高中英语人教版必修2 Unit3 Computers《Warming up、Pre-reading、Reading、Comprehending》优质课公开课教案教师资
格证面试试讲教案
1教材分析
本课时是本单元的第一课时,内容包括热身(Warming up),读前(Pre-reading),阅读(Reading)和理解(Comprehending) 四个部分。其中阅读部分以“Who Am I?”为话题,分别从计算机发展演变的历史和计算机在各个领域的应用等方面介绍了计算机的发张变化之快及在生活中用途之广,真正成为生活中不可缺少的一部分。
2教学目标
学习掌握以下重点语言知识:
单词:calculate, simplify, sum, universal, solve, artificial, intelligent, reality, total, network, web, application, finance, character, explore, arise, anyhow, operator, logically, rocket
短语:from…on, as a result, so…that…, with the help of, deal with, watch over, technological revolution, human race, in a way
句型:①. Over time I have been changed quite a lot.
②. since the 1970s many new applications have been found for me.
3学情分析
学生个性和英语水平差异大,教学设计要有梯度,由浅入深,注意层次性。教师要抓住学生的心理, 激发学生的学习兴趣,让他们在学习中学会参与,在参与中学会学习。
4重点难点
1.对全文大意作整体理解。2.掌握本课的重点单词与词组。3.训练学生的综合阅读技能。
5教学过程
5.1第一学时
5.1.1教学活动
活动1【导入】Warming up and Lead－in
1.Look at the pictures on page 17. What are they? What do they have in common? Yes, they are computers. Then what is a computer?(见右图)
A computer is a machine which stores knowledge in its memory and does calculations on that knowledge. This knowledge is stored in symbols; it is called data. A computer usually has a monitor to show results. However, some computers can speak; these computers can be used for voice mail.
2.Ask the students to say some usages in our daily life and something they know about computer. 活动2【导入】Pre－reading （2mins）
Questioning and answering30;30;30;How much do you know about computer? 1) A small quiz: (见右图)
2) what do the followings stand for? (见下图)
【设计说明】使学生通过小测试和小组讨论再次了解学生对电脑的知识及认识,培养学生从合作学习中获取更多有关信息的能力,并为进入课文阅读输入相关的背景知识。 活动3【活动】Reading for information (8mins) Skimming (略读) (4mins)
略读就是以尽可能快的速度进行阅读。让学生快速浏览文章,回答以下3个问题: 1)Find the words for each of the following meanings from the text. — to make things easy (simplify)
— to find the answer using numbers(calculate) — can be moved easily from place to place(mobile) — anyway(anyhow)
— activity of managing money (finance)
— to work out the answer to a problem (solve) — completely (totally)
— connected computer system (network) 2) Who is the speaker in the story? (a computer)
3) Write down three sentences from the story to support your idea. (略) 2.Scanning for details (寻读)(4mins)
在学生细读完阅读材料后,让学生寻找有关电脑发展历程的细节内容。此教学过程通过学生个体细读后,采用小组合作、学生互问互答的方式填满以下两个表格。
活动4【活动】Reading for comprehension (8mins)
本过程主要采用回答问题的形式,让学生带着问题去仔细阅读文本信息,从阅读文本材料中找到这些特定的信息和具体的事实。在这教学环节中,本人设计了2个问题(详见下图示)。
【设计说明】阅读理解能力的素质主要体现在两个方面:一是快速阅读,二是准确理解。两者缺一不可。因此,在此过程中,教师设计一些帮助学生深刻把握课文要旨(message)的问题。 活动5【活动】Consolidation (15mins) 深化阅读的讨论。(5mins)
Discussing and sharing30;30;30;How have computers changed our lives? (以上四幅图片提供参考)
活动2 :学生扮演designer设计未来的computer,并向同伴描述。(10mins) 活动6【作业】Homework (1－2mins)
Write a passage about something which you are familiar with using chronology and personification. 【设计说明】本设计侧重提高学生的自主学习能力,促使他们在学习和练习中不断提升感悟能力和创新能力。 2.小组课堂评价表
非测试性评价:小组互评,了解学生的学习情感、策略,由组长负责,组织小组反思,填写下表(以5分制计),并存入学习档案。