Unit3Computers教案

Unit 3 Computers
I. 单元教学目标
技能目标Skill Goals
Talk about information technology and robots
Read about the history and basic knowledge of computers
Practice making decisions
Listen to a text about information technology
Write a passage about an android
Study The Present Perfect Passive Voice
II. 目标语言
功能句式Making decisions
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 …
I’ve decided that …
As / Since …, I think …
词汇
1．四会词汇
solve, explore, anyhow, human race, signal, goal,
type, arise, electronic
2．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, spoil
3．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 I
couldn ’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 to
make
mobile phones
as well as help with
medical operations.
7. I have even been put into space rockets and
sent to explore the Moon and Mars.
III. 教材分析与教材重组
1. 教材分析
本单元以computers为话题，旨在通过单元教学，综合
听、说、读、写等多种形式，使学生了解计算机和信息技术
的产生和发展过程及其在我们的学习、工作、娱乐等生活中
所起的重要作用，激发学生对信息技术的兴趣。

1.1 Warming up提供几幅与计算机有关的图片，形象地
说明了计算机的发展历程，并用三个问题引发学生对这一话
题的思考，从而起到热身的作用。

1.2 Pre-reading根据文章内容预设问题，检查学生对computers相关知识及应用的了解。

学生对computers的了解可能参差不齐，这更能激发学生想获取更多知识的欲望，
从而引出下面的阅读文章——WHO AM I?。

1.3 Reading中以别致的标题WHO AM I?引起学生的
好奇心，使学生迫不急待地阅读这篇文章，并判断出“I”是computer，从而对文章的内容印象更深刻。

文章以第一人
称的形式按时间先后顺序讲述了computers的产生、发展和
现状，并用拟人化的口吻表达了computers乐于为人类服务
的精神。

1.4 Comprehending 1 通过scanning的方式完成反
映计算机发展历程的时间进程； 2 通过填表的形式帮助学生宏观梳理文章结构，找出每个段落的主题句（论点）及具体
的支持性论据； 3 是读后讨论，要求学生结合自己的生活实
际讨论计算机如何改变了我们的生活。

1.5 Learning about language分词汇（Discovering useful words and expressions）和语法（Discovering useful structures）两大部分。

Discovering useful words and expressions 1 根据单词释义写出相对应的词汇，考查学生对WHO AM I? 文章中的重要词汇及短语的理解。

2 是以对短文填词完型的形式考查学生对几个重点词汇在篇章
中的运用。

3 以personalize的形式练习几个表时间状语的
短语的用法。

Discovering useful structures 是学习现在完成时的被动语态。

1 是让学生根据例子提示在WHO AM I?文章中找出两个含有现在完成时的被动语态的句子，初步了
解这一时态的形式。

2 是根据例句提示把所给的现在完成时
句子变为被动语态。

3 通过欣赏一首小诗进一步理解现在完
成时的被动语态的用法。

1.6 Using language从听、说、读、写四个部分强化学
生的语言应用能力。

Listening and Speaking 以“信息技
术”为子话题展开听说活动。

说的活动主要是就信息技术各
种形式的优势和劣势展开讨论，并用所给的表reasoning的功能项目展开讨论，决定哪种类型是最有用的。

Reading, speaking and writing以“芯片”为子话题展开读、说和
写的活动。

阅读文章介绍了叫一个叫Andy的机器人的故事，故事以第一人称的拟人话手法来写，说明了计算机芯片在机
器人领域的应用。

1 根据文章内容完成Andy的个人简历，检验学生对一些具体信息的掌握。

2 激发学生的想象力，让他们设计出自己的机器人，并能用简历的形式描述。

3 是写作任务，学生根据所给范文和2中的notes写篇文章，介绍自己设计的机器人。

1.7 LISTENING 材料的话题衔接Reading, speaking and writing的话题，介绍了三个不同的机器人。

1 听前预测。

2 听大意。

3 听细节完成表格。

1.8 TALKING根据假设情境在听力的基础上展开讨论，
讨论每个机器人的优势和劣势，最终做出决定并给出理由，
同时也是对前面所学的功能项目的复习应用。

1.9 USING WORDS AND EXPRESSIONS通过各种形式练习本单元的重点词汇和短语。

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 reading
2nd Period Language study
3rd Period Listening and Speaking
4th Period Integrative skills (I)
5th Period Integrative skills (II)
V. 分课时教案
The First Period Intensive Reading
Teaching 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 personal
as a result totally so…that network Web application explore anyhow human race
b. 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-up
T: 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-reading
Prediction
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
, is
“universal computing machine”
capable of computing any algorithm.
Students may have different answers. They will check it after reading the passage.
T: Have you put them in the right order? You will find it after reading the passage. Now turn to page 18 please.
Step III Reading
Skimming
Get students read the whole passage and try to get the main idea of it.
After reading
T: 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.
Scanning
T: 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:
Para. 1 Para. 2 Para. 3
Topic sentence Over time I
have
changed
quite a lot.
These
changes only
became
possible as
my memory
improved.
Since the 1970s
many new
applications have
been found for me.
Supporting details Caculating
machine
Analytical
Tubes
Transistors
Chips
Communication
Finance
Trade
machine Universal machine PC Laptop Network
Web
Robots
Mobile phones
Medical
operations
Space rockets
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 never forget anything I have been told!
And my memory became so large that even I couldn’t believe it!
Help students sum up the form and function of this
structure:
Form: so + adj./adv. + that + clause
Function: This structure is used when emphasizing the degree or amount of something by saying what
the result is.
Step IV Discussion
Deal 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
we communicate 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 1
Computers 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 2
Of course!!!!! They have changed the way we shop, play, chat, work and more.
User 3
They have made us a lazy generation.
User 4
A 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 5
Well, they made our lives easier, the made us lazier
and they gave us the chance to
have some adventure when we are bored.
User 6
Majority of "addicted" computer users lack "real life"
social skills these days.
User 7
They hurt my eyes.
User 8
Computers 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 study
Teaching 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
Web reality logically
b. 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 help with 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 Revision
Check 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 expressions
T: 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 to indicate 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 structures
Let 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-ed
T: 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 Exercises
Give 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 Speaking Teaching goals 教学目标
1. Target language 目标语言
功能句式
The advantage/disadvantage is …
I think/don’t think that …
What’s your reason?
What makes you think so …?
I think … because (of) …
I believe that …
I agree/don’t agree … because …
First … Second …
I’ve decided that …
As/Since …, I think …
2. Ability goals 能力目标
Enable students to talk about the advantages 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 expressions
Teaching methods 教学方法
Discussion
Teaching aids 教具准备
Tape recorder
Teaching procedures & ways 教学过程与方式
Step I Lead-in
Introduce 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 to designing 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 management
Step II Listening
Deal 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 Speaking
Get 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 radio programs when you are driving,
walking or doing housework. What’s more, it’s small and easy to take.
D: I prefer to read books. I think book is the most reliable IT form. The information in books are usually better selected and organized. Compared with TV and computer, books do less harm to eyes.
You can read them again and again. While the disadvantage of book IT that it is expensive.
After discussion, ask some group representatives to report their results.
Step V Homework
T: 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 skills
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
chips android appearance character
2. 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 recorder
Teaching procedures & ways 教学过程与方式Step I Lead-in
Collect 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。