(共18张PPT)
Module
7
Computers
Unit
2
When
do
you
use
a
computer?
What
can
we
do
on
the
computer?
watch
movies
listen
to
music
go
on
the
Internet
send
email
play
games
talk
online
What
to
do
on
the
computer?
search
for
information
shop
online
buy
tickets
Read
for
the
general
idea
Different
people
do
different
things
on
the
computer
Read
the
passage
quickly
and
answer
the
question.
What
is
the
passage
about?
Read
the
passage
carefully
and
answer
the
questions.
Q1:
Who
can
use
the
computer
on
Sundays?
Q2:
Who
shares
a
computer
with
his
father?
Mike
Zhang
Lei
Read
for
details
Read
the
passage
carefully
and
answer
the
questions.
Q3:
Who
has
a
friend
in
Australia?
Q4:
Who
uses
the
computer
at
home
for
the
longest
time?
Why?
Alice
Mike
Q1:
Who
would
you
like
to
be
friends
with?
Why?
Read
the
passage
again
and
think
about
the
question.
Read
for
thinking
Q2:
Whose
parents
do
you
like
best?
Why?
Read
the
passage
again
and
think
about
the
question.
Q3:
If
you
were
Mike's
parent,
what
would
you
do?
Read
the
passage
again
and
think
about
the
question.
Complete
the
mind
map
…
Desktop
Design
choose
add
Group
Assessment
If
they
could:
Tick(√)
the
diamonds
they
got
A.
talk
about
their
choices
B.
give
reasons
C.
give
advice
A
A
&
B
A，B
&
C
Group
A
Group
B
Group
C
Group
D
(
)
(
)
(
)
Trying
harder
Good
Excellent
…
Group
A
Group
B
Group
C
Group
D
Award
Ceremony
Homework
According
to(根据)
the
mind
map,
write
down
a
passage
about
what
Zhang
Lei,
Alice
and
Mike
do.
(You
may
use
your
own
words)教学设计
课文标题：
Unit
2
When
do
you
use
a
computer?
单元名称：
Module
7
Computers
教材版本：
外研版
授课年级：
七年级
整体设计思路
本节课的课型是阅读课，通过问题的设计让学生明确“who，what，when”等基本信息并在此基础上理清文章脉络和结构。让学生利用思维导图将文本中的有效信息提取并以复述课文的形式尝试初步的表达。由于学生的阅读仍然停留于字面，不能深入理解课文，这是学生们面临的主要问题，因此为了引起学生对文本的深入思考，通过设计一系列有关如何正确处理因电脑问题所引发的父母与孩子关系紧张的问题,促使孩子们积极思考、深入阅读。最后输出环节设计小组的电脑桌面，选择图标。思考自己最喜欢用电脑做什么，然后小组讨论，达成一致，选出一个大家都共同喜欢做的事情，并陈述理由。其他小组进行点评，可以补充，可以质疑，引发互动。
教学目标
通过阅读，学生能理清文章的脉络和结构并能在思维导图的帮助下，利用文章中的重要词汇和短语准确复述课文；通过进一步阅读，用问题引发学生深入思考，使得学生借助文本内容能够正确、清晰并且创造性的表达如何处理因电脑问题所引发的父母与孩子关系紧张的问题。
教学重难点
重点：通过阅读理清文章脉络和结构并能复述课文难点：对文本的理解流于表面，不能深入理解
教学过程
教学步骤
学生活动
设计意图
Step
1
Warming
up
1.Free-talk
谈论他们经常在电脑上做什么2.看图标说出对应短语
通过电脑桌面的图片让学生提前预热，唤醒学生“电脑”相关的词汇短语的记忆。
Step
2
Reading
1.通读全文回答问题：What
is
the
passage
mainly
about?2.仔细阅读文章回答问题：Q1:Who
can
use
the
computer
on
Sundays?
Q2:Who
shares
a
computer
with
his
father?Q3:Who
has
a
friend
in
Australia?
Q4;Who
uses
the
computer
at
home
for
the
longest
time?
Why?3.仔细阅读课文思考问题：Q1:Who
would
you
like
to
be
friends
with?Why?Q2;Whose
parents
do
you
like
best?Why?Q3:If
you
were
Mike’s
parent,
what
would
you
do?
通过阅读问题从主旨大意到细节分析再到质疑评价层层深入的设计，带动学生逐步深入文本，引起学生的深度思考。随着开放性问题设计的深入让学生逐渐形成“合理”使用电脑的意识，思考如何正确处理因电脑问题所引发的父母与孩子关系紧张的问题。让学生在借助文本内容的基础上认真思考，创造性的表达个人观点。这一环节也为后面的输出环节做好铺垫。
Step
3Retelling
回读课文，完善“what
to
do
on
the
computer”思维导图，理清文章脉络，并在导图的帮助下复述课文。
通过回读课文完善思维导图，让学生能够理清文章脉络、巩固所学知识，尝试运用课本中的词汇和短语准确复述课文。
Step
4Output
设计小组的电脑桌面，选择图标。思考自己最喜欢用电脑做什么，然后小组讨论，达成一致，选出一个大家都共同喜欢做的事情，并陈述理由。其他小组进行点评，可以补充，可以质疑，引发互动。
小组讨论活动中需要学生陈述自己的观点、说服其他人，倾听、妥协，然后达成一致，实现思想上的合作。其次，利用小组评价表，其他小组可以做出评价，实现组与组之间的互动。
Step
5Homework
以“What
We
Do
on
the
Computer”为题写4-5句话，简要介绍电脑的使用情况。
通过句子写作练习实现课堂教学的巩固和延伸。
板书设计
Module
7Unit
2
When
do
you
use
a
computer?
本节课思维导图
教学反思Module
7
Computers
Unit
2
When
do
you
use
a
computer?
Key
phrases
Part
Ⅰ
Reading（外研版七年级上册P44）
There
is
a
computer
in
my
home,
and
my
father
and
I
share
it.
My
father
is
a
manager
of
a
company,
so
he
often
talks
to
his
customers
on
the
computer.
He
also
goes
on
the
Internet
to
check
the
times
of
trains,
make
travel
plans,
and
buy
tickets.
I
listen
to
music
or
watch
movies
on
it
every
Friday
night.
---Zhang
Lei
There
is
no
computer
in
my
home.
I
can
only
use
it
at
school.
On
the
Internet,
I
search
for
information,
do
my
homework
and
check
my
email.
I
have
a
friend
in
Australia.
I
can
see
her
and
talk
to
her
on
the
Internet.
---Alice
We
have
a
computer
at
home.
My
parents
don’t
use
it.
I
can
use
it
on
Sundays.
I
send
email
to
my
friends
and
play
computer
games.
But
sometimes
I
play
a
lot
of
games
and
my
mother
doesn’t
like
it.
---Mike
Activity
1
Go
through
the
passage
and
answer
the
question.
Q:What
is
the
passage
about?
Activity
2
Read
the
passage
carefully
and
answer
the
questions.
Q1:
Who
can
use
the
computer
on
Sundays?
Q2:
Who
shares
a
computer
with
his
father?
Q3:
Who
has
a
friend
in
Australia?
Q4:
Who
uses
the
computer
at
home
for
the
longest
time?
Why?
Activity
3
Read
the
passage
carefully
and
think
about
the
questions.
Q1:Who
would
you
like
to
be
friends
with?Why?
Q2;Whose
parents
do
you
like
best?Why?
Q3:If
you
were
Mike’s
parent,
what
would
you
do?
Part
Ⅱ
Retelling
Activity
1
Complete
the
mind
map
with
the
verb
phrases（动词短语）in
the
text.
Activity
2
Retell
the
text
with
the
help
of
the
mind
map
Part
Ⅲ
Output
Design
your
group
desktop.
What
do
you
like
doing
on
the
computer?
Part
Ⅳ
Group
Assessment
Checklist
If
they
could:
?Tick(√)
the
diamonds
they
got
talk
about
their
choices
(选择）
give
reasons（理由）
give
advice（建议）
?A
(
)
?A&B
(
)
A,
B&C
(
)
Trying
harder
Good
Excellent
Part
Ⅵ
Homework教学材料
教学设计
课文标题：
Unit
2
When
do
you
use
a
computer?
单元名称：
Module
7
Computers
教材版本：
外研版
授课年级：
七年级
整体设计思路
本节课的课型是阅读课，通过问题的设计让学生明确“who，what，when”
等基本信息并在此基础上理清文章脉络和结构。让学生利用思维导图将文
本中的有效信息提取并以复述课文的形式尝试初步的表达。由于学生的阅
读仍然停留于字面，不能深入理解课文，这是学生们面临的主要问题，因
此为了引起学生对文本的深入思考，通过设计一系列有关如何正确处理
因电脑问题所引发的父母与孩子关系紧张的问题,促使孩子们积极
思考、深入阅读。最后输出环节设计自己的电脑桌面，选择图标。思
考自己最喜欢用电脑做什么，然后小组讨论，达成一致，选出一个大家都
共同喜欢做的事情，并陈述理由。其他小组进行点评，可以补充，可以质
疑，引发互动。
教学目标
1.
通过阅读，学生能理清文章的脉络和结构并能在思维导图的帮助下，
利用文章中的重要词汇和短语准确复述课文；
2.
通过进一步阅读，用问题引发学生深入思考，使得学生借助文本内容
能够正确、清晰并且创造性的表达如何处理因电脑问题所引发的
父母与孩子关系紧张的问题。
教学重难点
重点：通过阅读理清文章脉络和结构并能复述课文
难点：对文本的理解流于表面，不能深入理解
教学过程
教学步骤
学生活动
设计意图
Step
1
1.Free-talk
通过电脑桌面的图片让学生
谈论他们经常在电脑上做什么
提前预热，唤醒学生“电脑”
Warming
up
2.看图标说出对应短语
相关的词汇短语的记忆。
Step
2
1.通读全文回答问题：What
is
the
1.
通过阅读问题从主旨大意
passage
mainly
about?
到细节分析再到质疑评价层
2.仔细阅读文章回答问题：
层深入的设计，带动学生逐步
Q1:Who
can
use
the
computer
on
深入文本，引起学生的深度思
Reading
Sundays?
考。
Q2:Who
shares
a
computer
with
his
2.
随着开放性问题设计的深
father?
入让学生逐渐形成“合理”使
Q3:Who
has
a
friend
in
Australia?
用电脑的意识，思考如何正确
Q4;Who
uses
the
computer
at
home
处理因电脑问题所引发的父
for
the
longest
time?
Why?
母与孩子关系紧张的问题。让
3.仔细阅读课文思考问题：
学生在借助文本内容的基础上认
Q1:Who
would
you
like
to
be
friends
真思考，创造性的表达个人观点。
with?Why?
这一环节也为后面的输出环
Q2;Whose
parents
do
you
like
节做好铺垫。
best?Why?
Q3:If
you
were
Mike’s
parent,
what
would
you
do?
Step
3
回读课文，完善“what
to
do
on
the
通过回读课文完善思维导图，
computer”思维导图，理清文章脉络，
让学生能够理清文章脉络、巩
Retelling
并在导图的帮助下复述课文。
固所学知识，尝试运用课本中
的词汇和短语准确复述课文。
Step
4
设计自己的电脑桌面，选择图标。思
小组讨论活动中需要学生陈述自
考自己最喜欢用电脑做什么，然后小
己的观点、说服其他人，倾听、
组讨论，达成一致，选出一个大家都
妥协，然后达成一致，实现思想
共同喜欢做的事情，并陈述理由。其
上的合作。其次，利用小组评价
Output
他小组进行点评，可以补充，可以质
表，其他小组可以做出评价，实
疑，引发互动。
现组与组之间的互动。
Step
5
以“What
We
Do
on
the
Computer”为
通过句子写作练习实现课堂教学
题写
4-5
句话，简要介绍电脑的使用
的巩固和延伸。
Homework
情况。
板书设计
Module
7
Unit
2
When
do
you
use
a
computer?
本节课思维导
图
教学反思
