人教版高中英语必修2《Unit3 Computers Reading》教学设计
人教版高中英语必修二unit3+Computers+教案3.doc
Unit 3 ComputersPeriod One Warming up and ReadingBy Zhang SuochengTeaching 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 writingTeac hing methods:1. Task-based teaching and learning2. Cooperative learning3. DiscussionTeaching aidsThe multimediaTeaching aimsKnowledge aims:1. Students are able to learn the useful new words and expressions in this passage2. Students are able to know basic knowledge about computers.Ability aims:1. Help students to improve their reading abilities.2. Train the students’ability to collect usefulinformation from the Internet by themselves.Emotional aim:Guide the students to work hard to create more wonderful and convenient inventions for human beings.Teaching procedureStep One Warming up1. Talk about the importance of computer and the Internet.2. Cooperative learning: Show some pictures of the development of computers.Questions: 1. What can you see in the pictures?(abacus, calculator, huge computer, PC, laptop, PDA, robot)2. What do you think will be the next development?Discussion (pair work): What do they have in common, in your opinion?Some useful expressions: I think that…In my opinion…I believe that… What’s your reason? Why do you think so?Step Two Pre-readingAsk the students to predict what the text is going to be about from the title and the pictures.Step Three While-readingTask 1: Skimming the passage for the general ideaQ 1: What is the main idea of the passage?This passage is mainly about the history of the development of computers.Q 2. Who am I?I am a computer.Task 2: Scanning for detailed information.Read the passage and finish the timeline below. (Ex. 1 on Page19)Task 3: Listen and read aloudTas k 4: Read the passage again. In pairs find out the topic sentence of each paragraph and the supporting details. (Ex.2 on Page19)Question & Summary: How to find out the main idea of a paragraph quicklyA topic sentence sets out / explains the main idea of a paragraph.A topic sentence is usually the first or the last sentence of a paragraph.Step Four Post-readingTask 5: Guessing gamesFind the word or expression for each of the following meanings from the text according to the context.(Ex. 1 on Page 20)Task 6: True or False?1. The passage mainly tells us the history of the computer.2. The computer was considered simple-minded before it got artificial intelligence.3. Charles Babbage invented the first computer.4. Since its birth the computer has been built to take the place of the human race.Step Five Brief summaryWhat have we learnt in this class?1) some words about computerscalculating machine, analytical machine, universal machine, PC, laptop,tubes, transistors, chips, network, World Wide Web, communications, finance, trade, robots, mobile phones, medical operations, space rockets2)the short history of the development of computersgreat changes in size—from__________ to ___________great changes in memory—from___________to ___________great changes in function—from___________to ___________great changes in application—from___________to ___________3) some scientists relating to computers________________built the analytical machine.________________made the first computer.4) some good methods of writinga. in the first person—personification “Who am I? ”b. in an order of time—chronologyc. topic sentencesStep Six Discussion in groups of fourWork in groups of four and discuss the advantages and disadvantages ofcomputers.Step Seven HomeworkRead the passage again. Underline the words, phrases or sentences that you don’t understand, and try to solve the problems using context clues and the dictionary.Design on the blackboardUnit 3 ComputersPeriod One Warming up and ReadingMain idea of the passage:This passage is about the history of the development of computers.Topic sentences of each paragraph:Paragraph 1: Over time I have been changed quite a lot.Paragraph 2: These changes only became possible as my memory improved.Paragraph 3: Since the 1970s many new applications have been found for me.Summary: What have we learnt in this class?1) some words about computers2) the short history of the development of computers3) some scientists relating to computers4) some good methods of writinga. in the first person—personification “Who am I? ”b. in an order of time—chronologyc. topic sentences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。
人教课标版必修2 Unit 3 Computers 阅读课教学设计
人教课标版必修2 Unit 3 Computers 阅读课教学设计本课属于科普说明文，采用拟人手法，形象生动，以时间为顺序介绍了计算机的发展历程及作用，学生比较容易理解。
高中生已基本了解如何运用电脑、网络，因此，利用他们对电脑网络的好奇，激发他们阅读思考并认识网络的利弊，引导他们积极运用电脑给人类带来的便利并克服其弊端。
二、教学目标：1. 语言知识目标1）学习掌握以下重点单词和短语：calculate, simplify, sum, universal, solve, technological revolution, artificial, intelligent, reality, total, network, web, application, finance, character, as a result, explore, arise, in a way, anyhow, human race, operator, logically, rocket2) 学习文章的拟人手法和以时间为顺序的写作方法。
3) 学习了解有关电脑知识。
2. 语言技能目标1) 发展学生听说读写的综合技能，培养学生的语言综合运用能力。
2) 让学生能根据时间线索组织文章情节的发展。
3) 让学生根据文章内容，发挥想像力，表达自己有关电脑的各种观点。
3.情感态度目标通过本文学习，让学生对电脑网络更加感兴趣，并在日常生活中学习逐渐应用电脑，从而达到更加热爱生活的目的。
三、教学重点：1. 训练学生的综合阅读技能。
2. 掌握拟人手法和以时间为顺序组织文章内容。
四、设计思想：本课是有关电脑知识的阅读课，因此，要充分利用多媒体生动形象地展示电脑的历史作用，使学生对本课产生兴趣，发挥教师的主导作用和学生的主体作用，创建一个平等、和谐、友爱的课堂，培养学生自主学习、创新学习及分析问题和解决问题的能力。
五、教学过程：StepⅠLead-inAsk the students to say some usages in our daily life and something they know about computer. Then let them look at the pictures on page 18 and the title of the text and predict what the text might be about. Let them give their opinions.[设计说明] 导入部分让学生根据图片和标题推测课文内容，提高学生推测文章内容的能力，激发学生阅读课文的兴趣。
人教版高中英语必修二UNIT3COMPUTERS教学设计
Unit 3 Computers(教学设计)Reading: Who am I?Teaching goals:1. To have a better understanding of the main idea of the passage.2. To enable the students to talk about computers and robots in English3.To learn two reading skills.Teaching aids: Computer, student’s book.Teaching difficulty: How to find topic sentences and supporting details.Teaching procedures:Step 1. Lead-inShow the topic of the unit and tell the students that what we are going to learn today. At first,I will show them some pictures and get them to say what they are.An old calculating machine used in China until now. (An abacus)It is built to solve some mathematical problems. But it is too big. (A huge computer) It is a new calculating machine which can solve a large number of mathematical problems.(A calculator)It is a personal computer which can solve all kinds of problems and is used widely now.(A PC / personal computer)Then show these pictures out of order and let them put the pictures in order of time. Check the answers together. Let the students know what they’ll learn today.Show the teaching aims on the screen: Getting a better understanding of the passage. Learning two reading skills.Step 2 SkimmingAsk the students to skim the first paragraph as quickly as they can and answer: Who am I in the passage?They can deal with this question easily so we just need to check the answer.Reading for the main idea of the passage. They can choose it from two sentences. Give students only 1 minute, then ask them to get the main idea of the passageStep 3 Reading for specific information.At the beginning, explain to the students what topic sentence and supporting details mean. Students can read the explanation on the screen by themselves.As the passage is a bit difficult, I’ll lead the students to find out the topic sentence and supporting details of paragraph 1. Add explanations where necessary.Next, the students should be able to find out the topic sentences and supporting details of paragraphs 2 and 3. Give them several minutes.After finishing the tasks, make a simple summary.As we talk about the development of something, time is very important for us to understand better. Now let’s complete the timeline on page 19. Give them three minutes to finish it individually.A chain of events showing the development of computer / Changes of the machineTimeline1642: ____________________________________________::the Analytical Machine was made by Charles Babbage.1936:_______________________________________________________________________1960s:______________________________________________________________________: the first family of computers was connected to each other.1970s: ______________________________________________________________________Now:_______________________________________________________________________In order to help the students get a better understanding, I’ll show them a short video about the development of computers.Step 4 Post-readingNow we know the development of computers(show the pictures in the right order). Can you guess What’s Next?Give students 2 minutes to talk with parters about What will robots do for us in the future?Then ask some students to share their opinions with us.Summarize like this: Robots are useful in our daily life. For example, it can help us cook, clean the room, wash clothes and accompany us . Also, they can direct the traffic,carry out operations and even do some dangerous jobs.Blow the short summary, I’ll show them two sentences and they are supposed to decide which one is the topic sentence:A.Robots can do a lot of things for us.B.Robots have changed a lot.Step 5 SummaryToday we have learnt:1). the development of computers2) how to find topic sentences and supporting details.Encourage the students to use the reading skills in study.Step 6 Homework1. Read the text aloud and try to retell it in order of time.2. Read the passage again. Underline the sentences that you don’t understand and try to solve the problems using context clues and the dictionary.。
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，采用了pair work, gr oup 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。
此外，学生的跨文化意识不高,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 opin ion, 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.(act ivity 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。
人教新课标必修二英语Unit 3Computers【教学设计】
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。
人教版高中英语必修二教案：Unit 3 Computers Period 3 Reading and comprehending
Unit 3 ComputersPeriod 3 Reading and comprehending 教学设计I. Teaching contents：Reading and comprehendingII. Teaching aims：1). To help students learn to read an introduction about computer2).To help students better understand “the computer science”3).To help students learn to use some important words and expressions4）Main words and expressions.simplify sum ; operator; logically ; technological ;artificial;intelligence; personal; tube; network; web; mobile;rokets ;finance5）Practice different reading skills, such as skimming, scanning, intensive reading, extensive reading, etc.III. Key points & DifficultiesKey points:1.Reading comprehending skills.2.To learn the development of the computer.Teaching DifficultiesReading comprehension to the text.IV. Teaching procedure:Step 1: Review the simlpe development of computers:abacus→culculator→huge computer→PC→laptop→PDA→robot Step 2: ScanningAsk the students to listen to the recording of the text and then scan the text to answer the folloing two questions:1. Who is the speaker in this story?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.Step 3: Skimming:Let the students skim the text and find out the toic sentences of each paragraphs, and complete the matching exercise on PPT 8.Para 1: Over time I have been changed quite a lot.Para 2: These changes only became possible as my memory improved.Para 3: Since the 1970s many new applications have been found for me.Step 4: Careful reading1.Read the passage carefully and find out the supporting details foreach paragraphs’ topic .( Ask students finish the chart on page 19 exercise 2, teacher go around them and give help if they need )2.Read the passage carefully again finish the timetable on page 19.(PPT 13—14 )Step 5: Discussion1.Now please brainstorm a list of things that you, your school andyour family use computers for. (About 1 minutes)2. Please have a discussion with your group member : what you would have to do if you could not use computers any more.( Students may have different opinions about this topic, let them discuss and then share with their classmates.)Step 6: Homework.1. Finish exercise 1 on page 56.2. Read the tet again after calss and underline the difficult points.3.Write down your opinions about the question in the discussion.V. Blackboard design.Unit 3 ComputersReading and comprehending1. abacus→culculator→huge computer→PC→laptop→PDA→robot2. Para 1: Over time I have been changed quite a lot.Para 2: These changes only became possible as my memory improved.Para 3: Since the 1970s many new applications have been found for me.。
2016-2017学年 人教版 必修2 Unit3 Computers Reading 教案 (10)
Module 2 Unit 3 ComputerWHO AM IOver time I have been changed quite a lot. I began as a calculating machine in France in 1642. Although I was young I could simplify difficult sums. I developed very slowly and it took nearly two hundred years before I was built as an analytical machine by Charles Babbage. After I was programmed by an operator who used cards with holes, I could “think” logically and produce an answer quicker than any person. At that time it was considered a technological revolution and the start of my “artificial intelligence”. In 1936 my real father, Alan Turing, wrote a book about how I could be made to work as a “universal machine” to solve any difficult mathematical problem. From then on, I grew rapidly both in size and in brainpower. By the 1949s I had grown as large as a room, and I wondered if I would grow any larger. However, this reality also worried my designers. As time went by, as was make smaller. First as a PC (personal computer) and then as a laptop, I have been used in offices and homes since the 1970s.These changes only became possible as my memory improved. First it was stored in tubes, then on transistors and later on very small chips. As a result I totally changed my shape. As I have grown older I have also grown smaller. 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! But I was always so lonely standing there by myself, until in early 1960s they gave me a family connected by a network. I was able to share my knowledge with others through the World Wide Web.Since the 1970s many new applications have been found for my. I have become very important in communication, finance and trade. I have also been put into robots and used tomake mobile phones as well as help with medical operations. I have even been put into space rockets and sent to explore the Moon and Mars. Anyhow, my goal is to provide humans with a life of high quality. I am now truly filled with happiness that I am a devoted friend and helper of the human race!译文：我是谁？随着时间的推移我被改变了很多。
人教版（新课程标准）必修2 Unit 3 Computers 说课(含课教案和教案)
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人教课标版高中英语必修2 Unit3_Reading名师教学设计
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1. 语言知识目标：
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solve, explore, anyhow, human race, signal, goal, type, arise, electronic
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Step2 Whilereading （读中） (20 mins)
3. T: requires the class to read again and fill in the blanks. (Help guide them to clear)
的好奇心ห้องสมุดไป่ตู้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
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人教版高中英语必修2 Unit 3 Computers第一课时教案
人教版高中英语必修2 Unit 3 Computers第一课时教案Period One Intensive ReadingTeaching Goals：1. Target Languagea. The Key Words and Phrasessimplify logically technological revolution solve from…on personalas a result totally so…that network Web application explore anyhow human raceb. T he Key SentencesOver 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!2. Ability Goals：Enable students to learn about the development and history of computers.Teaching Important & Difficult Points：Understand how details are used to support topic sentences.Teaching Methods:Prediction, scanning and discussion.Teaching Procedures & WaysStep 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 have become more and more popular, and most families in cities have one or more than one computer in their home. And some families in villages also have their 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 have experienced a long development process,and the development will never stop.3.(There may be various answers.)Step II Pre-readingPrediction: Let 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 are used today.Sample list: date processing; industrial design; learning and teaching aids; TV program editing; entertainment (watch TV/video, listen to music, play games, 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 them in the order according to the time when they appeared.Help students understand the meanings of the words: analytical, calculate and universal. Note:Universal machine is also known as Alan Turing's “universal computing machine”, is 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. Then complete the chart in activity 2.the topic sentences are not standing there alone, they are supported with details and date, which make the topic sentences more convincing. Now I will play the tape of this passage. Listen and find out/underline the 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 forgetanything 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 this structure:Form:so + adj./adv. + that + clauseFunction:This structure is used when emphasizing the degree or amount of something by saying what the result is.Step IV DiscussionT: Discuss this question in groups: Why do many countries want to host the Olympic Games while others do not? Use the mind map below to help you. Then prepare for a class discussion. Put forward your ideas and give reasons for your choices.T: Why do many countries want to host the Olympic Games?S: Hosting the games has a major effect on the economy and brings international prestige to the country. Thousands and thousands of visitors come to the game s and the host cities are permanently improved. By planting trees and creating parks, the city becomes more attractive for tourists.S: It helps to strengthen the spirit of patriotism and also can create more job opportunities and improve the quality of employment.S: The Olympic Games is the world's largest and highest level, and most widely influential sports event. The people of all countries enhance mutual understanding and friendship and safeguarding peace in the world event. Besides, the hosting of the Olympic Games is not only a country's comprehensive strength of the comprehensive test, but also to expand a country’ influence around the world, and at the same time promote their own development as a good opportunity.T: Well done! Why do many countries don’t want to host the Olympic Games?S: Preparing for the Olympics Games is a huge undertaking. Just like the athletes, the host city spends years getting ready for the event. Before deciding which city will host the Olympic Games, the International Olympic Committee (IOC) has to examine bids from allover the world. Bidding for the games begins about ten years in advance. Without preparing a very strong bid1, a city will not win the competition to host the games.S: Hosting the Olympic Games take so long time and so much money to prepare. Building the infrastructure costs huge amounts of money. Holding the World Cup in 2002 in Japan and South Korea, for example, meant that ten new stadiums had to be built, as well as many hotels and an improved transport system. In Beijing, after winning the bid, the government began major construction projects — the extension of the underground, the improvement of the airport and the building of new motorways. Each host city must also build an Olympic village for the athletes.S: Too many visitors may do harm to the environment of the city, in addition, the venues and buildings may be wasted after the Olympic Games.T: Well done! As every coin has two sides, hosting the Olympic Games has its advantages and disadvantages. For our powerful China, it is a good opportunity to host the Olympic Games which can benefit us a lot.Step V Homework (retelling)T: Suppose you work for an information technology magazine. Write a short passage which briefly introduces the history and development of computers. Don’t write in the first person.。
高中英语必修二Unit3 Computers Reading说课教案
Unit 3 ComputersReadingBackground information：This lesson is based on New Senior English for China Book 2 Unit3 Reading part. Words and expressions in this text are too obscure to understand. We can use pictures and the context to guide students to understand. There are three paragraphs in this text, each of which has a clear topic sentence that gives the main idea of the paragraph, so students should be guided to pay attention to them. Unlike other expositions, this text is written in time order and the first person, which should be introduced to students as well.Students in the first year of senior high school. It is the first time that students have read an exposition on science in senior school. They are not familiar with this type of writing. In addition, difficult terms and dull content in this text make it boring for students to read. Therefore, it is very important to arouse their interests and gain their confidence in reading.Teaching aims：1.Knowledge aims:a)Get the students to know the following new words and expressions in thistext:calculating machine, universal machine, analytical machine, artificial, intelligence, PC(personal computer), tube, transistor, chip, application, finance, trade, mobile, rocket, network...b)Get the students to have a better understanding of the history and basicknowledge of computers.2.Ability aims:a)Students can improve their reading ability by predicting, skimming andscanning.b) Students can find the topic sentence and supporting details of each paragraph.3.Emotional aims:a)Students’ sense of cooperative learning can be developed.b)Students will be proud of the development of the technology.Key points and difficulties:Key points：1. Let students learn more about history of the development and basic knowledge of computer;2. Enable the students to find the topic sentence of each paragraph;3. Enable them to improve their reading ability by predicting, skimming and scanning.Difficult points:1. Enable the students to have a clear mind about the topic sentence and the supporting details.2. Enable the students to explore, discuss and summarize the text structure. Teaching and learning methods:1. Task-based teaching and learning2. Cooperative learningTeaching Aids:1.Blackboard2.PPTTeaching procedures:Step 1: warming-upShow Ss the pictures of abacus, calculator, Mobile phone and computer, and ask Ss what they are. This can lead to today’ s topic and arouse Ss’ interest.Step 2: Pre-readingAsk Ss two questions:“Do you play games on computers?”Computers are very useful in our daily life. “Then in what other ways are computers used?”With this question, we can introduce some words which appear in the third paragraph: communication, trade, science and technology...[In this way, we can help students understand some difficult words which willhinder them from reading, and make them focus more on reading instead of on solving difficult words.From the above tasks, students have already been familiar with the text they will read, and thus they may not be afraid to read it.]Step 3: While-readingPredicting:I’ll let Ss to predict what the text will be about according to the title and the two pictures on page 18.Before prediction, we can ask students to describe the two pictures, which can increase the efficiency of their predicting.Skimming：I’ll ask Ss to read the text quickly and then answer the two questions:1)Who is the speaker?According to the previous study, this question is easy for Ss to answer.2)What is the main idea of the text?To simplify the question, I ask them to get the main idea in the following way:The text is about the ________ and the __________of computers.[These two questions can help students have a general understanding about the text.]Scanning:Scan the text and then finish the timeline:In 1642calculating machineIn 1882analytical machineIn 1936universal machineIn the 1940s as large as a roomIn the 1960s connected by a networkIn the 1970s new applications[From this question, students can have a detailed understanding about the text and it will help students clearly find that the text is written in time order.]Careful-reading:1)Please read the text for a third time carefully and then find the topic sentence of each paragraph.First read paragraph one in two minutes and find its topic sentence.[Students have known how to find a topic sentence of a paragraph, however, they still have no idea about the relationship between topic sentence and supportive sentences in a paragraph. For paragraph one, I will give guidance by asking them to pay attention to the first and last sentence of each paragraph, and finding the supportive sentences with them. Then, para.2 and 3 can be left to them.]2)Now it’s your turn to finish para.2 and 3 in three minutes. After that, have a discussion in groups of four to exchange your ideas.[By cooperative discussion, students who have known the topic sentence and supportive sentences may help those who do not know.]Step 4: post-readingThe above reading activities are all about input, and now it is high time they should output what they have learned in this text. So I designed a retelling as follows:1)Over time I have been ______ quite a lot. I began as a __________machine in 1642. In 1882 I was built as an _________ machine and then in 1936 Alan Turing wrote a book about how I could be made to be a _________ machine. These changes only became possible as my _______ improved. In the 1960s they give me a family connected by a _______. In the 1970s many new _________ have been found for me. My goal is to provide humans with a life of _____ ______. Now I am a devoted friend and ______ of the human race.Besides language output, I also design a summary about text structure to raise their awareness of a whole text.3)The text was written in _____ order and used_______ person(人称)in _______ and ________________tense(时态).The type of writing (文体) of this text was an ________.Step 5: homeworkDo a survey：Look up information about the development of mobile phones on theInternet, and make a report. Share with us in the next class. Blackboard design:Unit 3 ComputerWho am I ?-----personification Para.1 changed a lotcalculating machine analytical machineuniversal machine PC(personal computer) laptop Para.2 memory improvedtubes--transistors--chips—network--WWWPara.3 applicationscommunication finance / trade science and technology。
人教版高中英语必修2Unit 3ComputersPeriod1 Reading教案8
Unit3 ComputersPeriod 1 ReadingThe General Idea of This Period：This period includes Warming up，Reading and Comprehending of Unit 3.It introduces the history and development of computers.From this period the students will learn more about computers.Meanwhile they can learn some reading strategies such as skimming and scanning.Teaching Aims：1.Train the students’ reading ability.2.Learn some useful words and expressions.3.Learn more about computers.Teaching Important Points：1.Help the students to understand the passage better.2.Learn how to use some important words and phrases in this passage.Teaching Difficult Points：1.How to help the students improve their reading ability and understand the passage better.2.Learn how to use some important words and phrases in this passage.Teaching Methods：1.Skimming the passage to get the general idea of the text.2.Scanning to get the details from the passage.3.Explanations and practice to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 Warming up1.Greeting the students as usual.2.Introduce the topic of computersShow the five pictures （an abacus，a huge computer，a calculator，a PC，a notebook computer）and get the students name them in English.Through this task，students can have a general idea about what they are going to learn.Besides，students are expected to have a discussion about what they have in common while looking at them.And they are required to use the given expressions in their discussion to express their ideas.T：Boys and girls，today I am going to introduce some machines to you.Now let’s see whether you can name them in English correctly，and talk about them.Now work together with your partners and try to find out what they have in common.Two minutes late，five students are asked to talk about them in class.S1：An abacus is an old calculating machine used in China until now.S2：A huge computer is built to solve some mathematical problems.But，in my opinion，it is too big.S3：A calculator is a new calculating machine which can solve a large number mathematical problems.And I think it is very convenient to carry and use，so we often use it.S4：A PC is a personal computer，which can solve all kinds of problems and is widely used in offices，schools，shops，at homes，etc.now.S5：A notebook computer is a kind of useful computer which can be taken conveniently like a notebook.But I think it is too expensive.T：Quite good.It seems that you are all quite familiar with these machines.But can you tell what they have in common?Any volunteers?S6：Let me try.I think they all calculate something.They can deal with some maths problems.S7：I believe that they are our good friends.With their help we can finish our work quickly.S8：The 21th century is the century of information technology.As middle school students，we should try to learn how to use computers.T：Well，your opinions are all right.Indeed，these machines all can calculate something.What’s more，from the abacus to the notebook computer，there is a long way.But now computers have already changed our lives greatly.But do you know more about computers and can you say something about how computers have changed our lives.Step 2 Pre-readingShow the questions on the screen.T：Now，please have a discussion first，and then I’ll ask some students to report your work.After a few minutes.T：Now，who would like to answer the first question?V olunteer!S9：I’ll have a try.I know that computers have developed from large machines.They have been made smaller and smaller，but work faster and faster.I really can’t imagine what they will be like and whether they can take the place of human beings in the future.T：Yes，this is really a big problem.I think you are all interested in computers，you may go on studying computers，and perhaps one day you will design your own computers and become the masters of computers.OK!Next question!S10：I think computers have changed our lives greatly.We use computers widely in our study，in our work.You are using the computer to teach us English，aren’t you?S11：In my opinion，in the modern society，using the computers means grasping a tool ofcontrolling the world.We may communicate with each other from a very long distance.In short，we can not live freely without them.T：I agree with you.The computers are becoming more and more important in our lives.But learning more about computers is also important，isn’t it?OK，let’s come to the reading passage “Who am I”.Step 3 ReadingTask 1.Skim the passage for the general idea.T：Boys and girls，you will be given two minutes to skim the passage and try to find out who “I”am and get the general idea of this passage.After two minutes.T：Time is up.Who would like to tell us who “I”am and give the general idea of the text to the class?V olunteer!S12：Of course，“I”am the computer.The passage is mainly about the history and development of computers.S13：The passage is also about the relationship of computers and humans.Task 2.Scan for the details.T：Boys and girls，you will be given two more minutes to scan the passage and try to find out the answers to the following questions.Let’s see who can find out the answers most quickly and correctly.1.Where were you in 1642?2.What happened to you in 1822?3.What were you called in 1936?4.What did you get in the 1960s?5.What happened to you in the 1970s?T：Have you finished?S14：I have.I was in France as a calculating machine in 1642.In 1822，I was built as an Analytical Machine by Charles Babbage.I was called “a universal machine”in 1936，as I could solve any mathematical problem.In the 1960s，I was given a family connected by a network，so that I could share information with others and we could talk to each other.In the 1970s，I was brought into people’s homes.T：You are so quick-minded that in such a short time you could find out all the answers to the questions.Your mind really works like a computer!Step 4 ComprehendingTask 3.Fill in the timeline to remember the facts.T：But can you memorize facts like a computer?I am afraid you can not.But let’s try to remember the facts in the passage by filing in the timeline on Page 19，which，I am sure，will help you remember the facts easily.Suggested answers：Timeline1642：The computer began as a calculating machine.1822：The Analytical Machine was built by Charles Babbage.1936：Alan Turing wrote a book to describe how computers could be made.1960s：Computers had new transistors and became smaller.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 together.them right.Now you can retell the history of computers easily with the help of the timeline，can’t you?Please have a try，boys and girls!Step 5 Homework1.Recite the key sentences.2.Prepare for Learning About Language.3.Try to retell the text using about 100 words.Step 6 The Design of the Writing on the BlackboardUnit 3 ComputersPeriod 1The general idea of the text：Questions1.Where were you in 1642?2.What happened to you in 1822?3.What were you called in 1936?4.What did you get in the 1960s?5.What happened to you in the 1970s?Language points：1.in common/have... in common （with）...2.in one’s opinion3.deal with4.simple-minded5.“as”and “with”6.“There were times when... ”Step 7 Record after Teaching。
高中英语 人教版 必修2 Unit3 Computers Reading 教案
M2 Unit 3 ComputerPeriod 1:Warming up(WHO AM I?)Warming upThis section is an introduction to the topic．It is to get the students thinking about the different ways computers can be made．Do this part of the lesson in pairs and as a speaking activity．Warming up by talking about computerLook at the pictures on page 17. What are they? What do they have in common? Yes, they are computers. Then what is a computer?A computer is a machine which stores knowledge in its memory and does calculations on that 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.Draw on the blackboard a diagram to illustrate the influence of the computer and the Internet over the school education．Below is a diagram you may like to use．Ask students to look at the diagram and consider, ”What changes have computers and the Internet brought to schools? What changes will they bring to schools in the future?”Ask the Ss to work in groups and to make a list of the possible changes they can think of．When most of the groups have their lists ready, the teacher can hold a class discussion．Write down the major changes the students think of under / beside the diagram．The teacher can add one or two changes that may affect their own teaching．For example, “Computers and the Internet can help busy parents contact teachers by email．”The teacher can end the task with a brief summary, or hold a further discussion to find out students' personal opinions about the changes．For example, ask them, “Do you like all these changes? Why and why not? What changes do you like / dislike?”Some information:计算机室A computer frequently requires a boot device. The boot device contains the computer’s operating system and data. Computer programs can be installed onto a computer. Some people think that computers are less useful if they do not have access to the Internet. They think this because the Internet allows the computers to send and receive data and email across the world.曙光3000巨型计算机A computer is now almost always an electronic device. It usually contains materials which are 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.In some countries old computers are recycled (melted down) to get gold and other metals. This is dangerous, because this procedure releases the toxic waste into the water and soil.Computers become obsolete quickly. Very often they are given away and new ones replace them within two or three years. This makes the problem worse. Computer recycling is thus common. Many projects try to send working computers to developing nations so they can be re-used and will not become waste as quickly. Computer jargon 计算机行话Computer jargon means words to do with computers and surrounding topics. Knowing what these words mean can help you know more about computers. Some people use these words to impress other people (Also known as buzzwords). Examples of jargon:Bit - The smallest data unit, can either be a “0.” or a “1.”.Byte - unit of data. See also Kilobyte, Megabyte, Gigabyte and NibbleCPU –Central Processing Unit, Another name for processorData - Information stored on a computerDisk - A place to store data.Email - Electronic mail.GHz - Gigahertz. Used often incorrectly to describe the speed of a processor. But with some 2.4 GHz processors faster than 3.6 GHz ones, it is clear that it is just a salesman trick.Load - Get data from a diskNibble - Half a ByteSave - Put data on a diskRAM – random-access memory(随机存取存储器), the more the better.USB - Universal Serial Bus（通用串行总线，一种简化了插接多种附件的薄型插座）Period2-3 Pre-reading & ReadingPre-readingThis can be a continuation of the Warming Up．Let the students discuss the questions set out in the Student's Book．1. Questioning and answering What do you know about computer?●Electronic machine capable of performing calculations and other manipulations of various types of data, under the control of a stored set of instructions. The machine itself is the hardware; the instructions are the program or software. Depending upon size, computers are called mainframes, minicomputers, and microcomputers. Microcomputers include desk-top and portable personal computers.●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 controlle d by internally stored programs and that can perform substantial computations (including arithmetic andlogic operations) without human intervention. A computer typically consists of one or more processing units, memory units, and associated peripheral input and output devices.●Related to automation and electronic data processing. The Library of Congress commonly classes most computer-related books in HF5548, QA75-76, Z52, T385, and some TK ranges.●a machine for performing calculations automaticallycalculator: an expert at calculation (or at operating calculating machines)●A computer is a device or machine for making calculations or controlling operations that are expressible in numerical or logical terms. Computers are constructed from components that perform simple well-defined functions. The complex interactions of these components endow computers with the ability to process information. If correctly configured (usually by, programming) a computer can be made to represent some aspect of a problem or part of a system. If a computer configured in this way is give2. Discussing and sharing How have computers changed our lives?Someday soon, if you haven’t already, you’re likely to plug into the computer network nation growing in our midst. Computer terminals, or small computers connected via modem (a modulator/demodulator circuit for encoding/decoding computer chatter) to ordinary telephone lines, should be as ubiquitous as the telephone itself. They’re a much more useful and humane tool than the phon e, and with corporate America behind them the networks will be everywhere----changing our lives more than any technology since the automobile.Joining a computer network is the same as joining a community. Small systems are like villages, where new members are formally welcomed. The larger networks, the Source and CompuServe, for example, are cities-anonymous, full of life and events, II. ReadingThis is the purpose of the reading and so it is important that the students learn to use all the clues in the text to help them understand the gist of what they are reading．So encourage them to look at the pictures and the heading and guess what the text might be about．Then ask the class to read the passage silently．Make sure the students have the chronology of the development of computers in their minds．Ask them: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 settlingAttention, please! It 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 me for help.Chat （online）（在线）聊天To chat is to talk about ordinary things that are not very important. You can chat to one person or to many people. People also use this word now for parts of the Internet where we can talk with many different people at the same time. Usually, you chat on the internet in a chat room or messaging service like AOL(American On-Line) Instant Messenger (AIM), Yahoo Messenger, or MSN Messenger.IV. Closing down by doing comprehending exercisesTurn to page 18 and in pairs do the comprehending exercises No. 1 and 2. Reading and transferringScan the text for information to complete the table below, describing the development of computer.In 1642In 1822In 1936In 1960sIn 1970sAnswer key:1642: The computer began as a calculating machine．1822: The Analytical Machine was made by Charles Babbage．1936: Alan Turing wrote a book to describe how computers could be made to work．1960s: Computers had new transistors and became smaller．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 togetherV.Explanation1．in common: for or by all of a group 共同的；共有的；共用的。
人教版高中英语必修2Unit 3ComputersPeriod 3 Extensive Reading 优秀教案
Unit3 Computers Period 3 Extensive Reading 优秀教案（人教版必修 2）Period 3 Extensive ReadingThe General Idea of This Period： This period includes revision of the text，Reading and speaking on Page 22、Reading task on Page 58.In this period the students will be involved in a speaking activity about designing an android after reading the story of Andy，and learn something about the performances of a sporting robot of the 22nd century，Hua Fei in 78th Olympics and 79th Olympics，so that the students will not only improve their reading and speaking，but also their creative thinking. Teaching Aims： 1.Help the students to learn about the different ways of designing the robots and give their opinions to the class. 2.Enable the students to discuss to design their own robots. Talk about the different ways of designing the robots. Teaching Important and Difficult Points： How to design their own robots and report their designing to the class. Teaching Methods： 1.Task-based learning. 2.Cooperative learning. Teaching Aids： 1.A tape recorder. 2.A multimedia. Teaching Procedures： Step 1 Greetings Step 2 Reading （1） We’ve learned a lot about computers，but can you imagine that computers could be put into androids or robots.Think of the fun you could have!Now let’s first read the passage about a robot called Andy—what it looks like and what it can do on Page 22，and then we’ll have a designing competition to see who will design the best robots. The students read the passage for several minutes. T：A few simple questions for you.What does Andy look like? What can it do? S2：Andy looks like a human.It is designed to play football games and can move and think like a human.Andy is really smart. T：I agree with you.Are you eager to design your smart robots?Now in small groups discuss how to design your own androids，draw a picture of your androids and write down your design.You may refer to the following questions： 1.What would you like it to look like? 2.What are some of the things you would like it to do? 3.Do you want it to be like a man or a woman or neither? 4.How much would it cost?T：And don’t forget to use the following expressions in your discussion.I think thatIn my opinion...What is your reason?I have decided that...After several minutes. T：Now，I’ll check your work.One from each group will show your picture of the android youhave designed and tell the class your design.And we’ll see which group has designed the bestandroid.Who would like to try first? S3：Look here.This is the picture of the robot we’ve designed.What does it look like?Yes，itlooks like a dog.We all like dogs very much.Every morning it will wake us up so that we will not belate for school.Then it will company us to school and carry our heavy bags.You know how heavy our bags are!In the evening，after a whole day’s hard work，it will play beautiful music to help us relax.Maybe it will cost at least 2000 yuan，but we don’t think it is too expensive to have such agood friend. S4：Well，we’d like to design our robot in this way.We would like it to look like the famousfootballer Beckham who serves as a striker on the football team.It has the most advanced program， so it can move and think like Beckham，and of course can shoot good goals like him.We would like it to enter the next Electronic World Cup，and we are sure that it will win the cup!T：Your designs are very unusual and smart.I really want to go on appreciating your designs，but time is limited.Will you put up your pictures of the robots you have designed with instructions on the back wall，and then decide which group has designed the best androids after comparison?Step 3 Reading （2） Class，let’s come to the Reading Task on Page 58.First read the passage quickly and then fill inthe chart of Exercise 1 and keep a record of his performances of the sporting robot of the 22nd century，Hua Fei in 78th Olympics and 79th Olympics.After doing it individually，please check your answers with your partners，and then we will check the answers in class.Suggested answersRECORD CARDHUA FEIAbilityHigh flying exercisesPerformance in 78th OlympicsWonderful turns，dives，circles and dancesPrize wonSilver medalPerformance in 79th OlympicsBegan very well but failed through on fault of his ownReason for failureParachute failed to openTreatmentTwo new legs and a new headStep 4 Homework T：It’s almost time for a break.Now homework for you today.pare the designs of the androids of each group and try to decide which one is the best.2.Suppose you have been lucky enough to be allowed to interview Hua Fei in hospital for your school paper.Work out some questions together with your partner，and then interview each other.Step 5 The Design of the Writing on the BlackboardUnit 3 ComputersPeriod 3Time 1642 1822 1936 1960s 1960s 1970s NowEventsReference for your design of the androids： 1.What would you like it to look like? 2.What are some of the things you would like it to do? 3.Do you want it to be like a man or a woman or neither? 4.How much would it cost?RECORD CARD AbilityPerformance in 78th Olympics Prize wonPerformance in 79th OlympicsReason for failure TreatmentStep 6 Record after TeachingHUA FEI High flying exercises Wonderful turns，dives，circles and dancesSilver medal Began very well but failed through on fault of his ownParachute failed to open Two new legs and a new head。
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Unit 3 ComputersReading教学设计教学目标In this class, you are supposed to...1. learn the development of computer2.master the reading skills of exposition (说明文)writing, such as skimming, scanning and getting the main idea of the passage3.describe the computer in the future课前预习案Useful phrases1.calculating machine _____________2.simplify ______________3.analytical machine ______________4.card with holes ______________5.technological revolution_____________6.artificial intelligence____________7.universal machine______________8.transistor ______________9.memory ____________work___________11.World Wide Web__________课中探究案Period 1 Fast-readingTask1Reading for important information1. Look through the passage to find out who the speaker is.______________________________________2.Which type / style does the text belong to ?A. Description(描写)B. Narration(叙述)C. Exposition(说明)D. Argumentation(议论)Task2.Find the topic sentence of each paragraph and underline them.Para 1_____________________________________________________________Para 2_____________________________________________________________Para 3_____________________________________________________________Find the key words in each topic sentence and summarize the main idea.The main idea of the passage is___________________________________________ Tips:A topic sentence is usually the___________ sentence or the ________ sentence of a paragraph.A topic sentence summarizes(总结) the main idea of a paragraph. Period 2 Detail-readingTask1. Read the whole text，and finish the 3 mindmaps.（细读全文完成三张思维导图）Task 2. ExplorationQuestion：How does the article develop?A. by comparison (对比)B. by spaceC. by timeD. by examplePeriod 3 PracticeTask1 .Listening and speakingListen to the tape and complete the short passage(根据听力材料，完成本文缩写短篇）Over time, I have been changed quite a lot. I began as a calculating machine in France. And it took nearly 200 years before I _________ (build) as an analytical machine. After I was programmed by an operator, I could “think”_________. By the 1940s, I had grown _____________a room. As time went by, I was made smaller.These changes only became possible as my memory __________. First it was stored in Tubes, then on transistors and later on very small______. In the early 1960s, I was able to share my knowledge ____ others through the World Wide Web.Since the 1970s many new applications ______________(find) for me. Anyhow, my goal is to provide humans with a life of __________________.Task 2.Mini-writing科普知识与现代技术——电脑1．近来，高智商的机器人出现了。
(arise)__________________________________________________________2．有些可以打字、发信号。
(type；signal)__________________________________________________________3．有些能处理一些重要事情。
(deal with)___________________________________________________________4．在某种程度上说，电脑改变了我们的生活。
(in a way)___________________________________________________________5．许多学生对电脑如此着迷以至于在电脑上花费了太多的时间。
(so that) __________________________________________________________6．部分学生在考试中失败。
______________________________________________________7．但不管怎么说电脑在我们的日常生活中起很重要的作用。
(anyhow) _______________________________________________________【连句成篇】可选用非限制性定语从句，however，as a result等将以上句子连成一篇短文_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Period 4 ConclusionWhat have you learned from this class?1.We should not forget the original aspiration and will carry on.(不忘初心，砥砺前行)puters change rapidly, so does the technology.We have to study hardand keep pace with the times.（好好学习，与时俱进）课后巩固案Task1. DiscussionEvery coin has two sides, so does the Internet. Think about the advantages and disadvantages about it to us students.Advantages:__________________________________________________________ __________________________________________________________Disadvantages:________________________________________________________ _________________________________________________________Conclusion:__________________________________________________________ __________________________________________________________ There is no doubt that computer has two sides , too. If we make good use of it, it will make our lives more colorful and convenient. But don’t lose yourself in playing computers. Just remember: Keep fit, study well and work hard.Task 2 WritingEverything seems possible as long as we can imagine and try. So can you imagine what the computer will be like in the future?Work in groups to design a robot to be exhibited in the Big Data Expo 2018.You need to draw a picture of the robot and introduce it with the help of the information below.Name : The robot is called…Size: It is as large as …/It is the same size as…Character: devoted, patient, good-tempered…Appearance: It looks like a…Function: It can do…/ Its job is to do…/It can help us to…It is designed for/to do…It can be with old people whenever they feel lonely.Its job is to look after babies when their parents are busy.It is designed to protect our environment and make the world a better place. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ________________________________________________________________。