Unit3Computers教案
Unit 3 Computers教学设计 ( 人教高中英语必修2)
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。
Unit 3 Computers 教案2(牛津深圳版八年级上册)
8A Chapter 4 Writing---WorksheetTask One: Read the letter below and fill in the blanks.Dear Gracie,I have just moved to Beijing from Boston for two months, and I really want to tell you how different between the two cities.Although the names of both cities begin with the letter B, Boston and Beijing are very different places. First, Beijing is special because it is the capital of China. Boston is just an ordinary（普通的）city in America. The climate（气候）of Beijing is much dryer than that of Boston. It seldom rains or snows there. Boston sometimes rains heavily, especially in the spring, and has lots of snowstorms（暴风雪）every year. Beijing is a city with several thousand years of history, while Boston is only a few hundred years old, so it is much younger than Beijing. Everywhere you go in Beijing feels very crowded, but there are far fewer people on the streets in Boston. Therefore，the traffic in Beijing is a lot worse and the air is far more polluted than that in Bo ston. It is easier to get sick there. Boston’s air is clean and clear most of the time, which makes it a very healthy place to live. However, people in Beijing are trying their best to make the environment better.I love to live in Beijing, because food here is more delicious and people are more friendly. I also miss Boston, because the air there is much cleaner.Can you tell me something about your city—it is Shenzhen, right? I’m looking forward to seeing you soon.Best regardsSimonFill in the blanks:1.Beijing is the _____________ of China.2.Beijing __________ rains or snows, but Boston sometimes rains _____________. So the _________of Beijing is ________ __________ than _______ in Boston.3.Boston is _____________________ than Beijing, because Beijing is a city with ___________________________________ of history, while Boston is only ________________________________.4.There are ______________ people in Boston than in Beijing. So the traffic is ______________ inBeijing and the air is _________________ than that in Boston.5.Simon loves Beijing, because the food there is __________________. And he also misses Boston,because the air there is _________________.Task Two: Group work: make a dialogue with your partners according to the table on the screen, you might go like this:A: Which city do you prefer, Beijing or Shenzhen?B: I prefer…, because…(ask the next student) Which city do you prefer, Beijing or Shenzhen?C: I prefer…, because…(ask the next student)……Task Three:Write a letter back to David.1. Writing timeDear Simon,Thanks for your letter about your opinion on the two cities. I’d like to tell you the differen ces between my city and Beijing.Beijing is in _____________________ of China, and Shenzhen is in ________. Since Beijing is the _____________ of China, it’s ______________ than Shenzhen. Beijing is a city ____________________ __________________, while Sh enzhen is __________________, so it’s _______________ than Beijing. It _________________ in Beijing, but Shenzhen sometimes has typhoon. So the ____________ of Beijing is ______________ than that in Shenzhen, and in winter Shenzhen is _______________ .______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ I really love ____________, because ______________________________________________________ ______________________________________________________________________________________Welcome to my city—Shenzhen!Best wishes___________I think ________ has done a(n) _________ job. He can get ______ points. Because his/her handwriting is ____, he loses _____ point(s). There are ____ mistakes in his writing. First, ________ should be _________. Second, …. So he loses_____ points. In his writing I think this sentence is excellent:______________________________.Thank you for listening!。
unit3 Computers 教案
Unit 3 ComputersReadingTeaching procedures：1.Listening and reading to the recording of the text WHO AM I?Turn to page 18 and listen and read to the recording of the text. Pay attention to the pauses, pronunciation and intonation of the native reader.2.Reading aloud and underlining expressionsNow we are to read the text once again and underline all the expressions in the text. Put them down into your notebook after class as homework.Collocations from WHO AM I?begin as…, a calculating machine, be built as…, follow instructions from…, sound simple, at the time, a technological revolution, write a book, make…work, solve problems, become huge, had artificial intelligence, go back to…, the size of…, go by, change size, become small and thin, get quick, stand there by oneself, be connected by…, share information by…, talk to…,bring…into…, deal with…, communicate with…, serve the human race3.Reading, identifying and settlingIt is time to skim the text one more time and identify the difficult sentences. Try analyzing the structures of the difficult sentences and discuss them among your group members. You may also put your questions to the teacher for help.4.Closing down by doing comprehending exercisesTurn to page 18 and in pairs do the comprehending exercises No. 1 and 2.Scan the text for information to complete the table below, describing the development of computer.1642：The computer began as a calculating machine．1822：The analytical machine was made by Charles Babbage．1936：The computer grew rapidly both in size and in brainpower．1940s：The computer had grown as large as a room．1960s：The first family of computers connected to each other．1970s：Computers were brought into people's homes．Now：Computers connect people all over the world togetherLanguage pointsReading WHO AM I?1. In pairs discuss what they have in common. 两人一组讨论一下他们有哪些共同之处。
Unit3 Computers教学设计
1. The first computers were bigger than cars. 2. In the past, computers more expensive, but now they are much
cheaper. We work out the rule: 1) To form the comparative of the adjectives, we often add
十．板书设计
Unit3 Computers 1,The first computers were bigger than cars. 2,In the past ,computers were more expensive, but now they are much cheaper. 3. Computers are not cleverer than Human beings 十一.教学反思
Step4 Practice Ask students to complete the following sentences by using the superlative of adjectives 1) The Earth, the Moon or the Sun? (big) 2) A spaceship, a plane or train? (fast)
五、教学环境及资源准备
1．沪教版八年级英语上册教材第三单元 2．专门为这节课制作的课件 3. 多媒体教室。
六、教学过程 Step1 Check the homework
Will computers make our lives better? Give your reasons Step2 Study the comparative of adjectives
Unit 3 Computers 教学设计
Unit 3 Computers 教学设计【单元重点内容与教学目标】本单元的话题是IT技术，计算机的发展史和机器人。
Warming Up 部分通过展示算盘、计算器、计算机等图片，引导学生思考计算机的不同形式，并要求学生运用“做决定”的表达。
Pre-reading 提出两个问题，引导学生谈论计算机对我们生活的影响。
引起学生对计算机这个话题的兴趣。
Reading 部分运用拟人的手法，以第一人称的身份按时间顺序介绍了计算机的发展史。
ding 部分主要要求学生掌握以时间为线索的文章的特点，并能通过填写时间表来归纳出文章的主要信息。
Learning about Language 部分的练习引导学生关注新出现的词汇以及形容词和副词的区别；并且通过仿照例子，初步掌握“现在完成时的被动语态”。
Using Language 部分的听说读写都是围绕不同形式的信息技术和不同种类的电子计算机各自的优缺点这两个话题展开训练。
而且要求学生在听说读之后，能用上“做决定”、“ 推理”的表达法和“现在完成时的被动语态”进行报告，学会写作关于机器人话题的文章。
Learning Tip 部分建议学生多从图书馆、报刊、杂志、网络等途径，多方面来增加词汇、提高听说读写的能力。
【教学设计】将 Warming Up 部分与 Pre-reading, Readingding 部分放在同一课时教学，设计成一节阅读课。
将 Learning about Language 及 Workbook （WB）中的Using Structures 放在一起教学，上一节词法、语法课。
把 Using Language 中的 Reading and speaking 部分的阅读文章布置为课外阅读作业。
将 Using Language 中的 Listening and writing，Speaking and writing（把 Reading and Speaking 中的任务改为“向老师销售电脑”）和 Writing 部分设计成一节语言运用课（1），重点是培养学生“说”的技能。
人教版高一英语必修二教案《Unit 3 Computers》
Conclusion—Whatusefulexpressiondoweusetomakeadecisionandre ason?
ห้องสมุดไป่ตู้
精心整理 (Inthisway,theycanreviewandusethewordsandphrasesagain.) Step6Pre-writing
精心整理 Computersareusefulandhavebroughtuslotsofgoodthings,buttheya lsocausebadeffects.Whatattitudeshouldwehavetowardsthecomput er?(Makegooduseofitbutnevergettrappedbyit.)
Gothroughthechartandmakesurethestudentslookatthechartbefore theylistentothetape.(Thisistosharpentheirattentionandlisten fortheanswers.Thiswillalsohelpthemgetthegistofthetext.)Then Listentothetapeandfinishfillinginthechart.(Ifnecessary,play thetapeforseveraltimes.)
Say:Afterlisteningtotheirtalk,weknowallkindsofIThavebothdis advantagesandadvantages.Let’schecktheanswerstogether.
精心整理 TypeofITAdvantagesDisadvantages TVYoucanbothlistenandwatch.Youcannotwritetofriends. WebYoucanfindinformation.Itisveryexpensive. RadioYoucanlistentoEnglish.Youcannotwatchafilm. BookYoucangetinformation.Sometimesitisoutofdate. 3.Post-listening:
《Unit 3 Computers》教学设计 能力点应用说明
《Unit 3 Computers》教学设计一、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.（activ ity 2,3,4,6）3. Write an 100-word passage on “M y 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 Passive Voice. (activity 5)(3) Emotions and Attitudes1. 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）二、【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。
三、【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。
四、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。
Unit3Computers全单元教案
Unit 3 ComputersI 教学内容分析本单元的中心话题是“计算机”。
Warming up部分用图片呈现了计算机发展的历史，让学生通过看图讨论的方式了解计算机的发展和演变过程。
Reading部分编者采用了拟人化的手法向读者介绍了计算机的发展历程。
Comprehending部分包括三个练习，分别从事实层面、分析层面和拓展层面考察学生对文章的理解和运用情况。
Learning about language部分的活动突出了形容词和副词用法的区别，并扣本单元的语法点（现在完成时的被动语态）。
Using language部分的听力材料中谈论的是信息技术的几种形态或载体（包括收音机、书籍、电视和电脑；在读说活动中，通过智能机器人参加足球赛的经历向读者介绍了计算机运用的另外一个例子。
Learning Tip部分鼓励学生利用图书馆，网络等课外资源学习英语，有利于学生使用资源策略。
Reading for Fun 部分是一首活泼风趣的小诗，以拟人的方法让机器人自述了心声：尽管日夜忙碌，为人服务，但它相信自己和真实的人类没什么两样。
II．教学重点和难点1．教学重点(1) 本单元的生词和短语；(2)通过学习本单元，使学生了解计算机的发展历程，及其在当今社会的广泛运用；(3)鼓励学生用英语表达自己的观点，进行简单的推理和做出决定。
2．教学难点(1) 教会学生通过时间的先后顺序来表达一件事；(2) 使学生了和掌握现在完成时的被动语态的用法；(3) 指导学生按类别归纳整理词汇，让学生学会有效地记忆词汇的方法；(4) 引导学生发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，在学习过程中培养语感。
III．教学计划本单元分六课时：第一课时：Warming Up, Pre-reading, Reading第二课时：Language points第三课时：Learning about language第五课时：Speaking, Reading, WritingIV．教学步骤：Period 1 Warming Up, Pre-reading, ReadingTeaching Goals:1. To know something about computers.2. To learn and talk about computers.Teaching Procedures:Step 1. Leading-inPurpose: To activate the Ss and arouse them to talk about the importance of computers in modern society.Ask Ss whether they have a computer or not and what they use it for. Let them talk as much as possible.Step 2. Warming UpPurpose: To get Ss to think about the differe nt ways computers can be made.Pair workGet Ss to look at the following pictures, and then ask them to answer the questions.A huge computer A PCA notebook computer A calculatorAn abacus1. What are they?2. What do they have in common?3. What is a computer?Suggested Answers:1. a huge computer, a personal computer, a notebook computer, a calculator, an abacus2.(1) to be used to calculate;(2) operate by human beings;(3) they are all artificial;(4) show figures in a certain way.3. A computer is a machine which stores knowledge in its memory and does calculations onthat 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.A computer is now almost always an electronic device. It usually contains materials whichare toxic; these materials will become toxic waste when disposed of. When a new computer is purchased in some places, laws require that the cost of its waste management must also be paid for. This is called product stewardship.Step 3. Pre-readingPurpose: To activate Ss’ interest about computers.Group workAsk Ss the following questions and encourage them to say more.1.How have computers changed our lives ?2.What do you know about computers ?Suggested Answers:1. They’re a much more useful and humane tool than the phone , and with corporate America behind them the networks will be everywhere--- changing our lives more than any technology since the automobile.2. A multi-function electronic device that can execute instructions to perform a task.A device that accepts information, processes it, and supplies an output. A computer usually contains memory, a control unit, arithmetic and logical units, and a means for input and output.A programmable hardware component that is controlled by internally stored programs and that can perform substantial computations (including arithmetic and logic operations) without human intervention. A computer typically consists of one or more processing units, memory units, and associated peripheral input and output devices.Step 4. Reading1. SkimmingPurpose: 1. To get a brief understanding of the text.2. To train the students’ listening ability.First, let Ss skim the text and then listen to the recording of the text. Pay attention to the pauses and pronunciation.2. ScanningPurpose: To get Ss to have some details in the text.Now we are to read the text again and underline all the expressions in the text. Writethem down in your notebook.3. Further ReadingPurpose: To get Ss to get more details about the text.Read the text again and find the information to complete the table, which describes thedevelopment of computer.1642: ___________________________________________________1822: The Analytical Machine was made by Charles Babbage.____: ___________________________________________________1940s: ________________________________________________________: The first family of computers was connected to each other.1970s: ___________________________________________________Now: ___________________________________________________Step 5. RetellPurpose: To have a deep understanding of the text.Ask Ss to use the chart above to retell the development of the computer.One possible version:I, a computer, was a calculating machine in 1642 in France. Then I was built as an Analytical Machine in 1822, which was a technological revolution. I became a “universal machine” in 1936 to solve any mathematical problem. I was not very big at first then I became huge, the size of a large room before I was made smaller and smaller.Getting new transistors, later very small chips I changed my shape. I was connected with other computers and turned out to part of a network in the early 1960s. In 1970s I was brought into people’s homes, and came the Internet.Step 6. Homework1. Write a short passage about the development of computers.2. Finish Ex1 (P19), Ex2 (P20).Period 2 Language pointsStep 1 Word studyGroup workDivide Ss into four groups and ask them to discuss the following words.1. common（1）most widely known; ordinary:Eg He is a common sailor.（2）have nothing/little/something/ a lot in commonEg At first, I think we only had one thing in common, but suddenly I felt we had a lotin common.Eg The two brothers had everything in common in their manners, but the two sisters have little in common.Eg They have nothing in common with one another.2. analytical分析的Eg The scientist analyzed the milk and found it contained too much water.3.technology 科技；技术Eg With the development of technology, we will cure AIDS sooner or later.4.calculate(v.)1)to use numbers to find out a total amount, distance, etc. 计算；核算We haven’t really calculated the cost of the vacation yet.2)to guess sth by using all the information available 推测，估计It is impossible to calculate what influence he had on her life.5.As time went by, I was made smaller.随着时间的推移，我被弄得越来越小。
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Unit 3 ComputersI. 单元教学目标技能目标Skill GoalsTalk about information technology and robotsRead about the history and basic knowledge of computersPractice making decisionsListen to a text about information technologyWrite a passage about an androidStudy The Present Perfect Passive VoiceII. 目标语言功能句式Making decisionsThe advantage / disadvantage is …I think / don’t think that …What’s your reason?What makes you think so …?I think … because (of)I believe that …I agree / don’t agree … because …I’ve decided that …As / Since …, I think …词汇1．四会词汇solve, explore, anyhow, human race, signal, goal,type, arise, electronic2．认读词汇calculate, universal, simplify, sum, operator, logical, logically, technology, technological, revolution, artificial, intelligence, intelligent, reality, personal, personally, tube, total, totally, network, web, application, finance, mobile, rocket, happiness, download, virus, coach, appearance, character, mop, niece, abacus, calculator, PC, laptop, PDA, analytical, mathematical, designer, transistor, chip, Mars, programmer, android, teammate, naughty, spoil3．词组from…on, go by, as a result, so…that…, in a way, with the help of, deal with, watch over结构The Present Perfect Passive Voice 重点句子1. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! 2. And my memory became so large that even Icouldn ’ｔ believe it!3. As time had gone by, I have been made smaller and smaller.4. I have been used in offices and homes since the 1970s.5. Since the 1970s many new applications have been found for me.6. I have also been put into robots and used tomakemobile phonesas well as help withmedical operations.7. I have even been put into space rockets andsent to explore the Moon and Mars.III. 教材分析与教材重组1. 教材分析本单元以computers为话题，旨在通过单元教学，综合听、说、读、写等多种形式，使学生了解计算机和信息技术的产生和发展过程及其在我们的学习、工作、娱乐等生活中所起的重要作用，激发学生对信息技术的兴趣。
1.1 Warming up提供几幅与计算机有关的图片，形象地说明了计算机的发展历程，并用三个问题引发学生对这一话题的思考，从而起到热身的作用。
1.2 Pre-reading根据文章内容预设问题，检查学生对computers相关知识及应用的了解。
学生对computers的了解可能参差不齐，这更能激发学生想获取更多知识的欲望，从而引出下面的阅读文章——WHO AM I?。
1.3 Reading中以别致的标题WHO AM I?引起学生的好奇心，使学生迫不急待地阅读这篇文章，并判断出“I”是computer，从而对文章的内容印象更深刻。
文章以第一人称的形式按时间先后顺序讲述了computers的产生、发展和现状，并用拟人化的口吻表达了computers乐于为人类服务的精神。
1.4 Comprehending 1 通过scanning的方式完成反映计算机发展历程的时间进程； 2 通过填表的形式帮助学生宏观梳理文章结构，找出每个段落的主题句（论点）及具体的支持性论据； 3 是读后讨论，要求学生结合自己的生活实际讨论计算机如何改变了我们的生活。
1.5 Learning about language分词汇（Discovering useful words and expressions）和语法（Discovering useful structures）两大部分。
Discovering useful words and expressions 1 根据单词释义写出相对应的词汇，考查学生对WHO AM I? 文章中的重要词汇及短语的理解。
2 是以对短文填词完型的形式考查学生对几个重点词汇在篇章中的运用。
3 以personalize的形式练习几个表时间状语的短语的用法。
Discovering useful structures 是学习现在完成时的被动语态。
1 是让学生根据例子提示在WHO AM I?文章中找出两个含有现在完成时的被动语态的句子，初步了解这一时态的形式。
2 是根据例句提示把所给的现在完成时句子变为被动语态。
3 通过欣赏一首小诗进一步理解现在完成时的被动语态的用法。
1.6 Using language从听、说、读、写四个部分强化学生的语言应用能力。
Listening and Speaking 以“信息技术”为子话题展开听说活动。
说的活动主要是就信息技术各种形式的优势和劣势展开讨论，并用所给的表reasoning的功能项目展开讨论，决定哪种类型是最有用的。
Reading, speaking and writing以“芯片”为子话题展开读、说和写的活动。
阅读文章介绍了叫一个叫Andy的机器人的故事，故事以第一人称的拟人话手法来写，说明了计算机芯片在机器人领域的应用。
1 根据文章内容完成Andy的个人简历，检验学生对一些具体信息的掌握。
2 激发学生的想象力，让他们设计出自己的机器人，并能用简历的形式描述。
3 是写作任务，学生根据所给范文和2中的notes写篇文章，介绍自己设计的机器人。
1.7 LISTENING 材料的话题衔接Reading, speaking and writing的话题，介绍了三个不同的机器人。
1 听前预测。
2 听大意。
3 听细节完成表格。
1.8 TALKING根据假设情境在听力的基础上展开讨论，讨论每个机器人的优势和劣势，最终做出决定并给出理由，同时也是对前面所学的功能项目的复习应用。
1.9 USING WORDS AND EXPRESSIONS通过各种形式练习本单元的重点词汇和短语。
USINGSTRUCTURES设计了各种活动练习巩固本单元的语法项目。
1.10 LSITENING TASK也是以机器人为话题，从机器人的权利这一角度展开听力活动，引发学生思考机器人和人类的异同点及机器人应该拥有的权利。
1.11 READING TASK 阅读材料介绍了一种未来机器人——体育机器人，文章为科幻类型，预测了机器人发展的前景。
1.12 SPEAKING TASK是任务型活动，紧接着READING TASK的话题，让学生运用想象力俩俩结对做一个针对体育机器人的采访，为校报准备新闻素材。
1.13 WRITING TASK是SPEAKING TASK的书面输出活动，根据采访活动内容和范文结构提示写篇采访稿。
2. 教材重组2.1 将Warming up、Pre-reading、Reading和Comprehending整合在一起，上一节“精读课”。
2.2 将Learning about Language和Workbook中的USING WORDS AND EXPRESSIONS及USING STRUCTURES整合为一节“语言学习课”。
2.3 将Using language中的Listening and Speaking设计为一节“听说课”。
2.4 将Using language中的Reading, speaking and writing及Workbook中的LISTENING和TALKING整合为一节“综合技能课（一）”。
2.5 将Workbook中的LISENING TASK、READING TASK、SPEAKING TASK以及WRITING TASK整合为另一节“综合技能课（二）”。
3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用五课时教完）1st Period Intensive reading2nd Period Language study3rd Period Listening and Speaking4th Period Integrative skills (I)5th Period Integrative skills (II)V. 分课时教案The First Period Intensive ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语simplify logically technological revolution solve from…on personalas a result totally so…that network Web application explore anyhow human raceb. 重点句子Over time my memory has developed so much that,like an elephant, I never forget anything I have beentold!And my memory became so large that even I couldn’ｔ believe it!2. Ability goals 能力目标Enable students to learn about the development and history of computers.3. Learning ability goals 学能目标By finishing the timeline and the chart, help students grasp the basic structure and main idea ofthe passage.Teaching important and difficult points 教学重难点Understand how details are used to support topic sentences.Teaching methods 教学方法Prediction, scanning and discussion.Teaching aids 教具准备Projector and tape recorder.Teaching procedures & ways 教学过程与方式Step I Warming-upT: How many of you have computers in your home?Please put up your hands.Ss respond accordingly.T: What do you usually do on your computers?Ss: Type documents/homework, listen to music, watch videos, play games, search on the Internet,send mails …T: When I were at your age, I knew nothing about computers. Most Chinese families never heard about it. However, in recent years, computers havebecome more and more popular, and most familiesin cities have one or more than one computer intheir home. And some families in villages also havetheir own computers. Computers make life more convenient and colorful. However, it took a long time for humans to have computers that we see today. Now look at the pictures on page 17 and discuss what they have in common. Then think about Questions 2 & 3.Suggested answers:1.These pictures are all technological inventions.2.From these pictures, we know computers haveexperienced a long development process, and the development will never stop.3.(There may be various answers.)Step II Pre-readingPredictionLet students predict the content of the passage according to the pictures and the title. This will involve students in active thinking and exploring.Then let them make a list of the ways computers areused today.Sample list:date processingindustrial designlearning and teaching aidsTV program editingentertainment (watch TV/video, listen to music, playgames, online chat…)communication (e-mail, e-card, instant message)…T: Now look at the inventions in activity 3. First check their meanings in your dictionaries. Then put themin the order according to the time when they appeared.Help students understand the meanings of the words: analytical, calculate anduniversal.Note:Universal machine is also known as Alan Turing's, is“universal computing machine”capable of computing any algorithm.Students may have different answers. They will check it after reading the passage.T: Have you put them in the right order? You will find it after reading the passage. Now turn to page 18 please.Step III ReadingSkimmingGet students read the whole passage and try to get the main idea of it.After readingT: What does “I” in the title refer to?Ss: Computer.T: What is the main idea of the passage?Ss: The passage is mainly about the history and development of computers.ScanningT: Correct! Now read the passage and finish the timeline. With this timeline, you will have a clear idea of the development of computer.Check the answers.T: The passage has three paragraphs. Find out the topic sentence of each paragraph, and the details that are used to support the topic sentences. Thencomplete the chart in activity 2.Suggested answers:Para. 1 Para. 2 Para. 3Topic sentence Over time Ihavechangedquite a lot.Thesechanges onlybecamepossible asmy memoryimproved.Since the 1970smany newapplications havebeen found for me.Supporting details CaculatingmachineAnalyticalTubesTransistorsChipsCommunicationFinanceTrademachine Universal machine PC Laptop NetworkWebRobotsMobile phonesMedicaloperationsSpace rocketsT: From this chart, you will know the basic structureof this passage. As you may have found the topicsentences are not standing there alone, they are supported with details and date, which make the topic sentences more convincing. Now I will play thetape of this passage. Listen and find out/underlinethe difficult words and expressions.Teacher gives some explanations.T: What can be “over time” replaced by?Ss: As time goes by.T: How do you understand the word “simplify”?Look! (on the board: simple+-ify). -ify is a suffix which means to turn into, make or become. For example, beautify. So if you know the meaning of“simple”, you can easily get the meaning of “simplify”. Who can tell me its meaning?S: To make something easier or less complicated.T: What does “it” in line 9 refer to?Ss: It refers to the fact that computer was programmed by an operator who used cards with holes.T: Why was Alan Turing called computer’s real father?S: I guess that’s because Alan made computer more powerful, which could solve any difficult mathematical problem.T: What does “this reality” in line 15 refer to?S: It refers to the reality that computer had grown as large as a room.T: In paragraph two, there are two sentences which contain the use of “so…that…”structure.Underline them and study carefully.Show the following on the screen/board: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!Help students sum up the form and function of thisstructure:Form: so + adj./adv. + that + clauseFunction: This structure is used when emphasizing the degree or amount of something by saying whatthe result is.Step IV DiscussionDeal with activity 3 on page 19. Let students discuss how computers have changedour lives?Sample discussion:S1: I think it’s impossible to live without computers!S2: What makes you say that? My grandparents didn’t use a computer and they were still able toentertain themselves, to operate big machines, toanalyze data, to make robots and so on.S1: You are right. But computers do change the way we live. They change the way we learn by providingdistance-learning programs. They change the waywe communicate with the use of e-mail andinstant messenger. They change the way we obtaininformation with Internet search engine such asGoogle and Baidu. They change the way we dealwith documents and pictures.S2: I agree. Can you imagine what our life would belike If we could not use computers any more?S2: We would go back to the world when everythinggoes slowly. For example, send mails via train orair plane, which takes several days or even long;go to libraries to search for information, where limited information are provided; spend long timeto solve difficult mathematical problems etc. Andon the other hand, we may have more time foroutdoor activities instead of spending much timeon computer.S1: Yes, computers changed our lives both in a good way and in a bad way. It depends on how we make use of it. I hope we can make good use if it.T: Do you want to see how cyber friends answer this question? Look at the screen.Show the following on the screen or let students visit the web page:(One the screen)User 1Computers have made it easier for us to access a wealth of information and have all but renderedprinter encyclopedias obsolete. They have also made it easier and cheaper to advertise our business anywhere we wish and do business with anyone anywhere in the world. On the downside however, computers have also made it easier for sexual predators to find victims, for criminals to steal ourhard-earned money, and to even steal our identity, something nearly unheard of just a few decades ago. Also, children are more likely to sit in front of a computer and chat when they could just as easily speak with their friends on a telephone or go outside and play like children used to before the "computer revolution". As with any new technology, there are good and bad points, but in the end the general public through their actions will determine whetheror not computers have actually improved our lives. User 2Of course!!!!! They have changed the way we shop, play, chat, work and more.User 3They have made us a lazy generation.User 4A computer has changed my life certainly even still at a very young age. It's fulfilled my dreams, knowledge and much more. For some it's gained thememployment and giving others something to do. It'sopened a new world of gaming, chatting and findingadvice and information. I COULDN'T LIVE WITHOUTONE!User 5Well, they made our lives easier, the made us lazierand they gave us the chance tohave some adventure when we are bored.User 6Majority of "addicted" computer users lack "real life"social skills these days.User 7They hurt my eyes.User 8Computers change our attitudes, the way we live, theway we express ourselves, the way we are too others,views on life, views overall, how we dress, what we listen too, what we think of one another, how we work, interests. Basically everything without computers wewouldn’t have the internet and like newspapersradios magazines and television we get these all onthe internet. These change how we are so basically everything about it. Also we get addicted and learnabout things that maybe we shouldn’t. Also can getinto trouble e.g. downloading, piracy all done with acomputer. Good things are that computers have helped reach forward into the future.Helps with technology, education and will help thefuture generations. Soon everything will be run by computers the good thing for us is we don’t have to lift a finger the bad thing is will computers take over.Step V Homework (retelling)T: Suppose you work for an information technology magazine. Write a short passage which brieflyintroduces the history and development ofcomputers. Don’t write in the first person.The Second Period Language studyTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语revolution network simplify sum mobilesolve explore totally anyhow financeartificial technology intelligent applicationWeb reality logicallyb. 重点句子As time had gone by, I have been made smaller andsmaller.I have been used in offices and homes since the 1970s.Over time my memory has developed so much that,like an elephant, I never forget anything I have beentold!Since the 1970s many new applications have beenfound for me.I have also been put into robots and used to makemobile phones as well as help with medicaloperations.I have even been put into space rockets and sent toexplore the Moon and Mars.2. Ability goals 能力目标Enable students to learn the meanings and use ofsome key words in the reading passage.Enable students to learn the form and function ofpresent perfect passive voice.3. Learning ability goals 学能目标By writing a poem using present perfect passive voice, enable students to use the structure freely and creatively.Teaching important and difficult points 教学重难点How to change the sentences into the present perfectpassive voice.Teaching methods 教学方法Personalization, Induction and imitation.Teaching aids 教具准备Projector and tape recorder.Teaching procedures & ways 教学过程与方式Step I RevisionCheck the homework. Ask two students to read the passage they have written. Their passage should bebrief and include the key information or facts aboutthe development of computers.Step II Discovering useful words and expressionsT: Look at activity 1. These are the meanings of some words or expressions in the text we learned yesterday. Find out these words or expressions.Check the answers.T: Now look at the words in activity 2. Do you knowtheir meanings? Check their meanings in your dictionaries. Then complete the passage with the words.Check the answers.T: Now activity 3. Look at the phrases in bold in thestory. What do they have in common?S: They are all time phrases except “as a result”.They are used in the passage to indicate the development of the story. From them, we get a cleartimeline of the story.T: Correct! Now use these phrases to create one of your own stories. The story can be a real one or animaginary one.After they finish writing, let students exchange theirstories and proofread for eachother.Step III Discovering useful structuresLet students find sentences in the present perfect passive voice in the text and thenanalyze their form and function. (Activity 1 on page21.)Students may find the following sentences:1. I have been used in offices and homes since the1970s.2. Over time my memory has developed so much that,like an elephant, I never forget anything I have beentold!3. Since the 1970s many new applications have beenfound for me.4. I have also been put into robots and used to makemobile phones as well as help with medical operations.5. I have even been put into space rockets and sent toexplore the Moon and Mars.Then let students study these sentences carefully and sum up the form of presentperfect passive voice tense.Elicit the structure: S + have/has + been + V-edT: Why is the passive voice used here? When do weusually use passive voice?Ss: …T: The passive voice is used when the subject of a sentence is the person or thing affected by the action of the sentence. We particular use the passive voice when don’t know or aren’tbothered exactly who has done something. Now look at activity 2. Change the sentences into the present perfect passive voice. Pay attention to theuse of has/have. When do we use has and when dowe use have?Ss: We use has when the recipient of the action is the third person single or single nouns. We use have when the recipient of the action is the first or second person or plural nouns.After students finish, check the answers.T: Now write passive sentences in Present Perfect according to the words given.Show the following on the screen.1 the postcard / send __________________________2 the pencils / count ___________________________3 the door / close _____________________________4 the beds / make _____________________________5 the mail / write _____________________________6 the trees / plant _____________________________7 the money / spend ___________________________8 the room / book / not _________________________9 the rent / pay / not ___________________________10 the people / inform / not _______________________ Answers:1 The postcard has been sent.2 The pencils have been counted.3 The door has been closed.4 The beds have been made.5 The mail has been written.6 The trees have been planted.7 The money has been spent.8 The room has not been booked.9 The rent has not been paid.10 The people have not been informed.Then deal with activity 3.T: Read the poem. Underline the use of the present perfect passive voice. Then decide which things have been done well and which have been donebadly. Guess what might have happened to the face,hair and shoes and what might have happened tothe flowers, grass and paths. You can get cues fromthe examples.After students finish, check their work.Then get them to write a similar poem following therhythm and intonation.T: Which words in the poem rhymes?Ss: washed, combed, cleaned, planted, cut, swept, again, again.T: Right! Now write your own poem with similar rhythm and intonation. After you finish, exchangeyours with your partner’s and check for each other. Pay attention to the rhythm and grammar.Then, let some read their poems to the class.Step IV Workbook ExercisesGive students some time to finish USING WORDS AND EXPRESSIONS andUSING STRUCTURES in Workbook individually. Iftime is limited, leave them ashomework.The Third Period Listening and Speaking Teaching goals 教学目标1. Target language 目标语言功能句式The advantage/disadvantage is …I think/don’t think that …What’s your reason?What makes you think so …?I think … because (of) …I believe that …I agree/don’t agree … because …First … Second …I’ve decided that …As/Since …, I think …2. Ability goals 能力目标Enable students to talk about the advantages anddisadvantages of each form of IT by using the reasoning expressions.3. Learning ability goals 学能目标Help students learn how to make use of the reasoning expressions.Teaching important and difficult points 教学重难点Reasoning expressionsTeaching methods 教学方法DiscussionTeaching aids 教具准备Tape recorderTeaching procedures & ways 教学过程与方式Step I Lead-inIntroduce the term “information technology”.T: We are now in a new century. As you may have heard, it will be a century of information technology.How do you understand this frequently used term? Encourage students to voice their own opinions.S: I think IT is closely connected with computers.Without computers, there would be no IT.S: I guess IT refers to the computer-based information systems, which include software application and hardware.S: …Show the definition of IT on the screen to help students better understand this term.What is IT?IT is the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware. In short, IT deals with the use of electronic computers and computer software to convert, store, protect, process, transmit and retrieve information, securely.Today, the term information technology has ballooned to encompass many aspects of computingand technology, and the term is more recognizable than ever before. The information technologyumbrella can be quite large, covering many fields. IT professionals perform a variety of duties that range from installing applications to designing complex computer networks and information databases. A fewof the duties that IT professionals perform may include:Data managementComputer networkingDatabase systems designSoftware designManagement informationsystemsSystems managementStep II ListeningDeal with activities 1-3 on page 22.T: Excellent opinions! Now discuss in pairs what IT consists of. Make a list and compare your ideas with another pair.Give a few minutes for them to discuss and make alist.T: Now you will hear a text about IT which will tell you more about it. First listen and get the main idea ofthe text. Write down the main idea in one sentence.Play the tape for the first time.Then check the sentences they write.T: What does IT include? What is the most popular form of IT? Now listen to the first part again and fillin the chart, Part A.Play Part A, check the answers.T: Which form of IT describes the skills of a sport best?Which form of IT has the most functions? Now listen to the second part again and fill in the chart,Part B.Play Part B, check the answers.Step III SpeakingGet students to talk about the advantages and disadvantages of each form of IT ingroups, using the reasoning expressions. Then decidewhen each kind of IT is mostuseful.T: Look at the expressions in activity 4. Which are used to make decisions?Ss: The advantage/disadvantage is …I think/don’t think that …I believe that …I’ve decided that …T: Then which ask about reasons?Ss: What’s your reason?What makes you thinks so?T: Good! Which are used to state reasons?Ss: I think … because (of) …I agree/don’t agree … because …First … Second …As/Since …, I think …T: From the listening material, we have learned about the different forms of IT such as computer, TV, book and radio. Now work in groups and discuss:What are the advantages and disadvantages of eachform of IT? Use the expressions we just talked about. Then fill in the chart with your discussion results.It’s better that students work in groups of four and each focus on one form of IT.Sample discussion:A: I think computer is the most powerful IT form because it can store plenty of information in various forms. The advantage of computer IT is thatthe information can be updated at anytime and youcan get almost information when connect with Internet.B: I think TV is the most popular form of IT and canbe accepted by people at any age. It is easy to operate and there are more and more channels andprograms to choose from. As most people still preferto get information or have fun from TV, I think TVwill continue to be a dominant IT form in the 21stcentury.C: I think radio has many disadvantages.D: What makes you think so?C: First, you can only hear but can’t watch. Second, the information that you can get from it is very limited. However, it also has its advantages. You can listen to radio programs when you are driving,walking or doing housework. What’s more, it’s small and easy to take.D: I prefer to read books. I think book is the most reliable IT form. The information in books are usually better selected and organized. Compared with TV and computer, books do less harm to eyes.You can read them again and again. While the disadvantage of book IT that it is expensive.After discussion, ask some group representatives to report their results.Step V HomeworkT: Chips play a very important role in computertechnology. They are the “core”of computers.How much do you know about chips? After class,please find some information about it.The Fourth Period Integrating skillsTeaching goals 教学目标1. Target language 目标语言重点词汇和短语chips android appearance character2. Ability goals 能力目标Enable students to write a description of an android.Enable students to talk about the advantages and disadvantages of some types of robots.3. Learning ability goals 学能目标Help students learn how to write a description of anandroid.Teaching important and difficult points 教学重难点Describe an android in details.Teaching methods 教学方法Scanning, imitation and discussion.Teaching aids 教具准备Tape recorderTeaching procedures & ways 教学过程与方式Step I Lead-inCollect the information students have found about chips. Share them with the whole class.About Chips:A small piece of semiconducting material (usually silicon) on which an integrated circuit is embedded.A typical chip is less than square inches and can contain millions of electronic components (transistors). Computers consist of many chips placed on electronic boards called printed circuit。