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新疆巴州且末县中学 人教版 必修一 Unit 3 Computers Reading Who am I教学设计

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                            Unit 3 Computers
一、教学对象分析
本节课的教学对象为高一上学期的学生,在经历了必修                       1 的学习过程之后,学生已经对高

中的英语学习有了初步的了解和感知,但仍需要训练和提高语篇的理解,归纳和分析的能

力。本节课的一系列活动,就是为学生的语篇阅读打开一扇窗户,培养学生的语篇意识,

使其更全面的理解文章内容,归纳主旨大意。

学生在前一节课的词汇学习中,已经掌握了文中所出现的大部分生词,这为本节课的阅读

扫清了障碍,能让学生更好的专注于语篇结构的理解,而不必因为生词过多影响阅读效果。

高一学生活泼好动,思维活跃,愿意积极的投入到思考和各种活动中。这就需要老师积极

热情的引导,合理设计活动环节,有条理的分解知识层次,帮助学生循序渐进的掌握语篇

的处理能力。
二、教材内容分析
本节课阅读材料是本单元的主要阅读篇章,属科普类说明文,讲述了计算机的发展历史及

其在当今世界各个领域的应用。内容较为抽象,且有一些专业术语,对高一学生来说有一

定的难度。但写作手法上以计算机为第一人称进行自白,这种拟人的手法能够激发学生的

阅读兴趣,也使得文章更浅显易懂。

本文共分    3 个段落,以时间为顺序说明计算机的发展历史,且每段的第一句话均为该段落

的主题句。这种结构的语篇非常适合用来启发和引导学生寻找段落的主题句,并进一步归

纳文章主旨大意。同时配以适当的练习,帮助学生归纳总结出方法,在练习中运用这些方

法,从而提升对语篇的全局意识,增强对语篇的解题能力。
三、教学目标
根据以上学情和教材分析,本节课的重点是教会学生如何正确寻找段落主题句,归纳语篇

主旨大意。以这个任务为主线,贯穿整个教学活动,让学生眼,耳,手并用,通过自主学

习,小组学习等教学活动,在语境中观察,总结,实践语篇分析方法,并最终从阅读理解

的三个维度达到以下目标:

1.信息知识 —— 了解计算机的发展历史及其在当今社会各个领域的广泛应用。

2.语言知识 —— 理解和掌握与计算机相关的词汇。

3.语篇知识 —— 领悟和实践在语篇中寻找主题句的方法,学会归纳文章主旨大意。
四、教学过程
Step I Lead-in (3 mins)
(1)英文网站截图导入。教师在              PPT 上呈现一些英文网站的截图图片,让学生思考有关英

文网站上文章理解的问题,提出两个问题:

Do you often go to the English website?
                  中国现代教育网     www.30edu.com  全国最大教师交流平台

Do you have some difficulty in understanding the article on the website?
借助这两个问题引发学生的思考,对下面的阅读活动起到预热的作用,以此导入本课的课

题。

(2)揭题 

针对英文网站上的很多说明文,本节课将教授学生如何寻找主题句,如何利用主题句概括

文章主旨大意,继而更好的理解说明文。

[意图说明] 

这个年龄的学生好奇心强,喜欢探索问题,英文网站是他们获取信息的优质资源,但语言

却成为很大的障碍。本环节所展示的图片配合老师的启发性问题用以引发学生的思考,如

何才能更好的理解说明文。用分析的方法引出本节课的重点内容:要想更好的理解说明文,

需要概括出文章的主旨大意,而段落大意是文章主旨大意的重要基础,寻找主题句是确定

段落大意的重要方法之一。

Step II reading and comprehending ( 25 mins )
(1)让学生快速浏览文章并找出每段的主题句。提问,什么是主题句?如何寻找主题句?

让学生分别回答,并找出每段的主题句。

What is topic sentence? 

—— a leading sentence

How to find out the topic sentence for each paragraph? 

—— beginning/ ending / no topic sentence
(2)提问过后,确定每个段落的主题句。继而引发学生的思考,如何才能知道自己所找到

的主题句是正确的?

How do you know that the topic sentence you have found out is right?
学生会说出在文中找到的一些论点,得出结论:

主题句印证:要点支持 We need some supporting details.

(3)读课文,完成课堂练习            1,同时找出支持每段主题句的细节,即                supporting details. 

待学生完成后,请        3 名同学在黑板上写出他们的答案。

课堂练习    1

Para 1  Over time I _________________ quite a lot.

1642: The computer began as a ___________.

1822: The ______________ was made by Charles Babbage.

1936: The computer  could be made to work as  a ____________.From then on, it 

      grew rapidly both in size and brainpower.
                  中国现代教育网     www.30edu.com  全国最大教师交流平台

1940s: The computer had grown _______________ a room.

1960s: The first family of computers was connected to each other.

1970s: First as __________ and then as a ___________,  computers were used in 

        offices and homes.

Now:  Computers connect people all over the world together.

Para 2   These changes only became possible as my ___________ improved.

★First it was stored in _____________

★then on ________________

★later on very small _______________.

★Over time my _____________ has developed so much that, like an _____________ , 

  I never forget anything I have been told.

★I was so lonely until they gave me a family connected by a ______________. 

★We can share knowledge through the _________________________.


Para 3    Since the 1970s many new _________________ have been found for me.


★I have become very important in communication, ______________

   and trade. 

★I  have  also been put into ____________ and  _____________ and used to made 

  ______________ as well as help with _________________. 

★My goal is to ____________ humans with a life of _________________.

 
(4)结合课件订正答案。

答案:

Para1: have  been changed, calculating machine, analytical machine, universal 

machine, as large as, a PC, laptop.

Para2: memory, tubes, transistors, chips, memory, elephant, network, World Wide 

Web.

Para3:  applications, finance, robots,  space rockets, mobile  phone, medical 

operations, provide, high quality.
(5)提问学生,让他们找出每段主题句的支持点,结合课件,给出答案。同时指出,支撑

论点可以是单词,短语或句子。
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           Supporting details

                                 communication
                     memory
calculating machine                 finance
                      tubes
 analytical machine                  trade
                    transistors
 universal machine                   robots
                      chips
        PC                        space rockets
                     network
      laptop                      mobile phone
                     WWW       medical operations


[意图说明]此环节为本节课的核心部分,是本节课教学的重点环节。通过引导和启发学生,

找出段落的主题句,利用对表格的分析得出支撑主题句的论点。不仅要教会学生如何寻找

归纳,同时还要让学生学会印证所找到的主题句,以保证结果的正确性。

期中(1)(2)两个步骤引导学生以实践的方式总结有关主题句的内容要点,把学生对主

题句的朦胧的感性认识上升到清晰的理论认知水平。(3)(4)(5)训练学生寻读的能力,

用表格展示出文章的结构,所填单词提醒、引导学生关注文章的结构骨架,帮助学生直观

的梳理文章,引导学生分析文本,从而学会寻找主题句的支撑论点。

Step III Topic sentence to Main idea (5 mins)

在得出每段的主题句并通过论点验证正确后,引导学生利用这些主题句总结出文章的主旨

大意。

  Topic sentence   Main idea

  1. Over time I have been changed quite a lot.
  2. These changes only became possible as my 
  memory improved.
  3. Since the 1970s many new applications 
  have been found for me.
                 This text told us the _______ 
  main idea       and the ______________ of 
 of the text        computers , mainly to 
                  express its widely _______.
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  Topic sentence   Main idea
                              history
  1. Over time I have been changed quite a lot.
            development
  2. These changes only became possible as my 
  memory improved.            uses
  3. Since the 1970s many new applications 
  have been found for me.
                 This text told us the _h_i_s_t_o_r_y 
  main idea       and the d__e_v_e__lo__p_m__e_n__t of 
 of the text        computers , mainly to 
                  express its widely _u__s_e_s__.

[意图说明]

此环节为本节课的点睛之笔,找到主题句的最终目的是为了利用这些主题句得出文章的主

旨大意,从而更好的理解说明文。

Step IV Exercises (10 mins)

以小组讨论,交流的形式,完成课堂练习                  2

Read the passage and finish the tasks.                   

   Robots are  smart. With  their computer brains,  they help people  work in 

dangerous places or do difficult jobs. Some robots do regular jobs. Bobby, the 

mail carrier, brings mail to a large office building in Washington D.C. He is 

one of the 250 mail carriers in the United States.

   Mr. Leachim, who weighs two hundred pounds  and is six feet tall, has some 

advantages as a teacher. One is that he does not forget details. He knows each 

child’s name, the parents’ names and what each child knows and needs to know. 
In addition(另外),   he knows each  child’s  pets and hobbies. Mr. Leachim does 

not make mistakes. Each child goes and tells him his or her name, then dials an 

identification number. His computer brain  puts the child’s  voice and number 

together. He identifies the child without mistakes. Then he starts the lesson.

   Another advantage is  that Mr. Leachim is flexible.  If children need more 

time to do their lessons, they can move switches. In this way they can repeat 

Mr. Leachim’s lesson over and over again. When the children do a good job, he 

tells them something interesting about their hobbies. At the end of the lesson 

the children switch Mr. Leachim off.
1).The topic sentence for each paragraph.
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Para1          ___________________________________________________________Para2 

___________________________________________________________Para3 

___________________________________________________________

2).The main idea of the passage. 

_______________________________________________________________________________

_______________________________________

3). The first paragraph of the passage tells us ________.

A. human beings are not as smart as robots

B. robots can help people in many different ways

C. robots will take the place of man to rule the earth

D. we can only use robots to do some regular jobs
[意图说明]

通过练习,让学生进一步领会寻找主题句的方法,并练习利用主题句归纳文章主旨大意。

在练习中不断印证,反复操练所总结的方法,训练解题思维,强化记忆。同时通过小组活

动的形式,给学生创造机会交流方法,表达观点,学会合作学习

Step V Conclusion (2 mins)

总结本节课所学知识和方法。

寻找并验证段落主题句,利用主题句总结文章主旨大意,最终做到更好的理解说明文。

[意图说明]

通过最后的归纳总结帮助学生理顺思路,复习本节课所学知识技能,同时强调各个环节间

的逻辑关系,有利于学生理解记忆。

Step VI  Homework
用课上所学方法完成阅读理解练习

五、板书设计

Exposition


main idea

                    1. a leading sentence

topic sentence      

                    2. beginning/ending / no topic sentence

                      1. words

supporting details        2. phrases
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    3. sentences
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