人教版英语必修二Unit 3(Who Am I？)教案
Learning plan for Senior English Book 2
Unit 3 Computers
Reading Who am I?
Designer ：Senior Grade One
●Teaching goals
1. Language target
Important words :
Calculate universal simplify operator logically reality personal tube network application finance
explore revolution artificial intelligence technological
2. Ability goals
1)Enable the students to grasp the history of computers.
2) the relationship between computers and humans.
●Teaching important points
Try to finish the exercises of Comprehending.
●Teaching difficult points
Enable the students to learn how to grasp the structure of the text.
●Teaching procedures
Step I：Greetings and leading-in
●Activity1:
see a short film about robots (2')
●Activity2: Guessing games --word puzzle (class work /5') Let’s guess what they are:
● made of wooden beads(珠).
●An old calculating machine .
● in China until now.
Who am I?
● solve some mathematical problems.
● too big. /as large as a room.
Who am I?
● a new calculating machine.
●can solve a large number of mathematical problems.
Who am I?
●a kind of computer .
● can solve all kinds of problems .
●be used widely now.
Who am I?
● a kind of computer.
●can be taken conveniently(便利) like a notebook.
Who am I?
●Step II. Skimming:
Activity3:Do a quiz
Read and answer these questions: (individual work / 3')
1.Who am I?
2.Who was the first person to invent the earliest computer?
3.Who was the next important person to design computers?
4.How old is the computer?
5.when was the computer the biggest?
6.What happened to the computer in the 1960s?
●Step III. Scanning
Task1: Read the passage again and complete the chart below(Pair work /5’)
Task2:Read the passage and finish the timeline below (individual work / 3’）
1642: The computer began as a .
1822: The analytical machine was made by Charles Babbage.
____ : The computer grew both in size and
in .
1940s : The computer had grown a room.
: The first family of computers was connected to each other. 1970s :computers were used in .
Now : Computers connect people . together.
Task3:Check the sentences are true or false. (individual work / 3')
1.Alan Turing built an Analytical Machine to solve any mathematical problems.( )
2.People began to realize that the computer got cleverer and quicker with time passing.( )
3.The computer began to serve the human race since it was brought into people’s homes.( )
4.Since the 1970s, the computer was used by people around the world through the Internet.( )
●Step IV.
Summary(class work /5')
I began as a ________ ________ in 1642 . In 1822 I was built as an ________ _________. In 1936 Alan Turing built a _______ ________. As the years have____ ____, I have been made_____ and smaller, but I got ____ ____ cleverer , quicker ____ _____.In the 1960s they gave me a family________ ___ .
I was _____ ____ ____ ______ in the 1970s. Since my birth I have truly been built to serve the human race.
Step V.
Activity 4: Discussion( group work /5')
Discuss with your partners to list some advantages and disadvantages of the Internet.
Advantages：___________________________________________ Disadvantages:__________________________________________ ●Homework
Write a composition about the relationship between human race and the computer .。
人教版模块2 Unit3 Who am I课文知识点学案
人教版模块2 Unit3 Who am I课文知识点学案学习目标: 本单元语言点的学习教学重点：本单元语言点的掌握课前准备：请同学们提前阅读学案内容，了解课堂上要完成的任务，并做好以下准备：预习学案上的内容Teaching Steps :（教学步骤）Step 1 ：Revision(复习提问）口头提问上个导学案上的内容Step2 ：学习本单元的语言点1.have a lot/little in common与…..有许多/没有共同之处2.a calculating machine计算机器3.simplify difficult sums简化一些复杂的数学题4.I developed very slowly and it took nearyly 200 years before I was built as an analytical machine by Charles Babbage.我发育缓慢，差不多到了两百年之后，查尔斯.巴比奇才把我制成了一台分析机。
(1)It was +时间段+before……过了多久才……(2)没来得及…..就…..，还没等……就….(3)It was not +时间段+before……不久，就….(1).They walked about thirty miles to the west before they saw a village. 他们西行30英里才看见一个村庄。
(2).He ran off before I could stop him.我还没来得及阻止他，他已经跑走了。
(3).It was not long before…..不久，就….It was not long before he came back. 不久他就回来了。
5.be programmed 被编入程序6.technological revolution技术革命7. artificial intelligence人工智能8.I wonder if I would grow any longer. any修饰比较级9.As time went by，I was made smaller.=With time going by，……随着时间的流逝，go by逝去，过去The weeks went slowly by.时间一周周慢慢过去。
人教版英语必修二Unit 3 Reading(Who Am I？)教学设计
准确把握阅读文章的脉络和写作手法
教学流程：
Steps
Aims
Teacher’s activities
Students’ activities
1.Warming-up: (1min)
To introduce the topic
Go over the topic discussed in the last lesson
4. Post-reading
(5min)
To analyze the writing technique of the passage
Lead Ss toanalyzethe last sentence of the passage &the writing technique of the passage
Give Ss some comprehending tasks and guide them to work them out
Read and work out the comprehending tasks
To teach Ss some skills that can be used to find the topic sentences and summarize the main idea of the paragraphs
Go over the topic
2.Pre-re learn to predict before reading
Show Ss the title of the passage. Guide Ss to predict and help Ss to build up a knowledge net.
Analyze the writing technique of the passage
新人教版高一英语必修二Unit3 Reading讲课教案
2. What’s the main idea of this passage? A. The development of computers. B. The development and use of computers. C. A machine which is simple-minded. D. Computers may replace human beings.
True or False 1. My real father was Charles Babbage,
who wrote a book and built me in 1936. 2. After I got my new transistors in the
1960s, I became smaller but cleverer and quicker. 3. I was brought into people’s homes in the 1970s. 4. Since my birth I have been built to take the place of the human race.
3.Functional item, how to tell the history about the computer.
Warming up
Can you give me the English names of a computer components (组件)? Tips: 1. We can use a computer to …
2. the part of the monitor that you look at
人教版高中英语必修二教案：Unit3+Reading
Unit 3 Reading教案Teaching aims1. Ability aimTo develop the students' reading ability by skimming and scanning the text.2. Knowledge aimKnow the development and usages of computerTeaching procedures:Step 1 Lead-inWatch a video about the development of computers to lead in the topic of the class.Step 2 Pre-readingGuess some pictures about the development of computers to let student think about when the inventions appeared.Step3 Reading1. Fast readingSkimming and finding the general ideaNow please skim the text WHO AM I. Then try to get the general idea of the passage. Have you got the main idea?Yes, it tells us the development and usages of computers.2. Careful readingListening to the tape and scanning the passageTo know the content of the interview and finish task 2, 3, 4, 5. Each group finishes a task.Task 2 Choose the best answer and fill in the chart1. “I” in the passage refers to _____.A. A TV setB. A computerC. A radioD. The internet2.When was the biggest computer?A.In 1642B. In 1936C. In the 1940sD. In the 1970s3. Who was the first person to make the earliest computer?A. Alan TuringB. Charles BabbageC. Charles TuringD. Charles Alan.4.When was the universal machine built?A.In 1822.B. In 1642.C. In 1936 .D. In 1940.Task 3 Decide whether they are true or false and fill in the chart1. After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.2. My shape wasn't changed.3. Since the 1970s, the first family of computers was connected to each other.Task 4 Read Para 3 and then answer the following questions and fill in the chart1. What are the new applications of the computer?2. What roles do computers play in the life of human beings?Task 5 Summary of the passageRead and finish the timeline below.Step 4 Post reading1. DiscussionWhat are the advantages and disadvantages of computers nowadays?3.Make a conversationTo use the passage in a practical way to improve students’ pronunciation, stress, rhythm and intonation.Please talk about the advantages and disadvantages of the computers with your partner.Step 5 Summary1Know more knowledge about the development and usages of computers.2Know the advantages and disadvantages of computers.Step 6 Homework1. Review the text and the new expressions.2. Pick out the sentences with the present perfect passive voice in the text.。
人教版必修二 高中 Unit 3 阅读 Who am I 试讲稿
人教版必修二高中Unit 3 阅读Who am I？试讲稿Good morning/afternoon, dear judges, I am No. ____ Candidate. Applying for senior high school English teacher. Today, my topic is “Who am I?”. Now, please allow me to start my presentation.Good morning/afternoon, everyone, are you happy today? That's great, I'm glad you feel happy. I can't wait to have our English journey! Now, everyone, let's have a brainstorm, say as much as you can. How many digital products do you know? Hurry up, think about it! Oh, yes, we have phones. And? Computers, good. What's more? Digital camera. That's one of it....(可根据试讲时间适当增减)You did a good job. Now, please look at the pictures and title on page 18. Can you guess “who am I”? Who is the narrator of the article? Linda, you please. You don't know? It's ok. How about you, George? Maybe computer? Yes, the narrator is the computer, so “I”am the computer.Speaking of computers, what do you know about them? And how have computers changed our lives? You may discuss with your group members. And I will give you five minutes. After that, please share your answers to us.Ok, now, times up! Who can share your results? The first question, what do you know about computers? Mary, can you? Good. Anything else? Ken, you please. Well done, Ken!How about the second question, how have computers changed our lives? Katherine, I see you put up your hand. Good, please sit down. And let's invite Peter to share his answer. That's good, thumbs-up for all of you!1) Skimming: Guide students to skim the text and find out the main idea of it. Ask the students what is the order of the passage.2) Scanning: Provide students a timetable to scan the text and fill the blanks of the table to get more detailed information.3) Careful reading: Students can finish the multiple choices and fill in the blanks given by the teacher.Now, let's find out what the passage is about! I'll give you three minutes to skim the passage, and then, please tell me what is the main idea of the passage and what is the order of the passage.Ok, now, please tell me together, what is the passage mainly about? Yes, it's about the development of computers. And do you find out what is the order of the passage? It's according to? Good, you've got it. It's according to time order.Now, look at the screen, we have a timetable. And some important information are missing in the table. Can you help us to fill in the blanks? Five minutes for you!Ok, stop here. Who can tell us the answers? Ok, you please, Helen. Great, any different ideas? William, please. Right, it should be “Alan Turing wrote a book to descrie how computers could be made to work”in 1936. Now, do you agree with their answers? You did? Good!Look at the screen, there are some multiple choices, and another passage with some blanks. This time I'll leave you six minutes to find the answers. You can ask me for some help, or you can discuss it with your deskmates.Let's check the answers now, together, the first one is? Good, it's A. And the second one.Be careful, it should be C, not B, ok? And each one each blank, start from you, please. Well done! You've got the answers!It's time for your imagination. What do you think computers will be in the future? You can discuss it with your group members, and write down some interesting things on your paper. Four minutes for you! Here we go!Group one, what do you think! Wow, that's fascinating! Group two, how about your ideas? Artificial intelligence, you've catch the trend. Group three? Maybe closely related to our health! Excellent, you really have some good ideas!Now, Eric, may I ask you to summarize what we've learnt today? Yeah, we have learned a passage about the development of computers. We have also learned the writing in the first-person perspective. It's very useful, right? You can use it in your writing.Did you enjoy our English journey? That's great! （情感升华）Remember to use English in our daily lives, ok? Now, here comes your homework. After class, search the Internet for some information of the development of phones and write a short passage just like we have learned today. Would you like to do it? That's so good. Next class, you can show your results. So much for today, see you next time.That's all, thanks for your listening.。
人教版英语必修二Unit 3(Who Am I？)教案
1) the development timetable 4. para.1
3. students can able to fill the 2) the conclusion of the 1) teacher asks students to read the first paragraph carefully and
the change of the development speed 3) teacher leads students to summarize the writing pattern: topic sentence-supporting details
5. students can summarize the
IV. Teaching Aids Multi-media and Power Point
V. Teaching Procedure
时间段落
教学目标
内容模块
教/学活动过程与方法
第1段
Lead-in
step 1. Lead-in
2 分钟
1. Ss will get the meaning of a 1. Ask Ss to guess riddles.
2. the understanding of the main idea and topic sentences of each paragraph.
3. understanding of the first paragraph:
1. teacher asks students to go through the passage and answer: q: Can you find the topic sentences in each paragraph?
必修二unit3英语说课稿
必修二unit3英语说课稿在准备必修二Unit 3的英语说课稿时，我们需要确保课程内容既符合教学大纲的要求，又能激发学生的兴趣和参与度。
以下是一份可能的说课稿内容：课程名称：必修二Unit 3教学目标：1. 使学生能够理解并运用本单元的核心词汇和短语。
2. 帮助学生掌握本单元的重点语法结构。
3. 提高学生的听说读写能力，尤其是口语交流能力。
4. 培养学生的跨文化交际意识和批判性思维能力。
教学重点：- 核心词汇和短语的准确使用。
- 语法结构的正确运用。
- 口语表达的流畅性。
教学难点：- 语法结构的深入理解和应用。
- 口语表达中的自然流畅和准确性。
教学方法：- 任务型教学法：通过完成具体任务来学习语言点。
- 合作学习：鼓励学生小组合作，共同解决问题。
- 情景模拟：创设真实或接近真实的语言使用环境。
教学过程：1. 导入（Warming-up）- 开场白：简短介绍本单元的主题和学习目标。
- 激活背景知识：提问学生关于单元主题的先验知识。
2. 呈现（Presentation）- 展示核心词汇和短语，通过图片、视频或实物进行直观教学。
- 通过例句展示语法结构，确保学生理解其用法。
3. 操练（Practice）- 分组练习：学生在小组内练习使用新词汇和语法结构。
- 角色扮演：模拟真实情景，让学生运用所学知识进行对话。
4. 应用（Application）- 完成特定任务：如写一篇短文、进行一次演讲或完成一项调查。
- 跨文化交流：讨论不同文化背景下的相关话题，促进文化理解。
5. 产出（Production）- 学生展示：每组或每位学生展示他们的任务成果。
- 教师点评：对学生的表现进行评价，并提供改进建议。
6. 总结（Summary）- 回顾本节课的重点内容，强调易错点。
- 布置作业：确保学生能够巩固和深化课堂所学。
7. 作业布置（Homework Assignment）- 完成相关的练习题，复习本单元的词汇和语法。
人教版高中英语必修二第三单元教学设计
《多媒体课件制作与使用技术》课题：The Olympic Games姓名：Mia Dong 学号：17专业：英语班级： 4课程名称：多媒体课件制作与使用技术学期：2012至2013学年第二学期人教版高中英语必修二第三单元《The Olympic Games》教学设计Mia Dong 外语系4班17一、学情分析（一）学习者分析1、一般特征：学生基本上来自农村，英语水平参差不齐，学习压力大；学习策略与方法不合理，有的学生还不喜欢英语。
2、学习风格分析：对于高中生来说，学习的习惯和方法还是局限于较为死板，习惯于题海战术，很少有自发的对感兴趣的课题的研究或学习；学生习惯于上课认真听老师讲解，较少地参与主动地学习，一直是较为死板地学习，老师激发学生兴趣，使其主动融进课堂学习。
3、初学能力判断;既一个学期的高中英语学习后，学生的英语水平能力有提高，但还需继续努力；关于必修二已经学习了第一、二单元，学生基本可以接受第三单元的学习任务，前提是必须认真融入由教师带领的学习氛围中。
（二）教材分析本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、以及古现代奥运会的异同。
学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的爱好。
二、教学目标教学要求：（一）教学模式关于第二单元本环节——reading部分，采用教学问答模式、课堂授受模式、指导自学模式、合作交流模式以及探究学习多种模式交叉运用。
（二）教学策略主要是使用替代式教学策略，使学生在短期内学习许多内容，提高教学效率。
其中穿插问题引导方式，从而克服单一的替代式教学策略的不足（三）教学方法以语言形式获得间接经验的方法为主，通过教师和学生口头语言活动及学生独立阅读书面语言为主，其中使讲授法、谈话法、讨论法和读书指导法交叉使用。
四、教学平台以多媒体课件演示为主，辅之以少量板书，即多媒体课件教室的教学环境。
Module2Unit3ReadingWhoAmI？教学设计（人教版高二英语必修教案教学设计）
Module2 Unit3 Reading Who Am I ？教学设计(人教版高二英语必修教案教学设计)高二英语组：杨雪琪Module2 Unit3 Reading Who Am I ？教学设计一、教材分析1.教学内容分析Reading 中以别致的标题Who Am I？引起学生的好奇心，使学生迫不及待地阅读这篇文章，并努力猜出“I”是computer，从而对文章的内容印象深刻。
文章以第一人称的形式按时间先后顺序讲述了computer的产生、发展和现在，并用拟人化的口吻表达了computer 乐于为人类服务的精神。
通过这一节课的学习，学生增加另外有关计算机等方面的的知识和相关的词语，并理解了计算机的发展史及其广泛的应用，从而激发学生对科学探索的兴趣。
2.教材处理紧扣主题设计了Lead-in, Pre-reading, Fast Reading, Careful Reading, Consolidation & Extension, Discussion and Homework 七个教学步骤,旨在通过这些活动帮助写生掌握阅读策略和阅读技巧,提高学生的阅读理解能力及口语和书面表达能力。
3.教学目标1）知识和能力目标：①培养学生运用阅读策略预测课文内容和获取信息，从而提高阅读能力。
②引导学生掌握课文中相关的句型和词汇，结合已有知识展开讨论，锻炼思辩能力和口头交际能力。
③学生能根据所阅读和讨论的内容写一篇短文,锻炼书面表达能力。
2）情感目标：陶冶学生的道德情操，培养学生自主、合作和探究精神。
4.教学重点和难点1）培养学生的阅读能力。
2）引导学生把所学词汇和句型运用到口头和书面表达中。
三、学法分析：贯彻新课标以学生为主体与学以致用的指导思想，提倡自主、合作、探究的学习方式，通过引导、点拔，让学生运用各种阅读技巧预测课文内容和获取信息；对难点的突破主要以启发引导的方式，让学生展开积极的讨论，自己去分析，去感悟，最后由教师补充点拨归纳，从而提高听、说、读、写能力。
2019人教版英语高中必修二Unit3Computerspart2教案语文
Unit 3 Computers 教案2(WHO AM I? <PART 2>)IntroductionYou are advised to lead in by talking about IT. Then help students write a report about IT. ObjectivesTo discuss about ITTo write a report about ITTo read about androids or robotsProceduresI. Warming up by talking about ITWhat is Information technology?Information technology (IT) or information and communication technology (ICT) is the technology required for information processing. In particular the use of electronic computers and computer software to convert, store, protect, process, transmit, and retrieve information from anywhere, anytime.II. Listening and writingTurn to page 21.Look at the pictures and listen to a conversation about different kinds of information technology or IT, discuss and write down in groups the advantages and disadvantages of each kind.III. Speaking and writingSuppose you and your partner are going to help choose computers for your school. Now talk about the special things each of the computer can do and write a report to your headmaster.IV. Reading, underlining and speakingIt is said that computers could be put into androids or robots. Read the text Andy—The Android, underlining all the expressions and think of the fun you could have!Expressions from Andy—The Androidp art of a football team, once a year, get together, play a football game, be as…as…, in fat, look like…, on the football team, run fast, think like a human, shout to…, in computer language, have a good shot for a goal, get second place, win the first place, have a new kind of program, improve one’s intelligence, create a better system, play against a human team, in a way, program…with…, make up…, after all, with the help of…V. Close down by writing a letterSuppose you are an android. What would say to a spoiled child who would not do his homework? Write a letter to the boy.AndroidAn android is an artificially created being that resembles a human being.The word derives from Greek Android- ‘man, human’ and the suffix -eidesused to mean ‘of the species, kind, alike’ (from eidos ‘species’).The word droid, a robot in the Star Wars universe, is derived from this meaning. Some people maintain that, etymologically, the word android means resembling a male human and that a robot resembling a woman should logically be called a gynoid for sexist language to be avoided; however, this word is not commonly used.Unlike the terms robot (a mechanical being) and cyborg (a being that is partly organic and partly mechanical), the word android has been used in literature and other media to denote several different kinds of man-made, autonomous creations:a robot that closely resembles a humana cyborg that closely resembles a humanan artificially created, yet primarily organic, being that closely resembles a humanAlthough essentially human morphology is not the ideal form for working robots, the fascination in developing robots that can mimic it can be found historically in the assimilation of two concepts: simulacra (devices that exhibit likeness) and automata (devices that have independence).The term android was first used by the French author Mathias Villiers de lisle-Adam (1838-1889) in his work Tomorrow’s Eve, featuring a man-made human-like robot named Hadaly. As said by the officer in the story, “In th is age of Realien advancement, who knows what goes on in the mind of those responsible for these mechanical dolls.”。