unit3-computer-教学设计.doc

Unit 3 Computers 教学设计
(Warming up＆Reading)
设计思想
语言教学，特别是外语教学，内容意义的理解是第一位的，语言形式的学习是第二位的。因此英语阅读教学应采用整体教学模式，也就是要求教师充分利用课文提供的语言材料，帮助学生完成理解课文大意、语言形式和篇章结构等方面的问题。在处理各个部分时应做到局部不离整体，整体寓于局部的思想。
阅读教学设计，要以任务推动学习，以任务贯穿学习。
教材分析
本堂课包括Warming up 和 Reading 两部分。他们是语言知识和文化意识的输入过程；是语言技能、情感态度和学习策略的培养过程，也是语言输出过程。在整个教学过程中，它是培养学生阅读能力的主要过程，教学重点是阅读技能的培养、交际能力及情感态度的提升。
Warming up部分根据每个人对电脑的看法不同让学生就“Do you like computer?”进行小组探究和讨论，从自身实际出发谈论自己的看法，有助于激发学生对于整个单元的学习兴趣。
Reading部分（Computers）主要讲述的是电脑的发展史，通过一系列问题的设置让学生能够在全面理解文章的基础上提高信息处理、加工和学习的能力。
学情分析
1. 随着科技的发展和交流的日益密切，“电脑”已经越来越成为人们生活不可或缺的一部分，虽然学生们知道电脑的用途及功能等，但是对于电脑的发展历史还是比较模糊，本课的内容能够引起学生的学习兴趣，激发学生的探究心理。
2. 在本课任务驱动的学习过程中，学生可能会采取自主学习、合作学习。探究学习等策略，独立思考、快速阅读文章、讨论等方式进行有效的学习。
教学目标和要求
（1）认知目标
掌握以下词语和短语：Calculate, sum, solve, simplify, artificial, intelligence, revolution, reality, totally, application, finance, in common, over time, as a result, from···on, so···that.
（2）能力目标
训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和篇章理解的准确性，并养成一定的自主学习能力；培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。
（3）情感目标
通过对“computer”的学习，启发学生思考电脑给我们带来的影响，从而以一种正确的方式利用电脑和网络资源；另外通过电脑的发展历程让学生意识到科技对生活的影响。
教学重点难点
教学重点：
1.了解计算机的发展过程，进一步认识计算机的演变以及对人类的影响。
2.训练学生的阅读技巧，提高学生阅读速度和理解能力。
教学难点：
对所获取的信息进行处理、加工和学习，形成有效的学习策略。
教学策略与手段
1.任务型教学
2.课堂操练和小组讨论
3.多媒体教学
教学过程
Step 1 Lead—in(热身活动)
1.一段变形金刚的视频导入今天的话题“computers”。
2.设计问题：
Do you like computer? Why or why not?
I like/ don’t like computer. Because···
What is the function of computer?
In my opinion/ from my perspective/ I think that···
3.Give students four descriptions about different calculating machine, then ask students to ask “who am I?”

I am very old now. I was born in China. Many people used me for calculating in the past, but now I am a bit lonely because they don’t like me now.

Abacus

I am very small. I can be used for calculating. In China, a lot of students use me when solving mathematical problems.

Calculator

I can be used for calculating, sending e-mails, watching movies online. However, I am not a PC, because I am small enough for you to take me with you.

Laptop

I am a new born machine. I am programmed to move and perform certain tasks automatically. And I am used for more and more fields.

Robot
★ 设计意图：通过围绕电脑这一主题展开，话题贴近我们生活，容易调动学生的积极性，激活他们的思维能够激发学生自主表达自己的想法，培养他们的语言运用能力，达到“师生互动、生生互动”的效果。
Step2 Pre-reading
设计问题：
Task 1 Pre-reading questions
1. Who am I?
2. Who was the first person to invent the earliest computer?
3. Who was the next important person to design computers?
4. Read the passage quickly and check your prediction. What is the main idea of the passage?
Task 2 Put the following inventions in an order according to the time they appeared.
( ) analytical machine ( ) laptop
( ) calculating machine ( ) robot
( ) PC ( ) universal machine
★ 设计意图：让学生思考并回答问题，可以活跃课堂气氛，真正发挥学生在课堂上的主体作用。通过task 1 让学生根据课文标题等预测文章的内容。Task 2 通过对事物的排序让学生进一步了解课文的结构和发展情节。这些问题既培养学生的语言运用能力，同时还发展了学生发现问题、思考问题、解决问题的能力。
Step 3 While-reading
Task one: first reading
Skimming with the following questions（fast reading）:
1. Where were you in 1642?
2. What happened to you after nearly two hundred years?
3. What were you called in 1936?
4. What happened to you in the 1970s?
Ask the students to decide whether the following statements are true or false.
1. Alan Turing built an Analytical Machine to solve any mathematical problems. F
2. People began to realize that the computer got cleverer and quicker with time passing. T
3. In 1936 my real father, Charles Babbage, wrote a book to solve any mathematical problem. F
4. From 1936, the computer grew rapidly both in size and in brain power. T
5. The larger the computer is, the more memory it has. F
★ 设计意图快速浏览课文，回答问题。训练和培养学生快速阅读的能力。
Task two: second reading (careful reading)
(1)Read the passage carefully and fill in the blanks.
1642

1822
The analytical machine was made by Charles Babbage

1940s

The first family of computers was connected to each other
1970s

now

(2) Try to retell the story according to students’ memory.
In 1642, a calculating machine was used in__________ . Then in 1822, the Analytical Machine was made by _______________. It could follow instructions from cards with holes. In 1936, _____________, the real father of computers, wrote a book to describe how computers could be made to wok and built a “__________________” to solve any mathematical problem. And in the early1960s, computer can share its knowledge through _______ ______ _____.In 1970s computers have become very important in_______________, ___________ and_____.
★设计意图：表格填空按照文章发展的顺序进行排列，学生通过仔细阅读对各个时间段的时间进行概括，可以培养学生对文章的概括能力和理解能力。课文复述题可以加强学生对课文的整体理解，锻炼学生获取信息和处理信息的能力，从而提高阅读理解水平。
Step 4 Exercises
1. What’s the main idea of the text?
A. The computer wants to find “who he is”.
B. The functional change of the computer.
C. The computer becomes popular around the world.
D. The history of the computer.
2. This passage is probably taken from______
A. an advertisement B. a notice
C. a poster D. a magazine
3.What does the word ”rapidly” mean in paragraph one ?
A. quickly B. slowly
C. largely D. mostly
4. What can you infer from the text?
A. The computer has very large size.
B. The computer changes a lot over the years.
C. The computer was not connected by a network until in the early 1970s.
D. Now the computer can only be used to deal with information.
5. According to the passage, computer in the future will________
A. become bigger and bigger
B. develop with low speed
C. become the helper of mankind
D. disappear
★ 设计意图：通过高考阅读题的形式把这篇文章划分为五个问题，分别是文章主旨的推断，文章体裁和出处的判断，句子中词义的推测，对课文内容的理解以及对文章内容进一步发展的预测。这有助于构建学生对高考的一个初步认识，在平时的讲课中锻炼和提高学生对阅读的认知和理解能力，从而提高阅读理解的正对性和准确性。
Step5 Homework
1. Try to retell the text in your own words.
2. Searching more informations about computer.
3. Finish the Ex2 and Ex3 in Learning about Language on page20.
★ 设计意图：提高学生搜集信息和整理信息的能力，进一步加深对课文内容的理解，从而在练习题中运用自如。