UNIT3Computers教案

英语教案computer【篇一：unit3_computer_教学设计】unit 3 computers 教学设计(warming up＆reading)教材分析本堂课包括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部分利用guessing game 激发学生对电脑的兴趣，从而展开对“what can we do with computers in our daily life”问题的讨论。

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。

学情分析在本课任务驱动的学习过程中，学生可能会采取自主学习、合作学习。

探究学习等策略，独立思考、快速阅读文章、讨论等方式进行有效的学习。

教学目标和要求（1）认知目标（2）能力目标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。

（3）情感目标通过对“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。

教学重点难点教学重点：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。

教学难点：对所获取的信息进行处理、加工和学习，形成有效的学习策略。

教学策略与手段1.任务型教学2.课堂操练和小组讨论3.多媒体教学教学过程step 1 lead—in(热身活动)1. guessing gamet: good afternoon, class. before our lesson, i would like to play a guessing game with you. if you know the answers, please say it out. are you ready? ok, here we go.i am very old now. i was born in china. many people used me for calculating in the past, but now i am a bit lonely because they don’t like me now.abacusin china, a lot of students use me when solving mathematical problems.calculatori can be used for calculating, sending e-mails, watching movies online. however, i am not a pc, because i am small enough for you to take me with you.t：no.3 there is no words description, only pictures. so look at these pictures, do you know who am i?yes, very good. you are really clever. and today we are going to learn a new unit. unit 3 computers.2. the history of computers.t: my dear class, nowadays nearly everyone uses computers at home or in their office. but do you know the history of computers? look at these inventions. can you put them in an order according to the time when they appeared?( ) analytical machine ( ) laptop( ) calculating machine( ) robot( ) pc ( ) universal machinet: computers develop with a long history, and i think many scientists devote themselves to improving the functions of computers. right？ therefore, we can use computers conveniently. so my next question is “what can we use computers to do in our daily life?”设计意图：通过围绕电脑这一主题展开，话题贴近我们生活，容易调动学生的积极性，激活他们的思维。

Unit 3 ComputersReadingTeaching procedures：1.Listening and reading to the recording of the text WHO AM I?Turn to page 18 and listen and read to the recording of the text. Pay attention to the pauses, pronunciation and intonation of the native reader.2.Reading aloud and underlining expressionsNow we are to read the text once again and underline all the expressions in the text. Put them down into your notebook after class as homework.Collocations from WHO AM I?begin as…, a calculating machine, be built as…, follow instructions from…, sound simple, at the time, a technological revolution, write a book, make…work, solve problems, become huge, had artificial intelligence, go back to…, the size of…, go by, change size, become small and thin, get quick, stand there by oneself, be connected by…, share information by…, talk to…,bring…into…, deal with…, communicate with…, serve the human race3.Reading, identifying and settlingIt 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 the teacher for help.4.Closing down by doing comprehending exercisesTurn to page 18 and in pairs do the comprehending exercises No. 1 and 2.Scan the text for information to complete the table below, describing the development of computer.1642：The computer began as a calculating machine．1822：The analytical machine was made by Charles Babbage．1936：The computer grew rapidly both in size and in brainpower．1940s：The computer had grown as large as a room．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 togetherLanguage pointsReading WHO AM I?1. In pairs discuss what they have in common. 两人一组讨论一下他们有哪些共同之处。

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。

Unit 3 ComputersPeriod 1 Words and expressionsI. Teaching contents：Words and expressionsII. Teaching aims：1). Master the following words and expressions.calculate; universal; simplify; sum; logical; technology; artificial; intelligence; solve; reality; totally; mobile; explore; anyhow; goal; from …on; as a result; so…that; human race2). To train the students interested in words and master the usages of words and phrases.3) words: calculate; universal; simplify; sum; logical; technology; artificial; intelligence; solve; reality; totally; mobile; explore; anyhow; goal4) phrases: from …on; as a result; so…that; human raceIII. Key points & DifficultiesKey pointsMaster the following words and phrases:calculate; universal; simplify; sum; logical; technology; artificial; intelligence; solve; reality; totally; mobile; explore; anyhow; goal; from …on; as a result; so…that; human raceDifficultiesUse the words and phrases in this period correctly.IV. Teaching procedure:Step 1: Lead-inCheck the students preview work..Words and expressions preview.Step 2: ListeningListening to the words and expressions for the correct pronunciation.Step 3: Read after teacher:Read all the words in this unit after teacher.Teacher deal with the words that is difficult to read.Step 4: Key words and expressions’ explanation1.calculate vt. work (sth.) out by using numbers 计算2. universal adj. existing everywhere or involving everyone 普遍的；通用的；宇宙的3. simplify vt.to make something less complicated and therefore easier to do or understand 简化4.sum n.总数；算术题；金额in sum 总之；简言之sum up 概括；总结5. logical adj.合逻辑的；合清理的logically adv. 逻辑上；有条理地6. technology7. artificial adj.人造的; 假的8. intelligence noun [U] the ability to learn, understand and make judgments or have opinions that are based on reason. 智力；聪明9. solve vt.解决；解答10. reality n.真实；事实；现实；逼真real adj.真实的；真正的；现实的；实际的；逼真的really adv.真正地；到底；确实realize vt.实现；使变为现实in reality 实际上；事实上11. totally adv.全部地，完全地total adj.总的；总体的；全部的n.总数；总计；合计vt.计算……的总和in total 合计；共计12. mobile adj.可移动的；活动的；流动的；机动的；多变的mobile troops 机动部队a mobile face 表情丰富的脸13. explore vt. & vi.探索；探测；探究14. anyhow adv.无论如何；即使如此；至少15. goal n.目标；目的；球门16. from…on 从……时起17.as a result 结果18. so… that… 如此……以致于……与too…to… 句型的相互转换19.human race 人类Step 5: ExercisePair work: students try to complete exercises of this period with their partners. Teacher give them help when they do this exercise.Step 6: Homework.1.Memorize the new words learnt in this period.2. Preview the warping up and pre-reading and try to answer the questions in warming up.3. Try to find some information about the development of computers.V. Blackboard designUnit 3 ComputersWords and expressions1 in sum 总之；简言之sum up 概括；总结2. technique (n.)technologist (person)technical (adj.)technological (adj.)3. real adj.真实的；真正的；现实的；实际的；逼真的really adv.真正地；到底；确实realize vt.实现；使变为现实in reality 实际上；事实上Unit3 ComputersPeriod 2 Warming up and pre-readingI. Teaching contents：Warming up and pre-readingII. Teaching aims：1）To inspire students with strong interest in the computers and improve students’ English ability.2).Learn how to describe different kinds of computers in English.3). To learn and remember the following words: abacus; calculator; PC; laptop; PDA; robot; development; universal;III. Key points & DifficultiesKey pointsTalk about the development of computers.DifficultiesRemember the new words.IV. Teaching procedure:.Step I : GreetingsThe teacher greet the whole class.Step II: Words preview:Teacher lead the students preview some new words of this unit.Step III: Warming up1.Warming up by guessing the riddles.(1). I am very old now. I was born in China. Many people used me for calculating in the past,but now I am a bit lonely because they don’t like me now.(2). I can be used for calculating. Besides, I can also be used for watching DVD, sendinge-mail and communicating through the Internet. How ever, I am not a PC, because I’m small enough for you to take me with you.(3). I am so small in size that I can fit in your hand. I usually have a small screen usuallybigger than a digital phone, however smaller than the smallest laptop, I’m a great way to store telephone numbers, access the internet, make calculations, and so on.(4). I am very small. I can be used for calculating. In China, a lot of students use me whensolving mathematical problems.(5). I am very big. Scientists use me to solve some mathematical problems.(6). I’m a machine that works automatically.I can do a wide variety of tasks, especially suitable for doing jobs too boring, difficult, ordangerous for human beings.(7). I’m a small, relatively inexpensive computer designed for an individual user. I’m basedon the microprocessor technology. At home, people use me to surf the Internet and play games.( answers: 1. abacus, 2. laptop; 3. PDA; 4. calculator; 5. huge computer; 6. robot; 7. PC )Teacher describes the things ,ask students try to guess,2.Number the order of the abovr things according to the development of computers.(abacus→culculator→huge computer→PC→laptop→PDA→robot )Step IV: Discussion:Students may be very familiar with the computer ,so let them discuss the following question with their group members.Do you know in what ways computers are used today?Work out a list and compare it with your partner.( Ater the discussion , ask some of the groups to talk about the usage of the computers before all the class in English.)Step V: Introduction of the Computer jargonTeacher ask the students to share information about the Computer jargon they got before calss.CPU - Another name for processor,Data - Information stored on a computer,Disk - A place to store data,Email - Electronic mail,Load - Get data from a disk,Save - Put data on a disk,RAM - Memory, the more the better,USB - A method to plug computer tools into machine,WWW - World Wide Web, part of the InternetStep VI. Homework1.Finish exercise of this period.2.Pre-view the text and underline the difficult points.VII. Blackboard DesignUnit3 ComputersWarming up and pre-reading1. abacus, laptop; PDA; calculator; huge computer; robot; PC2. CPU - Another name for processor,Data - Information stored on a computer,Disk - A place to store data,Email - Electronic mail,Load - Get data from a disk,Save - Put data on a disk,RAM - Memory, the more the better,USB - A method to plug computer tools into machine,WWW - World Wide Web, part of the InternetUnit 3 ComputersPeriod 3 Reading and comprehendingI. Teaching contents：Reading and comprehendingII. Teaching aims：1). To help students learn to read an introduction about computer2).To help students better understand “the computer science”3).To help students learn to use some important words and expressions4）Main words and expressions.simplify sum ; operator; logically ; technological ;artificial; intelligence; personal;tube; network; web; mobile; rokets ;finance5）Practice different reading skills, such as skimming, scanning, intensive reading, extensive reading, etc.III. Key points & DifficultiesKey points:1.Reading comprehending skills.2.To learn the development of the computer.Teaching DifficultiesReading comprehension to the text.IV. Teaching procedure:Step 1: Review the simlpe development of computers:abacus→culculator→huge computer→PC→laptop→PDA→robotStep 2: ScanningAsk the students to listen to the recording of the text and then scan the text to answer the folloing two questions:1. Who is the speaker in this story?2. What’s the main idea of thi s passage?A. The development of computers.B. The development and use of computers.C. A machine which is simple-minded.D. Computers may replace human beings.Step 3: Skimming:Let the students skim the text and find out the toic sentences of each paragraphs, and completethe matching exercise on PPT 8.Para 1: Over time I have been changed quite a lot.Para 2: These changes only became possible as my memory improved.Para 3: Since the 1970s many new applications have been found for me.Step 4: Careful reading1.Read the passage carefully and find out the supporting details for each paragraphs’ topic . ( Ask students finish the chart on page 19 exercise 2, teacher go around them and give help if they need )2.Read the passage carefully again finish the timetable on page 19. (PPT 13—14 )Step 5: Discussion1.Now please brainstorm a list of things that you, your school and your family use computersfor. (About 1 minutes)2. Please have a discussion with your group member : what you would have to do if you couldnot use computers any more.( Students may have different opinions about this topic, let them discuss and then share with their classmates.)Step 6: Homework.1. Finish exercise 1 on page 56.2. Read the tet again after calss and underline the difficult points.3.Write down your opinions about the question in the discussion.V. Blackboard design.Unit 3 ComputersReading and comprehending1. abacus→culculator→huge computer→PC→laptop→PDA→robot2. Para 1: Over time I have been changed quite a lot.Para 2: These changes only became possible as my memory improved.Para 3: Since the 1970s many new applications have been found for me.Unit 3 ComputersPeriod 4 Language pointsI. Teaching contents：Learning about languageII. Teaching aims：1）To revise the useful words and expressions.2）Grasp the usage of such important expressions :common; as; lonely; connect; anyhow; have…in common; work o ut; go by;3）Master the sentence pattern:It took+一段时间+before+从句(一般过去时)so/such. . . that引导结果状语从句III. Key points & DifficultiesKey points:How to use the phrases correctly.Teaching Difficulties:How can students use the sentence pattern freely.IV. Teaching procedure:Step 1: Greetings.Step 2: Difficulties and key sentences explaination.mon adj.共同的；共有的；常见的；寻常的；普通的have…in common 在……方面有共同之处in common 共有；公有in common with sb./sth. 与……相同2. work out 锻炼身体；计算出；理解；了解；处理；解决work off （通过消耗体力)宣泄感情work over 拷问；追问work up 逐步发展3. It took+一段时间+before+从句(一般过去时)It will (not) be+时间段+before+从句（现在时）要过一段时间后才……（用不了一段时间就……）It was (not) +时间段+before+从句（过去时）过了一段时间后才……（没过一段时间就……）4. as在句中作连词，引导时间状语从句，意思是“随着；当……时”。

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。

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。

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 ComputersI 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, WritingIV．教学步骤：Period 1 Warming Up, Pre-reading, ReadingTeaching Goals:1. To know something about computers.2. To learn and talk about computers.Teaching Procedures:Step 1. Leading-inPurpose: 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 UpPurpose: To get Ss to think about the differe nt ways computers can be made.Pair workGet Ss to look at the following pictures, and then ask them to answer the questions.A huge computer A PCA notebook computer A calculatorAn abacus1. 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 abacus2.(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 onthat 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 whichare 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-readingPurpose: To activate Ss’ interest about computers.Group workAsk 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. Reading1. SkimmingPurpose: 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. ScanningPurpose: 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. Writethem down in your notebook.3. Further ReadingPurpose: To get Ss to get more details about the text.Read the text again and find the information to complete the table, which describes thedevelopment 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. RetellPurpose: 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. Homework1. Write a short passage about the development of computers.2. Finish Ex1 (P19), Ex2 (P20).Period 2 Language pointsStep 1 Word studyGroup workDivide Ss into four groups and ask them to discuss the following words.1. common（1）most widely known; ordinary:Eg He is a common sailor.（2）have nothing/little/something/ a lot in commonEg At first, I think we only had one thing in common, but suddenly I felt we had a lotin 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。

Unit 3 ComputersPeriod 1: Listening & SpeakingGOALS:1. To practise listening comprehension.2.To practise making decisions and reasoningTEACHING PROCEDURES: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 fast and 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 itmean? 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 expression_r_rs.I think that….In my opi nion, ….本资料来自于资源最齐全的２１世纪教育网21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。