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Learning plan for Senior English Book 2Unit 3 ComputersReading Who am I?Designer ：Senior Grade One●Teaching goals1. Language targetImportant words :Calculate universal simplify operator logically reality personal tube network application financeexplore revolution artificial intelligence technological2. Ability goals1)Enable the students to grasp the history of computers.2) the relationship between computers and humans.●Teaching important pointsTry to finish the exercises of Comprehending.●Teaching difficult pointsEnable the students to learn how to grasp the structure of the text.●Teaching proceduresStep I：Greetings and leading-in●Activity1:see a short film about robots (2')●Activity2: Guessing games --word puzzle (class work /5') Let’s guess what they are:● made of wooden beads(珠).●An old calculating machine .● in China until now.Who am I?● solve some mathematical problems.● too big. /as large as a room.Who am I?● a new calculating machine.●can solve a large number of mathematical problems.Who am I?●a kind of computer .● can solve all kinds of problems .●be used widely now.Who am I?● a kind of computer.●can be taken conveniently(便利) like a notebook.Who am I?●Step II. Skimming:Activity3:Do a quizRead and answer these questions: (individual work / 3')1.Who am I?2.Who was the first person to invent the earliest computer?3.Who was the next important person to design computers?4.How old is the computer?5.when was the computer the biggest?6.What happened to the computer in the 1960s?●Step III. ScanningTask1: Read the passage again and complete the chart below(Pair work /5’)Task2:Read the passage and finish the timeline below (individual work / 3’）1642: The computer began as a .1822: The analytical machine was made by Charles Babbage.____ : The computer grew both in size andin .1940s : The computer had grown a room.: The first family of computers was connected to each other. 1970s :computers were used in .Now : Computers connect people . together.Task3:Check the sentences are true or false. (individual work / 3')1.Alan Turing built an Analytical Machine to solve any mathematical problems.( )2.People began to realize that the computer got cleverer and quicker with time passing.( )3.The computer began to serve the human race since it was brought into people’s homes.( )4.Since the 1970s, the computer was used by people around the world through the Internet.( )●Step IV.Summary(class work /5')I began as a ________ ________ in 1642 . In 1822 I was built as an ________ _________. In 1936 Alan Turing built a _______ ________. As the years have____ ____, I have been made_____ and smaller, but I got ____ ____ cleverer , quicker ____ _____.In the 1960s they gave me a family________ ___ .I was _____ ____ ____ ______ in the 1970s. Since my birth I have truly been built to serve the human race.Step V.Activity 4: Discussion( group work /5')Discuss with your partners to list some advantages and disadvantages of the Internet.Advantages：___________________________________________ Disadvantages:__________________________________________ ●HomeworkWrite a composition about the relationship between human race and the computer .。
Unit 3 Computers一、教学对象分析本节课的教学对象为高一上学期的学生，在经历了必修1的学习过程之后，学生已经对高中的英语学习有了初步的了解和感知，但仍需要训练和提高语篇的理解，归纳和分析的能力。
本节课的一系列活动，就是为学生的语篇阅读打开一扇窗户，培养学生的语篇意识，使其更全面的理解文章内容，归纳主旨大意。
学生在前一节课的词汇学习中，已经掌握了文中所出现的大部分生词，这为本节课的阅读扫清了障碍，能让学生更好的专注于语篇结构的理解，而不必因为生词过多影响阅读效果。
高一学生活泼好动，思维活跃，愿意积极的投入到思考和各种活动中。
这就需要老师积极热情的引导，合理设计活动环节，有条理的分解知识层次，帮助学生循序渐进的掌握语篇的处理能力。
二、教材内容分析本节课阅读材料是本单元的主要阅读篇章，属科普类说明文，讲述了计算机的发展历史及其在当今世界各个领域的应用。
内容较为抽象，且有一些专业术语，对高一学生来说有一定的难度。
但写作手法上以计算机为第一人称进行自白，这种拟人的手法能够激发学生的阅读兴趣，也使得文章更浅显易懂。
本文共分3个段落，以时间为顺序说明计算机的发展历史，且每段的第一句话均为该段落的主题句。
这种结构的语篇非常适合用来启发和引导学生寻找段落的主题句，并进一步归纳文章主旨大意。
同时配以适当的练习，帮助学生归纳总结出方法，在练习中运用这些方法，从而提升对语篇的全局意识，增强对语篇的解题能力。
三、教学目标根据以上学情和教材分析，本节课的重点是教会学生如何正确寻找段落主题句，归纳语篇主旨大意。
以这个任务为主线，贯穿整个教学活动，让学生眼，耳，手并用，通过自主学习，小组学习等教学活动，在语境中观察，总结，实践语篇分析方法，并最终从阅读理解的三个维度达到以下目标：1.信息知识——了解计算机的发展历史及其在当今社会各个领域的广泛应用。
2.语言知识——理解和掌握与计算机相关的词汇。
3.语篇知识——领悟和实践在语篇中寻找主题句的方法，学会归纳文章主旨大意。
必修2 Unit 3Who am I Task 1: warming up : Find out the following English expressions:计算器随着时间流逝穿孔卡技术革命万能机,通用机器人工智能Task 2:Fast reading1. Who is the speaker in this story?2. What’s the general idea of the passage?3. Topic sentences of each paragraph.Task 3:Careful reading泛读：P23 ANDY — THE ANDROID Read the text (P23) carefully and fill in the blanks.语法---现在完成时的被动语态【复习】1. 现在完成时的用法：2. 现在完成时常与already, always, often, ever, never, yet, not...yet, just等不表示明确的时间副词连用, 还可以和表示时间一直延续到目前的带since, for 的状语及包括现在在内的词连用。
如: now, today, this month, this year, recently, these few days 等。
【课前预习】现在完成时被动语态的结构：“has/ have + been + 动词过去分词”。
试比较以下几组句子的谓语结构：1. 主动句：He has repaired the machine for two hours. 翻译：被动句：The machine has been repaired for two hours. 翻译：.2. 主动句：The teacher has borrowed the books. 翻译：. 被动句：The books have been borrowed by the teacher.翻译：【本课重点】1. 现在完成时被动语态的构成：“have／has ＋been ＋及物动词的过去分词2. 并不是所有动词都有被动语态1) happen, take place, break out, belong to, cost, last等不及物动词或词组无被动语态。
人教版必修二高中Unit 3 阅读Who am I？试讲稿Good morning/afternoon, dear judges, I am No. ____ Candidate. Applying for senior high school English teacher. Today, my topic is “Who am I?”. Now, please allow me to start my presentation.Good morning/afternoon, everyone, are you happy today? That's great, I'm glad you feel happy. I can't wait to have our English journey! Now, everyone, let's have a brainstorm, say as much as you can. How many digital products do you know? Hurry up, think about it! Oh, yes, we have phones. And? Computers, good. What's more? Digital camera. That's one of it....(可根据试讲时间适当增减)You did a good job. Now, please look at the pictures and title on page 18. Can you guess “who am I”? Who is the narrator of the article? Linda, you please. You don't know? It's ok. How about you, George? Maybe computer? Yes, the narrator is the computer, so “I”am the computer.Speaking of computers, what do you know about them? And how have computers changed our lives? You may discuss with your group members. And I will give you five minutes. After that, please share your answers to us.Ok, now, times up! Who can share your results? The first question, what do you know about computers? Mary, can you? Good. Anything else? Ken, you please. Well done, Ken!How about the second question, how have computers changed our lives? Katherine, I see you put up your hand. Good, please sit down. And let's invite Peter to share his answer. That's good, thumbs-up for all of you!1) Skimming: Guide students to skim the text and find out the main idea of it. Ask the students what is the order of the passage.2) Scanning: Provide students a timetable to scan the text and fill the blanks of the table to get more detailed information.3) Careful reading: Students can finish the multiple choices and fill in the blanks given by the teacher.Now, let's find out what the passage is about! I'll give you three minutes to skim the passage, and then, please tell me what is the main idea of the passage and what is the order of the passage.Ok, now, please tell me together, what is the passage mainly about? Yes, it's about the development of computers. And do you find out what is the order of the passage? It's according to? Good, you've got it. It's according to time order.Now, look at the screen, we have a timetable. And some important information are missing in the table. Can you help us to fill in the blanks? Five minutes for you!Ok, stop here. Who can tell us the answers? Ok, you please, Helen. Great, any different ideas? William, please. Right, it should be “Alan Turing wrote a book to descrie how computers could be made to work”in 1936. Now, do you agree with their answers? You did? Good!Look at the screen, there are some multiple choices, and another passage with some blanks. This time I'll leave you six minutes to find the answers. You can ask me for some help, or you can discuss it with your deskmates.Let's check the answers now, together, the first one is? Good, it's A. And the second one.Be careful, it should be C, not B, ok? And each one each blank, start from you, please. Well done! You've got the answers!It's time for your imagination. What do you think computers will be in the future? You can discuss it with your group members, and write down some interesting things on your paper. Four minutes for you! Here we go!Group one, what do you think! Wow, that's fascinating! Group two, how about your ideas? Artificial intelligence, you've catch the trend. Group three? Maybe closely related to our health! Excellent, you really have some good ideas!Now, Eric, may I ask you to summarize what we've learnt today? Yeah, we have learned a passage about the development of computers. We have also learned the writing in the first-person perspective. It's very useful, right? You can use it in your writing.Did you enjoy our English journey? That's great! （情感升华）Remember to use English in our daily lives, ok? Now, here comes your homework. After class, search the Internet for some information of the development of phones and write a short passage just like we have learned today. Would you like to do it? That's so good. Next class, you can show your results. So much for today, see you next time.That's all, thanks for your listening.。
Module2 Unit3 Reading Who Am I ？教学设计(人教版高二英语必修教案教学设计)高二英语组：杨雪琪Module2 Unit3 Reading Who Am I ？教学设计一、教材分析1.教学内容分析Reading 中以别致的标题Who Am I？引起学生的好奇心，使学生迫不及待地阅读这篇文章，并努力猜出“I”是computer，从而对文章的内容印象深刻。
文章以第一人称的形式按时间先后顺序讲述了computer的产生、发展和现在，并用拟人化的口吻表达了computer 乐于为人类服务的精神。
通过这一节课的学习，学生增加另外有关计算机等方面的的知识和相关的词语，并理解了计算机的发展史及其广泛的应用，从而激发学生对科学探索的兴趣。
2.教材处理紧扣主题设计了Lead-in, Pre-reading, Fast Reading, Careful Reading, Consolidation & Extension, Discussion and Homework 七个教学步骤,旨在通过这些活动帮助写生掌握阅读策略和阅读技巧,提高学生的阅读理解能力及口语和书面表达能力。
3.教学目标1）知识和能力目标：①培养学生运用阅读策略预测课文内容和获取信息，从而提高阅读能力。
②引导学生掌握课文中相关的句型和词汇，结合已有知识展开讨论，锻炼思辩能力和口头交际能力。
③学生能根据所阅读和讨论的内容写一篇短文,锻炼书面表达能力。
2）情感目标：陶冶学生的道德情操，培养学生自主、合作和探究精神。
4.教学重点和难点1）培养学生的阅读能力。
2）引导学生把所学词汇和句型运用到口头和书面表达中。
三、学法分析：贯彻新课标以学生为主体与学以致用的指导思想，提倡自主、合作、探究的学习方式，通过引导、点拔，让学生运用各种阅读技巧预测课文内容和获取信息；对难点的突破主要以启发引导的方式，让学生展开积极的讨论，自己去分析，去感悟，最后由教师补充点拨归纳，从而提高听、说、读、写能力。
