Using LanguageⅠ第二课时教案

Teaching plan for Book 2 Unit 3 Computers. Reading Xingnan Middle school

Yanling Zeng Teaching Aims: Knowledge: Ss will be able to learn about short stories and improve reading skills by getting information in the context.

Ability: Students will be able to use the key information and topic sentences in the text to finish the different activities by skimming, scanning and other reading skills. Students are supposed to make out the outline of the passage and retell it by the outline. Emotion: This lesson is close to students’ daily life. It can help to arouse students’ interest in learning computers and learn to use the computers in their daily lives. Teaching processes: With the learning strategies of cooperating, students do some activities individually, in pair or in group. Students are expected to master the reading skills by doing some different activities. They will be able to retell the passage and show their opinions about computers by pair work, group work or group competition. Teaching key points: 1. Students learn more about history and basic knowledge of computers by skimming, scanning and careful reading. 2. Help students to improve reading skills by getting information and dealing with information in the activities. Difficult points: 1. Students are able to make an outline after reading and retell the passage by the outline. 2. Students are supposed to show their opinions about the development of computers by working with their group members. Teaching methods: 1. Task-based language teaching approach, including the task like making a report.

2. Communicative teaching method, including pair work, group discussion, etc. 3. Cooperative learning method, including activities like pair work and group work, etc. 4. Independent learning method, including activities like skimming, scanning. Teaching Aids:

the blackboard

CAI

PPT Teaching procedures:

Step 1: warming up

1. Enjoy a short video about future computer (2 mins) 2. Crossword puzzle competition (3 mins)

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Step 2: Reading Activity 1: Pre-reading 1.

Put the given pictures into the correct order. 2.

Have students predict the main idea of the text according to the pictures

Activity 2: Skimming 1.

Find the topic sentence in each paragraph. 2.

Talk about the rhetoric of this passage. 3.

Talk about the writing style of this passage. 4.

Talk about the structure of this passage. Activity 3: Scanning 1.

Have students scan the passage and finish the time line.

The passage is written by

time

order. 2.

What can you infer from the text? A. The computer has artificial intelligence. B. The computer changes a lot over the years. C. The computer was not connected by a network until in the early 1960s. D. Now the computer can only be used to deal with information. Activity 3: Careful reading 1. Ask students to read Para 1 carefully and find out the names and functions. 2. Let the students read paragraph 2 quickly and find the five different ways of memory for computers in different periods of time. 3. Ask students to read the last paragraph and find out the new applications of computers. Activity 4: Summary chart

Early days Name Poor

A ________ Simplify difficult sums

machine

An ________ Think logically and produce an Strong machine answer quickly A ________ Solve difficult machine _____________________ Function Network times

Tubes _______

____________ stored in Small chips

_______ _____________ Finance ________ Robots Mobile phones _____________ Space rockets Large

Small Narrow

Wide

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教学设计过程

Stage 1.Pre-reading (6mins) Step 1: Leading in : Enjoy a short video of Baymax (2 mins) Step 2. Guessing game: (2mins)

Give some sentences to describe different kinds of calculating objects and some pictures to help the students to guess what it is? （设计意图：通过展示，让学生清楚今天所要阅读的话题与电脑的发展定有关，图片的展示让学生对老师有所了解，老师与学生能够更贴近。同时让学生对电脑的发展也有了一定的感知。猜谜竞争机制能够激发学生的学习兴趣和表现欲望，快速活跃课堂气氛。）

Step3. Brainstorming (2mins) Do you know in what ways computers are used today? Work out a list.

（设计意图：让学生进行头脑风暴，为后面的活动做好铺垫。）

Stage 2.While-reading (26mins) ★

Step1. Fast reading:(4mins)

1. Ask students to read the passage fast and answer the questions Q: Who is the speaker?

Answer: The speaker is a computer. 2. Ask students to skim the passage and try to get the main idea of this passage A. The computer wants to find “who he is”. B. The function (功能) of the computer. C. The computer becomes popular around the world. D. The history and the applications of the computer. 3. What can you infer from the text? A. The computer has artificial intelligence. B. The computer changes a lot over the years. C. The computer was not connected by a network until in the early 1960s. D. Now the computer can only be used to deal with information. （设计意图：通过学生通过快速阅读，回答问题了解文章物体以及文章的线索，通过略读既了解文章大意，也掌握了每个段落所阐述的重点方向，为文章框架梳理奠定基础。）

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Step2. Scanning (3mins) Ask students to scan for detailed information: Finish the timeline.

1642 1822 1936

The computer began as a________________________. The ____________________was built by Charles Babbage. ___________wrote a book about how computers could be made to work as a____________________.

3 1940s The computer had grown____________________.

1960s The first family of computers was connected to each other by______________ 1970s First as a _______and then as a _______,Computers were used in offices and homes. Now Many new _____________have been found. (Tips: Always use the information around the sentence to help you decide) Check the answers. Ask students to retell Para 1 according the information in the chart. 1642 1822

1936 1940s 1970s

now began … calculating …France

The Analytical Machine …

Charles

Babbage

Alan Turing … wrote … built …

As large as connected

… share

… talk …

Become very important in …

deal with … communicate …

（设计意图：考察学生查读能力，利用句子的关键信息和文章里的有效信息，找出正确答案。）

Step 3. Careful reading ：

★★1. Ask students to read Para 2 carefully

(5mins) Let the students read paragraph 2 quickly and find the answer to this question. After checking the answer, give them one minute to find the five different ways of memory for computers in different periods of time. ★★2. Ask students to read Para 3 carefully

(5mins) Since the memory of computers has been improved greatly, will they become more powerful and can be used in more fields? Now read the last paragraph and find out the new applications of computers. In how many ways do we say the computer changed? What are they?

Size:

Intelligence:

Speed:

Function:

People’ opinion:

T: How could these changes become possible? ★★3. Further Reading : (3mins) 1. The passage is written by_______ order? （time or place?）

2. What is the most used rhetoric (修辞法) in this passage? A. simile（明喻） B. personification (拟人)

C. metaphor (暗喻) 3. In what ways have computer been changed? Ask some students to summarize. If they have any difficulty, give them some hints.

（设计意图：将文章三段分别进行细读设计，减轻学生阅读和复述困难。通过文章一段一段解剖，学生

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减低了复述的难度，同时对文章的大体框架也能有一定的了解，为后面文章框架的梳理奠定了基础。）

Step 4 Make an outline of the passage and retell it by the outline. (6mins) Ask students to work in groups to make the outline of the passage together and then ask some students to retell the passage. Time In 1642 Machine ______________ Memory _______ _______ _______ _______ Applications ________ difficult sums Think ___________ Solve any difficult problems ___________worries the designers About in ________ _____________ In 1936 By the 1940s _____________ A large machine ________________ Personal computer Net work Used in ________________ Laptop (设计意图：通过全班一起找出文章框架，可以增强学生的逻辑思维能力，再根据框架进行复述，可以让学生加深对文章的理解。) Stage 3.Post-reading (13mins) Step 1. Discussion (2mins)

What are today’s smaller computers like?

What about in the future? -----Different kinds of robots. Step 2.

Interview and Role play (10mins) Suppose you are a reporter. Now you are interviewing Mr. / Miss Computer.

Sample Questions:

What are your hobbies? What is your newest function(功能)? Can you say something about your future plan? etc. Four students in one group discuss one kind of computer/robot, then make detailed reports. G1: Housework

G2: Schoolwork/teaching

G3: company/factory

G4: Public Ask the reporters to share with the whole class

(设计意图：最后的任务通过让学生讨论设计出未来的机器人并进行人机对话，让学生分组从家务类机器人、教学类机器人、办公类机器人、社会公益机器人四个方面进行讨论，并阐述细节，贴近学生的现实生活，也与开头相呼应。) Step 3.Homework: Choose at least 2 tasks. (1min) 1.

Read the passage after class and search more information about future computer on the internet(☆) 2.

Write down the new expressions in your notebooks and recite(☆☆) 3.

Retell the passage without the book and finish the worksheet. (☆☆☆) 4.

Write down the report. (☆☆☆)

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