【人教版】高中英語必修二：教案全套Unit 3 Computers 教案精修版

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1、人教版英語精品資料（精修版） Unit 3 Computers I. 單元教學(xué)目標(biāo) 技能目標(biāo) Skill Goals Talk about information technology and robots Read about the history and basic knowledge of computers Practice making decisions Listen to a text about information technology Write a passage about an android Study The Present Perfec

2、t Passive Voice II. 目標(biāo)語言 功 能 句 式 Making decisions The advantage / disadvantage is … I think / don’t think that … What’s your reason? What makes you think so …? I think … because (of) I believe that … I agree / don’t agree … because … I’ve decided that … As / Since …, I think …

3、 詞 匯 1．四會詞匯 solve, explore, anyhow, human race, signal, goal, type, arise, electronic 2．認(rèn)讀詞匯 calculate, universal, simplify, sum, operator, logical, logically, technology, technological, revolution, artificial, intelligence, intelligent, reality, personal, personally, tube, total, totall

4、y, network, web, application, finance, mobile, rocket, happiness, download, virus, coach, appearance, character, mop, niece, abacus, calculator, PC, laptop, PDA, analytical, mathematical, designer, transistor, chip, Mars, programmer, android, teammate, naughty, spoil 3．詞組 from…on, go by, as a re

5、sult, so…that…, in a way, with the help of, deal with, watch over 結(jié) 構(gòu) The Present Perfect Passive Voice 重 點(diǎn) 句 子 1. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! 2. And my memory became so large that even I couldn’t beli

6、eve it! 3. As time had gone by, I have been made smaller and smaller. 4. I have been used in offices and homes since the 1970s. 5. Since the 1970s many new applications have been found for me. 6. I have also been put into robots and used to make mobile phones as well as help with medical oper

7、ations. 7. I have even been put into space rockets and sent to explore the Moon and Mars. III. 教材分析與教材重組 1. 教材分析 本單元以computers為話題，旨在通過單元教學(xué)，綜合聽、說、讀、寫等多種形式，使學(xué)生了解計算機(jī)和信息技術(shù)的產(chǎn)生和發(fā)展過程及其在我們的學(xué)習(xí)、工作、娛樂等生活中所起的重要作用，激發(fā)學(xué)生對信息技術(shù)的興趣。 1.1 Warming up提供幾幅與計算機(jī)有關(guān)的圖片，形象地說明了計算機(jī)的發(fā)展歷程，并用三個問題引發(fā)學(xué)生對這一話題的思考，從而起到熱身的作用。

8、1.2 Pre-reading根據(jù)文章內(nèi)容預(yù)設(shè)問題，檢查學(xué)生對computers相關(guān)知識及應(yīng)用的了解。學(xué)生對computers的了解可能參差不齊，這更能激發(fā)學(xué)生想獲取更多知識的欲望，從而引出下面的閱讀文章——WHO AM I?。 1.3 Reading中以別致的標(biāo)題WHO AM I?引起學(xué)生的好奇心，使學(xué)生迫不急待地閱讀這篇文章，并判斷出“I”是computer，從而對文章的內(nèi)容印象更深刻。文章以第一人稱的形式按時間先后順序講述了computers的產(chǎn)生、發(fā)展和現(xiàn)狀，并用擬人化的口吻表達(dá)了computers樂于為人類服務(wù)的精神。 1.4 Comprehending 1 通過s

9、canning的方式完成反映計算機(jī)發(fā)展歷程的時間進(jìn)程；2 通過填表的形式幫助學(xué)生宏觀梳理文章結(jié)構(gòu)，找出每個段落的主題句（論點(diǎn)）及具體的支持性論據(jù)；3 是讀后討論，要求學(xué)生結(jié)合自己的生活實際討論計算機(jī)如何改變了我們的生活。 1.5 Learning about language分詞匯（Discovering useful words and expressions）和語法（Discovering useful structures）兩大部分。Discovering useful words and expressions 1 根據(jù)單詞釋義寫出相對應(yīng)的詞匯，考查學(xué)生對WHO AM I? 文章中的

10、重要詞匯及短語的理解。2 是以對短文填詞完型的形式考查學(xué)生對幾個重點(diǎn)詞匯在篇章中的運(yùn)用。3 以personalize的形式練習(xí)幾個表時間狀語的短語的用法。Discovering useful structures 是學(xué)習(xí)現(xiàn)在完成時的被動語態(tài)。1 是讓學(xué)生根據(jù)例子提示在WHO AM I?文章中找出兩個含有現(xiàn)在完成時的被動語態(tài)的句子，初步了解這一時態(tài)的形式。2 是根據(jù)例句提示把所給的現(xiàn)在完成時句子變?yōu)楸粍诱Z態(tài)。3 通過欣賞一首小詩進(jìn)一步理解現(xiàn)在完成時的被動語態(tài)的用法。 1.6 Using language從聽、說、讀、寫四個部分強(qiáng)化學(xué)生的語言應(yīng)用能力。Listening and Speaking

11、 以“信息技術(shù)”為子話題展開聽說活動。說的活動主要是就信息技術(shù)各種形式的優(yōu)勢和劣勢展開討論，并用所給的表reasoning的功能項目展開討論，決定哪種類型是最有用的。Reading, speaking and writing以 “芯片”為子話題展開讀、說和寫的活動。閱讀文章介紹了叫一個叫Andy的機(jī)器人的故事，故事以第一人稱的擬人話手法來寫，說明了計算機(jī)芯片在機(jī)器人領(lǐng)域的應(yīng)用。1 根據(jù)文章內(nèi)容完成Andy的個人簡歷，檢驗學(xué)生對一些具體信息的掌握。2 激發(fā)學(xué)生的想象力，讓他們設(shè)計出自己的機(jī)器人，并能用簡歷的形式描述。3 是寫作任務(wù)，學(xué)生根據(jù)所給范文和2中的notes寫篇文章，介紹自己設(shè)計的機(jī)器人

12、。 1.7 LISTENING 材料的話題銜接Reading, speaking and writing的話題，介紹了三個不同的機(jī)器人。1 聽前預(yù)測。2 聽大意。3 聽細(xì)節(jié)完成表格。 1.8 TALKING根據(jù)假設(shè)情境在聽力的基礎(chǔ)上展開討論，討論每個機(jī)器人的優(yōu)勢和劣勢，最終做出決定并給出理由，同時也是對前面所學(xué)的功能項目的復(fù)習(xí)應(yīng)用。 1.9 USING WORDS AND EXPRESSIONS通過各種形式練習(xí)本單元的重點(diǎn)詞匯和短語。USING STRUCTURES設(shè)計了各種活動練習(xí)鞏固本單元的語法項目。 1.10 LSITENING TASK也是以機(jī)器人為話題，從機(jī)器人的權(quán)利這一角度

13、展開聽力活動，引發(fā)學(xué)生思考機(jī)器人和人類的異同點(diǎn)及機(jī)器人應(yīng)該擁有的權(quán)利。 1.11 READING TASK 閱讀材料介紹了一種未來機(jī)器人——體育機(jī)器人，文章為科幻類型，預(yù)測了機(jī)器人發(fā)展的前景。 1.12 SPEAKING TASK是任務(wù)型活動，緊接著READING TASK的話題，讓學(xué)生運(yùn)用想象力倆倆結(jié)對做一個針對體育機(jī)器人的采訪，為校報準(zhǔn)備新聞素材。 1.13 WRITING TASK是SPEAKING TASK的書面輸出活動，根據(jù)采訪活動內(nèi)容和范文結(jié)構(gòu)提示寫篇采訪稿。 2. 教材重組 2.1 將Warming up、Pre-reading、Reading和Comprehendin

14、g整合在一起，上一節(jié)“精讀課”。 2.2 將Learning about Language和Workbook中的USING WORDS AND EXPRESSIONS及USING STRUCTURES整合為一節(jié)“語言學(xué)習(xí)課”。 2.3 將Using language中的Listening and Speaking設(shè)計為一節(jié)“聽說課”。 2.4 將Using language中的Reading, speaking and writing及Workbook中的LISTENING和TALKING整合為一節(jié)“綜合技能課（一）”。 2.5 將Workbook中的LISENING TASK、R

15、EADING TASK、SPEAKING TASK以及WRITING TASK整合為另一節(jié)“綜合技能課（二）”。 3. 課型設(shè)計與課時分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用五課時教完） 1st Period Intensive reading 2nd Period Language study 3rd Period Listening and Speaking 4th Period Integrative skills (I) 5th Period Integrative ski

16、lls (II) V. 分課時教案 The First Period Intensive Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)詞匯和短語 simplify logically technological revolution solve from…on personal as a result totally so…that network Web application explore anyhow human race b. 重點(diǎn)句子 Over t

17、ime my memory has developed so much that, like an elephant, I never forget anything I have been told! And my memory became so large that even I couldn’t believe it! 2. Ability goals 能力目標(biāo) Enable students to learn about the development and history of computers. 3. Learning ability goals 學(xué)能目標(biāo)

18、 By finishing the timeline and the chart, help students grasp the basic structure and main idea of the passage. Teaching important and difficult points 教學(xué)重難點(diǎn) Understand how details are used to support topic sentences. Teaching methods 教學(xué)方法 Prediction, scanning and discussion. Teaching aid

19、s 教具準(zhǔn)備 Projector and tape recorder. Teaching procedures & ways 教學(xué)過程與方式 Step I Warming-up T: How many of you have computers in your home? Please put up your hands. Ss respond accordingly. T: What do you usually do on your computers? Ss: Type documents/homework, listen to music, watch videos,

20、play games, search on the Internet, send mails … T: When I were at your age, I knew nothing about computers. Most Chinese families never heard about it. However, in recent years, computers have become more and more popular, and most families in cities have one or more than one computer in their hom

21、e. And some families in villages also have their own computers. Computers make life more convenient and colorful. However, it took a long time for humans to have computers that we see today. Now look at the pictures on page 17 and discuss what they have in common. Then think about Questions 2 & 3.

22、Suggested answers: 1. These pictures are all technological inventions. 2. From these pictures, we know computers have experienced a long development process, and the development will never stop. 3. (There may be various answers.) Step II Pre-reading Prediction Let students predict the content

23、of the passage according to the pictures and the title. This will involve students in active thinking and exploring. Then let them make a list of the ways computers are used today. Sample list: date processing industrial design learning and teaching aids TV program editing entertainment (w

24、atch TV/video, listen to music, play games, online chat…) communication (e-mail, e-card, instant message) … T: Now look at the inventions in activity 3. First check their meanings in your dictionaries. Then put them in the order according to the time when they appeared. Help students understan

25、d the meanings of the words: analytical, calculate and universal. Note: Universal machine is also known as Alan Turing's “universal computing machine”, is capable of computing any algorithm. Students may have different answers. They will check it after reading the passage. T: Have you put

26、 them in the right order? You will find it after reading the passage. Now turn to page 18 please. Step III Reading Skimming Get students read the whole passage and try to get the main idea of it. After reading T: What does “I” in the title refer to? Ss: Computer. T: What is the main idea of

27、 the passage? Ss: The passage is mainly about the history and development of computers. Scanning T: Correct! Now read the passage and finish the timeline. With this timeline, you will have a clear idea of the development of computer. Check the answers. T: The passage has three paragraphs. Fi

28、nd out the topic sentence of each paragraph, and the details that are used to support the topic sentences. Then complete the chart in activity 2. Suggested answers: Para. 1 Para. 2 Para. 3 Topic sentence Over time I have changed quite a lot. These changes only became possible as my memory

29、improved. Since the 1970s many new applications have been found for me. Supporting details l Caculating machine l Analytical machine l Universal machine l PC l Laptop l Tubes l Transistors l Chips l Network l Web l Communication l Finance l Trade l Robots l Mobile phones l Medica

30、l operations l Space rockets T: From this chart, you will know the basic structure of this passage. As you may have found the topic sentences are not standing there alone, they are supported with details and date, which make the topic sentences more convincing. Now I will play the tape of this pas

31、sage. Listen and find out/underline the difficult words and expressions. Teacher gives some explanations. T: What can be “over time” replaced by? Ss: As time goes by. T: How do you understand the word “simplify”? Look! (on the board: simple+-ify). -ify is a suffix which means to turn into, mak

32、e or become. For example, beautify. So if you know the meaning of “simple”, you can easily get the meaning of “simplify”. Who can tell me its meaning? S: To make something easier or less complicated. T: What does “it” in line 9 refer to? Ss: It refers to the fact that computer was programmed by

33、 an operator who used cards with holes. T: Why was Alan Turing called computer’s real father? S: I guess that’s because Alan made computer more powerful, which could solve any difficult mathematical problem. T: What does “this reality” in line 15 refer to? S: It refers to the reality that comp

34、uter had grown as large as a room. T: In paragraph two, there are two sentences which contain the use of “so…that…” structure. Underline them and study carefully. Show the following on the screen/board: l Over time my memory has developed so much that, like an elephant, I never forget anything I

35、 have been told! l And my memory became so large that even I couldn’t believe it! Help students sum up the form and function of this structure: Form: so + adj./adv. + that + clause Function: This structure is used when emphasizing the degree or amount of something by saying what the result is.

36、 Step IV Discussion Deal with activity 3 on page 19. Let students discuss how computers have changed our lives? Sample discussion: S1: I think it’s impossible to live without computers! S2: What makes you say that? My grandparents didn’t use a computer and they were still able to entertain

37、themselves, to operate big machines, to analyze data, to make robots and so on. S1: You are right. But computers do change the way we live. They change the way we learn by providing distance-learning programs. They change the way we communicate with the use of e-mail and instant messenger. They ch

38、ange the way we obtain information with Internet search engine such as Google and Baidu. They change the way we deal with documents and pictures. S2: I agree. Can you imagine what our life would be like If we could not use computers any more? S2: We would go back to the world when everything goes

39、 slowly. For example, send mails via train or air plane, which takes several days or even long; go to libraries to search for information, where limited information are provided; spend long time to solve difficult mathematical problems etc. And on the other hand, we may have more time for outdoor ac

40、tivities instead of spending much time on computer. S1: Yes, computers changed our lives both in a good way and in a bad way. It depends on how we make use of it. I hope we can make good use if it. T: Do you want to see how cyber friends answer this question? Look at the screen. Show the follo

41、wing on the screen or let students visit the web page: (One the screen) User 1 Computers have made it easier for us to access a wealth of information and have all but rendered printer encyclopedias obsolete. They have also made it easier and cheaper to advertise our business anywhere we wish an

42、d do business with anyone anywhere in the world. On the downside however, computers have also made it easier for sexual predators to find victims, for criminals to steal our hard-earned money, and to even steal our identity, something nearly unheard of just a few decades ago. Also, children are more

43、 likely to sit in front of a computer and chat when they could just as easily speak with their friends on a telephone or go outside and play like children used to before the "computer revolution". As with any new technology, there are good and bad points, but in the end the general public through th

44、eir actions will determine whether or not computers have actually improved our lives. User 2 Of course!!!!! They have changed the way we shop, play, chat, work and more. User 3 They have made us a lazy generation. User 4 A computer has changed my life certainly even still at a very young a

45、ge. It's fulfilled my dreams, knowledge and much more. For some it's gained them employment and giving others something to do. It's opened a new world of gaming, chatting and finding advice and information. I COULDN'T LIVE WITHOUT ONE! User 5 Well, they made our lives easier, the made us lazier a

46、nd they gave us the chance to have some adventure when we are bored. User 6 Majority of "addicted" computer users lack "real life" social skills these days. User 7 They hurt my eyes. User 8 Computers change our attitudes, the way we live, the way we express ourselves, the way we are too ot

47、hers, views on life, views overall, how we dress, what we listen too, what we think of one another, how we work, interests. Basically everything without computers we wouldn’t have the internet and like newspapers radios magazines and television we get these all on the internet. These change how we a

48、re so basically everything about it. Also we get addicted and learn about things that maybe we shouldn’t. Also can get into trouble e.g. downloading, piracy all done with a computer. Good things are that computers have helped reach forward into the future. Helps with technology, education and will

49、 help the future generations. Soon everything will be run by computers the good thing for us is we don’t have to lift a finger the bad thing is will computers take over. Step V Homework (retelling) T: Suppose you work for an information technology magazine. Write a short passage which briefly intr

50、oduces the history and development of computers. Don’t write in the first person. The Second Period Language study Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)詞匯和短語 revolution network simplify sum mobile solve explore totally anyhow finance artificial technology intellige

51、nt application Web reality logically b. 重點(diǎn)句子 As time had gone by, I have been made smaller and smaller. I have been used in offices and homes since the 1970s. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! Since the 1970s

52、 many new applications have been found for me. I have also been put into robots and used to make mobile phones as well as help with medical operations. I have even been put into space rockets and sent to explore the Moon and Mars. 2. Ability goals 能力目標(biāo) Enable students to learn the meanings

53、and use of some key words in the reading passage. Enable students to learn the form and function of present perfect passive voice. 3. Learning ability goals 學(xué)能目標(biāo) By writing a poem using present perfect passive voice, enable students to use the structure freely and creatively. Teaching impo

54、rtant and difficult points 教學(xué)重難點(diǎn) How to change the sentences into the present perfect passive voice. Teaching methods 教學(xué)方法 Personalization, Induction and imitation. Teaching aids 教具準(zhǔn)備 Projector and tape recorder. Teaching procedures & ways 教學(xué)過程與方式 Step I Revision Check the homework. Ask

55、two students to read the passage they have written. Their passage should be brief and include the key information or facts about the development of computers. Step II Discovering useful words and expressions T: Look at activity 1. These are the meanings of some words or expressions in the text we

56、 learned yesterday. Find out these words or expressions. Check the answers. T: Now look at the words in activity 2. Do you know their meanings? Check their meanings in your dictionaries. Then complete the passage with the words. Check the answers. T: Now activity 3. Look at the phrases in bo

57、ld in the story. What do they have in common? S: They are all time phrases except “as a result”. They are used in the passage to indicate the development of the story. From them, we get a clear timeline of the story. T: Correct! Now use these phrases to create one of your own stories. The story ca

58、n be a real one or an imaginary one. After they finish writing, let students exchange their stories and proofread for each other. Step III Discovering useful structures Let students find sentences in the present perfect passive voice in the text and then analyze their form and function. (A

59、ctivity 1 on page 21.) Students may find the following sentences: 1. I have been used in offices and homes since the 1970s. 2. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! 3. Since the 1970s many new applications have been found for

60、 me. 4. I have also been put into robots and used to make mobile phones as well as help with medical operations. 5. I have even been put into space rockets and sent to explore the Moon and Mars. Then let students study these sentences carefully and sum up the form of present perfect passive

61、voice tense. Elicit the structure: S + have/has + been + V-ed T: Why is the passive voice used here? When do we usually use passive voice? Ss: … T: The passive voice is used when the subject of a sentence is the person or thing affected by the action of the sentence. We particular use the passiv

62、e voice when don’t know or aren’t bothered exactly who has done something. Now look at activity 2. Change the sentences into the present perfect passive voice. Pay attention to the use of has/have. When do we use has and when do we use have? Ss: We use has when the recipient of the action is the th

63、ird person single or single nouns. We use have when the recipient of the action is the first or second person or plural nouns. After students finish, check the answers. T: Now write passive sentences in Present Perfect according to the words given. Show the following on the screen. 1 the postc

64、ard / send __________________________ 2 the pencils / count ___________________________ 3 the door / close _____________________________ 4 the beds / make _____________________________ 5 the mail / write _____________________________ 6 the trees / plant _____________________________ 7 the mone

65、y / spend ___________________________ 8 the room / book / not _________________________ 9 the rent / pay / not ___________________________ 10 the people / inform / not _______________________ Answers: 1 The postcard has been sent. 2 The pencils have been counted. 3 The door has been closed

66、. 4 The beds have been made. 5 The mail has been written. 6 The trees have been planted. 7 The money has been spent. 8 The room has not been booked. 9 The rent has not been paid. 10 The people have not been informed. Then deal with activity 3. T: Read the poem. Underline the use of the present perfect passive voice. Then decide which things have been done well and which have been done badly. Guess what might have happened to the face, hair and shoes and what might have happened