Learning about Language课件配套优秀教案设计

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。

Comprehending 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, Reading, Comprehending 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。

把 Using Language 中的 Writing 部分布置为课外作业。将 WB 中的 Listening、Talking 和 Listening Task 结合在一起，设计成一节语言运用课（2），重点是培养学生的“听”的技能。把 WB 中的U sing words and expressions 布置为课外作业。

将 WB 中的 Reading task 与 Speaking task 结合在一起，设计成一节语言运用课(3)，重点是培养学生的“读”和“说”的技能。

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将 WB 中的 Writing task 设计成一节写作评价课。

第一课时整体阅读

第一步

引入话题

1. Show students the pictures of an abacus, a calculator, a huge computer, a notebook and a PC, ask: “If I am a math teacher, which can help me most?” 2. Write the expressions of giving opinions on the blackboard.

Giving opinions

I think that... In my opinion... I believe that... 3. Ask students to give their opinions, remind them of using the expressions of giving opinions. 4. Ask students to discuss what these items have in common, and then rank them according to the time of their appearance. 5. Ask some of the students to talk about what they know about computers. 6. 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. 第二步

预测文章的内容（个人自由发言）

1. Ask students to look at the pictures and guess what the passage might be about. 2. Ask one or two students to give their opinions. 第三步

阅读文章

Who Am I? 1．Give students 2 minutes, and ask them to scan or skim for the answers to the following questions: (Before students read the passage, tell them that attention should be paid to the hints of the time.) (1) What is the main idea of the passage? (2) What happened to computers in 1642？

(3) What happened to computers in 1936? (4) What happened to computers in 1970s? (Questions on page 19)

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2．Give students 5 minutes to read the passage carefully, and answer the following questions: (1) Who was the first person to describe how the computer was made to work? (2) What did he make and what did it do? (3) Who was the next important person to design computers? 第四步

学习“拟人化”（小组合作学习）

Ask students to go over the passage, in groups discuss who the speaker is in the passage, and on page 18 write down three sentences from the text to support their ideas. Check the answers with the students.(学生可能会找这三个句子时感觉到有困难，因此可以根据实际情况向学生提供必要的提示或者例子) Sum up: Personification means to treat something as if it were human or had human qualities. Personification is one of the most effective ways of using words figuratively. 第五步

学习“时间顺序”（小组合作学习）

1. Ask students:“How is the passage organized?”

(If the students can not answer the question, draw their attention to the appearance of different years.) 2. Ask students to finish Exercise 2 in Comprehending on page 19, complete the “Timeline”. 3. Ask students to ex-change their own answers in groups, and then raise questions if they have any. 4. Sum up: chronological writing Chronology 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. 第六步

口语训练──按时间顺序复述计算机的发展史

1. Have students get prepared in 2 or 3 minutes and then retell the development of computers in your own words, using chronology.

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2. Ask some of the students to retell the text. 第七步

作业布置

Go over the text, and try to understand the text. Finish Exercise 1 in Learning about Language on page 19. 第二课时语言学习

第一步

作业检查

Remind students of what they have learnt in Reading Check the homework: Exercise 1 in Learning About Language. 第二步

词汇学习

1. Ask students to fill in the form according to the requirement

n.

adv.

calculate ①

true ④

technological ②

personal ⑤

intelligent ③

total ⑥

Answers: ①

calculator

②

technology

③intelligence

④

truly

⑤ personally

⑥ totally 2. Review the new words and phrases in Who Am I?, and give time to students to ask their own questions about language or grammars. 第三步

语言运用练习 1. Let students do Ex 2 in Learning about Language on P19; and check the answers after most of the students finish. 2. Question students on the meanings of those new words in Ex 2. 第四步

语言学习 1 ──区分形容词和副词

1. Let students do Ex 3 on page20.

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2. While checking the answers with the students, ask students for the reasons of their choices. 3. Sum up: An adverb can be used to modify a verb or an adjective; while an adjective can be used after link-verbs or be used to modify a noun. By analyzing the structure of a sentence, we can tell when to use an adjective and when to use an adverb. 第五步

语言学习 2 ──

“现在完成时的被动语态”

1. Give students a sentence in which Present Perfect Passive Voice is used, and ask them to find another 2 similar sentences from the Reading. 2. Ask students study these sentences, and figure out the basic form of Present Perfect Passive Voice. 3. Write the basic form of Present Perfect Passive Voice on the blackboard. 4. Let students individually do Ex 2 in Discovering Useful Structures on page 20, and see how sentences are changed into the Present Perfect Passive Voice. 5. Check the answers with the whole class. 6. Sum up: The basic form of Present Perfect Passive Voice is “have /has been done”. It is a combination of Present Perfect Tense and Passive Voice. 第六步

小竞赛

1. Let students finish Ex 1 in Using Structures on page 57. 2. Check the answers with the whole class, and see how well the students did. 第七步

游戏──巩固现在完成时的被动语态的基本结构（小组活动）

1. Get students form groups of 3. 2. Let students play the game “What has been decided” in groups. (Which can also be found on page 21) 3. Ask students to write down 4 decisions. 4. Ask students to report their group's decisions, and see whose decisions are of the most interest. 第八步

作业布置

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1. Read the passage “Andy—The Android” on page 22, answer: ① What's Andy? ② Why did Andy's team only get the second place in Seattle? 2. In “Andy—The ANDRIOD”, find the sentence in which Present Perfect Passive Voice has been used, and see if you can put it into active voice. 第三课时 Using Language (1) 第一步

引入话题

1. Give some pictures such as TV, computers, CD-ROM, DVD, radio and newspaper. Ask the students to decide which is the form of IT. 2. Make it clear that all the things mentioned just now are different kinds of IT, and they all can bring a lot of new information to us. 3. Ask students to rank, choose, which they think is the most useful one. 4. On the blackboard, draw the following form, and write the expressions of giving opinions and reasoning in it, and make sure the students understand the Chinese meanings. I think that... Giving opinions

In my opinion... I believe that... I think this one is better, because... Reasoning

I don't like this one, because... The advantage /disadvantage is... 5. Let students to talk about the advantages and disadvantages of each kind of IT, using the expressions of giving opinions and reasoning. 第二步

任务1：听力训练（双人活动）

Page 22, listening, one student writes down the answers to “advantages”; the other writes down the answers to “disadvantages”. Ex-change the information in pairs, and listen to the tape again. Let students have the correct answers. Give 2 or 3 minutes to the students to ask questions if they have any. 第三步

任务2：销售你的电脑（小组活动）──可用该活动取代书第 22 页上Speaking and Writing 中的活动。

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1. Ask students to work in groups, discuss how to sell their computers to the English teacher. 2. Write the basic form of Present Perfect Passive Voice on the blackboard. 3. Give students the following situation: Suppose the teacher is considering buying your computers, work in groups to write a report to persuade him or her, and give at least give 3 reasons, using Present Perfect Passive Voice and the expressions of giving opinions, reasoning and making a decision. (为了保证学生准备充分，在时间上应该有保证；在活动的过程中，老师应该提醒学生要在他们的讨论中注意用上现在完成时的被动语态。)

4. Share some of the reports with the whole class. 第四步

任务3：设计你自己的机器人（小组合作）

1. Watch part of movie, Bicentennial Man (中文译名《铁甲再生人》或《变人》), (说明：片段选取可以从两姐妹在海边玩耍，而 Andrew 在旁边照看她们开始，

到 Andrew 为向小小姐道歉，用树根雕刻了一匹小马给她，并且得到了她的原谅为止。该片段可以让学生大致了解到机器人在人类的日常生活中可以做的事情。如果该电影无法找到，

可以从网站

http://www.androidworld.com 下载一些不同种类的机器人的图片, 也可以达到同样的目的。) 2. Ask students: “If you have a chance to design your own androids, what would you like your own android to be?”

3. In the form on the blackboard, add the expressions of making a decision. I think that... Giving opinions

In my opinion... I believe that... I think this one is better, because... Reasoning

I don't like this one, because... The advantage /disadvantage is... Making a decision

Let's make our decision... I've decided... 4. Ask students to work in groups, and discuss how to design their own androids. Remind them of using the expressions of giving opinions, reasoning and making a decision in their discussion. 5. Share with some ideas with the whole class. One possible version:

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We have decided that our android will look like a middle-aged woman. We think this is better because we want her to do housework for us. We are busy students, and we have a lot of homework to do, so in our opinion, an android like mother will be helpful to us. We hope she can cook for us, clean the bedroom for us, wake us up, and drive us to school. 第五步

作业布置

P23 Writing Requirement: Try to use the expressions of Reasoning and Making a decision. 第四课时 Using Language (2) 第一步

作业检查

Ask one or two students to talk about what ideas they put in their writing. 第二步

听力训练1（双人活动）

1. Ask students to look at the 4 pictures of robots on page 55, and in pairs tell as many things as they can from the pictures. 2. Listen to the tape, find out which three robots are mentioned, and then number them according to their appearance in the listening. 3. Ask them to look at the boxes on page 55 before they listen to the tape again. 4. Play the tape, and let students fill in the boxes. 5. Let students ex-change the information in pairs. 6. Let students have the correct answers. 7. Play the tape again. 第三步

讨论1：你认为哪个机器人最适合你（小组活动） 1. Write the expressions of giving opinions, reasoning and making a decision on the blackboard. 2. Page 56 Speaking task: Ask them to finish the following 2 tasks in groups: ① List the advantages and disadvantages of each one. ② In groups of 4 discuss which one is the best for you. Use the expressions of giving opinions, reasoning and making a decision. 3. Share some ideas with the whole class.

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第四步

听力训练2（小组合作；双人活动）

1. Ask students to discuss the following questions: ① What can the androids do for our everyday life? ② What else can they do for human beings? ③ Why can the androids do all these useful things for human beings? ④ What are the similarities between robots and human beings? ⑤ What are the differences between robots and human beings? ⑥ Can androids become human beings in the future? 2. Share some of the reports. 3. Introduce the listening text on page 58. One possible version: We all believe that androids do not have their own feelings, but as we can see in some movies, many people imagine that androids can think as human beings do. Suppose it is true, do you think they like to serve human beings or not? What do they hope we human beings to treat them? Now we are going to listen to a dialogue between Sally and Brenda, two androids, and see how they say. In this dialogue, you may come to some new words, but just forget them, and focus on getting your answers. 4. Page 58 listening, listen for twice. One student writes down the answers to “about their jobs”, “about changing their jobs” and “about who decides their future”; the other writes down the answers to “about how they are different from people” and “about how they are the same as people”. 5. Ex-change the answers in groups. 6. Let students have the correct answers. 7. Listen to the tape again. And ask students to guess the Chinese meaning of “break off”. 第五步

讨论2：机器人应有的权利（小组讨论）

1. Give students the following situations: Suppose you can do something for the androids, what rights do you think androids should have so that they will be treated better?

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2. Ask students to discuss in groups， and on P58 list the rights that androids should have. 3. Ask some of the students to report to the whole class. 第六步

作业布置

1. WB page 56-57, Using words and expressions. Dictionaries may be helpful when you come to some new words. 2. Review the new words of this Unit. 第五课时 Using Language (3) 第一步

作业检查

Check the homework: WB P56~57, Using words and expressions. Make sure the students can figure out each part of a computer, and have a basic idea about what these parts can do. 第二步

讨论：用运动机器人取代人类好不好？（小组合作）

1. Show some pictures of football robots or other sporting robots. 2. Ask students to discuss in groups the advantages and disadvantages of having sporting robots to take place of human players. 3. On the blackboard, write the expressions of giving opinions, reasoning and making a decision, to remind them of using these expressions to express themselves. Ask some of the students to report to the whole class. 第三步

阅读训练

“The Sporting Robot”

1. Ask students to look at the picture of the sporting robot –Hua Fei on P58, and ask students to describe what it is doing. 2. Introduce that Hua Fei is s sporting robot of the 22nd century, but he has some problems. 3. Let students read the passage “The Sporting Robot” by themselves, and answer the following questions: ① Are robots competitions popular in the 22nd century? ② What is Hua Fei good at? ③ What can it do?

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④ Did Hua Fei win any medal in the 79th Olympics? Why? ⑤ What problem does Hua Fei have now? 4. Let students read the passage “The Sporting Robot” again, and then in groups, discuss the answers to the form on page 59. 5. Check the answers with the students. 6. Ask some students to say something about how they feel after reading the passage. Questions can be like these simple ones: ① Do you think this will happen? ② Do you think Hua Fei can write such a good passage after a serious accident? 7. Sum up: This passage is an imaginative one, it tries to make something never happened or not yet happened sound like true. It is good for us to have fun, but sometimes we need to stop and think about whether they are true or not. 第四步

语音训练──连读和不完全爆破（双人活动）

1. Ask students to read aloud the second paragraph after the tape, and draw their attention to liaison and incomplete explosion. Give them examples, such as:

liaison

incomplete explosion

examples chosen again / about our sport / fell ill / …

had the honor / wanted to / felt so confident / …

2. Assign students to read aloud the second paragraph in pairs, and especially pay attention to liaison and incomplete explosion. 3. Sum up: As Senior One students, we should pay attention to liaison and incomplete explosion, which can help make our pronunciation sound more like the native speakers. 第五步

角色扮演：采访华威

（双人活动）

1. Give students the following situation:

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Suppose you are a famous reporter for your school newspaper, and you have been luckily to be allowed to interview Hua Fei(the sporting android) in hospital. List three questions you will ask him. Try to make your questions special and wanted to know by your schoolmates. 2. In pairs, act out the interview. One will be Hua Fei, the other will interview him. Then change roles. Take notes of your partner's answers to your questions. 3. Ask some of the students to report what questions they asked and what notes they take down. One possible version: A: Hello, Hua Fei, it is nice to meet you. I am Zhang Yan, a reporter of our school newspaper. B: Nice to meet you, Mr Zhang. A: May I ask you a few questions? All of my schoolmates are very worried about you. B: OK, go ahead. A: How do you feel now? B: Much better, thanks. The doctors and nurses take good care of me. And some factories have promised to send me a heavier head and two new legs. I am sure I can walk soon. A: Do you feel sorry for joining the competition? B: No, because I like sports. And I like being known by others. A: Will you join take part in any competitions in two years? B: Yes. If there is nothing wrong, I will be fine in another 3 weeks. And I will take part in the Sporting Robots Competition next month. 第六步

作业布置

Get some English newspapers, read one or two articles in it, and bring the English newspapers to the class next time. (If English newspapers are not available, English magazines or even Chinese newspapers are OK.) 第六课时 Using Language (4)

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第一步

作业检查

Ask some of the students to retell what they have read in the newspapers. 第二步

讨论：如何书写新闻的标题？（小组活动）

Ask students to show their own newspapers in groups, and discuss how headings for a news article are written. (如果学生们无法找到英文报纸，老师可以展示自己的一些英文报刊，以下两幅图也可以用作参考。)

Sum up:

Headings for a news article should be bigger than the other parts of an article, so as to attract the attention of the readers, and they should also be as interesting as possible while be able to capture the essence of the event. 第三步

写作训练：给学校的报纸写一篇文章

1. Suppose the students are famous reporters for the school newspaper, give the students a short time to go over their questions and notes about “Interviewing Hua Fei” in last period. 2. Divide them into groups, and let them discuss what the best things are to be written in the news article. 3. Ask students work in groups, write a news article, remind them of making a main heading and a smaller heading -- both of which should be effective. 4. Check with another group after finish writing, and listen to their opinions. Pay attention to the grammar and spelling. 5. Ask students to hand in all the articles, and choose one or two of them to make recommends in presence of the whole class. Especially draw the students’

attention to the grammars and spelling.

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One Possible Version: COMPETITIONS? NEVER GIVE UP!

Hua Fei, the dancing robot

will appear in Competition next month.

Yesterday, we visited Hua Fei in the hospital. He is getting much better with the help of all the kind doctors and nurses. According to Hua Fei, some factories have promised to send me a heavier head and two new legs. He will be able to walk soon. When asked if he felt sorry for joining the last competition, and hurt himself. Hua said, he did not, because he liked sports and he liked to be known by others. He also said that he wished he would take part in the Sporting Robots Competition next month. 第四步

作业布置

1. Finish Using Structures Ex 2 on page 57. 2. Finish Summing Up on page 24 and Checking Yourself on page 61. 【教学反思】

本单元设计了若干情景与活动，并提供了一些必要的句型结构，旨在让学生积极参与学习活动，在活动中学习。

1. 针对所设定的教学目标，每节课的目的都应该有所侧重，不能平分时间，一些“热身”活动应该轻轻带过，否则会造成课堂的时间控制不了。

2. 鼓励学生培养能根据需要进行预习的学习策略，但是不主张学生在预习过程中，把还没学习阅读文的所有的新单词的意思都注出来，这样会削弱阅读训练的作用。

3. 从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。任务设计要符合学生的实际水平，难易要适中。而且设计活动时要考虑活动有教学目标是否真正一致，避免活动流于形式，单纯地追求“快乐”。

4. 在教学中有效地使用英语电影能大大提高学生对学习的兴趣。

在使用中，要根据实际需要做好筛选工作，用最短的片段表达最多的内容。尤其要避免把电影引入课堂后，又根据电影的内容设计一大堆无关紧要的练习，乱了主次。

5. 不要抛弃优秀的传统教法。在任务型教学中，也可以考虑融入传统的板书和语言形式的操练，

令到学生的操练更具目的性、指引性。

6. 在实现一个个任务的过程中，老师应该对学生加以引导，包括必要的简单示范，帮助学生完成学习任务，让学生体现到成功的喜悦。

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