英语必修2教案：unit3《computer—warmingupandreading》

Unit 3 ComputersPeriod One Warming up and ReadingBy Zhang SuochengTeaching contents:Warming up; Pre-reading; Reading; Comprehending (Page 17-19)Teaching important points:1. Students are able to learn more about the history and basic knowledge of computers.2. Students are able to learn different reading skills. Teaching difficult points:1.Help students to improve their reading abilities.2.Students are able to express their opinions.3.Help the students learn to use personification,chronology and topic sentences when writingTeac hing methods:1. Task-based teaching and learning2. Cooperative learning3. DiscussionTeaching aidsThe multimediaTeaching aimsKnowledge aims:1. Students are able to learn the useful new words and expressions in this passage2. Students are able to know basic knowledge about computers.Ability aims:1. Help students to improve their reading abilities.2. Train the students’ability to collect usefulinformation from the Internet by themselves.Emotional aim:Guide the students to work hard to create more wonderful and convenient inventions for human beings.Teaching procedureStep One Warming up1. Talk about the importance of computer and the Internet.2. Cooperative learning: Show some pictures of the development of computers.Questions: 1. What can you see in the pictures?(abacus, calculator, huge computer, PC, laptop, PDA, robot)2. What do you think will be the next development?Discussion (pair work): What do they have in common, in your opinion?Some useful expressions: I think that…In my opinion…I believe that… What’s your reason? Why do you think so?Step Two Pre-readingAsk the students to predict what the text is going to be about from the title and the pictures.Step Three While-readingTask 1: Skimming the passage for the general ideaQ 1: What is the main idea of the passage?This passage is mainly about the history of the development of computers.Q 2. Who am I?I am a computer.Task 2: Scanning for detailed information.Read the passage and finish the timeline below. (Ex. 1 on Page19)Task 3: Listen and read aloudTas k 4: Read the passage again. In pairs find out the topic sentence of each paragraph and the supporting details. (Ex.2 on Page19)Question & Summary: How to find out the main idea of a paragraph quicklyA topic sentence sets out / explains the main idea of a paragraph.A topic sentence is usually the first or the last sentence of a paragraph.Step Four Post-readingTask 5: Guessing gamesFind the word or expression for each of the following meanings from the text according to the context.(Ex. 1 on Page 20)Task 6: True or False?1. The passage mainly tells us the history of the computer.2. The computer was considered simple-minded before it got artificial intelligence.3. Charles Babbage invented the first computer.4. Since its birth the computer has been built to take the place of the human race.Step Five Brief summaryWhat have we learnt in this class?1) some words about computerscalculating machine, analytical machine, universal machine, PC, laptop,tubes, transistors, chips, network, World Wide Web, communications, finance, trade, robots, mobile phones, medical operations, space rockets2)the short history of the development of computersgreat changes in size—from__________ to ___________great changes in memory—from___________to ___________great changes in function—from___________to ___________great changes in application—from___________to ___________3) some scientists relating to computers________________built the analytical machine.________________made the first computer.4) some good methods of writinga. in the first person—personification “Who am I? ”b. in an order of time—chronologyc. topic sentencesStep Six Discussion in groups of fourWork in groups of four and discuss the advantages and disadvantages ofcomputers.Step Seven HomeworkRead the passage again. Underline the words, phrases or sentences that you don’t understand, and try to solve the problems using context clues and the dictionary.Design on the blackboardUnit 3 ComputersPeriod One Warming up and ReadingMain idea of the passage:This passage is about the history of the development of computers.Topic sentences of each paragraph:Paragraph 1: Over time I have been changed quite a lot.Paragraph 2: These changes only became possible as my memory improved.Paragraph 3: Since the 1970s many new applications have been found for me.Summary: What have we learnt in this class?1) some words about computers2) the short history of the development of computers3) some scientists relating to computers4) some good methods of writinga. in the first person—personification “Who am I? ”b. in an order of time—chronologyc. topic sentences品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

人教版高中英语必修2《Unit3Computers》教案人教版高中英语必修2《Unit 3 Computers》教案【一】教学准备教学目标1. To practise listening comprehension.2.To practise making decisions and reasoning教学重难点1. To practise listening comprehension.2.To practise making decisions and reasoning教学工具课件教学过程Step1. revision1. check the homework exercises.1). It has been reported that children will be offered free education.It has been reported that free education will be offered to children.2). It has been said that we will be offered the latest computer science course book.It has been planned that the latest computer science course book will be offered to us.3). I have been told by Peter that I will be lent his notebook computer for a week.I have been told by Peter that his notebook computer will be lent to me for a week.2. Question: What can computers be used as?Step2. Lead-inAs we know, science and technology is developing very fastand computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?(TV, radio, CD-ROM, DVD, books……)Step3. Listening (SB)1. Pre-listening: What are the changes brought by different forms of IT ?What are the advantages and disadvantages of them ?2. While-listening:Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.) Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.Type of IT Advantages DisadvantagesTV You can both listen and watch. You cannot write to friends.Web You can find information. It is very expensive.Radio You can listen to English. You cannot watch a film.Book You can get information. Sometimes it is out of date.3. Post-listening:1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.I think that….In my opinion, ….I believe that….I agree because….I disagree because….I’ve decided that….2) (group work): Discussion :Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)Step4. Speaking1. Pre-speakingSay: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.2. While-speaking1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.Information input: Show students some pictures of different computers (desktop computer & laptop computer & …) Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)Supporting an opinion Challenging an opinionI think that … , because … Perhaps, but what if / about …?First, … Have you thought about …?One reason is that … What makes you think that …?I think it is better because… I don’t like it because….(Pair work )Use the expressions to support your opinion or challenging other’s opinions.2) Oral report: (individual work )Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…3. Post-speakingConclusion—What useful expression do we use to make a decision and reason?(In this way, they can review and use the words and phrases again.)Step6 Pre-writingSay: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to 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 ever tell the chi ld “no”?Step7 WritingSay: Write a passage about the result of your discussion! It should contain:What do you have to do?What is the child like?What is the parents’ requirement of the child?What do the parents want you to do?What does the child want you to do?Then what will you do? How do you feel?Sample writing:Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!Step8 AssessmentGet the students to assess their writing ability according to the following the questions:1. Is your composition well developed?2. Are your ideas well organized to the point?3. Do you have a good choice of words and idioms in your writing?4. Do you get a good mastery of complex structures of language?5. What kind of mistakes have you made in your writing?Step9: HomeworkWrite about your discussion. You may begin like this:Hello, everyone. My name is ___. I’m 321 m odel android. I work for the Li family….课后小结学了这节课，你有什么收获?课后习题完成课后习题一、二。

高中英语必修二Unit 3 Computers阅读课的教学设计一、教学设计思路本课设计以WHO AM I?为课堂教学材料，以学生现实生活为出发点和归宿点，旨在发展学生的语言实际运用能力。

本设计以学生中心，运用了图示理论，采用了pair work, group work, class work等活动形式，串联成环，前后环环相扣，帮助学生理解课文，用自己的英语重新诠释课文，并初步具备知识迁移能力。

二、学习任务分析本单元的中心话题是“计算机”，内容涉及计算机的发展历史、计算机的应用等，其中还谈到包括计算机在内的几种信息技术的载体、智能计算机的发明等等。

不过，整个单元多以计算机为第一人称进行自白，这种拟人的手法使得文章谈起来妙趣横生，抽象的专业知识介绍起来也浅显易懂。

本主旨语篇WHO AM I ?以计算机的口吻自述其发展演变的历史以及计算机在当今世界各个领域的运用。

表达了计算机的发展变化之快以及在生活中用途之广。

三、学习者分析计算机这一话题虽然有趣，但本单元所选语言材料属于科普类说明文，内容较为抽样，文章中也不乏一些专业术语，对于高一学生来说有一定的难度。

目前，学生上课以interpersonal的交流为主，而interpretat ive和presentational形式比重不够。

由于文化教学不够重视，学生的跨文化意识不高。

此外，学生跨学科学习的意识不够，语言和信息的双向促进关系的认识不够。

对于比较策略主要运用在英汉汉英互译的语言层面，未进入文化比较和思维比较。

学生的课外语言活动环境不够丰富和重视程度不够，通常以词汇、语法和写作练习为主，缺乏真实的语言运用。

四、教学目标(1) Language Skills：1. Use “decision making” expressions like “I believe... in my opinion, etc” correctly.（activity 1）2. Develop their predicting and reorganizing skills.（activ ity 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 comp uters.(activity 1)2. Find and retell the grammar structure of the Present Perfe ct Passive Voice. (activity 5)(3) Emotions and Attitudes1. 通过讨论，能归纳和陈述网络给学校带来的影响；2. 通过辩论，能对外来网络充满好奇，激发自己的创造力的同时形成健康的网络使用态度和习惯。

Computers--Warming-up , Intensive Reading教案（新人教版高中英语必修2 unit 3）Teaching goals:1. To have a better understanding of the main idea of the passage.2. To enable the students to talk about computers and robots in English and express or support an opinion with suitable expressions3.To enable the students to grasp the progress of computers4. To enable the students to talk about computers and robots in EnglishTeaching aids: Computer, recorder and projectorTeaching procedures:Step 1. Lead-in (Word puzzle )T: The technology develops so quickly that many new things appear in human being’s life.Let’s guess what they are: (show the picture on the screen and get Ss to say out the answers, learn the new words at the same time )An old calculating machine used in China until now. (An abacus)It is built to solve some mathematical problems. But it is too big. (A huge computer)It is a new calculating machine which can solve a large number of mathematical problems. (A calculator)It is a personal computer which can solve all kinds of problems and is used widely now.(A PC / personal computer)T: If I am a math teacher, which can help me most?(Ask students to give their opinions, remind them of using the expressions of giving opinions) Ask students to discuss what the items just shown have in common, and then rank them according to the time of their appearance.Ask some of the students to talk about what they know about computers.Ask students to discuss “How have computers changed our life?”, and then have some of them give their answers, using the expressions of giving opinions.Step 2 Pre-readingT: Have the computer and Internet become part of your life?How have computer changed our lives? (What can you use them to do? )Ss: I use the computer or Internet to: type my homework /draw pictures/ play games communicate with my friends./ gather related information for my lesson s/ buy the things I like, / listen to music /watch movies…T: What else do you think the computer and Internet will help you to do ?Deal with Ex 3 of Pre-reading on Page 17Step 3 SkimmingGive students only 1 minute, then ask them to get the main idea of the passageThe main idea of the passage: This is a short _____ of the _______ of computers.Who am I ? ( A computer )(shown on the screen)Step 4 ScanningGive students 2 minutes, and ask them to scan answers to the following questions:(Before students read the passage, tell them that attention should be paid to the hints of the time.) (Questions are shown on the screen)Question (1) What is the main idea of the passage?Students are asked to find out three sentences to support who the speaker is in the story.1)Then in 1822 I was built …. (Itself was the first design of a computer)2)My real father was Alan Turing.(He designed the first real computer.)3)However, people thought I was simple-minded until…., (It has artificial intelligence.) Question (2) What happened to computers in 1642？Question (3) What happened to computers in 1936?Question (4) What happened to computers in 1970s?Step 5 Detail ReadingI Give students 5 minutes to read the passage carefully, and answer the following questions: Question (1) Who was the first person to describe how the computer was made to work? Question (2) What did he make and what did it do?Question (3) Who was the next important person to design computers?II True or False1. In 1642 I began as a calculating machine and could solve any mathematical problem. F2. My real father was Charles Babbage, who wrote a book and build me in 1936. F3. After I got my new transistors in the 1960s, I became smaller but cleverer and quicker. T4. I was brought into people’s homes in the 1970s. T5. Since my birth I have been built to take the place of human race. FIII ComprehendingAsk students:” How is the passage organized?”(If the students can not answer the question, draw their attention to the appearance of different years.)Fill the tableA chain of events showing the development of computer / Changes of the machineTimeline1642: _____________________________________________: the Analytical Machine was Madeby Charles Babbage.1936: _______________________________________________________________________ 1960s: ___________________________________________________________________________: the first family of computers was connected to each other.1970s: ______________________________________________________________________ Now: _______________________________________________________________________ Explain how the computer technology has been developing and complete the following chart. Then give a brief oral presentation on the development of computer technology with the help of the chart.Step 6 Summing-up and enjoyingI. Ask students to finish the form shown on the careen(the same as on p.19) while playing the voice of the textII . Ask students to ex-change their own answers in groups, and then raise questions if they have any.III. Sum up:1) Chronological writing Chronology (资料等)按年代次序的排列Chronological means to describe things in order of time.Chronology is often used in recounting an event or describing the life of someone. It is an effective way to make a mass of things clearer.Step 7 Oral practice ─Retell the text using Chronological1. Have students get prepared in 2 or 3 minutes and then retell the development of computers in your own words, using chronology.2. Ask some of the students to retell the text.Step 8 Homework1. Go over the text, and try to understand the text.2. Get ready for the discussion on P.19 Comprehending 33. Finish Exercise 1 in Learning about Language on page 19。

人教英语新课标必修2全册精品教案( Unit 3 Computer)Unit3computerPartone:TeachingDesignPeriod1:Asamplel essonplanforreadingAimsTotalkaboutcomputerToreadabo utcomputerProceduresI.warmingupwarmingupbytalkingab outcomputerLookatthepicturesonpage17.whatarethey?wh atdotheyhaveincommon?yes,theyarecomputers.Thenwhati sacomputer?Acomputerisamachinewhichstoresknowledgei nitsmemoryanddoescalculationsonthatknowledge.Thiskn owledgeisstoredinsymbols;itiscalleddata.Acomputerus uallyhasamonitortoshowresults.However,somecomputers canspeak;thesecomputerscanbeusedforvoicemail.计算机室Acomputerfrequentlyrequiresabootdevice.Thebootdevic econtainsthecomputer’puterprogramscanbeinstal ledontoacomputer.Somepeoplethinkthatcomputersareles susefuliftheydonothaveaccesstotheInternet.Theythink thisbecausetheInternetallowsthecomputerstosendandre ceivedataandemailacrosstheworld.曙光3000巨型计算机Acomputerisnowalmostalwaysanelectronicdevice.Itusua llycontainsmaterialswhicharetoxic;thesematerialswil lbecometoxicwastewhendisposedof.whenanewcomputerisp urchasedinsomeplaces,lawsrequirethatthecostofitswas temanagementmustalsobepaidfor.Thisiscalledproductst ewardship.Insomecountriesoldcomputersarerecycledtog etgoldandothermetals.Thisisdangerous,becausethispro p utersbecomeobsoletequickly.Veryoftentheyaregivenawa yandnewonesreplacethemwithintwoorthreeyears.Thismak puterrecyclingisthuscommon.man yprojectstrytosendworkingcomputerstodevelopingnatio nssotheycanbere-usedandwillnotbecomewasteasquickly. computerjargon计算机行话computerjargonmeanswordstodowithcomputersandsurroun dingtopics.knowingwhatthesewordsmeancanhelpyouknowm oreaboutcomputers.Somepeopleusethesewordstoimpresso therpeople.Examplesofjargon:Bit-Thesmallestdataunit ,caneitherbea“0.”ora “1.”.Byte-unitofdata.Seealsokilobyte,megabyte,Gig abyteandNibblecPU–centralProcessingUnit,AnothernameforprocessorData-InformationstoredonacomputerDisk-Aplacetostoredata.E edoftenincorrec tlytodescribethespeedofaprocessor.Butwithsome2.4GHz processorsfasterthan3.6GHzones,itisclearthatitisjus tasalesmantrick.Load-GetdatafromadiskNibble-HalfaBy teSave-PutdataonadiskRAm–random-accessmemory,B-UniversalS erialBus（通用串行总线，一种简化了插接多种附件的薄型插座）www-worldwideweb,partoftheInternetII.Pre-reading1.Q uestioningandanswering‑‑‑whatdoyo uknowaboutcomputer?●Electronicmachinecapableofperformingcalculationsand othermanipulationsofvarioustypesofdata,underthecont rolofastoredsetofinstructions.Themachineitselfisthe hardware;theinstructionsaretheprogramorsoftware.Dep endinguponsize,computersarecalledmainframes,minicom puters,andmicrocomputers.microcomputersincludedesk-topandportablepersonalcomputers.●Amulti-functionelectronicdevicethatcanexecuteinstru ctionstoperformatask.●Adevicethatacceptsinformation,processesit,andsuppliesanoutput.Acomputerusuallycontainsmemory,acontrolu nit,arithmeticandlogicalunits,andameansforinputando utput.●aprogrammablehardwarecomponentthatiscontrolledbyint ernallystoredprogramsandthatcanperformsubstantialco mputationswithouthumanintervention.Acomputertypical lyconsistsofoneormoreprocessingunits,memoryunits,an dassociatedperipheralinputandoutputdevices.●Relatedtoautomationandelectronicdataprocessing.TheL ibraryofcongresscommonlyclassesmostcomputer-related booksinHF5548,QA75-76,Z52,T385,andsomeTkranges.●amachineforperformingcalculationsautomaticallycalcu lator:anexpertatcalculation●Acomputerisadeviceormachineformakingcalculationsorc ontrollingoperationsthatareexpressibleinnumericalor putersareconstructedfromcomponentst hatperformsimplewell-definedfunctions.Thecomplexint eractionsofthesecomponentsendowcomputerswiththeabil itytoprocessinformation.Ifcorrectlyconfiguredacompu tercanbemadetorepresentsomeaspectofaproblemorpartof asystem.Ifacomputerconfiguredinthiswayisgive2.Discu ssingandsharing‑‑‑Howhavecomputerschangedourlives?Somedaysoon,ifyouhaven’talready,you’relikelytoplugintothecomputernetworknationgrowingin puterterminals,orsmallcomputersconnecte dviamodemtoordinarytelephonelines,shouldbeasubiquit ousasthetelephoneitself.They’reamuchmoreusefulandhumanetoolthanthephone,andwithc orporateAmericabehindthemthenetworkswillbeeverywher e----changingourlivesmorethananytechnologysincethea utomobile.joiningacomputernetworkisthesameasjoining acommunity.Smallsystemsarelikevillages,wherenewmemb ersareformallywelcomed.Thelargernetworks,theSourcea ndcompuServe,forexample,arecities-anonymous,fullofl ifeandevents,butdifficulttofitinto.III.Reading1.Lis teningandreadingtotherecordingofthetextwHoAmI?Turnt opage18andlistenandreadtotherecordingofthetext.Paya ttentiontothepauses,pronunciationandintonationofthe nativereader.2.Readingaloudandunderliningexpression sNowwearetoreadthetextonceagainandunderlinealltheex pressionsinthetext.Putthemdownintoyournotebookafter classashomework.collocationsfromwHoAmI?beginas…,ac alculatingmachine,bebuiltas…,followinstructionsfrom…,soundsimple,atthetime,atechnologicalrevolution, writeabook,make…work,solveproblems,becomehuge,hadartificialintellig ence,gobackto…,thesizeof…,goby,changesize,becomes mallandthin,getquick,standtherebyoneself,beconnecte dby…,shareinformationby…,talkto…,bring…into…,dealwith…,communicatewith…,servethehumanra ce3.Reading,identifyingandsettlingAttention,please! Itistimetoskimthetextonemoretimeandidentifythediffi cultsentences.Tryanalyzingthestructuresofthedifficu ltsentencesanddiscussthemamongyourgroupmembers.youm ayalsoputyourquestionstomeforhelp.chat（online）（在线）聊天Tochatistotalkaboutordinarythingsthatarenotveryimpo rtant.youcanchattoonepersonortomanypeople.Peopleals ousethiswordnowforpartsoftheInternetwherewecantalkw ually,youchat ontheinternetinachatroomormessagingservicelikeAoLIn stantmessenger,yahoomessenger,ormSNmessenger.4.Read ingandtransferringScanthetextforinformationtocomple tethetablebelow,describingthedevelopmentofcomputer. In1642In1822In1936In1960sIn1970sIV.closingdownbydoingcomprehendingexercisesTurntopage18andinpairsdothe comprehendingexercisesNo.1and2.Period2:Asamplelesso nplanforLearningaboutLanguageAimsTolearntouseThePre sentPerfectPassiveVoiceTodiscoverusefulwordsandexpr essionTodiscoverusefulstructuresProceduresI.warming upbyreadingtothetapeTobeginwith,turntopage18,listen ingtoandreadingtotherecordingofthetextwHoAmI?Attent iongoestothepausesandintonation,aswellasthepronunci ationofthereader.II.Discoveringusefulwordsandexpres sionsInpairsdotheexercises1,2and3onpages19and20.you mustfinishthemin10minutes.III.Learningaboutgrammar1 .PassiveVoice—overviewTenseormodelPassiveSentenceSimplePresentThe ToEFLexamisgiveneverysixmonths.SimplepastTheToEFLex amwasgivenlastmonth.SimpleFutureTheToEFLexamthisyea rwillbegivenonoctober15.PresentcontinuousTheToEFLex amisbeinggiveneveryyear.PresentperfectTheToEFLexamh asbeengiveneveryyearsince1950.PastperfectTheToEFLex amhadbeengivenbeforetheVietnamwaroccurred.Simplemod alTheToEFLexamshouldbegiventoeveryForeignstudent.Pa stmodalTheToEFLexamshouldhavebeengiventoalltoenterU Scolleges.2.ThePresentPerfectPassiveVoiceThestructureofThePresentPerfectPassiveVoiceis:have/has＋been ＋~edIV.ReadingaloudanddiscoveringNowgobacktopage18to readaloudanddiscoverinthetextexamplesofThePresentPe rfectPassiveVoice.Astheyearshavegoneby,Ihavebeenmad esmallerandsmaller.Sincethen,myfamilyandIhavebeenus edbybillionsofpeopletodealwithinformationwitheachot heraroundtheworldbytheInternet.V.Discoveringusefuls tructureweshalldogrammarexercises1,2and3onpage20.VI .closingdownbydoingaquizcorrectthemistakesinthesepa ssivevoicesentencesExample:Thehousewasbuildin1880.1.3000employeeswerelayingoff.2.Astorywillmadeup.3.Anideawasputtedforwardfordiscussion.4.Hasthebookbeengivebacktoyouyet?5.mybankloanwillbepayedoffinfiveyearstime.6.Nothingcanbeholdagainstme.7.ourallieswillbelendsupport.8.Shehasneverheardof.9.Shewasbeingknockeddownbyabus.10.Shewaslettedoffwithafine.11.Thecandlewasblowoutbythedraught.12.Thecriminalwerelockedup.13.Thefloodwaterwasbekeptbackbybarriers.14.Theinconveniencewillmadeupforbythismoney.15.Thekeysmusthavebeenbeingleftbehind.16.Theoldcinemaisbeingpulldown.17.Theprotestersbeingheldbackbythepolice.18.Theroadwasblockingoff.19.Thirtymorepeoplewerelaidofflastweek.20.yourjacketcanbehangedupoverthere.Period3:Asampleles sonplanforUsingLanguageAimsTodiscussaboutITTowritea reportaboutITToreadaboutandroidsorrobotsProceduresI .warmingupbytalkingaboutITwhatisInformationtechnolo gy?Informationtechnologyorinformationandcommunicati ontechnologyisthetechnologyrequiredforinformationpr ocessing.Inparticulartheuseofelectroniccomputersand computersoftwaretoconvert,store,protect,process,tra nsmit,andretrieveinformationfromanywhere,anytime.II .ListeningandwritingTurntopage21.Lookatthepicturesandlistentoaconversationaboutdiffe rentkindsofinformationtechnologyorIT,discussandwritedowningroupstheadvantagesanddisadvantagesofeachkin d.III.SpeakingandwritingSupposeyouandyourpartnerare goingtohelpchoosecomputersforyourschool.Nowtalkabou tthespecialthingseachofthecomputercandoandwritearep orttoyourheadmaster.IV.Reading,underliningandspeaki ngItissaidthatcomputerscouldbeputintoandroidsorrobo ts.ReadthetextAndy—TheAndroid,underliningalltheexpressionsandthinkofth efunyoucouldhave!ExpressionsfromAndy—TheAndroidpartofafootballteam,onceayear,gettogether ,playafootballgame,beas…as…,infat,looklike…,onthefootballteam,runfast,thi nklikeahuman,shoutto…,incomputerlanguage,haveagood shotforagoal,getsecondplace,winthefirstplace,havean ewkindofprogram,improveone’sintelligence,createabettersystem,playagainstahuman team,inaway,program…with…,makeup…,afterall,withthehelpof…V.writingaletterSupposeyouareanandroid.whatwouldsay toaspoiledchildwhowouldnotdohishomework?writealette rtotheboy.AndroidAnandroidisanartificiallycreatedbe ingthatresemblesahumanbeing.ThewordderivesfromGreekAndr-‘man,human’andthesuffix-eidesusedtomean ‘ofthespecies,kind,alike’.Theworddroid,arobotinth eStarwarsuniverse,isderivedfromthismeaning.Somepeop lemaintainthat,etymologically,thewordandroidmeansre semblingamalehumanandthatarobotresemblingawomanshou ldlogicallybecalledagynoidforsexistlanguagetobeavoi ded;however,thiswordisnotcommonlyused.Unliketheterm srobotandcyborg,thewordandroidhasbeenusedinliteratu reandothermediatodenoteseveraldifferentkindsofman-m ade,autonomouscreations:arobotthatcloselyresemblesa humanacyborgthatcloselyresemblesahumananartificiall ycreated,yetprimarilyorganic,beingthatcloselyresemb lesahumanAlthoughessentiallyhumanmorphologyisnotthe idealformforworkingrobots,thefascinationindevelopin grobotsthatcanmimicitcanbefoundhistoricallyintheass imilationoftwoconcepts:simulacraandautomata.Theterm androidwasfirstusedbytheFrenchauthormathiasVilliers del'Isle-AdaminhisworkTomorrow’sEve,featuringaman-madehuman-likerobotnamedHadaly.A ssaidbytheofficerinthestory,“InthisageofRealienadvancement,whoknowswhatgoesoni nthemindofthoseresponsibleforthesemechanicaldolls.”PartTwTeachingResourcesSection1:Atextstructureanaly sisofwHoAmI?I.TypeofwritingandsummaryofwHoAmI?Typeo fwritingThisisapieceofnarrativewriting.mainideaofth epassageBeginningasjustacalculatingmachinein1642inF rance,thecomputerhasbeenexperiencingimprovementagai nandoveragainover300yearsormore,whichhasnotonlymade itmorebeautifulandintelligentbutalsochangedman’slifeagreatdeal!Topicsentenceof1stparagraphIbeganas acalculatingmachinein1642inFrance.Topicsentenceof2n dparagraphNoonecouldrecognizemeafterIgotmynewtransi storsinthe1960s.II.Achainofeventsshowingthedevelopm entofcomputeracalculatingmachinein1642inFrance→anAnalyticalmachinein1822→a“universalmachine.”in1936→thesizeofalargeroom→madesmallerandsmaller→gettingnewtransistorsin1960s→cleverandquicker→anetworkintheearly1960s→talkingtohumansusingBASIcintheearly1960s→broughtintopeople’shomesin1970s→InternetIII.AretoldversionofthetextwHoAmI?I,thecomp uter,wasacalculatingmachinein1642inFrance.ThenIwasb uiltasanAnalyticalmachinein1822,whichwasatechnologicalrevolution.Ibecamea“universalmachine”in1936tosolveanymathematicalproblem.Iwasnotverybiga tfirstthenIbecamehuge,thesizeofalargeroombeforeIwasmadesmallerandsmaller.Gettingnewtransistorsin19 60sIbecamecleverandquicker.Iwasconnectedwithotherco mputersandturnedouttopartofanetworkintheearly1960s. ThenIbegantalkingtohumansusingBASIcintheearly1960s. In1970sIwasbroughtintopeople’shomes,andcametheInternet.Section2:Backgroundinform ationcomputersI.HowDocomputerswork?computerBasicsTo accomplishataskusingacomputer,youneedacombinationof hardware,software,andinput.Hardwareconsistsofdevice s,likethecomputeritself,themonitor,keyboard,printer ,mouseandspeakers.Insideyourcomputertherearemorebit sofhardware,includingthemotherboard,whereyouwouldfi ndthemainprocessingchipsthatmakeupthecentralprocess ingunit.Thehardwareprocessesthecommandsitreceivesfr omthesoftware,andperformstasksorcalculations.Softwa reisthenamegiventotheprogramsthatyouinstallonthecom putertoperformcertaintypesofactivities.Thereisopera tingsystemsoftware,suchastheAppleoSforamacintosh,orwindows95orwindows98foraPc.Thereisalsoapplicationso ftware,likethegamesweplayorthetoolsweusetocomposele ttersordomathproblems.youprovidetheinput.whenyoutyp eacommandorclickonanicon,youaretellingthecomputerwh attodo.Thatiscalledinput.HowTheyworkTogetherFirst,y ouprovideinputwhenyouturnonthecomputer.Thenthesyste msoftwaretellsthecPUtostartupcertainprogramsandtotu rnonsomehardwaredevicessothattheyarereadyformoreinp utfromyou.Thiswholeprocessiscalledbootingup.Thenext stephappenswhenyouchooseaprogramyouwanttouse.youcli ckontheiconorenteracommandtostarttheprogram.Let’susetheexampleofanInternetbrowser.oncetheprogramhas started,itisreadyforyourinstructions.youeitherenter anaddress,orclickonanaddressyou’vesavedalready.Ineithercase,thecomputernowknowswhat youwantittodo.Thebrowsersoftwarethengoesouttofindth ataddress,startingupotherhardwaredevices,suchasamod em,whenitneedsthem.Ifitisabletofindthecorrectaddres s,thebrowserwillthentellyourcomputertosendtheinform ationfromthewebpageoverthephonewireorcabletoyourcom puter.Eventually,youseethewebsiteyouwerelookingfor. Ifyoudecideyouwanttoprintthepage,youclickontheprintericon.Again,youhaveprovidedinputtotellthecomputerw hattodo.Thebrowsersoftwaredetermineswhetheryouhavea printerattachedtoyourcomputer,andwhetheritisturnedo n.Itmayremindyoutoturnontheprinter,thensendtheinfor mationaboutthewebpagefromyourcomputeroverthecableto theprinter,whereitisprintedout.II.Televisionoldport abletelevisionAtelevisionisadevicewithascreenthatre ceivesbroadcastsignalsandturnsthemintopicturesandso und.Theword“television”uallyaTVlookslikea box.olderTVshadlargewoodenframesandsatonthefloorlik efurniture.NewerTVsbecamesmallersotheycouldfitonshe lves,orevenportablesoyoucouldtakeitwithyouwherevery ouwent.ThesmallestTVscanfitinyourhand.ThelargestTVs cantakeupawholewallinyourhouse,andmaysitonthefloor, orbejustalargeflatscreenthatcanbemountedonthewall.m anyTVsarenowmadeinwidescreenshapelikemovietheatresc reens,ratherthanold,moresquareTVs.Atelevisionhasana ntenna,orithasacable.Thisgetsthesignalfromtheair,or scanalsoshowmoviesfromDVDplayersorV scanbeconnectedtocomputersandgameconsoles,usu allythroughakindofsocketcalled“ScART”.III.weborworldwidewebTheworldwidewebisthe partoftheInternetthatcontainswebsitesandwebpages.It isnotusedtodescribewebPagesthatareusedofflinewheren etservicesarenotavailable,ornocomputernetworkexists -suchaswikipediaoncD.Inthiscasenorealphysicalsiteex istsotherthantheplacewherethecomputeris.Blogandwiki capabilitieswillalsonotbeavailablebecausetheserequi reacommunicationwithothercomputers.IV.RadioRadioisa communicationsinvention.Thoughoriginallyusedtocommu nicatebetweentwopeople,itisnowusedtolistentomusic,n ews,andpeopletalking.Radioshowswerethepredecessorto TVprograms.V.DVDDVDmostcommonlystandsfor “digitalversatiledisk”.Itcanplayvideothatisofahig herqualitythanaVHStape.VI.TwokindsofDVDTheycanalsoh old4.7GBofinformationasopposedtothe700mBthatacDcanh old.AplusofusingaDVDforavideoistheabilitytohaveinte ractivemenusandbonusfeaturessuchasdeletedscenesandc ommentaries.VII.EmailEmailisamessage,usuallytext,se ntfromoneInternetusertoanother.Emailisquickerthansn ailmailwhensendingoverlongdistancesandisusuallyfree .Tosendorreceiveanemail,acomputerwithamodemandtelep honelineconnectedtotheInternet,andanemailprogramarerequired.Emailaddressesaregenerallyformatedlikethis :login@server..Somecompaniesletyousendandreceiveema ilforfreefromawebsite.Gmail,Hotmailandyahoo!dothis. VIII.HumanHerearetwohumans.Amanisontheleftandawoman isontheright.Ahumanorhumanbeingisaperson,likeyou.Am alehumanisaman,afemalehumanisawoman.Ifyouthinkabout allhumansinthewholeworld,theyarecalledhumanity.Inth epast,peoplehavealsousedmanandmankindtomeanallhuman s.HumansarecalledHomosapiensbyscientists.Humansarea nanimalspeciesthatbelongstothegroupcalledprimates.m onkeysareprimatestoo,buttheprimatesmostlikepeoplear egorillasandchimpanzees.mostscientiststhinkthatchim panzeesandhumanscamefromacommonancestorbywhatiscall edevolution.otheranimalsevenmorelikehumansthanchimp anzeesoncelivedtoo,buttheyarenowextinct.Humanrights arethosethingsthateveryonedeservesandthewaytheyshou ldbetreatedbyotherpeople.Section3:wordsandexpressio nsfromUnit3computerscommonn..anareaofgrasslandwithnofenceswhichallpeopleare freetouseorapieceofopenlandforrecreationaluseinanur banarea:EverySaturdayjeanwentridingonthevillagecommon.Harlowcommonisverybeautifulinwinter.哈洛公园在冬天时风景很美。

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。

Unit 3 Computers本堂课包括Warming up 和Reading 两部分。

他们是语言知识和文化意识的输入过程；是语言技能、情感态度和学习策略的培养过程，也是语言输出过程。

在整个教学过程中，它是培养学生阅读能力的主要过程，教学重点是阅读技能的培养、交际能力及情感态度的提升。

Warming up部分根据每个人对电脑的看法不同让学生就“Do you like computer?”进行小组探究和讨论，从自身实际出发谈论自己的看法，有助于激发学生对于整个单元的学习兴趣。

Reading部分（Computers）主要讲述的是电脑的发展史，通过一系列问题的设置让学生能够在全面理解文章的基础上提高信息处理、加工和学习的能力。

Knowledge objectives:掌握以下词语和句型：Calculate,sum, solve, simplify, artificial, intelligence, revolution,reality, totally, application, finance, in common, over time, as a result, from···on, so···that. Ability objectives:训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和篇章理解的准确性，并养成一定的自主学习能力；培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。

Emotion objectives:通过对“computer”的学习，启发学生思考电脑给我们带来的影响，从而以一种正确的方式利用电脑和网络资源；另外通过电脑的发展历程让学生意识到科技对生活的影响。

1. 教学重点：1.了解计算机的发展过程，进一步认识计算机的演变以及对人类的影响。

2.训练学生的阅读技巧，提高学生阅读速度和理解能力。

基础编程教案：高一英语必修2 Unit3 Computers全单元教案随着科技的不断发展，计算机变得越来越普遍，也越来越深入人们的生活中。

作为学生，我们需要掌握计算机的基础知识，学会如何使用计算机，更好地应用它们。

本篇文章将为您介绍一份高一英语必修2 Unit3 Computers全单元教案，帮助您更好地理解和掌握计算机的相关知识。

一、教学目标1.了解计算机的基本知识，包括计算机的特点、发展史和计算机的应用领域。

2.掌握计算机相关的词汇和语法。

3.了解计算机对人类社会发展的影响。

二、教学内容1.计算机的概念及其特点2.计算机的发展史3.计算机的应用领域4.计算机相关的词汇和语法5.计算机对人类社会发展的影响三、教学步骤1.导入通过展示一些计算机的图片，让学生了解计算机的外观和工作原理，引导学生思考计算机在我们日常生活中的作用。

提问学生：计算机是什么?计算机有哪些特点?2.讲解介绍计算机的概念及其特点，包括计算机的四项基本特征：自动性、可编程性、电子化和存储能力。

同时讲解计算机的发展史，梳理计算机的发展历程和各个时代的代表性计算机。

介绍计算机的应用领域，让学生了解计算机在不同领域的应用，如科学研究、工业生产等。

讲解计算机相关的词汇和语法，如“硬件”、“软件”、“网页”等。

3.练习让学生进行计算机相关的练习，如基本的计算机操作、编程等。

同时让学生在网络上查找相关文献，拓展知识面，增强对计算机的理解和掌握。

4.讨论让学生就计算机对人类社会发展的影响进行讨论，探讨计算机在不同领域对人类生活的影响。

引导学生思考计算机如何可以更好地服务人类和改变人类社会。

5.总结总结本节课的内容，强调学生需要通过学习计算机相关知识，提高自己的计算机技能水平，更好地适应和融入未来社会的发展和变化。

四、教学反馈通过小测验或互动问答的方式，让学生对所学内容进行检验和总结，及时了解学生的学习情况和掌握程度，以便制定更好的教学计划。

Content: Vocabulary, Warming up and WritingObjectives:1. Enlarge the vocabulary about computers by quiz and the combination with the practical use;2. Learn about the development of computers by referring to the pictures and the givenmaterials;3. Write about the advantages and disadvantages of using computers by individual and groupwork.Bases of objectives: V ocabulary required in curriculum criterion and their use in practical use. Key and difficult points: the memory of vocabulary; the development of computers.Idea and strategy:Student-centered learning; Inquiry activity ( individual & group work);Combination with practical life.Procedures:Step I. Duty workStep II. IntroductionActivity 1 A Quiz1. What is it in English?2. How many English words do you know on the keyboard?Esc Tab Caps-lock Shift Ctrl Alt EnterBackspace Delete Printscr Insert Home End PgUp / PgDn 3. More knowledge about computers:1) What is IT? 2) What is CPU?3) What is WWW? 4) What is the English for “科学技术”?5) When did the computer begin?A.1640B. 1642C. 1822D. 19366) Who really invented the computer?A. NewtonB. Bill GatesC. Alan TuringD. Thomas Edison7) When did computers come into the common family?A. In the 1950sB. In the 1960sC. In the 1970sD. In the 1980s8) What does “artificial intelligence” mean?4. Other useful words and expressions about computers:network virus program website hacker register download upload home page desk top user name click software hardware Consolidation: Complete the sentences with proper words.1) We should use computers properly and never be a m_____ potato.2) In the accident he e______ being killed.3) You can input the capital letters when you press the key “s ___”.4) If the situation is out of c______, it will be hard to deal with.5) If you want to remove something from the computer, just press the key “d _____”.6) With the development of ______ and ________(科技），computers have entered our life.7) Hackers are said to start a computer _____(病毒）.8) Nowadays you can ______(上传）and _______（下载）information from the net easily. Step III. Warming up1. The development of computersAbacus---calculator---huge computer---PC---laptop---PDA---Robot•An abacus is an old calculating(计算) machine used in China until now.• A calculator is a new calculating machine which can solve a large number of mathematical problems.• A huge computer is built to solve some mathematical problems. But it is too big.• A PC is a personal computer which can solve all kinds of problems and is widely used now.• A notebook computer is a kind of useful computer which can be taken conveniently (方便的) like a notebook.• A PDA, Personal Digital(电子的) Assistant, is a digital tool used to help to deal with personal work.2. What’ s next?Activity 2 Thinking (Individual work)Q: In what ways is the computer used？Step IV. WritingActivity 3 Group workPeople say computers bring us more advantages than disadvantages. Do you think so?Advantages:Disadvantages:Conclusion: There is no doubt that computer has two sides. …Step V. Summary What have we learned today?1. V ocabulary: (mouse, host, monitor, escape, shift, control, delete, insert, virus, register,download, upload, technology, artificial, intelligence, calculate, digital, solve, deal with)2. the development of computers;3. the advantages and disadvantages of computers.Step VI. Self-assessment(自我评价) (excellent --- good --- just so so --- not good)Step VII. Homework1. Try to remember as many words related to computers as possible;2. Finish one passage to write about the advantages and disadvantages of computers.Begin like this: With the development of science and technology, computers are playing an important part in our life. It brings a lot of advantages as well as disadvantages.On one hand, …On the other hand, …Step VIII. Reflection:。