Unit 3 Computers
听说课
一、教学内容 Listening; Talking (p. 55)
二、教学目标
在本节课结束时，学生能够
听懂广告的大意。
根据广告中的描述选择相应图片。
边听边根据关键词的同义词和数字确定具体信息。
利用有关阐述理由及做出决定的表达法讨论相关问题。
三、教学步骤
步骤一 听前
请学生看学生用书p. 55或者PPT上的图片，两人一组预测所要听的内容。教师把学生预测的内容写在黑板上。
设计意图：通过图片预测所听内容可以使学生对要听的内容产生兴趣和期待。
步骤二 听中
请学生听一遍三则广告，说出广告的产品，检查听前预测是否正确。
请学生先熟悉听的任务，然后分别听三则广告，选择广告中所描写的图片。如果学生有困难，教师可以再放一遍录音。最后全班一起核对答案。
请学生先浏览一下表格的内容，了解所要填写的信息；并提问学生height和appearance的意思。
请学生两人一组分别归纳描写height, appearance, ability和price时经常用到的词汇和表达法。教师把这些词汇和表达法写在黑板上，并做必要的补充。
请学生分别听三则广告，填写表格。提醒学生听时注意上述词汇和表达法，随时记录相关信息；告诉学生记录有关appearance和ability的描述时，可以只记录重点词或词组。
请学生两人一组整理答案。然后教师请几个学生说出自己的答案，其他学生可以发表不同看法，最后教师给出参考答案。
设计意图：先听广告大意、再听细节降低了听力难度；先归纳描写相关信息的词汇和句式，再根据这些词汇和句式在听力文段中确定相关信息，教给学生利用关键词的同义词或词组准确确定信息的方法；在听的过程中请学生记录重点词汇或词组使他们学会快速、简便地记录相关信息，确保他们对信息的全面了解，避免遗漏信息。
步骤三 听后
请学生四人一组利用上面所听到的广告内容讨论下面的话题。讨论前教师可以把广告的文字材料打印出来发给学生或者请学生再听一遍或两遍三则广告。小组成员要做好分工，组长负责组织并参与讨论，记录员负责记录大家的想法，填写表格，发言人可以选择两名，向全班汇报时两人可以互相补充。
讨论时教师可以提示学生回答几个问题、填写表格，并为学生提供有关阐述理由和做出决定的表达法。
请选择不同机器人的小组分别阐述理由。其他持相同意见的小组可以补充。
设计意图：通过小组讨论为学生提供机会，运用阐述理由和做出决定的表达法；通过填写表格和问题提示帮助学生理清思路，更好地完成讨论任务。
步骤四 作业
设计意图：通过请学生听另一段听力材料进一步巩固课上学习的听力技巧。
课件12张PPT。 Unit 3 Computers
Listening and talking
I. Pre-listeningLook at the following pictures and guess the content of the listening text.II. While-listeningListen to the tape and tell what are the three products being advertised?
1. A personal robot
2. A personal pet
3. An android
While-listeningListen to the tape. Identify the three robots in the pictures below and number them.321While-listeningLook at the following chart before you listen to the tape again. Then listen to each advertisement and complete the chart.While-listening
Words and structures describing height, appearance, ability and price
Height: … high/tall
Appearance: has/have …, be like …, look like …,
big/tall/large …
Ability: can …, be able to do …
Price: … yuan/dollars/pounds, …While-listeningKey35cm10cm2mhas 5 arms to
hold all the tools
like a real birdlarge
can do all the work around the house
can jump and sing
can play guitar and sing
5,000 yuan
500 yuan
/
III. Post-listeningDiscussion: Your family is thinking of buying a robot. You can afford one of these three robots that were advertised. In groups of four 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.
Post-listeningFill in the following chart during your discussion.
Post-listeningThink of the following questions during your discussion. What kind of robot do you want?
What could each robot do?
In what situation would each robot be most useful?Post-listeningUseful expressions
The advantage/disadvantage is … As/Since …, I think …
I think/don’t think that … I agree/don’t agree … because …
Give me your reasons. First … Second …
What makes you think so? I’ve decided that …
I think ... because (of) … I believe that …
Let’s decide … Let’s make a decision.IV. HomeworkDo the listening exercises on page 22.Unit 3 Computers
阅读课
一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 17-19)
二、教学目标
在本节课结束时，学生能够
运用已有知识，并通过图片和提示问题预测文章主要内容。
通过段落中心句确定段落大意，运用找读技巧搜寻文章主要信息。
在具体的语境中猜测生词词义，并能够利用构词法猜测生词词义。
利用本节课所学的课文内容和相关词汇讨论计算机对生活的影响。
三、教学步骤
步骤一 热身
请学生看PPT上的图片，说出物品的英文名称。若学生说不出个别物品名称，教师提供帮助。然后请学生两人一组讨论三个问题。
设计意图：通过看图片和回答问题引出本单元话题。问题三让学生发挥想象力预测计算机的发展旨在引起学生的兴趣。
步骤二 读前
请学生利用文内插图和热身中的图片预测阅读篇章的内容。教师将学生的预测结果写在黑板上。
请学生两人一组列出计算机的用途。教师可以请一组学生在黑板上列出用途，之后由其他学生补充，呈现全班学生的想法。
请学生排列六项发明的顺序，之后利用找读相同词汇的方法快速浏览课文，检查自己的预测是否正确。
设计意图：通过读前活动调动学生已有知识，预测阅读篇章的主要内容；同时向学生介绍利用找读相同词汇快速确定信息位置的方法。
步骤三 读中
请学生略读一遍课文，确定课文的主题，检查读前预测是否准确。
重点词汇学习
请学生两人一组猜测课文中两组生词的意思，并说明猜词的方法。
教师请两三个学生说出自己和同伴的猜词方法；之后教师向学生介绍利用构词法和上下文猜测词义的方法。教师可以一个词为例示范如何根据上下文猜测词义。然后让学生练习猜测其余词汇。课文中的其它生词可以请学生自己查字典自学，在词汇课上讲解重点生词用法。
请学生两人一组分段阅读课文，分别找出各段中心句及支持中心句的论据。之后请几个学生说出自己的答案，其他学生和教师补充。最后教师向学生介绍中心句在文段中的位置。
设计意图：通过略读使学生了解课文的大体内容和结构，并核查读前预测是否准确；这篇课文的生词较多，在让学生了解课文细节之前先学习词汇有助于对课文内容的理解，为下面的活动做好准备；向学生介绍两种常见的猜词方法，使学生学会解决阅读中的生词困难；通过分段阅读使学生学会利用中心句确定段意，并找出论据，了解细节内容；了解中心句的位置便于学生在阅读中快速找到中心句，确定段落主题。
步骤四 读后
教师向学生介绍：When writing about the development of something we usually follow a timeline. 然后请学生再读一遍课文，根据时间线索快速找出相关信息，填写时间线索图中所缺少的内容。
头脑风暴：请学生四人一组列出计算机对于自己、学校和家人的用途。然后讨论以下问题：How computers have changed our lives? 教师可以给学生提供一些讨论时需要用到的英文表达法，并提醒他们运用刚刚学习的词汇。讨论前请各小组成员做好分工：每组选出一个组长，组织并参与讨论；一个记录员，记录大家的想法，并参与讨论；一个发言人归纳大家的意见，准备向全班介绍本小组的看法。
教师选出两至三组学生向全班介绍小组看法，其他小组成员补充或发表不同意见。
设计意图：通过完成时间线索图和教师关于写作特点的介绍使学生了解运用时间线索快速寻找发展史类文章中相关信息的技巧；通过讨论了解学生对课文内容的理解，并给学生提供一个自由的空间，利用阅读课文中的信息和词汇表达自己的看法。
步骤五 作业
设计意图：重新阅读课文，使学生进一步理解课文的篇章结构和语言；通过让学生划出理解困难的句子，并借助上下文和工具书自己解决问题，培养学生独立发现问题、分析和解决问题的自主学习能力。
课件19张PPT。 Unit 3 Computers
ReadingLook at the following pictures and say their English names.
I. Warming upabacuscalculator
Warming uphuge computerPC
Warming uplaptopPDA
Warming uprobotWhat’s next? Discuss with your partner the following questions.
What do these pictures have in common?
What do they tell you about the development of computers?
What do you think will be the next development?
Warming up Work in pairs. Try to put these inventions in an
order according to the time when they appeared. Then read the passage quickly and check to see if you were right.
( ) analytical machine
( ) laptop
( ) calculating machine
( ) robot
( ) PC
( ) universal machine
II. Pre-reading251643Read the passage quickly and check your prediction. Was it correct? What is the main idea of the passage?
This passage is about _________________________.
III. While-readingthe development of computers
In pairs guess the meaning of the following new words from the reading passage. Then check your guesses using a dictionary. A B
technological revolution
simplify application
personal solve
reality explore
happiness goalWhile-reading
根据构词法猜测词义
The meaning of the words in group A can all be guessed from their formation. Each pair of words has the same root（词根）.
technology technological
simple simplify
person personal
real reality
happy happiness
While-reading
根据上下文猜测词义
The meaning of the words in group B can all be guessed from context.
Example:
revolution: From the previous sentence we know that after the work of the operator, “‘I’ could ‘think’ logically and produce an answer quicker than any person”, which indicates a great improvement, so “revolution” here may mean “a complete change”.
While-reading Read the passage again. Find the topic sentence of each paragraph and the supporting details.
Paragraph 1: Over time I have been changed quite a lot.
1. calculating machine
2. analytical machine
3. universal machine
4. laptop
While-reading
Paragraph 2: These changes only became possible as my memory improved.
1. tubes
2. transistors
3. chips
4. network
5. World Wide Web
While-reading
Paragraph 3: Since the 1970s many new applications have been found for me.
1. communications
2. finance
3. trade
4. robots
5. mobile phones
6. medical operations
7. space rockets
8. providing a life of high qualityWhile-reading
Summary
A topic sentence sets out the main idea of a paragraph.
A topic sentence is usually the first or last sentence of a paragraph.
While-readingRead the passage quickly and finish the timeline below.
1642: ___________________________________________
1822: The analytical machine was made by Charles Babbage.
____: ___________________________________________
1940s : __________________________________________
_____:The first family of computers was connected to each other.
1970s: __________________________________________
Now : __________________________________________
IV. Post -readingThe computer began as a calculating machine.
The computer grew rapidly both in size and in brainpower.
1936The computer had grown as large as a room.1960sComputers were used in offices and homes.Computers connect people all over the world together.
Post-reading Work in group of four and brainstorm a list of things that you, your school and your family use computers for.
Discuss how computers have changed our lives.
Think about what you would have to do if you could not use computers any more.
Give a report to the class. You can use the new words in the reading passage and the following expressions to help you in your discussion.
I think/don’t think that … Please give me your reasons.
What makes you think so? I think … because (of) …
As/Since …, I think … First … Second …
I agree/don’t agree … because…
I believe that …
Post-reading Read the passage again. Underline the sentences that you do not understand and try to solve the problems using context clues and the dictionary.V. Homework
