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1、 Who am I？教學設計 一、教學對象分析 本節(jié)課的教學對象為高一上學期的學生， 在經(jīng)歷了必修 1 的學習過程之后，學生已經(jīng)對高中的英語學習有了初步的了解和感知， 但仍需要訓練和提高語篇的理解， 歸納和分析的能力。 本節(jié)課的一系列活動， 就是為學生的語篇閱讀打開一扇窗戶， 培養(yǎng)學生的語篇意識， 使其更全面的理解文章內(nèi)容，歸納主旨大意。 學生在前一節(jié)課的詞匯學習中，已經(jīng)掌握了文中所出現(xiàn)的大部分生詞， 這為本節(jié)課的閱讀掃清了障礙， 能讓學生更好的專注于語篇結(jié)構(gòu)的理解， 而不必因為生詞過多影響閱讀效果。 高一學生活潑

2、好動， 思維活躍，愿 意積極的投入到思考和各種活動中。 這就需要老師積極熱情的引導， 合 理設計活動環(huán)節(jié)， 有條理的分解知識層次， 幫助學生循序漸進的掌握語 篇的處理能力。 二、教材內(nèi)容分析 本節(jié)課閱讀材料是本單元的主要閱讀篇章， 屬科普類說明文， 講述了計算機的發(fā)展歷史及其在當今世界各個領(lǐng)域的應用。 內(nèi)容較為抽象， 且有一些專業(yè)術(shù)語， 對高一學生來說有一定的難度。 但寫作手法上以計算機為第一人稱進行自白， 這種擬人的手法能夠激發(fā)學生的閱讀興趣， 也使得文章更淺顯易懂。 本文共分 3 個段落，以時間為順序說明計算機的發(fā)展歷史， 且每段

3、的第一句話均為該段落的主題句。 這種結(jié)構(gòu)的語篇非常適合用來啟發(fā)和引導 學生尋找段落的主題句， 并進一步歸納文章主旨大意。 同時配以適當?shù)? 練習，幫助學生歸納總結(jié)出方法， 在練習中運用這些方法， 從而提升對 語篇的全局意識，增強對語篇的解題能力。 Class Type:Reading class Teaching Aims: Knowledge aims: 1. Students will be able to understand the new words and expressions fro

4、m the text. 2. Students can have a better understanding of the history and basic knowledge of computers. Ability aims: 1. Students can talk about the passage after skimming, scanning and careful reading. 2. Students can improve the abilities of reading and speaking. Emotional aims:

5、1. Students can get more interests in learning English. 2. Students will get great interest in learning computers and learn how to use computers correctly. Teaching Key Points: Have a clear picture of the development of computers in the order of time. Teaching Difficult Points:

6、 1. How to make students understand the terminology about computers? 2. How to make students understand the passage and introduce the history and basic knowledge of computers? Teaching Aids: multi-media Teaching Procedures: Step 1 lead-in

7、 Enable students to guess the topic of this lesson. It is a machine, which you can use to type your homework, draw pictures, play games, watch movies, listen to music, communicate with your friends, gather information ? Who am I? (Computer) 意 ： 學生通 英文描述，猜 所描述物

8、品。而且以 Who am I? 的 引出。描述的內(nèi)容 并 近我 的生活， 學生很容易猜出所描 述的物品并能活 堂的氣氛， 下步 策略的教學做了有效的 。 Step 2: Pre-reading Show some pictures of calculation tools such as abacus, calculator, huge computer, PC,

9、laptop, PDA, and ask students to act as a guide, introducing them. Ask students to look at the pictures and the title of the reading passage. Predict what it is going to be about. 設計意圖：讓學生通過介紹的方式，對電腦的發(fā)展史有個基本的了解， 通過介紹計算機硬件可以擴大學生的詞匯量， 為理解文章做鋪墊， 同時 激發(fā)了學生學習的興趣。 Step 3: While-reading

10、 Skimming and scanning 1. Ask students to skim the passage quickly to prove their guess and answer the questions. (1) Who am I? (A computer.) (2) What ’ s the passage about? (It ’ s about the history of computer.) (3) In which order is the text written? (According to the time.)

11、 2. Ask students to scan the text and find out the topic sentence of each paragraph. 設計意圖：在略讀和查讀過程中， 學生在對整個文章的大意有了基本的 把握，鍛煉了學生快速閱讀的技巧。 Careful reading 1. Divide the students into two teams. Show some true or false questions on the screen. (1) Alan Turing built an A

12、nalytical Machine to solve any mathematical problems. (F) (2) People began to realize that the computer got cleverer and quicker with time passing. (T) (3) The computer began to serve the human race since it was brought into people ’ s homes. (F) (4) Since the 1970s, the computer was used

13、 by people around the world through the Internet. (T) (5) The larger the computer is, the more memory it has. (F) Ask students to have a competition. They should stand up and decide whether it ’ s true or false first and then find the information from the text to support their opinion.

14、2. Ask students to work in groups of four people and complete the following chart. And then check the answers. (Suggested answers: calculating, analytical, cards with holes, universal machine, memory, laptop, the early 1960s,

15、 network, share, ways) 3. Enable students to see the changes of computers ’ shape, and come the inside of the computer. Then read paragraph 2 and fill in the blank. After that, present some pictures to help students understand the words easily. (Suggest

16、ed answers: memory, in Tubes, On Transistors, On small chips, small) 設計意圖：通過任務型教學法， 讓學生仔細閱讀文章， 可以加深學生對 文章的理解。第二段的主要內(nèi)容是電腦內(nèi)部構(gòu)造的變化。難點是導管， 晶體管和芯片的概念過于抽象， 通過圖片的展示和表格的填寫增強理解。 Step 4: Post-reading 1. Ask students to retell this passage with the help of the information that we hav

17、e finished in while-reading. 2. Have an interview: Imagine the students meet Bill Gates when going out of the museum. Invite a student to act as Bill Gates, the others may ask him the questions like these: (1) “ Mr.Bill Gates, could you tell us in what ways computers are used now?” (2) “

18、Mr. Bill Gates, what do you think the future computers will be like? 設計意圖：根據(jù)已有信息復述文章可以加深學生對本課的掌握程度。 設 置采訪活動，可以鍛煉學生用英語表達的能力， 讓學生將所學的知識進 行信息輸出，加強說的訓練。在采訪的過程中，增強同學們的合作理念。 Step 5: Discussion: Ask the students to discuss the advantages and the disadvantages. Advantages Disa

19、dvantages (1)communicate with friends (1) Some people especially the (2)listen to the music teenagers are addicted to (癡迷） the (3)see films & watch news computer games and chatting on the (4)play games Internet. As a result，they have little (5)do shopping time to study. (6)

20、save a lot of time (2) Some people use the computer (7)do a lot of useful things wrongly. 設計意圖：培養(yǎng)學生的語言知識的拓展和應用能力， 培養(yǎng)學生形成正確 的電腦使用意識。 Step 6:Homework: Write an article about the advantages and the disadvantages of the computer. 設計意圖：培養(yǎng)學生的寫作技能，強化學生運用語言知識能力。 Blackboard Design: Teaching Reflection: