多种教学活动。

2.

Using Language教材分析

(see NSEFC Book2 Pages 23-24) 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“Andy—

the Android”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。学习内容包括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。

3. 单元教材重组

(1) 将Warming up、Pre-reading、Reading和Comprehending整合在一起，上一节“精读课”。

(2) 将Learning about Language和Workbook中的USING WORDS AND

EXPRESSIONS及USING STRUCTURES整合为一节“语言学习课”。

(3) 将Using language中的Listening and Speaking设计为一节“听说课”。

(4) 将Using language中的Reading, speaking and writing及Workbook中的LISTENING和TALKING整合为一节“综合技能课（一）”。

(5) 将Workbook中的LISENING TASK、READING TASK、SPEAKING TASK以及WRITING TASK整合为另一节“综合技能课（二）”。

1

4. 课型设计与课时分配

1st Period

Intensive reading 2nd Period

Language study 3rd Period

Listening and Speaking 4th Period

Integrative skills (I) 5th Period

Integrative skills (II) Analysis of the students教学对象分析

高一学生思维活跃，已经具有一定的英语思维能力，并且掌握了一定的词汇和英语知识，能较好地开展话题讨论，各抒己见。与此同时，他们也有一定的写作基础，能够开展写作教学。再者，高中学生具备了一定的电脑基础知识和网上搜索信息和查阅知识的能力。这些都为该节写作课奠定了良好地基础。

Teaching Goals 三维教学目标

a）知识技能：了解和掌握Andy— the Android的特征、作用等，掌握课文中描绘机器人相关的词汇和句型，如“look like 、With the help of 、signal 、

programme 、

electronic. They work as a …、They can…and…”并让学生在此基础上加以运用，完成设计自己理想的机器人的写作教学任务。

b）能力培养：为学生设置具体的语言环境，使学生较好地完成围绕机器人为主题的话题，培养学生的英语思维能力，语言表达能力和一定的写作能力，以及通过课堂上师生，生生互动，培养自主，合作和探究的能力。

c）情感态度：在师生互动的活动中，激发学生的学习兴趣，加强教师的亲和力，增进师生之间与生生之间的了解和沟通，充分发挥情感教学的优势。学生能在情景中分享丰富的情感体验，感受写作完成后的成功和喜悦。与此同时，通过对围绕设计机器人为主题的话题的讨论和写作，以培养学生的创造能力和想象能力。

Teaching important and difficult points 教学重点和难点

a)调动学生学习的积极性，让他们主动参与学习活动是教学的重点之一。

b)通过设置任务，启发学生讨论，激活学生思维，激发学生的写作兴趣，学会写作

2

关于设计机器人话题的文章。

c)在交流中培养学生的交际策略，帮助其掌握用英语表达观点和做决定的功能用语。

教学设计原则

写作是学生语言运用能力的重要体现。写作能力的培养不是孤立的。在英语教学过程中，听、说、读、写四项语言技能是互相作用，相互相成的。本课的教学设计，利用教材和电脑多媒体为主要教学资源，尝试过程性写作教学模式，加强对写前阶段（议题构思）、写作阶段（撰写初稿）和写后阶段（修改初稿—定稿—展示评价）的指导使学生了解过程性写作的基本步骤。整节课始终以学生发展为本，创设有效教学情境，通过开展课堂探究合作学习来培养学生综合运用语言的能力，培养他们的创新思维和写作能力。

Teaching aids 教具辅助

Multimedia多媒体

Teaching procedures 教学过程

教学过程以“问题导入—阅读—小组讨论—尝试写作—课堂汇报—自评/互评”为设计线索

Before class:

1. Divide the whole class into groups of 6. 2. Ask the students to pay more attention to the words and expressions which are in red when looking at PowerPoint. Step 1

Warming up 1.

Begin the class by showing a photo of the teacher’s son with a robot. Then T shows a picture of an advertisement to lead in a problem: Should Superman learn how to build up a robot? Superman’s parents hold totally different opinions on it.

Father disagrees with the following reasons: 1. Robots have something to do with “artificial intelligence”（人工智能）. They are far away from us. 2. So far, robots are mainly used for entertainment 2.

Give a brief explanation about how a robot works and what an android is. 3.

Share two pieces of news about Robots. Make a conclusion that Robots are not far away and not only used for entertainment. They can even win championship for our country. 4.

Lead in: How does an android play in an android football team?

3

Step 2

Reading

1. Scanning: Students scan the passage Andy-the Android and find out the answers to the following questions. (1).What

does

Andy

look

like?

(2).What is Andy’s job in the football team? (3).What

helps

him

to

move

and

think

like

a

human? (4).Who is their coach?

(5).What

is the advantage of Andy’s electronic brain?

2. Skimming: Finish the file for Andy.

Name Appearance Size Job

Ability Character Andy

3. Reading Comprehension: Help students learn how to describe Andy’s character by reading Andy’s experience in Seattle, Washington in the USA and Andy’s wish. (1). What is Andy’s opinion about the match in Seattle? (2). What did Andy think they should do? (3). What is Andy’s wish?

(4). As a striker, what does Andy do in a match?

Step 3

Speaking

1. Tell the students that Miss Guo have made a decision that Superman should go to learn how to design and create his own robot.

2. We already have many different kinds of androids in our daily life. Show some pictures of androids with different appearances for different uses

and think about the following questions: a. Where are they?

4

b. What is the function of the Androids? c. Can you describe their appearances? 2. Pair Work: Let’s design an android of our own! The following questions and expressions can help you:

＊What would you like it to look like? ＊What are some of the things you would like it to do? ＊Do you want it to be like a man or a woman, or neither? ＊…? ...... 3.

Fill in the file for “your own android”. Name Appearance Size Job

Ability Character Step 4

Writing

1.

Pre-writing:

Structure

Part1: Part2 : Part3 : Brief introduction(name , appearance, etc) What you wish it to do(function)

A fancy ending(your wish) 2.

Writing We want to design an android whose name is …. It looks like....

It can/is able to do....With the help of......I design it because….

3.Students present their “Robots”

to the class. While listening, other students are to finish the chart.

5

Name Appearance Ability …

Robot 1

Robot 2

Robot 3

4. Get the students to use the following sentences for Group discussion to decide which robot is the most useful: I think that…

What’s your reason?

In my opinion…

I / We have decided that…

Step 5

Summary

Get the students to summarize what they have learnt from the lesson. Again stress that Robots are made with different appearances for different uses in our life. Androids are always with us! Step 6

Assignment

Improve your robots and polish writing according to the assessment by yourself.

Assessment

Content

Does the article have a clear structure? Do you have creative ideas?

Grammar Language

Do you use the capital , small letters& punctuation correctly?

Do you use correct forms in verbs and nouns? Do you use some good words &expressions you have learned from this unit?

Do you use different sentence patterns?

6