2. 职业资格
  3. 设计任务：请阅读下面学生信息和语言素材，设计一节20分钟的英语阅读课的教案。 教案没有固定格式，但须包含下列要点： . teaching objectives . teaching contents . key and

设计任务：请阅读下面学生信息和语言素材，设计一节20分钟的英语阅读课的教案。 教案没有固定格式，但须包含下列要点： . teaching objectives . teaching contents . key and

admin2022-10-28  90
问题     设计任务：请阅读下面学生信息和语言素材，设计一节20分钟的英语阅读课的教案。
    教案没有固定格式，但须包含下列要点：
    . teaching objectives
    . teaching contents
    . key and difficult points
    . major steps and time allocation
    . activities and justifications
    教学时间：20分钟
    学生概况：某城镇普通中学高中一年级(第一学期)学生。班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》六级水平。学生课堂参与积极性一般。
    语言素材：
                                                Who am I?
    Over time I have been changed quite a lot. I began as a calculating machine in France in 1642. Although I was young 1 could simplify difficult sums. 1 developed very slowly and it took nearly two hundred years before I was built as an analytical machine by Charles Babbage. After I was programmed by an operator who used cards with holes, I could "think" logically and produce an answer quicker than any person. At that time, it was considered a technological revolution and the start of my "artificial intelligence". In 1936 my real father, Alan Turing, wrote a book about how I could be made to work as a "universal machine" to solve any difficult mathematical problem. From then on, I grew rapidly both in size and in brainpower. By the 1940s 1 had grown as large as a room, and I wondered if I would grow any larger. However, this reality also worried my designers. As time went by, I was made smaller. First as a PC (personal computer) and then as a laptop, I have been used in offices and homes since the 1970s.
    These changes only became possible as my memory improved. First it was stored in tubes, then on transistors and later on very small chips. As a result, I totally changed my shape. As I have grown older I have also grown smaller. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! And my memory became so large that even I couldn’t believe it! But I was always so lonely standing there by myself, until in the early 1960s they gave me a family connected by a network. I was able to share my knowledge with others through the World Wide Web.
    Since the 1970s many new applications have been found for me. 1 have become very important in communication, finance and trade. I have also been put into robots and used to make mobile phones as well as help with medical operations. I have even been put into space rockets and sent to explore the Moon and Mars. Anyhow, my goal is to provide humans with a life of high quality. I am now truly filled with happiness that I am a devoted friend and helper of the human race!
选项
答案 Teaching Contents: This is a passage about the development of the computer. Teaching Objectives: (1) Knowledge objective Students can know some basic knowledge about computer’s history and its development. (2) Ability objectives ① Students can improve their ability to catch the key information of the passage and skills of careful reading. ② Students can improve their speaking ability to talk about computers. (3) Emotional objective Students can cultivate their interest in advanced technology and realize the key role of the computer in life. Teaching Key and Difficult Points: (1) Teaching Key Point Students can understand the development of computers. (2) Teaching Difficult Point Students can retell the history of computers according to the timeline. Major Steps: Step 1 Warming up (2 minutes) Show students some pictures about different kinds of calculating machines. Ask students to discuss the similarities and differences among these calculating machines. (Justification: Students in high school are very familiar with computers, and familiar topic and vivid pictures can raise their interest in further reading.) Step 2 Pre-reading (3 minutes) Ask students to think about the following two questions, and invite some of them to share their ideas. ① What else can computers do besides calculation? ② What do you do with your computer in your daily life? (Justification: This step can help students to think about the usage of computers and also lay a good foundation for the following reading activities.) Step 3 While-reading (10 minutes) (1) Fast reading Ask students to read the passage quickly, and find out the timeline of the passage. For example: [*] After reading, invite some students to finish the form on the blackboard and give them positive feedback. (Justification: Students can improve their reading speed and ability to find specific information. Positive feedback can encourage them to take part in the class activities actively.) (2) Careful reading Ask students to read the passage carefully, and judge the following true or false questions: ① Alan Turing wrote a book about how computer could be made to work as a "universal machine" , and it was considered a technological revolution. ( ) ② With time passing by, the computer has became cleverer and faster. ( ) ③ It is unlikely to put computers into space rockets and sent to explore the other planets. ( ) (Justification: Students can grasp the detailed information clearly; meanwhile, their reading ability to scan can be improved.) Step 4 Post-reading (5 minutes) (1) Ask students to retell the passage using their own words according to the timeline on the blackboard and invite some of them to share their retelling. (Justification: This step can check students’ understanding of the whole passage and grasp of the structure, and also improve their speaking ability.) (2) Ask students to imagine new advanced function of computers in 2030, and choose some students to share their imaginary computers with the whole class. (Justification: Students can develop skills of retelling and strengthen their imagination.)
解析
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