Using LanguageⅠ教学创新设计

Unit 3 Computers

I. 单元教学目标

技能目标

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 Perfect Passive Voice II. 目标语言

Making decisions The advantage / disadvantage is …

I think / don’t think that …

功

What’s your reason? 能

What makes you think so …? 句

I think … because (of) 式

I believe that …

I agree / don’t agree … because …

I’ve decided that …

As / Since …, I think …

1．四会词汇

solve, explore, anyhow, human race, signal, goal, type, arise, electronic

2．认读词汇

词

calculate, universal, simplify, sum, operator, logical, logically, technology, 汇

technological, revolution, artificial, intelligence, intelligent, reality, personal,

personally, tube, total, totally, 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．词组

from…on,

go by, as a result, so…that…, in a way, with the help of, deal with, watch over

结

构

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 believe it! The Present Perfect Passive Voice

重

3. As time had gone by, I have been made smaller and smaller.

点

4. I have been used in offices and homes since the 1970s.

句

5. Since the 1970s many new applications have been found for me.

子

6. I have also been put into robots and used to make mobile phones as well as help with medical operations.

7. I have even been put into space rockets and sent to explore the Moon and Mars.

III. 教材分析与教材重组

1. 教材分析

本单元以computers为话题，旨在通过单元教学，综合听、说、读、写等多种形式，使学生了解计算机和信息技术的产生和发展过程及其在我们的学习、工作、娱乐等生活中所起的重要作用，激发学生对信息技术的兴趣。

1.1 Warming up提供几幅与计算机有关的图片，形象地说明了计算机的发展历程，并用三个问题引发学生对这一话题的思考，从而起到热身的作用。

1.2 Pre-reading根据文章内容预设问题，检查学生对computers相关知识及应用的了解。学生对computers的了解可能参差不齐，这更能激发学生想获取更多知识的欲望，从而引出下面的阅读文章——WHO AM I?。

1.3 Reading中以别致的标题WHO AM I?引起学生的好奇心，使学生迫不急待地阅读这篇文章，并判断出“I”是computer，从而对文章的内容印象更深刻。文章以第一人称的形式按时间先后顺序讲述了computers的产生、发展和现状，并用拟人化的口吻表达了computers乐于为人类服务的精神。

1.4 Comprehending 1 通过scanning的方式完成反映计算机发展历程的时间进程；2 通过填表的形式帮助学生宏观梳理文章结构，找出每个段落的主题句（论点）及具体的支持性论据；3 是读后讨论，要求学生结合自己的生活实际讨论计算机如何改变了我们的生活。

1.5 Learning about language分词汇（Discovering useful words and expressions）和语法（Discovering useful structures）两大部分。Discovering useful words and expressions 1 根据单词释义写出相对应的词汇，考查学生对WHO AM I? 文章中的重要词汇及短语的理解。2 是以对短文填词完型的形式考查学生对几个重点词汇在篇章中的运用。3 以personalize的形式练习几个表时间状语的短语的用法。Discovering useful structures 是学习现在完成时的被动语态。1 是让学生根据例子提示在WHO AM I?文章中找出两个含有现在完成时的被动语态的句子，初步了解这一时态的形式。2 是根据例句提示把所给的现在完成时句子变为被动语态。3 通过欣赏一首小诗进一步理解现在完成时的被动语态的用法。

1.6 Using language从听、说、读、写四个部分强化学生的语言应用能力。Listening and Speaking 以“信息技术”为子话题展开听说活动。说的活动主要是就信息技术各种形式的优势和劣势展开讨论，并用所给的表reasoning的功能项目展开讨论，决定哪种类型是最有用的。Reading, speaking and writing以

“芯片”为子话题展开读、说和写的活动。阅读文章介绍了叫一个叫Andy的机器人的故事，故事以第一人称的拟人话手法来写，说明了计算机芯片在机器人领域的应用。1 根据文章内容完成Andy的个人简历，检验学生对一些具体信息的掌握。2 激发学生的想象力，让他们设计出自己的机器人，并能用简历的形式描述。3 是写作任务，学生根据所给范文和2中的notes写篇文章，介绍自己设计的机器人。

1.7 LISTENING 材料的话题衔接Reading, speaking and writing的话题，介绍了三个不同的机器人。1 听前预测。2 听大意。3 听细节完成表格。

1.8 TALKING根据假设情境在听力的基础上展开讨论，讨论每个机器人的优势和劣势，最终做出决定并给出理由，同时也是对前面所学的功能项目的复习应用。

1.9 USING WORDS AND EXPRESSIONS通过各种形式练习本单元的重点词汇和短语。USING STRUCTURES设计了各种活动练习巩固本单元的语法项

目。

1.10 LSITENING TASK也是以机器人为话题，从机器人的权利这一角度展开听力活动，引发学生思考机器人和人类的异同点及机器人应该拥有的权利。

1.11 READING TASK 阅读材料介绍了一种未来机器人——体育机器人，文章为科幻类型，预测了机器人发展的前景。

1.12 SPEAKING TASK是任务型活动，紧接着READING TASK的话题，让学生运用想象力俩俩结对做一个针对体育机器人的采访，为校报准备新闻素材。

1.13 WRITING TASK是SPEAKING TASK的书面输出活动，根据采访活动内容和范文结构提示写篇采访稿。

2. 教材重组

2.1 将Warming up、Pre-reading、Reading和Comprehending整合在一起，上一节“精读课”。

2.2 将Learning about Language和Workbook中的USING WORDS AND

EXPRESSIONS及USING STRUCTURES整合为一节“语言学习课”。

2.3 将Using language中的Listening and Speaking设计为一节“听说课”。

2.4 将Using language中的Reading, speaking and writing及Workbook中的LISTENING和TALKING整合为一节“综合技能课（一）”。

2.5 将Workbook中的LISENING TASK、READING TASK、SPEAKING TASK以及WRITING TASK整合为另一节“综合技能课（二）”。

3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用五课时教完）

1st

Period

Intensive reading 2nd

Period

Language study 3rd

Period

Listening and Speaking 4th

Period

Integrative skills (I) 5th

Period

Integrative skills (II)

Language study Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

revolution

network

simplify

sum

mobile

solve

explore

totally

anyhow

finance

artificial

technology

intelligent

application

Web

reality

logically

b. 重点句子

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 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 能力目标

Enable students to learn the meanings 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 学能目标

By writing a poem using present perfect passive voice, enable students to use the structure freely and creatively.

Teaching important and difficult points 教学重难点

How to change the sentences into the present perfect passive voice.

Teaching methods 教学方法

Personalization, Induction and imitation.

Teaching aids 教具准备

Projector and tape recorder. Teaching procedures & ways 教学过程与方式

Step I Revision Check the homework. Ask 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 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 bold 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 can 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. (activity 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 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 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 passive 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 third 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 postcard / send __________________________ 2 the pencils / count ___________________________ 3 the door / close _____________________________ 4 the beds / make _____________________________ 5 the mail / write _____________________________ 6 the trees / plant _____________________________ 7 the money / 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.

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 to the flowers, grass and paths. You can get cues from the examples.

After students finish, check their work.

Then get them to write a similar poem following the rhythm and intonation.

T: Which words in the poem rhymes?

Ss: washed, combed, cleaned, planted, cut, swept, again, again.

T: Right! Now write your own poem with similar rhythm and intonation. After you finish, exchange yours with your partner’s and check for each other. Pay attention to the rhythm and grammar.

Then, let some read their poems to the class. Step IV Workbook Exercises Give students some time to finish USING WORDS AND EXPRESSIONS and

USING STRUCTURES in Workbook individually. If time is limited, leave them as

homework.

Integrating skills Teaching goals 教学目标

1. Target language 目标语言

重点词汇和短语

chips

android

appearance

character

2. Ability goals 能力目标

Enable students to write a description of an android.

Enable students to talk about the advantages and disadvantages of some types of robots.

3. Learning ability goals 学能目标

Help students learn how to write a description of an android.

Teaching important and difficult points 教学重难点

Describe an android in details.

Teaching methods 教学方法

Scanning, imitation and discussion.

Teaching aids 教具准备

Tape recorder

Teaching procedures & ways 教学过程与方式

Step I Lead-in Collect the information students have found about chips. Share them with the whole

class. About Chips:

A small piece of semiconducting material (usually silicon) on which an integrated

circuit is embedded. A typical chip is less than square inches and can contain

millions of electronic components (transistors). Computers consist of many chips

placed on electronic boards called printed circuit boards.

Computer chip technology is in all sorts of everyday items, from space shuttles to

coffee makers, traffic lights, and computers. A basic rule of thumb is, if a device uses

electricity and you can "tell it what to do" by programming it or customizing it, there's

a chip inside. Step II Reading, speaking and writing T: The development of “chips”

has brought many applications of computer technology. One of them is robots or androids.

Write “robot” and “android” on the board, and explain the difference.

T: Android is a robot that looks completely human. Some robots don’t look human. Now read the passage about Andy, the android.

After reading, let students fill in the file or Andy in activity 1.

Then check the file they filled.

T: Now I’d like you to create your own android. Use your imagination and be creative. Draw a picture of it and fill in the file in activity 2. Then compare with your partner.

Then get students to write a description of the android they draw.

T: Before you write your own passage, read the sample one in activity 3 and tell me how the writers describes his/her android.

Ss: He/she gives details about the android’s abilities and jobs.

T: Right! Does he/she describe the appearance or character of the android? Ss: No.

T: But you can include these information in your passage. Now write your own passage according to the file you filled and the picture you drew.

After they finish writing, let them read their passages to each other in groups and

choose the most creative one.

Step III Listening

LISTENING on page 56. T: Turn to page 55. Look at the pictures in activity 2. What do you think these robots can do according to their appearance? S1: I think the first one can play guitar. S2: The second one can play sports, read books and write.

S3: The third one can sing songs. S4: The fourth one can do house work. T: According to the pictures, what do you think you are going to hear? Tell your partner one sentence about what you think you will hear. Sa: We will hear about a robot design competition.

Sb: We will hear a lecture on the development of robots.

T: Now let’s listen and check.

Play the tape. Students try to get the main idea of it. T: Identify the three robots and number them. Play the tape again and check the answers.

T: Now listen to the tape again and try to complete the chart in activity 3. Pay attention to information about height, appearance, ability and price of each robot.

Play the tape. Stop at the end of each part. Then check the answer.

Step IV Talking TALKING on page 55.

T: Imagine that your family is thinking of buying a robot. You can afford these three robots mentioned in the listening text. Please discuss which one is the best for you. Remember to discuss the advantages and disadvantages of each one. Then make your choice and give reasons. Remember to use the expressions on page 22 in your discussion. You may do it in groups of four. Give students 5 minutes for discussion. Then let some group representatives report

their results. e.g.

Our group has chosen the one who can do house work because there are always so

much housework do to everyday, and our parents are all busy working and they feel

too tired to do house work after work. So if we buy the robot, our families will have

more time for fun.