高中英语必修二Unit 3 Computers阅读课的教学设计及反思
人教版高中英语必修2《Unit3Computers》教案
人教版高中英语必修2《Unit3Computers》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. revision1. 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.2. Question: What can computers be used as?Step2. Lead-inAs we know, science and technology is developing very fastand computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?(TV, radio, CD-ROM, DVD, books……)Step3. Listening (SB)1. Pre-listening: What are the changes brought by different forms of IT ?What are the advantages and disadvantages of them ?2. While-listening:Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.) Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.Type of IT Advantages DisadvantagesTV You can both listen and watch. You cannot write to friends.Web You can find information. It is very expensive.Radio You can listen to English. You cannot watch a film.Book You can get information. Sometimes it is out of date.3. Post-listening:1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.I think that….In my opinion, ….I believe that….I agree because….I disagree because….I’ve decided that….2) (group work): Discussion :Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)Step4. Speaking1. Pre-speakingSay: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.2. While-speaking1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.Information input: Show students some pictures of different computers (desktop computer & laptop computer & …) Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)Supporting an opinion Challenging an opinionI think that … , because … Perhaps, but what if / about …?First, … Have you thought about …?One reason is that … What makes you think that …?I think it is better because… I don’t like it because….(Pair work )Use the expressions to support your opinion or challenging other’s opinions.2) Oral report: (individual work )Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…3. Post-speakingConclusion—What useful expression do we use to make a decision and reason?(In this way, they can review and use the words and phrases again.)Step6 Pre-writingSay: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the chi ld “no”?Step7 WritingSay: Write a passage about the result of your discussion! It should contain:What do you have to do?What is the child like?What is the parents’ requirement of the child?What do the parents want you to do?What does the child want you to do?Then what will you do? How do you feel?Sample writing:Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!Step8 AssessmentGet the students to assess their writing ability according to the following the questions:1. Is your composition well developed?2. Are your ideas well organized to the point?3. Do you have a good choice of words and idioms in your writing?4. Do you get a good mastery of complex structures of language?5. What kind of mistakes have you made in your writing?Step9: HomeworkWrite about your discussion. You may begin like this:Hello, everyone. My name is ___. I’m 321 m odel android. I work for the Li family….课后小结学了这节课，你有什么收获?课后习题完成课后习题一、二。
必修2Unit3 Computers Reading &comprehending的教学设计与反思
新课标人教版英语必修2Unit 3 Computers Reading & comprehending 的教学设计与反思宝鸡石油中学王小莉Step 1 Task 1 Reading aloud new words and expressions这一课是这个单元的第二节课，课前让学生自读这节课所涉及到的单词, 熟悉词形，了解词义，扫除阅读理解障碍。
Step 2 Task 2 Predicting the content of the reading material 让学生看图，读文章的标题，让学生互相讨论，预测文章的内容。
Step 3 Task 3 Skimming 让学生快速浏览文章，找出每段的主题句及文章的大意，完成下列表格。
主题句通常在文章每段的第一句或最后一句；有时需要学生自己总结主题句。
Step 4 Task 4 Scanning 让学生仔细阅读课文，找出每一主题句的Supporting details ,完成下列表格。
General idea: This passage talks about the history and development of computers and their applications.Step 5 Task 5 Scanning 让学生仔细阅读文章，找出下列问题的答案：1.What happened to computers in 1642 ?2.What happened to computers in 1822 ?3.What happened to computers from 1936 on ?4.What about in the 1940s ?5.What about in the 1960s ?6.What about since the 1970s ?7.What about computers now ?Step 6 Task 6 Finishing the timeline on Page 19. 让学生完成timeline 的同时，思考下面这个问题：How is the passage organized ?The passage is organized in order of time. It is an effective way to make a mass of things clearer.Step 7 Task 7 Discussion 让学生两人一组讨论, 完成下列表格。
高中英语_Unit3 Computers教学设计学情分析教材分析课后反思
教学设计因为本文是一篇说明文，讲计算机的发展和历史，为避免枯燥，提高学生兴趣和参与度，就想到了一个贯穿课堂始终的游戏：play chess.这是在看到人与机器人下棋这个图片时想到的。
全班分成六个组来博弈，每回答一个或多个问题可走一步或多步。
导入：利用时事新闻和人机下棋的图片以及机器人的图片快速导入课文。
阅读：快速阅读设了两个大的问题，一个是要学生找出文章的主旨大意；一个是以时间为顺序，理清文章的发展脉络。
细读分段分析，主要通过设置与文章有关的问题和填表，填空的形式，附以游戏：play chess 来进行。
评测练习：设置了两个问题，一个是小型的完型填空，与计算机有关，同时，也为后面的discussion 打基础。
另一个问题是summary,帮助学生回顾课文，同时检查自己在这篇文章中的学习情况。
讨论：先看一小段视频，《Robot》的一个片段。
然后，引领学生思考：With the development of computers,will they replace human being in the future? 进一步升华学生对本篇文章的学习,练习学生的表达能力和小组协作能力，增加学生的参与感。
作业：设置了一篇写作，介绍一个叫Allen的机器人，同时也是对课堂讨论的进一步思考。
学情分析我们是一所县级中学，学生的英语水平普遍不高。
学生压力大，学习策略和方法较为死板，习惯于题海战术，喜欢上课认真听老师讲课，较少主动的参与。
所以，应想方设法激发学生的兴趣，使其主动融进课堂学习。
效果分析Summary 和Cloze test 属于客观性题目，且与所学课文内容有关，学生表现积极，效果良好。
Discussion属于主观性题目，输出性较强，有些学生表现很好，积极参与，积极发言，而且思维清晰，条理清楚，能明确表达出自己的观点；有的学生可能在小组里讨论的很好，但却不敢站起来发言，或是汉语知道怎么说，英语却不会表达。
高中英语必修二Unit3Computers阅读课的教学设计及反思
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、343Unit 3Computers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）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 background 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。
高中英语_Module2Unit3 computers教学设计学情分析教材分析课后反思
本单元为科技类说明文，为高考阅读理解重要题材。
在高考中占有重要地位。
本堂课是阅读课，为了训练和提高学生的阅读技能，在教学过程中采用任务型语言教学法。
采取的任务由浅入深，由易到难，步步推进从而实现学生阅读的目的。
本节课以任务推动学习，以任务贯穿学习。
课堂活动由听、说、读、写4种语言展现形式组成一个个小任务，形成任务串，前后环环相扣，达到理解课文、用自己的语言重新诠释课文的目的。
学生对电脑并不陌生，日常中也经常接触电脑，因此此话题为学生熟悉话题，阅读上不会有太大障碍。
学生整体英语水平不是太高，因此会导致阅读中出现卡壳现象，阅读设计的难度不要太大，同时再设计中要考虑给学生帮助。
如小组合作可以帮助学生解决大部分困难。
文本中出现的专业术语较多，因此需要学生提前预习充分。
小组内差异较大，需要在教学中予以指导。
1. Put them in an order according to the time.( ) analytical machine ( ) laptop ( ) calculating machine( ) robot ( ) PC ( ) universal machine 2. Fill in the cloze:今天听了当老师的一节课，必修二unit3 computers。
上课环节流畅，内容衔接得当。
导入采用生活中的事物和常见的缩略语，如WWW,PC,IT，telephone，washing machine等，一下子调动了学生的积极性和兴趣。
虽然当今电脑很常见，但是这些词的完整形式却并非人人都会。
此意调动了学生的积极性，一下子拉近了课堂的距离。
接下来的阅读采用渐进式阅读教学策略，通过快速阅读，获取文章的基本信息点，让学生有一个大概的了解，为下一步细节阅读中的迅速定位打下了基础。
通过讨论的方式让学生交换思想，既避免了阅读课的枯燥，又能锻炼学生的交流能力，同时对于基础较弱的学生来说也是一个促进。
Unit 3 Computers 教案整体阅读教案及反思
Unit 3 Computers 教案整体阅读教案及反思第一步引入话题1. Show students the pictures of an abacus, a calculator, a huge computer, a notebook and a PC, ask: “If I am a math teacher, which can help me most?”2. Write the expressions of giving opinions on the blackboard. Giving opinions I think that... In my opinion... I believe that...3. Ask students to give their opinions, remind them of using the expressions of giving opinions.4. Ask students to discuss what these items have in common, and then rank them according to the time of their appearance.5. Ask some of the students to talk about what they know about computers.6. Ask students to discuss “How have computers changed our life?”, a nd then have some of them give their answers, using the expressions of giving opinions.第二步猜想文章的内容（个人自由发言）1. Ask students to look at the pictures and guess what the passage might be about.2. Ask one or two students to give their opinions.第三步阅读文章 Who Am I?1．Give students 2 minutes, and ask them to scan or skim for the answers to the following questions:(Before students read the passage, tell them that attention should be paid to the hints of the time.)(1) What is the main idea of the passage?(2) What happened to computers in 1642？(3) What happened to computers in 1936?(4) What happened to computers in 1970s?(Questions on page 19)2．Give students 5 minutes to read the passage carefully, and answer the following questions:(1) Who was the first person to describe how the computer was made to work?(2) What did he make and what did itdo?(3) Who was the next important person to design computers? 第四步学习“拟人化”（小组合作学习）Ask students to go over the passage, in groups discuss who the speaker is in the passage, and on page 18 write down three sentences from the text to support their ideas.Check the answers with the students.(同学可能会找这三个句子时感觉到有困难，因此可以依据实际状况向同学供应必要的提示或者例子)Sum up:Personification means to treat something as if it were human or had human qualities.Personification is one of the most effective ways of using words figuratively.第五步学习“时间挨次”（小组合作学习）1. Ask students:“How is the passage organized?”(If the students can not answer the question, draw their attention to the appearance of different years.)2. Ask students to finish Exercise 2 in Comprehending on page 19, complete the “Timeline”.3. Ask students to ex-change their own answers in groups, and then raise questions if they have any.4. Sum up: chronological writingChronology means to describe things in order of time.Chronology is often used in recounting an event or describing the life of someone. It is an effective way to make a mass of things clearer.第六步口语训练──及时间挨次复述计算机的进展史1. Have students get prepared in 2 or 3 minutes and then retell the development of computers in your own words, using chronology.2. Ask some of the students to retell the text.第七步作业布置Go over the text, and try to understand the text.Finish Exercise 1 in Learning about Language on page 19. </p。
高中英语必修二《Unit+3+Computer》教学反思.doc
教学反思对于这堂汇报课存在和发现了许多问题，通过该话题是unit3 using language的一篇小短文。
首先，课型定位不明确，using language的课文应注意语言知识的应用，让学生有所输出才是该课型的要旨。
其次，在教学环节的设计中，careful reading 这个阅读环节中，阅读问题顺序的设置不妥当。
上课节奏慢，无紧凑感，缺乏教学的激情。
并且在板书这块仍然做的不好。
最后，教案中的很多内容在课堂中，由于时间分配不妥，都未能完成。
在之后的教学活动中，要准确课型定位，根据课型的定位制定合适的教学任务，完善的解穴环节，让学生有所得。
品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
(完整word版)必修二Unit3Computersreading公开课教案
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最后最您生活愉快 ~O(∩_∩)O ~Unit 3 ComputersPeriod 1 ReadingI.Teaching aims1. Knowledge aims(1)Get the students to learn the useful and expressions in this part.(2)Let students to learn about history and basic knowledge of computers.2. Ability aimDevelop students' reading abilities and let them learn different reading skills.3. Emotional aimArouse students' great interest in learning computers and let them learn to use the computers in their daily lives.II.Teaching difficult and important points1.Let the students learn more about history and basic knowledge of computers.2.Get the students to learn different reading skills.III.Teaching methods1.Task-based teaching and learning2.Cooperative learning3.DiscussionIV. Teaching proceduresStep1.Lead-in and warming upShow the students some pictures of Steve Jobs and let them guess who he is. After showing the third picture, they may get the right answer. Then let them focus on the tablet in his hands and ask them what kind of computers it is. Then show them a short video about the history of Apple’s computers and ask them how many different kinds of computers they can see.At last, show them some kinds of computers.T: Do you want to know more about computers?Step2.SkimmingRead the whole passage as fast as you can.Try to get the main idea of thispassage.A. The computer wants to find “who he is”.B. The function (功能) of the computer.C. The computer becomes popular around the world.D. The history and the applications of the computer.Find out the topic sentence of each paragraph and underline them.Step3. Careful-reading Para 1ScanningLet the students read this paragraph carefully and try to finish the following char.T: How could these changes become possible?Step4. Careful-reading Para 2Let the students read paragraph 2 quickly and find the answer to this question. After check the answer, give them one minute to find the five different ways of memory for computers in different periods of time.Step5. Careful-reading Para 3Since the memory of computers has been improved greatly, will them become more powerful and can be used in more fields?Now read the last paragraph and find out the new applications of computers. Step6. Further Reading1.The passage is written by_______ order?2. What is the most used rhetoric (修辞法) in this passage?A. simile（明喻）B. personification (拟人)C. metaphor (暗喻)3. In what ways have computer been changed?Ask some students to summarize. If they have any difficulty, give them some hints.Step7. Activity: Be the next Jobs!We have learned the history of computers and seen the great development of computers. What will the computers be like in the future? Do you want to design your computers as Jobs did? Now try to design your computers.For example:This is the new computer designed by our company.It is very small and transparent(透明的). You can even put it into your pocket. (Shape/color)It has a free-internet in it. You can… (Applications/functions)It only costs you … (Price)Give the students five minutes to prepare and invite some of them to show their ideas.Step8. Homework1. Try to retell the history of computers.2. Read the passage carefully and underline the difficult sentences.结尾处，小编送给大家一段话。
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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pres entational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 PassiveVoice. (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 StragetiesRecourses, 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-readingActivity2: 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。
S tep3: 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[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 se ntence+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 Moonand 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:What’s 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/he r? Now, you have the chance. You can have Alice, a robot to be your f riend. So today, your task is to meet Alice, talk with her, and then write a 100-word abou t the talk and your feeling. Here is the place you can find her. Have a nice talk![设计思路] 本活动为学生创设了一个新型的语言学习环境。
智能计算机与语篇的拟人手法，在一定程度上都有“人”的感觉，故学生可以进行知识和情感的迁移，该活动能帮助学生利用网络学英语，交好友，形成健康的网络使用习惯。
六、教学反思本单元设计了若干情景与活动，旨在让学生积极参与学习活动，在活动中学习。
1. 针对所设定的每节课的目的都应该有所侧重，不能平分时间，一些“热身”活动应该轻轻带过，否则会造成课堂的时间控制不了。
2. 从教学实践来看，学生乐于在小组中进行合作学习。
但是任务设计以及其难度是开展小组合作的重点和难点。
任务设计要符合学生的实际水平，难易要适中。
而且设计活动时要考虑活动有教学目标是否真正一致，避免活动流于形式，单纯地追求“快乐”。
3. 在教学中有效地使用图片能大大提高学生对学习的兴趣。
在使用中，要根据实际需要做好筛选工作，用最恰当的表达最多的内容。
4. 不要抛弃优秀的传统教法。
在任务型教学中，也可以考虑融入传统的板书和语言形式的操练，令到学生的操练更具目的性、指引性。
5. 在实现一个个任务的过程中，老师应该对学生加以引导，包括必要的简单示范，帮助学生完成学习任务，让学生体现到成功的喜悦。