Unit 3 Computers教学设计 ( 人教高中英语必修2)
1 / 17 Unit 3 Computers
本堂课包括Warming up 和 Reading 两部分。他们是语言知识和文化意识的输入过程；是语言技能、情感态度和学习策略的培养过程，也是语言输出过程。在整个教学过程中，它是培养学生阅读能力的主要过程，教学重点是阅读技能的培养、交际能力及情感态度的提升。
Warming up部分根据每个人对电脑的看法不同让学生就“Do you like computer?”进行小组探究和讨论，从自身实际出发谈论自己的看法，有助于激发学生对于整个单元的学习兴趣。
Reading部分（Computers）主要讲述的是电脑的发展史，通过一系列问题的设置让学生能够在全面理解文章的基础上提高信息处理、加工和学习的能力。
Knowledge objectives:
掌握以下词语和句型：Calculate, sum, solve, simplify, artificial, intelligence, revolution,
reality, totally, application, finance, in common, over time, as a result, from···on, so···that.
Ability objectives:
训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和篇章理解的准确性，并养成一定的自主学习能力；培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。
Emotion objectives:
通过对“computer”的学习，启发学生思考电脑给我们带来的影响，从而以一种正确的方式利用电脑和网络资源；另外通过电脑的发展历程让学生意识到科技对生活的影响。
1. 教学重点：
1.了解计算机的发展过程，进一步认识计算机的演变以及对人类的影响。
2.训练学生的阅读技巧，提高学生阅读速度和理解能力。
2. 教学难点：
对所获取的信息进行处理、加工和学习，形成有效的学习策略。 ◆ 教材分析
◆ 教学目标
◆ 教学重难点 2 / 17
1.任务型教学
2.课堂操练和小组讨论
3.多媒体教学
Step 1 Leading in and Warming up
What can computers be used to do in our daily lives?
How do you use computers and the Internet?
talk with family / friends
play computer games
send emails
check emails
buy tickets
make travel plans
check the time of a train
watch movies
listen to music
What English words do you know about a computer?
What are they?
Step 2 Pre-reading
I am very old now. I was born in China. Many people used me for calculating in the past, but now
I am a bit lonely because they don’t like me now.
Do you know who I am?
am very small. I can be used for calculating. In China, a lot of students use me when solving
mathematical problems.
Do you know who I am?
I can be used for calculating. Besides, I can also be used for watching DVD, sending e-mail and
communicating through the Internet. However, I am not a PC, because I’m small enough for you ◆ 教学方法
◆ 教学过程 3 / 17 to take me with you.
Do you know who I am?
Step 3 Fast reading
Task 1
Skimming with the following questions:
1. Where were you in 1642?
2. What happened to you after nearly two hundred years?
3. What were you called in 1936?
4. What happened to you in the 1970s?
Skimming
1. Who is the speak of the text?
2. What’s the topic sentence of each paragraph?
3. What’s the main idea of the text?
4. Put the inventions in time order.
1. Who is the speaker of the text?
2. What is the topic sentence of each paragraph?
Paragraph 1:
Paragraph 2:
Paragraph 3:
点拨技巧：topic sentence一般在段首或段末。
3. What’s the main idea of the passage?
This passage is mainly about the history and the development of the computer.
4. Can you put these inventions in an order according to the time when they appeared?
( )calculating machine
( )PC
( )analytical machine
( )laptop
( )robot
( )universal machine
Step 4 Careful reading 4 / 17 Scanning
Read the passage again and complete the chart below.
Task 1:Finish the timeline
TIME EVENTS
1940s How big is a computer?
The first family of computers was Connected to each other
1970s Where are computers used? And what about applications?
Now Computers become a ________ friend and helper of _______ _____.
Task 2: Answer the following questions.
1. Why and how did computer change its shape?
Computers changed because the memory of it got improved.
First it was stored in tubes, then on transistors and later on very small chips.
2. What are the applications of computers?
①They have been used in communication, finance and trade.
②They have been put into robots and used to make mobile phones as well as help with medical
operations.
③ They have been put into space rockets and sent to explore the Moon and Mars.
1. The history of computers
Step 5 Post reading
Summary of the passage.
I began as a __________ machine in 1642. It took nearly two hundred years ________ I was
built as an analytical machine. I became a “universal machine” in 1936 to ________ any
mathematical problem. I was very big at one time.
However, as time _______ by, I was made smaller and smaller. I was given a family
__________ by a network in the early 1960s. I was able to _______ my knowledge with others
__________ the World Wide Web.
I have been widely used in many fields, such as in communication, _________ trade and
人教版高中英语必修二unit3+Computers+教案3.doc
Unit 3 Computers
Period One Warming up and Reading
By Zhang Suocheng
Teaching contents:
Warming up; Pre-reading; Reading; Comprehending (Page
17-19)
Teaching important points:
1. Students are able to learn more about the history and basic
knowledge of computers.
2. Students are able to learn different reading skills.
Teaching difficult points:
1. Help students to improve their reading abilities.
2. Students are able to express their opinions.
3. Help the students learn to use personification,
chronology and topic sentences when writing
Teaching methods:
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
Teaching aids
The multimedia
Teaching aims Knowledge aims:
1. Students are able to learn the useful new words and
expressions in this passage
2. Students are able to know basic knowledge about
高中英语必修二Unit 3 Computers阅读课的教学设计及反思
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）
高中英语必修二Unit3 Computers
1 Unit3 Computers
词汇拓展 ---Agnes Yuan
1. universal (adj.) 普遍的，通用的，宇宙的，世界的______________n. 宇宙，全世界，万物
_____________________n.(综合性)大学 ____________________(短语)考取大学
2. simple (adj.) 简单的，朴素的，单纯的 _______vt. 简化，使简明 _______(短语)过着简朴的生活
3. operator (n.) 操作员，接线员________(v.)操作，对…动手术，起作用，实施，经营
___________(n.) 运转,操作,手术,作用,效力,行动,活动 co-operate (v.) ________________
co-operation (n.) _____________ operate on sb. _____________ come into operation ________
4. logical (adj.) 合逻辑的，合情理的 ________(adv.)逻辑上，有条理地_________(adj.) 不合逻辑的
5. technology (n.) 工艺，科技，技术 _________________(adj.) 技术的
__________________________________________(短语)随着科技的发展
6. intelligence (n.) 智能，智力，聪明，情报，消息________________(adj.) 智能的，聪明的
_______________(短语) 人工智能
7. solve (vt.) 解决，解答 ______________(n.) 解决，解决办法，溶解
高中英语必修二Unit_3_Computers阅读课的教学设计及反思
1 高一年级英语必修二第三单元教学设计
姓名：邓丽琼 班级：340、343
Unit 3 Computers
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，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）
人教版高中英语必修二Unit 3 Computers
高中英语学习材料
（灿若寒星*制作整理）
Unit 3 Computers
检测题1
一、单项填空
1. This is such a difficult situation that it is impossible to _____ it.
A. solve B. treat C. deal D. do
2. He left his hometown in his twenties and from then on he _____ alone.
A. had lived B. lived C. was living D. will live
3. The house looks old, but _____, it’s quite new.
A. in addition B. in return C. in reality D. in total
4. I was very angry because he let a week _____ before answering my letter.
A. go by B. go away C. go out D. go over
5. The teacher plans to _____ the students’ ideas before making a final decision.
A. explode B. express C. escape D. explore
6. I’m afraid I can’t go to your birthday party personally, but I will let my wife go, _____.
A. anyhow B. however C. though D. therefore
高中英语必修2·Unit3Computers课时教案(人教新
1 Module2 Unit3 Computers Teaching Design
建昌县第三高级中学 杨颖
Topic Unit 3 Computers
Teaching
Aim Teaching aim: go over this unit to master the usage of words;
phrases and sentences patterns of this unit.
Key Points Important points: Grammar filling
Difficult
Points Difficult points: Basic writing
Teaching
Methods Summary；Exercises；Consolidation
Teaching Aids Book II ;Blackboard；PPT；
Teaching Periods Three Periods: (two periods for key points, one period for
exercise)
Teaching
procedure Teaching steps:
Step 1 Word study
Ⅰ. 单词盘点
根据词性和汉语意思写出词汇
1. _________ (adj. ) 人造的；假的
2. _____ (vt. ) 解决，解答
3. _______ (n. ) 金融；财经 ________(adj. ) 金融的；财政的
4. ________ (adv. ) （也作anyway）无论如何；即使如此
5. _____ (n. ) 目标；目的；球门；（进球）得分
6. _______ (vi. & vt. ) 发信号 (n. ) 信号
7. _____ (n. ) 类型 (vt. & vi. ) 打字
人教版高中英语必修二unit3+Computers+教案5.doc
Unit 3 Computers
教学目标
All of the students will be able to master the basic words ,phrases and
sentences and the basic structures of the different passive voice.
所有学生能够掌握本单元基本词汇短语句型和不同时态的被动语态的结构
Most of the students will be able to change the words in the different
forms and correctly use them
大部分学生能完成词汇不同词性的变形并正确使用
Some students will be able to use the to write a whole passage.
教学重点
熟练运用单词，短语，句型和被动语态的语法结构并通过积极参与课堂活动来提高能力，学会在考试题中自如应对。
学时难点
如何通过课堂活动来培养学生在自主学习之后，通过相互学习，相互探讨来提高自己在处理困惑和疑难的能力。
教学活动
【讲授】Unit 3 Computer
教学步骤
Teaching Procedures 教师活动
What T does in
class 学生活动
What Ss do inclass
(T’s expectation) 设计意图
Purpose of
the design
Step1.leading Teacher asks the The students To get a in revision
（2 minutes）
1. Show the first
picture with several
key word below.
2. Show the 2nd
picture with several
[高中英语]高中英语必修二Unit+3+Computers教案+
教学准备
1. 教学目标
教学目标：
1.To have a good review of the key words and phrases and be able to write the
good and bad things about computers .
2.To learn by ourselves and cooperate with each other.
3.To be a hard-working,and practical student.
2. 教学重点/难点
1.To have a good review of the key words and phrases and be able to write the
good and bad things about computers .
2.To learn by ourselves and cooperate with each other.
3.To be a hard-working,and practical student.
3. 教学用具
4. 标签
教学过程
一.必考单词速记
1.事实 n. ________________
2. (电脑)操作员,接线员__________
3. 性格；特点 ______________
4.科技；工艺 _______________
5.目标,目的 n. ______________
6. 出现；发生vi. ______________ 7. 解决；解答vt. _______________
8．类型,打字 v.& n.____________
9.发信号 vi.& n ；信号._________
10.无论如何,即使如此adv. ______
二.写出下列单词的变化形式
1. operator n. 操作员; 接线员
人教版高中英语必修2《Unit 3 Computers》教案
人教版高中英语必修2《Unit 3 Computers》教案
人教版高中英语必修2《Unit 3 Computers》教案【一】
教学准备
教学目标
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教学重难点
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教学工具
课件
教学过程
Step1. revision
1. check the homework exercises.
1). It has been reported that children will be offered free
education.
It has been reported that free education will be offered
to children. 2). It has been said that we will be offered the latest
computer science course book.
It has been planned that the latest computer science course
book will be offered to us.
3). I have been told by Peter that I will be lent his
notebook computer for a week.
I have been told by Peter that his notebook computer will
be lent to me for a week.
人教版高中英语必修2Unit 3 Computers阅读课的教学设计
人教版高中英语必修2Unit 3 Computers阅读课的设计
一、前言
美国康乃狄格州（简称康州）的外语课程标准系统而全面地涉及了课程标准制定各个方面，对我国英语课程标准的制定具有重要的研究意义和参考价值。近日，我在完成了《中美两国现行外语课程标准中课程目标比较研究》后，试图从实践角度出发，探讨美国康州外语课程目标体系思想在我国课堂英语教学中的借鉴价值，因此设计了这堂课。
我国《英语课程标准》提出基础阶段外语教育的总目标是，以语言知识、语言技能、情感态度、学习策略和文化意识等五方面素养的发展为基础，培养学生的综合语言运用能力。美国康州外语课程标准指出成功的语言交流需要“Knowing how, when and why to say what to whom”。在该课程标准中，外语课程目标以是Communication，Cultures, Connections, Comparisons
and Communities 五个领域为核心，总目标是到12年级，学生至少具备一门外语“交际”所需的听、说、读、写能力，并理解所学外语的文化内涵。
“5C”课程目标的内涵如下：首先，至少会用一种外语交流，包括interpersonal， interpretive和 presentational三类交流模式；其次，获得文化知识，领会文化内涵。课程标准中，要求学生能表达自己对所学文化的理解，包括传统习俗（traditions）、有形的文化形态（products），例如艺术、音乐、文学作品等，以及无形的文化形态（perspectives），如人们的观念等等；接着，通过学科交叉获取信息，主要包括interdisciplinary和 intradisciplinary两种；再是，对比理解语言和文化本质。学生通过比较外语和母语，理解母语的本质和本国文化的内涵；最后，参加各种各样的多语社区活动，即指学生在校内外使用外语，通过个体的积极参与来娱乐身心和充实自我。