高中英语必修二Unit3Computers阅读课的教学设计及反思.doc

-支持中英、中日、中韩、中法、中俄、中西互译 -支持网页翻译，在输入框直接输入网页地址即可， 查看示例 -开启求职绿色通道！ - 人工翻译简历，求职外企利器 划词 双语对照 全屏阅读 关闭全屏阅读 中文 英语 复制一、教学设计思路A, the teaching design 本课设计以WHO AM I?为课堂教学材料，以学生现实生活为出发点和归宿点，以我国标准指导教学目标制定，以“5C”外语学习思想指导教学环节设计，旨在发展学生的语言实际运用能力。本设计以学生中心，运用了图示理论，采用了pair work, group work, class work等活动形式，串联成环，前后环环相扣，帮助学生理解课文，用自己的英语重新诠释课文，并初步具备知识迁移能力。This course design with the WHO AM I? As the classroom teaching materials, the students real life as the starting point and develops well, with the guidance of standard teaching goal setting, in order to 5 c guidance of learning foreign language teaching design, aimed at developing the students language application ability. This design by the student center, using the graphic theory, adopt the pair work, group work, class work activity form, such as tandem cyclization, interlocking, help students understand the text, with his own English to reinterpret the text, and a preliminary knowledge migration ability. 二、学习任务分析Second, the learning task analysis 本单元的中心话题是“计算机”，内容涉及计算机的发展历史、计算机的应用等，其中还谈到包括计算机在内的几种信息技术的载体、智能计算机的发明等等。不过，整个单元多以计算机为第一人称进行自白，这种拟人的手法使得文章谈起来妙趣横生，抽象的专业知识介绍起来也浅显易懂。本主旨语篇WHO AM I ?以计算机的口吻自述其发展演变的历史以及计算机在当今世界各个领域的运用。表达了计算机的发展变化之快以及在生活中用途之广。At the center of the topic of this unit is computer, the content involved in the development history of computer, computer application, etc., which also talked about several kinds of carrier of the information technology, including computers, the invention of the computer, intelligence and so on. However, the entire cell by computer for the first person to confessions, the personification of the technique makes the article talk about interesting, abstract knowledge introduction is also understandable. This theme discourse the WHO AM I? With computer tone readme evolution history of its development and the use of computer in various fields in the world today. Expressed the computer and the rapid development and changes of versatile in life. 三、学习者分析Three, learner analysis 计算机这一话题虽然有趣，但本单元所选语言材料属于科普类说明文，内容较为抽样，文章中也不乏一些专业术语，对于高一学生来说有一定的难度。Although computer this topic interesting, but this unit belongs to general expository language materials are selected, the content more sampling, there are some professional terms in the article, has the certain difficulty for senior students. 目前，学生上课以interpersonal的交流为主，而interpretative和presentational形式比重不够。由于文化教学不够重视，学生的跨文化意识不高。此外，学生跨学科学习的意识不够，语言和信息的双向促进关系的认识不够。对于比较策略主要运用在英汉汉英互译的语言层面，未进入文化比较和思维比较。学生的课外语言活动环境不够丰富和重视程度不够，通常以词汇、语法和写作练习为主，缺乏真实的语言运用。At present, the students in class is given priority to with interpersonal communication, and not enough proportion of interpretative and presentational forms. Due to the enough attention to culture teaching, the students cross-cultural awareness is not high. In addition, the interdisciplinary learning consciousness is not enough, not enough to realize bidirectional promotion relation between language and information. For comparison strategy is mainly used in english-chinese translation of language level, not into the cultural comparison and thinking. Language activities environment for students and the emphasis is not enough, usually is given priority to with vocabulary, grammar and writing practice, the lack of a real language use. 高中英语必修二Unit 3 Computers阅读课的教学设计发布者： 侯雪莲 发布时间： 2010-11-18 9:30:13 一、教学设计思路本课设计以WHO AM I?为课堂教学材料，以学生现实生活为出发点和归宿点，以我国标准指导教学目标制定，以“5C”外语学习思想指导教学环节设计，旨在发展学生的语言实际运用能力。本设计以学生中心，运用了图示理论，采用了pair work, group work, class work等活动形式，串联成环，前后环环相扣，帮助学生理解课文，用自己的英语重新诠释课文，并初步具备知识迁移能力。二、学习任务分析本单元的中心话题是“计算机”，内容涉及计算机的发展历史、计算机的应用等，其中还谈到包括计算机在内的几种信息技术的载体、智能计算机的发明等等。不过，整个单元多以计算机为第一人称进行自白，这种拟人的手法使得文章谈起来妙趣横生，抽象的专业知识介绍起来也浅显易懂。本主旨语篇WHO AM I ?以计算机的口吻自述其发展演变的历史以及计算机在当今世界各个领域的运用。表达了计算机的发展变化之快以及在生活中用途之广。三、学习者分析计算机这一话题虽然有趣，但本单元所选语言材料属于科普类说明文，内容较为抽样，文章中也不乏一些专业术语，对于高一学生来说有一定的难度。目前，学生上课以interpersonal的交流为主，而interpretative和presentational形式比重不够。由于文化教学不够重视，学生的跨文化意识不高。此外，学生跨学科学习的意识不够，语言和信息的双向促进关系的认识不够。对于比较策略主要运用在英汉汉英互译的语言层面，未进入文化比较和思维比较。学生的课外语言活动环境不够丰富和重视程度不够，通常以词汇、语法和写作练习为主，缺乏真实的语言运用。四、教学目标(1) Language Skills：1. Use “decision making” expressions like “I believe. in my opinion, etc” correctly.（activity 1）2. Develop their predicting and reorganizing skills.（activity 2,3,4,6）3. Write an 100-word passage on “My Robot Friend-Alice”（Task）(2) Language Knowledge：1. Reorganize and share their backgroud information of computers.(activity 1)2. Find and retell the grammar structure of the Present Perfect Passive Voice. (activity 5)(3) Emotions and Attitudes1. 通过讨论，能归纳和陈述网络给学校带来的影响；2. 通过辩论，能对外来网络充满好奇，激发自己的创造力的同时形成健康的网络使用态度和习惯。（activity 7）(4) Learning Strageties Recourses, Communicaiton, Cognition(5) Culture AwarenessKnow about the culture of computers and persue healthy culture online.【教学重点】1、在了解计算机发展的历史背景、著名人物、各类常见和新型用途的基础上，训练学生的阅读预测能力和信息加工组织能力。2、在与机器人Alice聊天的基础上，能写一篇题为“My Robot Friend-Alice的100字文章。【教学难点】了解计算机发展的历史背景、著名人物、各类常见和新型用途，训练学生的阅读预测能力和信息加工组织能力。五、教学过程Step1：Greetings and leading-inActivity1: Guessing game (1)Let students guess the topic by showing several attractive pictures. 设计思路本活动旨在引出话题，激发学生学习计算机的兴趣。猜测各种各样的图片既有助于满足和激发学生的好奇心，又能向学生呈现现代信息技术的高速发展，开阔学生视野。Step2: Pre-reading Activity2: Preparing and shareing（Individual and Group work / 9）1、教师或学生提供符合学生阅读的各种相关信息，包括各种文体和中英版本；内容涉及计算机的历史、著名人物、各类应用以及对未来计算机的设想。2、学生六人一组，先运用初步掌握的略读和跳读技巧整理信息（3mins）；再组内每人向组员介绍自己的信息（1min/人）；设计思路本活动旨在让学生通过自己对已有信息的主动加工和组织来了解和分享计算机的背景知识。该设计教师不再是背景呈现者，而是资源库的提供者。活动涉及主要有interpersonal和interpretative两类常用的交流模式，且信息均来源自现实生活。本设计体现了学生为中心，教师为指导的思想。Step3: While-readingActivity3: Read the passage and finish the timeline below (individual work / 3） 1642 : _ 1822 : The analytical machine was made by Charles Babbage._ :_1940s: _ _ : The first family of computers was connected to each other.1970s:_Now : _设计思路 本活动属于fast-reading，旨在利用图示理清思路，帮助学生快速获取信息，同时训练学生Skimming的阅读技巧。由于本篇文章由于讲述了计算机的发展历史，故以时间发展顺序作为阅读的线索，可以有效的提高阅读速度和准确率。Activity 4: Read the passage again and complete the chart below(pair work /11)Paragraph 1Paragraph 2Paragraph3Topic sentenceSupporting details .5.1. munications2.finance3.4.5.设计思路本活动属于careful-reading，旨在深入理解课文内容。通过此练习来讲解文章的语言知识和篇章结构，锻炼学生寻找Topic sentence来阅读技巧，并能模仿“topic sentence+supporting details”的写作模式。Atvivity5: Translation(4)1. Over time I have been changed quite a lot.2. I have been used in offices and homes since in 1970s.3. Since the 1970s many new applicaitons have been found for me.4. I have even been put into space rockets and sent to explore the Moon and Mars.设计思路本翻译活动，旨在让学生对本单元的语法有初步的了解和归纳，从而为下节语言学习课做准备。Activity 6: Ask-and-answer. (Summary / class work /2)Q1:Whats main idea of the passage? Q2: Do you feel difficult in understanding the passage? And why?设计思路本活动旨在对文章的内容进行总结，从语言知识到篇章结构知识的判断、分析。通过该活动，学生对本文有了全局的把握。到这里，完成了对课文本身的学习。Step4：Conclusion and homework（2）1. Conclusion of the class2. Task：“My Robot Friend-Alice”Have you ever chatted with a robot? Do you what to talk with him/her? Now, you have the chance. You can have Alice, a robot to