人教新课标高中英语必修二Unit 3 Computers教案(1)

Unit 3 Computers I教学内容分析 本单元的中心话题是“计算机 Warming up部分用图片呈现了计算机发展的历史,让学生通过看图讨论的方式了解计 算机的发展和演变过程。 Reading部分编者采用了拟人化的手法向读者介绍了计算机的发展历程。 Comprehending部分包括三个练习,分别从事实层面、分析层面和拓展层面考察学生 对文章的理解和运用情况。 Learning about language部分的活动突出了形容词和副词用法的区别,并扣本单元的语 法点(现在完成时的被动语态)。 Using language部分的听力材料中谈论的是信息技术的几种形态或载体(包括收音机 书籍、电视和电脑:在读说活动中,通过智能机器人参加足球赛的经历向读者介绍了计算 机运用的另外一个例子 Learning Tip部分鼓励学生利用图书馆,网络等课外资源学习英语,有利于学生使用 资源策略 Reading for fun部分是一首活泼风趣的小诗,以拟人的方法让机器人自述了心声:尽 管日夜忙碌,为人服务,但它相信自己和真实的人类没什么两样。 ∏.教学重点和难点 1.教学重点 (1)本单元的生词和短语 (2)通过学习本单元,使学生了解计算机的发展历程,及其在当今社会的广泛运用 (3)鼓励学生用英语表达自己的观点,进行简单的推理和做出决定 2.教学难点 (1)教会学生通过时间的先后顺序来表达一件事 (2)使学生了和掌握现在完成时的被动语态的用法 (3)指导学生按类别归纳整理词汇,让学生学会有效地记忆词汇的方法 (4)引导学生发现本单元重点语言结构,让学生自己发现并感悟相关的语言规律,在 学习过程中培养语感 Ⅲ.教学计划 本单元分六课时 第一课时: Warming Up,Pre- reading, Reading 第二课时: Language points 第三课时: Learning about language 第五课时: Speaking, Reading, Writing IV.教学步骤 Period 1 Warming Up, Pre-reading, Reading

Unit 3 Computers I 教学内容分析 本单元的中心话题是“计算机”。 Warming up 部分用图片呈现了计算机发展的历史，让学生通过看图讨论的方式了解计 算机的发展和演变过程。 Reading 部分编者采用了拟人化的手法向读者介绍了计算机的发展历程。 Comprehending 部分包括三个练习，分别从事实层面、分析层面和拓展层面考察学生 对文章的理解和运用情况。 Learning about language 部分的活动突出了形容词和副词用法的区别，并扣本单元的语 法点（现在完成时的被动语态）。 Using language 部分的听力材料中谈论的是信息技术的几种形态或载体（包括收音机、 书籍、电视和电脑；在读说活动中，通过智能机器人参加足球赛的经历向读者介绍了计算 机运用的另外一个例子。 Learning Tip 部分鼓励学生利用图书馆，网络等课外资源学习英语，有利于学生使用 资源策略。 Reading for Fun 部分是一首活泼风趣的小诗，以拟人的方法让机器人自述了心声：尽 管日夜忙碌，为人服务，但它相信自己和真实的人类没什么两样。 II．教学重点和难点 1．教学重点 (1) 本单元的生词和短语； (2) 通过学习本单元，使学生了解计算机的发展历程，及其在当今社会的广泛运用； (3) 鼓励学生用英语表达自己的观点，进行简单的推理和做出决定。 2．教学难点 (1) 教会学生通过时间的先后顺序来表达一件事； (2) 使学生了和掌握现在完成时的被动语态的用法； (3) 指导学生按类别归纳整理词汇，让学生学会有效地记忆词汇的方法； (4) 引导学生发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，在 学习过程中培养语感。 III．教学计划 本单元分六课时： 第一课时：Warming Up, Pre-reading, Reading 第二课时：Language points 第三课时：Learning about language 第五课时：Speaking, Reading, Writing IV．教学步骤： Period 1 Warming Up, Pre-reading, Reading

Teaching goals 1. To know something about computers 2. To learn and talk about c Teaching procedures: Step 1. Leading-in Purpose: To activate the Ss and arouse them to talk about the importance of computers in modern society Ask Ss whether they have a computer or not and what they use it for. Let them talk as much Step 2. Warming Up Purpose: To get Ss to think about the different ways computers can be made Pair work Get Ss to look at the following pictures, and then ask them to answer the questions a huge computer 已三百 A notebook computer A calculator

Teaching Goals: 1. To know something about computers. 2. To learn and talk about computers. Teaching Procedures: Step 1. Leading-in Purpose: To activate the Ss and arouse them to talk about the importance of computers in modern society. Ask Ss whether they have a computer or not and what they use it for. Let them talk as much as possible. Step 2. Warming Up Purpose: To get Ss to think about the different ways computers can be made. Pair work Get Ss to look at the following pictures, and then ask them to answer the questions. A huge computer A PC A notebook computer A calculator

An abacus 1. What are they 2. What do they have in common? 3. What is a computer? Suggested answer 1. a huge computer, a personal computer, a notebook computer, a calculator, an abacus 2. (1)to be used to calculate (2)operate by human beings; ()they are all artificial (4 )show figures in a certain way 3. A computer is a machine which stores knowledge in its memory and does calculations 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 mai A computer is now almost al ways 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 Step 3. Pre-reading Purpose: To activate Ss interest about computers Group work Ask Ss the following questions and encourage them to say more 1. How have computers changed our lives 2. What do you know about computers? Suggested answers 1. They re a much more useful and humane tool than the phone, and with corporate America behind them the networks will be everywhere--- changing our lives more than any technology since the automobile 2. A multi-function electronic device that can execute instructions to perform a task a device that accepts information, processes it, and supplies an output. A computer usually contains memory, a control unit, arithmetic and logical units, and a means for input and output a programmable hardware component that is controlled by internally stored programs and that can perform substantial computations(including arithmetic and logic operations) without human intervention. A computer typically consists of one or more processing units, memory nits, and associated peripheral input and output devices

An abacus 1. What are they? 2. What do they have in common? 3. What is a computer? Suggested Answers: 1. a huge computer, a personal computer, a notebook computer, a calculator, an abacus 2. (1) to be used to calculate; (2) operate by human beings; (3) they are all artificial; (4) show figures in a certain way. 3. A computer is a machine which stores knowledge in its memory and does calculations 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. 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. Step 3. Pre-reading Purpose: To activate Ss’ interest about computers. Group work Ask Ss the following questions and encourage them to say more. 1. How have computers changed our lives ? 2. What do you know about computers ? Suggested Answers: 1. They’re a much more useful and humane tool than the phone , and with corporate America behind them the networks will be everywhere--- changing our lives more than any technology since the automobile. 2. A multi-function electronic device that can execute instructions to perform a task. A device that accepts information, processes it, and supplies an output. A computer usually contains memory, a control unit, arithmetic and logical units, and a means for input and output. A programmable hardware component that is controlled by internally stored programs and that can perform substantial computations (including arithmetic and logic operations) without human intervention. A computer typically consists of one or more processing units, memory units, and associated peripheral input and output devices

Step 4. Reading 1. Skimming Purpose: 1. To get a brief understanding of the text 2. To train the students' listening ability First, let Ss skim the text and then listen to the recording of the text. Pay attention to the pauses and pronunciation. Purpose: To get Ss to have some details in the text Now we are to read the text again and underline all the expressions in the text. Write them down in your notebook 3. Further reading Purpose: To get Ss to get more details about the text Read the text again and find the information to complete the table, which describes the development of computer 1642: 1822: The Analytical Machine was made by Charles Babbage. 1940s: The first family of computers was connected to each other. 1970s Step 5. Retell Purpose: To have a deep understanding of the text Ask Ss to use the chart above to retell the development of the computer One possible version L, a computer, was a calculating machine in 1642 in France. Then I was built as an Analytic 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 arge room before I was made smaller and smalle Getting new transistors, later very small chips I changed my shape. I was connected with other computers and turned out to part of a network in the early 1960s. In 1970s I was brought into people's homes, and came the Internet Step 6. Homework 1. Write a short passage about the development of computers 2. Finish Exl (P19), Ex2 (P20) Period 2 Language points Step 1 Word study Group work Divide Ss into four groups and ask them to discuss the following words

Step 4. Reading 1. Skimming Purpose: 1. To get a brief understanding of the text. 2. To train the students’ listening ability. First, let Ss skim the text and then listen to the recording of the text. Pay attention to the pauses and pronunciation. 2. Scanning Purpose: To get Ss to have some details in the text. Now we are to read the text again and underline all the expressions in the text. Write them down in your notebook. 3. Further Reading Purpose: To get Ss to get more details about the text. Read the text again and find the information to complete the table, which describes the development of computer. 1642: ___________________________________________________ 1822: The Analytical Machine was made by Charles Babbage. ____: ___________________________________________________ 1940s: ___________________________________________________ _____: The first family of computers was connected to each other. 1970s: ___________________________________________________ Now: ___________________________________________________ Step 5. Retell Purpose: To have a deep understanding of the text. Ask Ss to use the chart above to retell the development of the computer. One possible version: I, a computer, was a calculating machine in 1642 in France. Then I was built as an Analytical Machine in 1822, which was a technological revolution. I became a “universal machine” in 1936 to solve any mathematical problem. I was not very big at first then I became huge, the size of a large room before I was made smaller and smaller. Getting new transistors, later very small chips I changed my shape. I was connected with other computers and turned out to part of a network in the early 1960s. In 1970s I was brought into people’s homes, and came the Internet. Step 6. Homework 1. Write a short passage about the development of computers. 2. Finish Ex1 (P19), Ex2 (P20). Period 2 Language points Step 1 Word study Group work Divide Ss into four groups and ask them to discuss the following words

1. common (1) most widely known; ordinary Eg He is a common sa Eg At first, I think we only had one thing in common, but suddenly I felt we had a lot Eg The two brothers had everything in common in their manners, but the two sisters have little in common. Eg They have nothing in common with one another. 2. analytical分析的 Eg The scientist analyzed the milk and found it contained too much water 3 technology科技;技术 Eg with the development of technology, we will cure AIDS sooner or later l) to use numbers to find out a total amount., distance,etc.计算;核算 We havent really calculated the cost of the vacation yet 2) to guess sth by using all the information available推测,估计 It is impossible to calculate what influence he had on her life. 5 As time went by., I was made smalle:随着时间的推移,我被弄得越来越小 goby: to pass逝去,过去 Things will get easier as time goes by.随着时间的推移,情况会有所改善 6 totally: completely完全地;全部地;整个地 They come from totally different cultures他们来自完全不同的文化。 7 share with: to have or use sth at the same time as sb else共用,合用 Mary shares a house with three other students.玛丽和另外三个学生合住一间房子 Share in分享,分担 8. expl l) to travel to or around an area or a country in order to learn about it勘察;探索;考察 The city is best explored on foot.最好是徒步考察这个城市 2) examine sth completely or carefully in order to find out more about it.探究,调查研究 These ideas will be explored in more detail in Chapter7这些想法将在第七章里作更详细 地探讨。 9 In a way: to a certain extent在某种程度上 In a way you are right, but this new textbook is too boring从某种程度上说你是对的,但是 这本新教材是很枯躁的 Step 2.1 Use the words above to make sentences and check them with your partner Period 3 Learning about language

1. common （1） most widely known; ordinary: Eg He is a common sailor. （2） have nothing/little/something/ a lot in common Eg At first, I think we only had one thing in common, but suddenly I felt we had a lot in common. Eg The two brothers had everything in common in their manners, but the two sisters have little in common.Eg They have nothing in common with one another. 2. analytical 分析的 Eg The scientist analyzed the milk and found it contained too much water. 3.technology 科技；技术 Eg With the development of technology, we will cure AIDS sooner or later. 4.calculate(v.) 1) to use numbers to find out a total amount, distance, etc. 计算； 核算 We haven’t really calculated the cost of the vacation yet. 2) to guess sth by using all the information available 推测，估计 It is impossible to calculate what influence he had on her life. 5.As time went by, I was made smaller.随着时间的推移，我被弄得越来越小。 go by : to pass 逝去，过去 Things will get easier as time goes by. 随着时间的推移，情况会有所改善。 6.totally:completely 完全地； 全部地； 整个地 They come from totally different cultures.他们来自完全不同的文化。 7.share with: to have or use sth at the same time as sb else 共用，合用 Mary shares a house with three other students. 玛丽和另外三个学生合住一间房子。 Share in 分享，分担 8.explore (v.) 1)to travel to or around an area or a country in order to learn about it 勘察； 探索； 考察 The city is best explored on foot. 最好是徒步考察这个城市。 2）examine sth completely or carefully in order to find out more about it. 探究，调查研究 These ideas will be explored in more detail in Chapter 7.这些想法将在第七章里作更详细 地探讨。 9.in a way: to a certain extent 在某种程度上 In a way you are right, but this new textbook is too boring. 从某种程度上说你是对的，但是 这本新教材是很枯躁的。 In the way 阻碍，妨碍 Step 2. Homework Use the words above to make sentences and check them with your partner. Period 3 Learning about Language