Unit 3 Computers 教案
Unit 3 Computers 教学设计
Unit 3 Computer 教学案Part One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(WHO AM I？)AimsTo talk about computerTo read about computerProceduresI. Warming upWarming 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.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)WWW - World Wide Web，part of the InternetII. Pre-reading1. 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 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.●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 y ou 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 phone，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，but difficult to fit into.III. Reading1. 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 theexpressions in the text. Put them down into your notebook after class ashomework.Collocations from WHO AM I？begin as…，a calculating machine，be built as…，follow instructionsfrom…，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 roomor messaging service like AOL(American On-Line) Instant Messenger (AIM)，Yahoo Messenger，or MSN Messenger.4. Reading and transferringScan the text for information to complete the table below，describing the development of computer.In 1642In 1822In 1936In 1960sIn 1970sIV. Closing down by doing comprehending exercisesTurn to page 18 and in pairs do the comprehending exercises No. 1 and 2.Period 2: A sample lesson plan for Learning about Language(The Present Perfect Passive V oice)AimsTo learn to use The Present Perfect Passive V oiceTo discover useful words and expressionTo discover useful structuresProceduresI. Warming up by reading to the tapeTo begin with，turn to page 18，listening to and reading to the recording of the text WHO AM I？Attention goes to the pauses and intonation，as well as the pronunciation of the reader.II. Discovering useful words and expressionsIn pairs do the exercises 1，2 and 3 on pages 19 and 20. You must finish them in 10 minutes.III. Learning about grammar1. Passive Voice—Overview2. The Present Perfect Passive V oiceThe structure of The Present Perfect Passive V oice is: have/ has ＋been＋~edIV. Reading aloud and discoveringNow go back to page 18 to read aloud and discover in the text examples of The Present Perfect Passive Voice.V. Discovering useful structureWe shall do grammar exercises 1，2 and 3 on page 20.VI. Closing down by doing a quizCorrect the mistakes in these passive voice sentencesExample: The house was build in 1880. (correct = The house was built in 1880.)1. 3000 employees were laying off.2. A story will made up.3. An idea was putted forward for discussion.4. Has the book been give back to you yet？5. My bank loan will be payed off in five years time.6. Nothing can be hold against me.7. Our allies will be lend support.8. She has never heard of.9. She was being knocked down by a bus.10. She was letted off with a fine.11. The candle was blow out by the draught.12. The criminal were locked up.13. The flood water was be kept back by barriers.14. The inconvenience will made up for by this money.15. The keys must have been being left behind.16. The old cinema is being pull down.17. The protesters being held back by the police.18. The road was blocking off.19. Thirty more people were laid off last week.20. Your jacket can be hanged up over there.Period 3: A sample lesson plan for Using Language(ANDY— THE ANDROID)AimsTo 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 Androidpart 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 (i)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. 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 Andr- ‘man，human’ and the suffix-eides used 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 termandroid was first used by the French author Mathias Villiers de l'Isle-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 this age of Realien advancement，who knows what goes on in the mind of those responsible for these mechanical dolls.”Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of WHO AM I？I. Type of writing and summary of WHO AM I？Type of writing This is a piece of narrative writing.Main idea of the passage Beginning as just a calculating machine in 1642 inFrance，the computer has been experiencingimprovement again and over again over 300years ormore，which has not only made it more beautiful andintelligent but also changed man’s life a great deal！Topic sentence of 1stparagraphI began as a calculating machine in 1642 in France.Topic sentence of 2nd paragraphNo one could recognize me after I got my new transistors in the 1960s.II. A chain of events showing the development of computera calculating machine in 1642 in France → an Analytical Machine in 1822 → a “universal machine.” in 1936 → the size of a large room → made smaller and smaller → getting new transistors in 1960s→ clever and quicker → a network in the early 1960s → talking to humans using BASIC in the early 1960s → brought into people’s homes in 1970s → Internet III. A retold version of the text WHO AM I？I，the computer，was a calculating machine in 1642 in France. Then Iwas 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 in 1960s I became clever and quicker. I was connected with other computers and turned out to part of a network in the early 1960s. Then I began talking to humans using BASIC in the early 1960s. In 1970s I was brought into people’s homes，and came the Internet.Section 2: Background information computersI. How Do Computers Work？Computer BasicsTo accomplish a task using a computer，you need a combination of hardware，software，and input.Hardware consists of devices，like the computer itself，the monitor，keyboard，printer，mouse and speakers. Inside yourcomputer there are more bits ofhardware，including themotherboard，where you wouldfind the main processing chipsthat make up the centralprocessing unit (CPU). Thehardware processes thecommands it receives from thesoftware，and performs tasks or calculations.Software is the name given to the programs that you install on the computer to perform certain types of activities. There is operating system software，such as theApple OS for a Macintosh，or Windows 95 or Windows 98 for a PC.There is also application software，like the games we play or the tools weuse to compose letters or do math problems.You provide the input. When you type a command or click on an icon，you are telling the computer what to do. That is called input.How They Work TogetherFirst，you provide input when you turn on the computer. Then the system software tells the CPU to start up certain programs and to turn on some hardware devicesso that they are ready for more input from you. This whole process iscalled booting up.The next step happens when you choose a program you want to use.You click on the icon or enter a command to start the program. Let’s usethe example of an Internet browser. Once the program has started，it is ready for your instructions. You either enter an address (called a URL，which stands for Uniform Resource Locator)，or click on an address you’ve saved already. In either case，the computer now knows what you want it to do. The browser software then goes out to find that address，starting up other hardware devices，such as a modem，when it needs them. If it is able to find the correct address，the browser will then tell your computer to send the information from the web page over the phone wire or cable to your computer. Eventually，you see the web site you were looking for.If you decide you want to print the page，you click on the printer icon. Again，you haveprovided input to tell the computer what to do. The browsersoftware determines whether you have a printer attached to yourcomputer，and whether it is turned on. It may remind you to turnon the printer，then send the information about the web page from your computer over the cable to the printer，where it is printed out.II. TelevisionOld portable televisionA television (also TV or telly) is a device (tool) with a screen that receives broadcast signals and turns them into pictures and sound. The word “television” comes from the words tele (Greek for far away) and vision (seeing).Usually a TV looks like a box. Older TVs had large wooden frames andsat on the floor like furniture. Newer TVs became smaller so they could fiton shelves，or even portable so you could take it with you wherever youwent. The smallest TVs can fit in your hand. The largest TVs can take up awhole wall in your house，and may sit on the floor，or be just a large flat screen that can be mounted on the wall. Many TVs are now made in wide screen shape like movie theatre screens，rather than old，more square TVs.A television has an antenna (or aerial)，or it has a cable. This gets the signal from the air，or cable provider. TVs can also show movies from DVD players or VCRs. TVs can be connected to computers and game consoles，usually through a kind of socket called “SCART”.III. Web or World Wide WebThe World Wide Web is the part of the Internet that contains web sites and web pages.It is not used to describe WebPages that are used offline where net services are not available，or no computer network exists - such as Wikipedia on CD. In this case no real physical site exists other than the place where the computer is. Blog and Wiki capabilities will also not be available because these require a communication with other computers.IV. RadioRadio is a communications invention. Though originally used to communicate between two people，it is now used to listen to music，news，and people talking. Radio shows were the predecessor to TV programs.V. DVDDVD most commonly stands for “digital versatile disk”. It can playvideo that is of a higher quality than a VHS tape.VI. Two kinds of DVDThey can also hold 4.7 GB of information as opposed to the 700 MB that a CD can hold. A plus of using a DVD for a video is the ability to have interactive menus and bonus features such as deleted scenes and commentaries.VII. EmailEmail (electronic mail) is a message，usually text，sent from one Internet user to another. Email is quicker than snail mail(mail) when sending over long distancesand is usually free. To send or receive an email，a computer with amodem and telephone line connected to the Internet，and an emailprogram are required. Email addresses are generally formated like this:login@server.(com or fr or org or uk or other).Some companies let you send and receive email for free from a website. Gmail，Hotmail and Yahoo！do this.VIII. HumanHere are two humans.A man is on the left and a woman is on the right. A human or human being is a person，like you. A male human is a man，a female human is a woman. If you think about all humans in the whole world，they are called humanity. In the past，people have also used man and mankind to mean all humans.Humans are called Homo sapiens by scientists. Humans are an animal species that belongs to the group called primates. Monkeys are primates too，but the primates most like people are gorillas and chimpanzees. Most scientists think that chimpanzees and humans came from a common ancestor by what is called evolution. Other animals even more like humans than chimpanzees once lived too，but they are now extinct.Human rights are those things that everyone deserves and the way they should be treated by other people.Section 3: Words and expressions from Unit 3 Computerscommonn. 1. an area of grassland with no fences which all people are free to use or a piece of open land for recreational use in an urban area (常用于专有名词中): Every Saturday Jean went riding on the village common. Harlow Common is very beautiful in winter.哈洛公园在冬天时风景很美。
Unit3Computers教案
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。
2020-2021学年高中英语云南同步教案：Unit 3 Computer阅读(人教新课标必修2)
2022-2021学年高中英语云南同步教案：Unit 3 Computer阅读（人教新课标必修2）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，以同学现实生活为动身点和归宿点，以我国《标准》指导教学目标制定，以“5C”外语学习思想指导教学环节设计，旨在进展同学的语言实际运用力气。
本设计以同学中心，运用了图示理论，接受了pair work, group work, class work 等活动形式，串联成环，前后环环相扣，挂念同学理解课文，用自己的英语重新诠释课文，并初步具备学问迁移力气。
二、学习任务分析本单元的中心话题是“计算机”，内容涉及计算机的进展历史、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、智能计算机的制造等等。
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，抽象的专业学问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进展演化的历史以及计算机在当今世界各个领域的运用。
表达了计算机的进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好玩，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，对于高一同学来说有确定的难度。
目前，同学上课以interpersonal的沟通为主，而interpretative和presentational形式比重不够。
由于文化教学不够重视，同学的跨文化意识不高。
此外，同学跨学科学习的意识不够，语言和信息的双向促进关系的生疏不够。
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。
同学的课外语言活动环境不够丰富和重视程度不够，通常以词汇、语法和写作练习为主，缺乏真实的语言运用。
四、教学目标(1) Language Skills：1. Use “decision making” expressions like “I believe... in my opinion, etc” correctly.（activity 1）2. Develop their predicting and reorganizing skills.（activity 2,3,4,6）3. Write an 100-word passage on “My Robot Friend----Alice”（Task）(2) Language Knowledge：1. Reorganize and share their backgroud information of computers.(activity 1)2. Find and retell the grammar structure of the Present Perfect Passive Voice. (activ ity 5)(3) Emotions and Attitudes1. 通过争辩，能归纳和陈述网络给学校带来的影响；2. 通过辩论，能对外来网络布满奇异，激发自己的制造力的同时形成健康的网络使用态度和习惯。
Unit-3-Computers教学设计
U n i t-3-C o m p u t e r s(r e a d i n g)教学设计(共7页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 3 ComputersReading: Who Am I?I. Lesson typePeriod 1 ReadingII. The analysis of teaching materialThe title of the reading part is Who Am I The reading mainly talks about the quick development of computers and the wide application in everydifferent aspect by using the first person. Sixtypes of the computer technology, which are a calculating machine、an analytical machine、an artificial intelligence、a universal machine、aPC(personal computer)/ a laptop and the Internet, were introduced in this passage. With the development of the technology, computers have changed frequently. It is widely used in varies aspects in our life. From the reading part,students will obtain more knowledge about computers, get the writing ideas clearly, and master thereading strategies in order to understand the whole passage in three aspects of information knowledge、language knowledge and discourse knowledge.III. The analysis of learning conditionStudents have collected some information about computers. They have learned new words in this unit. They also have mastered some reading strategiessuch as skimming and scanning. But sometimes they could not use these strategies correctly and efficiently. Besides, they also have the trouble in predicting the meaning of words、expressions or sentences.IV. Teaching aims1.Knowledge1)Students are able to master new words andexpressions.2)Students are able to get the development andthe basic knowledge of computers.2.Ability1)Students are able to learn how to describedifferent kinds of computers in English.2)Students are able to improve their readingstrategies, such as skimming、scanning.3.Emotion1)Students are able to inspire their stronginterests in computers.2)Students are able to strengthen theirimagination and creativity.3)Students are able to manage their time to usecomputers correctly.V. Teaching key and difficult pointsKey points: remember new words and expressions;get the basic knowledge of computers;master and use different reading strategies.Difficult points: get the basic knowledge of computers;master and use different reading strategies.VI. Teaching methodsTask-based Language Teaching (TBLT); Cooperative learning; DiscussionVII. Teaching aidsA multimedia; a laser presenter; a box ofcolorful chalksVIII. Teaching proceduresStep1. Warming upT: Good morning, boys and girls. Today we aregoing to talk about Unit 3 Computers.T: Are you familiar with the computer What do you know about it Now let’s play a quick-question game. Present 10 questions on the PPT.T: Do you know in what ways computers are used today?Step 2 Pre-readingPresent a video about the development of computers. Ask students to put these inventions in time order in pairs. After reading the passage, check to see if they were right.T: What do you think will be the next development? Present a short news about the robot in our daily life.T: let’s move to our reading part. After reading, you may have more ideas about the development of computers in the future.Step 3 While-readingTask1 SkimmingAsk students to skim the passage quickly to answer the question Who Am I? with the help of these two pictures in reading part, and then choose the main idea of this passage.Ask students why the passage is introduced by the first person.Task 2 ScanningAsk students to read the passage again to finish the timeline in Comprehending 1.1642：_____________________________________________1822: The analytical machine was made by Charles_____:_____________________________________________1940s:__________________________________________________: The first family of computers was connected to each other.1970s:_____________________________________________Now: ______________________________________________ Task 3 Careful readingAsk students to read the passage carefully to complete the chart in Comprehending 2.tubes communicationsfinanceIX. Post-readingAsk students to finish True or False questions on the PPT.(If false, ask students to find out the mistakesand correct them.)Put the inventions in order, and ask students to check they were right.X. DiscussionAsk students to discuss advantages and disadvantages of computers with their group members. After 5 minutes to ask some groups to share their ideas.XI. SummaryToday we have learned about the development of computers. Every coin has two sides. As students,we should make the best use of computers to help us study.XII. Homework1.Write down your opinion about advantages anddisadvantages of computers no less than three points foreach one.2.Translate the passage into Chinese.3.Preview The Present Perfect Passive Voice. XIII. BlackboardUnit 3 ComputersReading: Who Am Ifirst person。
牛津上海版八年级上册Module 2 Unit 3 Computers 教案1
Module 2 Unit 3 Computers教案1Period 1Learning Targets学习目标：1. 提高阅读理解能力。
2. 学习本单元课文单词及重点词组,了解文章内容。
并学会模仿、使用文中优美句式。
Learning Procedure学习过程：Task I背一背以下短语并标注在课文中1. depend on 依靠2. look forward to 盼望，期待3. (be) unaware of 没意识到；未发觉4. in addition 除……以外〔还〕5. at a faster speed 以更快的速度6. change one’s life 改变某人的生活7. be good at sth. /do well in…擅长做某事8. make+n.+adj. 使某物怎么样make sb. do sth. 使某人做某事9. be able to do sth./can do sth. 能做某事10. use sth to do sth/do sth. with/use sth. for doing 用某物做某事Task II读一读以下句子并翻译成中文1. Some computers are tiny. You may be unaware of them.2. You depend on computers more than you realize.3. They can calculate at a faster speed than we can and almost never give wrong answers.4. In addition, computers can do important jobs like operating railways and flying planes and spaceships.5. Your brain can produce new ideas but computers cannot.6. However, one day computers may be able to do a better job than human beings.7. What will happen to us if computers can do all our jobs?8. Computers changed our lives, but will they make them better?___________________________________________________________________Task III学一学练一练以下知识点1. depend 词性_____; 形容词_________; 名词__________ ；反义词_________【搭配】依靠，依赖于__________(动词短语)_______________(形容词短语)不要依赖父母，我们应该学着独立。
牛津深圳版英语八上Unit3《Computers》单元说课稿
牛津深圳版英语八上Unit 3《Computers》单元说课稿一. 教材分析《牛津深圳版英语八上Unit 3 Computers》这一单元的主题是计算机，内容涉及计算机的历史、计算机的硬件和软件、计算机的用途等。
教材通过丰富的语言材料，引导学生了解计算机的发展历程，掌握计算机的基本知识，提高运用英语进行交流的能力。
二. 学情分析根据我对学生的了解，他们在学习这一单元时，可能对计算机的历史有一定的陌生感，但对计算机的硬件和软件、计算机的用途等方面的知识有一定的了解。
因此，在教学过程中，我需要帮助学生复习和巩固已有的知识，同时引导学生运用英语进行交流。
三. 说教学目标1.知识目标：学生能够掌握计算机的基本知识，包括计算机的历史、硬件和软件、用途等。
2.能力目标：学生能够运用英语进行有关计算机的对话交流，提高听、说、读、写的综合能力。
3.情感目标：学生能够培养对计算机的兴趣，提高学习英语的积极性。
四. 说教学重难点1.重点：学生能够掌握有关计算机的词汇和句型，能够用英语进行简单的对话交流。
2.难点：学生能够运用所学知识，就计算机的话题进行较深入的讨论和交流。
五. 说教学方法与手段在教学过程中，我将采用任务型教学法，通过各种任务活动，引导学生参与学习，提高他们的学习兴趣和积极性。
同时，我还将运用多媒体教学手段，如课件、视频等，帮助学生更好地理解和掌握知识。
六. 说教学过程1.导入：通过提问方式，引导学生谈论他们所了解的计算机，激发学生的学习兴趣。
2.呈现：通过课件或视频，展示有关计算机的历史、硬件和软件、用途等方面的知识，帮助学生复习和巩固已有的知识。
3.实践：学生分组进行讨论，用英语讨论计算机的用途和他们的计算机使用经历，引导学生运用英语进行交流。
4.输出：学生进行角色扮演，模拟计算机店的情景，运用所学知识进行对话交流。
5.复习：通过各种练习活动，帮助学生巩固所学知识。
七. 说板书设计板书设计将包括课题《Computers》、本节课的主要词汇和句型，以及课堂活动的步骤和任务。
2020版高考英语大一轮复习第1部分Unit3Computers教案(含解析)新人教版必修2
Unit 3 Computers[话题单词]1．universal adj. 普遍的2．mobile adj. 移动的3．virus n．病毒4．convenience n．方便，便利5．benefit n．利益；好处6．network n．网络7．invention n．发明8．advantage n．优势9．operate v．操作10．download vt. 下载11．click v．点击12．update vt. 更新，使现代化13．software n．软件14．microblog n．微博15．widespread adj. 分布广泛的，普遍的[话题短语]1．haveagreateffecton对……产生很大影响2．makeagreatdifference起很大作用3．changeone’elife改变人们的生活4．benefitfrom得益于，从……获益5．moderntechnology现代科技6．likesurfingtheInternet喜欢网上冲浪7．onlinegames网络游戏8．mastercomputerscience掌握计算机科学9．makee－friends交网友10．chatonline在线聊天11．inthefieldofscience在科学领域12．playanimportantrolein在某方面起重要的作用13．improvethequalityoflifeforhumans提高人类的生活质量14．sendane－mail发送电子邮件15．shoppingontheInternet网上购物[话题佳句]1．TheInternethasbeenwidelyused.因特网被广泛使用。
2．TheInternetisbecomingmoreandmorepopularwithpeople.因特网越来越受人们欢迎。
3．Computertechnologyhascomealongwaysincethe1970’s.自20世纪70年代以来，电脑技术有了很大的发展。
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。
高考英语一轮复习 Unit 3 Computers教案(含解析)必修2-高三必修2英语教案
Unit 3 Computers一、课前基础自查(一)分类记单词——省时高效(三)仿写明句式——以用为本1．solve vt.解决；解答[自主体验]单句语法填空①With most of the problems solved (solve), I felt a great weight taken off my mind.②It may take a long time to find a solution (solve) to the problem.[系统归纳](1)solve problems 解决问题(2)solution n. 解决办法；处理手段a/the solution to sth. ……的解决方法[重点强化]易错处处防③With this problem solving, this kind of medicine is now in regular production.solving→solved佳句时时写④为了解决这个问题，我和我的朋友一心想要给学校提点建议。
In_order_to_solve_the_problem,_I, together with my friends, am bent on making some suggestions to our school.2．signal vi.& vt.发信号n.信号[自主体验]句式升级The bell rang, and signalled that school was over.①The bell rang, which_signalled_that_school_was_over.(非限制性定语从句)②The bell rang, signalling_that_school_was_over.(分词作状语)[系统归纳](1)signal to sb.to do sth. 示意某人做某事signal (to sb.) that ... 示意(某人)……(2)a traffic signal 交通信号send out a signal 发出信号易错处处防③She signalled the other girls that everything was all right.signalled后加to佳句时时写④肢体语言能泄露很多你的情绪，因此，双臂交叠站着传出的信号是你处于防御状态。
高中英语必修二：Unit+3+Computers+教案1+
Unit 3 ComputersI. Teaching Material Analysis (教材分析):This text is an exposition on science, whose title WHO AM I? is so interesting that it can arouse students’ curiosity to read. 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.II. Students Analysis（学情分析）：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.III. Teaching Aims（教学目标）:Knowledge aims（知识目标）：1. Get the students to know the following new words and expressions in this text: calculating machine, universal machine, analytical machine, artificial, intelligence, PC(personal computer), tube, transistor, chip,application, finance, trade, mobile, rocket, network.2. Get the students to have a better understanding of the history and basic knowledge of computers.Ability aims（技能目标）:1. Students can improve their reading ability by predicting, skimming and scanning.3. Students can find the topic sentence and supporting details of each paragraph.Emotional aims（情感目标）:Get the students to be interested in learning computers and learn how to use computers correctly.IV. Teaching Important Points and Difficult Points（教学重难点）: Important points（重点）：1) Enable the students to better understand the text structure by the clues of time;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（难点）: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 textstructure.V. Teaching Methods（教学方法）:1. Task-based teaching and learning2. Cooperative learning3. DiscussionVI. Teaching Procedures（教学过程）:Step one: lead-in（导入）To introduce the topic of this unit, ask the following questions:“What do you do in your spare time?”“Do you play games on computers?”Computers are very useful in our daily life.Step two: warming-up（热身）1)“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.2) Now that computers are important and useful in our life, then do you know “how computers developed?”It is very necessary that we ask students this question and then explain it to them. In this way, we can help students understand some difficult words which will hinder 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 textthey will read, and thus they may not be afraid to read it.Step three: predicting（预测）“Acco rding to the title and the two pictures on page 18, can you predict what will the text be about?”Before prediction, we can ask students to describe the two pictures, which can increase the efficiency of their predicting.Step four: skimming（略读）Ask students to skim the text and then answer the two questions:1) Who is the speaker?Based on prediction, 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.Step five : scanning（扫读）Scan the text by listening to the tape and then finish the timeline:In 1642 calculating machineIn 1882 analytical machineIn 1936 universal machineIn the 1940s as large as a roomIn the 1960s connected by a networkIn the 1970s new applicationsNow computers connect people all over the worldFrom 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.Step six: careful-reading（细读）1) Please read the text for a third time 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, and 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 seven: post-reading（读后）The 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.2) 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 eight: homework assignment（作业布置）1) Read the text by listening to the tape and underline the difficult points you cannot understand;2) Try to complete exercise 1 and 2 on page 20;VII: Blackboard Design （板书设计）Para.1 changed a lotcalculating machineanalytical machineuniversal machine英语学习讲义PC(personal computer)laptopPara.2 memory improvedtubes--transistors--chips—network--WWWPara.3 applicationscommunicationfinance / tradescience and technology。
信息技术教案：高一英语必修2Unit3Computers全单元教案
信息技术的发展已经深深地嵌入到我们的生活中。
计算机的出现彻底改变了人们传统的生产方式和生活方式。
现代教育不再是仅限于背书和抄板书，而是花费大量的时间和精力去思考、去分析和去实践。
在这样一个信息时代，教师的角色也随之转变。
我们不仅需要教授知识，还需要培养学生的信息能力，帮助他们理解和利用科技并运用它们支持我们的学习和生活。
高一英语必修2 Unit3 Computers全单元教案是一份非常重要的信息技术教案。
这个单元是有关于计算机和互联网的，向学生介绍了计算机的历史和发展，软件和硬件，以及学习计算机和互联网所需的相关知识。
第一课：Computers in Everyday Life这一课介绍了计算机在生活中的应用以及与人们的生活密切相关的一些软件。
我们可以向学生展示各种各样的工具软件，如视频制作、图片编辑、文档编辑、音频制作等等。
我们也可以通过展示计算机硬件的内部结构来引导学生了解计算机是如何工作的。
第二课：The Development of Computers这一课涵盖了计算机诞生以来的漫长历史。
从最初的机械计算器到现代的个人计算机，这里介绍了计算机的种类、发展和特点。
学生能够学习计算机的历史，了解计算机技术的发展和趋势，以及计算机的应用范围。
第三课：Computer and Society这一课程介绍了计算机在社会生活中的应用，并引导学生思考计算机技术对社会的影响，特别是当它开始影响人们的生活、工作和教育时。
我们将会讨论有关网络安全问题，从而让学生了解如何安全地使用计算机。
第四课：Software这一课介绍了计算机系统中的软件，包括操作系统、应用软件、编译器等等。
学生将了解到不同类型的软件的特点，掌握基本的软件使用技巧。
第五课：Data Storage这一课主要介绍了计算机数据存储，包括内存、硬盘等。
学生将学习如何存储、传输和访问数据，并了解如何保护我们的数据。
第六课：The Internet这一课介绍了互联网的原理和应用。
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:
英语八上-Unit3教案(完整版)
4. 我们可以用电脑来计算。(calculate) __W__e_c_a_n__u_s_e__c_o_m_p_u_t_e_r_s_t_o_c_a_l_c_u_l_a_te_.____________ 5. 此外，电脑还可以担任重要的工作，如操控铁路系统， 开飞机、宇宙飞船等。(in addition) __In__a_d_d_i_ti_o_n_,_c_o_m__p_u_te_r_s__c_a_n_d_o__im__p_o_r_ta_n__t _jo_b_s__li_k_e_ __o_p_e_r_a_ti_n_g__ra_i_lw__a_y_s_a_n_d__fl_y_in_g__p_l_a_n_e_s_a_n_d__s_p_a_c_e_s_h_ips. 6. 你的大脑能够产生出新的理念而电脑不能。(produce) __Y_o_u_r__b_ra_i_n_c_a_n__p_ro_d_u__ce__n_e_w__id_e_a_s__b_u_t _c_o_m_p_u_t_e_r_s__ __c_a_n_n_o_t_. ___________________________________
八年级 上册
Unit 3 Computers
知识导航
关键词汇： 1. 订货；订购 (n.)_____o_r_d_e_r_____ 2. 比较；对比 (v.)____c_o_m__p_a_r_e___ 3. (计算机)显示器 (n.)___m__o_n_it_o_r_____ 4. 扬声器 (n.)____s_p_e_a_k_e_r____ 5. (计算机)鼠标(n.)_____m__o_u_s_e____ 6. 打字( v.)___ty_p__e________ 7. 操作；控制(机器或系统等) (v.)___c_o_n_tr_o_l____
Unit 3 Computers 教学设计语言学习01
Unit 3 Computers 教学设计语言学习01第一步引入话题1.GivesomepicturessuchasTV,computers,cD-Rom,DVD,rad ioandnewspaper.Askthestudentstodecidewhichistheform ofIT.2.makeitclearthatallthethingsmentionedjustnowaredif ferentkindsofIT,andtheyallcanbringalotofnewinformat iontous.3.Askstudentstorank,choose,whichtheythinkisthemostu sefulone.4.ontheblackboard,drawthefollowingform,andwritethee xpressionsofgivingopinionsandreasoninginit,andmakes urethestudentsunderstandthechinesemeanings. GivingopinionsIthinkthat...Inmyopinion...Ibelievethat...ReasoningIthinkthisoneisbetter,becau se...Idon'tlikethisone,because...Theadvantage/disadvantageis...5.Letstudentstotalkabouttheadvantagesanddisadvantag esofeachkindofIT,usingtheexpressionsofgivingopinion sandreasoning.第二步任务1：听力训练（双人活动）Page22,listening,onestudentwritesdowntheanswersto “advantages”;theotherwritesdowntheanswersto “disadvantages”.Ex-changetheinformationinpairs,andlistentothetapeag ain.Letstudentshavethecorrectanswers.Give2or3minutestothestudentstoaskquestionsiftheyhav eany.第三步任务2：销售你的电脑（小组活动）──可用该活动取代书第22页上Speakingandwriting中的活动。
八年级英语 Unit 3 Computers Reading教学设计
Reading
目录
1 Lead-in Pre-Reading 2
3 While-Reading Post-Reading 4
5 Review
Part I Lead-in
Getting ready
Look at the cartoon and answer the questions.
Part II Pre-Reading
A What do you know about …?
How much do you know about computers? Look at the photo below and complete the sentences with the correct names.
Is a computer cleverer than me? The answer is “No’’. Your brain can produce new ideas but computers cannot. However, one day computers may be able to do a better job than human beings. For example, they may be better than doctors at doing their job.
You depend on
Conclusio realize.
II. Read the second part of the article and complete the table
below.
What can we do with computers?
a
machine
￥12,000
教案Unit3. Computers
教案：Unit 3 Computersby Xiao Teng Teaching Objectives:Knowledge Objectives1. To make the students learn some useful words and expressions.2. To make the students learn about the history and development of computers.Ability Objects1. To improve their reading comprehension ability through some reading steps.2. To help students identify examples of “the present perfect passive voice” in the textMoral Objects1. Enable the students to find out what an important role computers play in our daily lives, and be determined to learn the knowledge of IT well.2. Develop the students’ desire for exploring, the qualities of courage, cooperation, confidence and so onStep1. Leading inA guessing game.(some riddles)Step2. pre-reading1. Put these inventions in an order according to the time when they appeared. After reading, check to see if you were right.( )analytical machine ( )laptop( )calculating machine ( )robot( )PC ( )universal machine2. Listen without opening the book.1. Who is the speaker ?2. Who is the speaker’s father?Step3. While-readingFast reading1. The main idea of the textThe text mainly talks about the _______and _________ of computers. And it is also about the ________ between computers and humans.2. What is the topic sentence of each paragraph?Paragraph1.______________________________________________ Paragraph2.______________________________________________ Paragraph3.______________________________________________3. How did the writer organize the text?The writer organized the text according to the _______.Detailed reading1. Read the text and finish the timeline.1642: The computer began as a __________.1822: the __________ was built by Charles Babbage.1936: Alan Turing wrote a book to describe how a computer could be made to work as a “_____________”.1960s: Computers had new ___________ and became _________ .1970s: First as a________ and then as a_________ ,the computer has been used in offices and homes.Now: Computers __________ people all over the world together.2. How did the computer change in its size, intelligence, speed, and function?Size:Intelligence:S peed:Function:3. Fill in the blanks:I began as a ______ ______ in 1642 in France. In 1822 I was built as an ____ _____. Then in 1936 Alan Turing wrote a book and built a _______ ______.As the years have___ ___, I have been made ___ ___ ____ but I got ____ ____ ___,____ __ ____. In the 1960s they gave me a family____ __ __ _____. Now people call it the Internet. I was _____ ____ ____ ___ in the 1970s.So I became a PC. Since my birth I have truly been built to serve the human race.Step4. Post-readingIn pairs discuss: nowadays what can the computer be used for?Step5. Homework1. Searching for more information about computer.2. Finish the Ex2 and Ex3 in Learning about Language on page20.。
Unit3 Computers
《Unit3 Computers 》教案教学设计Teaching plan of unit 3 ComputersTeaching aims:1. TopicInformation technology; history and basic knowledge of computers; robots2. Useful words and expressions:Calculate calculator PC notebook common analytical sim ple simple-minded technology technological revolution un iversal mathematical artificial intelligence anyway tota lly network truly race birth ITadvantage disadvantage type disagree choice material pe rsonally create coach move arise brain mop wanderIn common in one’s opinion go by so …that…deal with human race in a way make up after allwith the help of watch over3. Functional items:a)Making decisionsI think that…In my opinion…I believe tha t…Let’s make our decision.I’ve decided that…b)ReasoningThe advantage/disadvantage is…I think this one is better because….I don’t think this one because….What’s your reason?Why do you think so?4. StructuresThe present perfect passive voiceI have been made smaller and smaller.I have been used by millions of people.I have truly been built to help the human race.Teaching proceduresPeriod 1. SpeakingStep 1. Warming up1. Ss talk about the pictures on page 17 with the tea cher’s help. An abacus is an old calculating machine used in China until now.A huge computer is built to solve some mathematical problems. But it is too big.A calculator is a new calculating machine which can solve a large number of mathematical problems.A PC is a personal computer which can solve all kinds of problems and is used widely now.A notebook computer is a kind of useful computer which can be taken conveniently like a notebook.2. Now let’s discuss what they have in common in small group s. Remember to use some of the following expressions.I think that…In my opinion…I believe that…What’s your reason?Why do you think so?Step 2. Listening (page 55)Ss are asked to read fast the requirement of Ex. 1 and 2 to fink out the listening points first. Then listen to the tape twice to complete Ex.Step 3. Talking (page 56)Imagine that your family is thinking of buying a robot. You can afford these three robots mentioned in the listening text. Please discuss which one is the best for you. Remember to discuss the advantages and disadvantages of each one. Them make your choice and give reasons.Using the following expressions in discussion:I believe that….I think this one is better because…Let’s make our decision…In my opin ion…I’ve decided…I don’t like this one because..Period 2. ListeningStep 1. RevisionSs talk about something about computers or robots.Step 2. Listening and writing (page 21)Ask the Ss to read through the directions and look at some pictures below and a form above on page 22. make sure they know what to do while listening.Task1. Listen to a conversation about different kinds of information technology of IT.Task 2. Discussion and fillingSs discuss the advantages and disadvantages of each one in small groups and fill in the following form.Type of IT Advantages DisadvantagesTVWebRadioBookStep 3. Listening task (page 58)1. Ss will be asked to look at the picture and the form quickly to find out the important points.2. Play the tape twice and ask the Ss to fill in the form.Sally and Brenda’s problemsAbout their jobsAbout changing their jobsAbout who decides their futureAbout how they are different from peopleAbout how they are the same as peopleHomeworkSs discuss the use of computer chips in their spare time. Period 3. ReadingStep 1. Pre-readingSs in groups discuss the following questions:1. What do you know about computers?2. How have computers changed our lives?Step 3. Reading1. Ss read the passage and get the general idea.(The text is mainly about the history and development of computers.And it is also about the relationship of computers and humans.)2. Ss read the passage and finish the timeline on page 19. Suggested answer:1642: 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 become 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. Step 4. After-reading1. Ss discuss:What changes have computers and the internet brought to schools? What changes will they bring to schools in the future?2. DebatingTopic:Surfing the internet more is good for young students.Surfing the internet more is bad for young students. Homework1. Recite the key sentences in the text.2. Prepare for learning about language.Period 4. (Language learning and grammar)Step 1. RevisionSs try to retell the text, using their own words. Step 2. Language points1. in commonhave nothing in commonhave little in commonhave something in commonhave a lot in common2. simple-mindedabsent-mindedopen-mindednarrow-mindedsingle-mindedstrong-mindedweak-minded3. make a decision4. in a way5. after all6. watch over7. wanderStep 3 Discovering useful words and expressions1. Ss read the text and finish exercise 1 on page 19.2. Ss read the passage on page 20, part 2 and try to complete it with appropriate words.3. Ss look at the sentences in exercises 3 on page 20, and tick the right word.Step 4. Grammar: The present perfect passive voiceShow the Ss the following sentences, and then change them into passive voice.1. We have made a plan.2. He has fixed the computer.Step 5. Practice (discovering useful structures)Ss finish part 2 on page 20.Homework1. Review what they have learnt about the present perfect passive voice.2. Finish Wb exercises 1 and 2 on page 56 and 57.3. Finish using structures, exercise 1 on page 57.Period 5. Extensive ReadingStep 1. RevisionCheck Ss’ homework.Step 2. Reading (P22)1. Ss read the passage and discuss how to design their own android.2. Ss answer 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?3. Ss read and finish True of False questions.4. Check the answers.Step 3. Reading (page 58)1. Ss read the passage on page 58 quickly.2. Ss fill in the form of Ex.1 and keep a record of his performances.Step 4. Speaking1. Imagine you have been lucky enough to be allowed to interview Hua Fei in hospital for your school newspaper. Work out some questions.2. Ss play roles in pairs. One of you will interview Hua Fei. The other will imagine he/she is Hua Fei. Then change roles. Finally, take notes of your partner’s answers to the questions. HomeworkPrepare your writing for the newspaper.Period 6. WritingStep 1. Speaking and writing (page 22)1. T: Suppose you and your partner have been asked to help choose computers for your school. You have looked at several computers. Talk about the special things each computer has. Make a decision about which kind of computer to buy and explain why. There is a list of things your computer could have on page 22.A fast PC the monitor is smallerImproved disc storage used recycled materialsInternet a flat screen2. Ss talk about the special things each computer can do and writea report.3. Ss read their report in class.Step 2. Writing (page 23)1. T: suppose you are an android and work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are kind, but they often ask you tko watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you tell the child “no”?2. Ss write their passage with the beginning on page 23.Step 3. Writing task (page 60)Ss try to finish the writing task on page 60 if time permits. HomeworkFinish the project on page 60.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。
牛津深圳版英语八上Unit 3《Computers》单元教学设计
牛津深圳版英语八上Unit 3《Computers》单元教学设计一. 教材分析牛津深圳版英语八上Unit 3《Computers》以电脑为主题，让学生学习与电脑相关的词汇和表达方式，以及电脑对人们生活的影响。
通过本单元的学习，学生能够掌握电脑的基本知识和使用电脑的技能，提高他们的英语水平。
本单元包括一个听说读写综合活动，以电脑的发展过程为线索，让学生在实践中学习和应用语言。
二. 学情分析学生在进入八年级时已经具备了一定的英语基础，能够听懂并运用简单的英语进行日常交流。
然而，对于电脑这个主题，他们可能缺乏相关知识和经验，因此需要在教学过程中提供足够的辅助和引导。
此外，学生对于新的学习方式和学习工具可能需要一定的时间来适应，因此在教学设计中需要考虑到他们的学习习惯和兴趣。
三. 教学目标1.知识目标：学生能够掌握与电脑相关的词汇和表达方式，了解电脑的发展过程和对人们生活的影响。
2.技能目标：学生能够运用所学的词汇和表达方式进行听说读写的实践，提高他们的英语综合运用能力。
3.情感目标：学生能够培养对电脑和科技的兴趣，认识到学习英语的重要性。
四. 教学重难点1.重点：学生能够掌握与电脑相关的词汇和表达方式，了解电脑的发展过程和对人们生活的影响。
2.难点：学生能够运用所学的词汇和表达方式进行听说读写的实践，提高他们的英语综合运用能力。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在实践中学习和应用语言。
2.情境教学法：通过创设真实的情境，让学生在具体的环境中学习和运用语言。
3.合作学习法：通过小组合作的方式，让学生互相交流和合作，提高他们的学习效果。
六. 教学准备1.教材：牛津深圳版英语八上Unit 3《Computers》2.多媒体教学设备：电脑、投影仪、音响等3.教学素材：电脑相关的图片、视频、文章等4.学习工具：笔记本、文具等七. 教学过程1.导入（5分钟）通过向学生展示一些电脑的图片，引发他们对电脑的兴趣，并导入本节课的主题。
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Unit 3 Computers I. 单元教学目标II. 目标语言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。
USING STRUCTURES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 been told!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 of the 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 have become more and more popular, and most families in cities have one or more than one computer intheir 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 page17 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 developmentprocess, 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 are used today.Sample list:date processingindustrial designlearning and teaching aidsTV program editingentertainment (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.Suggested answers:T: From this chart, you will know the basic structure of this passage. As you may have found 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 neverforget 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 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 DiscussionDeal with activity 3 on page 19. Let students discuss how computers have changed our 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 to entertain themselves, to operate big machines, to analyze 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 providing distance-learning programs. They change the way wecommunicate with the use of e-mail and instant messenger. They change the way we obtain information with Internet search engine such as Google and Baidu.They change the way we deal with documents and pictures.S2: I agree. Can you imagine what our life would be like If we could not use computers any more?S2: We would go back to the world when everything goes slowly. For example, send mails via train or air plane, which takes several days or even long; go to libraries to search for information, where limited information are provided; spend long time to solve difficult mathematical problems etc. And on the other hand, we may have more time for outdoor activities instead of spending much time on 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 rendered printer 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 our hard-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 whether or 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 them employment and giving others something to do. It's opened a new world of gaming, chatting and finding advice and information. I COULDN'T LIVE WITHOUT ONE!User 5Well, they made our lives easier, the made us lazier and they gave us the chance to have 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, the way 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 we wouldn’t have the internet and like newspapers radios magazines and television we get these all on the internet. These change how we are so basically everything about it. Also we get addicted and learn about things that maybe we shouldn’t. Also can get into trouble e.g. downloading, piracy all done with a computer. Good things are that computers have helped reach forward into the future.Helps with technology, education and will help the future 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 briefly introduces the history and development of computers. 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 mobile solve explore totally anyhow finance artificial technology intelligent application Webreality logicallyb. 重点句子As time had gone by, I have been made smaller and smaller.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 been told!Since the 1970s many new applications have been found for me.I have also been put into robots and used to make mobile phones as well as helpwith medical operations.I have even been put into space rockets and sent to explore the Moon and Mars.2. Ability goals 能力目标Enable students to learn the meanings and use of some key words in the reading passage.Enable students to learn the form and function of present 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 perfect passive 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 be brief and include the key information or facts about the 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 know their 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 the story. What do they have in common?S: They are all time phrases except “as a result”. They are used in the passage toindicate the development of the story. From them, we get a clear timeline of the story.T: Correct! Now use these phrases to create one of your own stories. The story can be a real one or an imaginary one.After they finish writing, let students exchange their stories and proofread for each other.Step III Discovering useful structuresLet students find sentences in the present perfect passive voice in the text and then analyze their form and function. (Activity 1 on page 21.)Students may find the following sentences:1. I have been used in offices and homes since the 1970s.2. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told!3. Since the 1970s many new applications have been found for me.4. I have also been put into robots and used to make mobile phones as well as help with medical operations.5. I have even been put into space rockets and sent to explore the Moon and Mars. Then let students study these sentences carefully and sum up the form of present perfect passive voice tense.Elicit the structure: S + have/has + been + V-edT: Why is the passive voice used here? When do we usually 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’t bothered exactly who has done something. Now look at activity 2. Change the sentences into the present perfect passive voice. Pay attention to the use of has/have. When do we use has and when do we 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 done badly. Guess what might have happened to the face, hair and shoes and what might have happened to the flowers, grass and paths. You can get cues from the examples.After students finish, check their work.Then get them to write a similar poem following the rhythm 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, exchange yours 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 and USING STRUCTURES in Workbook individually. If time is limited, leave them as homework.The Third Period Listening and SpeakingTeaching 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 and disadvantages 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 computing and technology, and the term is more recognizable than ever before. The information technology umbrella can be quite large, covering many fields. IT professionals perform a variety of duties that range from installing applications todesigning complex computer networks and information databases. A few of the duties that IT professionals perform may include:∙Data management∙Computer networking∙Database systems design∙Software design∙Management information systems∙Systems 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 a list.T: Now you will hear a text about IT which will tell you more about it. First listen and get the main idea of the 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 fill in 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 in groups, using the reasoning expressions. Then decide when each kind of IT is most useful.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 each form 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 that the information can be updated at anytime and you can get almost information when connect with Internet.B: I think TV is the most popular form of IT and can be accepted by people at any age. It is easy to operate and there are more and more channels and programs to choose from. As most people still prefer to get information or have fun from TV, I think TV will continue to be a dominant IT form in the 21st century.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 radioprograms 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 computer technology. 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 an android.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 boards.Computer chip technology is in all sorts of everyday items, from space shuttles to coffee makers, traffic lights, and computers. A basic rule of thumb is, if a device uses electricity and you can “tell it what to do”by programming it or customizing it, th ere’s a chip inside.Step II Reading, speaking and writingT: The development of “chips”has brought many applications of computer technology. One of them is robots or androids.Write “robot” and “android” on the board, and explain the difference.T: Android is a robot that looks completely human. Some robots don’t look human. Now read the passage about Andy, the android.After reading, let students fill in the file or Andy in activity 1.Then check the file they filled.T: Now I’d like you to create your own android. Use your imagination and be creative. Draw a picture of it and fill in the file in activity 2. Then compare with your partner.Then get students to write a description of the android they draw.T: Before you write your own passage, read the sample one in activity 3 and tell me how the writers describes his/her android.Ss: He/she gives details about the android’s abilities and jobs.T: Right! Does he/she describe the appearance or character of the android?Ss: No.T: But you can include this information in your passage. Now write your own passage according to the file you filled and the picture you drew.After they finish writing, let them read their passages to each other in groups and choose the most creative one.Step III ListeningLISTENING on page 56.T: Turn to page 55. Look at the pictures in activity 2. What do you think these robots can do according to their appearance?S1: I think the first one can play guitar.S2: The second one can play sports, read books and write.S3: The third one can sing songs.S4: The fourth one can do house work.T: According to the pictures, what do you think you are going to hear? Tell your partner one sentence about what you think you will hear.Sa: We will hear about a robot design competition.Sb: We will hear a lecture on the development of robots.T: Now let’s listen and check.Play the tape. Students try to get the main idea of it.T: Identify the three robots and number them.Play the tape again and check the answers.T: Now listen to the tape again and try to complete the chart in activity 3. Pay attention to information about height, appearance, ability and price of each robot. Play the tape. Stop at the end of each part. Then check the answer.Step IV TalkingTALKING on page 55.T: Imagine that your family is thinking of buying a robot. You can afford these three robots mentioned in the listening text. Please discuss which one is the best for you. Remember to discuss the advantages and disadvantages of each one. Then make your choice and give reasons. Remember to use the expressions on page 22 in your discussion. You may do it in groups of four.Give students 5 minutes for discussion. Then let some group representatives report their results. e.g.Our group has chosen the one who can do house work because there are always so much housework do to everyday, and our parents are all busy working and they feel too tired to do house work after work. So if we buy the robot, our families will have more time for fun.The Fifth Period Integrating skills (II)Teaching goals 教学目标1. Target language 目标语言liaison and incomplete explosion2. Ability goals 能力目标Enable students to write a news article about the sporting robot, Hua Fei.3. Learning ability goals 学能目标Help students learn how to write news articles by following the sample passage. Teaching important and difficult points 教学重难点The structure of a news articleTeaching methods 教学方法Discussion and imitation。