人教版（2019）高中英语必修二 Unit 3 The internet Computers Reading 阅读课 教学设计（表格式，无答案）
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| 名称 | 人教版（2019）高中英语必修二 Unit 3 The internet Computers Reading 阅读课 教学设计（表格式，无答案） |
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| 格式 | docx | ||
| 文件大小 | 37.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-12-04 20:36:56 | ||
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人教版高中英语必修二
Unit 3 Computers Reading
教学设计
Part 1: Analysis of the teaching material
The topic is taken from NEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK2 unit3 Reading Who am I,which talks about the development of computers and applications in our daily life. Students are quite familiar with this topic so they can share their experience with their classmates. Thus, this will be beneficial to today's teaching and learning.
Part 2: Analysis of the students
Students of Grade 1 have studied English for at least 7 years and grasped a certain amount of English knowledge. They can cooperate with their classmates to finish a task. On the other hand, Ss' ability of using English is limited; their abstract thinking is not fully developed. Therefore,all of these shall be taken consideration into today's teaching.
Part 3: Teaching aims
1. Language Skills:
Develop their predicting and organizing skills.
2. Language Knowledge:
Organize and share their background information of computers.
3. Emotions and Attitudes
a.Students can summarize the effect of the computers on our school
1
by discussion.
b.Students can be fully curious about internet and arouse their creativity to form their good attitude and habit of using the
internet.
4. Learning Strategies
Recourse, Communication, Cognition
5. Culture Awareness
Know about the culture of computers and peruse healthy culture online.
Part 4. Teaching important and difficult points
1. Train the students’ predictive ability in reading
2. Learn about the history and background of the computer development
3. Organize the information ability.
4. Understand the structure of the passage.
Part 5. Teaching tools and methods
Multimedia, task-based method, group work
Part 6. Teaching procedures:
Step l: Greetings and leading-in
Guessing game: Let students guess the topic by showing several attractive pictures.
2
[设计思路]本活动旨在引出话题，激发学生学习计算机的兴趣 。通过对图片的猜测，既满足和激发学生的好奇心，又向学生呈现出现代信息技术的高速发展，直观而又形象地拓展了学生的视野。
Step 2: Pr-reading
Preparing and sharing (Individual and Group work)
1. Look at the pictures and the title of the read passage. Predict what it is going to be about.
2.Look at the inventions. Can you put them in an order according to the time when they appeared After reading the passage, check to see if you were right.
3
( )analytical
( )calculating machine ( )PC
( )laptop
( )robot
( )universal machine
[设计思路]本活动旨在让学生通过自己的观察 、分析已达到预测文章内容的目的，从而可以有助于提高学生对说明文的写作能力。
Step3: While-reading
Task1 ：Skim the passage to find out the topic sentence of each paragraph.
Para 1: Over time I have been changed quite a lot.
Para 2: Theses changes only became possible as my memory improved.
Para 3: Since 1970s many new applications have been found for me.
[设计思路]本活动旨在对文章的内容进行总结判断分析，从而对文章的篇章结构有很好的把握。通过该活动，旨在培养和提高学生组织语言归纳概括主旨大意的能力。
Task 2: Read the passage carefully to find the detailed information
Para 1: Over time I have been changed quite a lot.
In 1642 calculating machine
In 1822 analytical machine
In 1936 universal machine
By the 1940s room-sized machine
Since 1970s PC and laptop
Para 2: Theses changes only became possible as my memory improved.
First tubes
Then transistors
Later very small chips
In the early 1960s network
Para 3: Since 1970s many new applications have been found for me.
Communication, finance, trade, robot, phones, (also) medical operations, (even) space rockets
4
[设计思路]本活动属于 careful-reading, 旨在理解课文细节内容。通过此任务，帮助学生更好地理解计算机的发展历史变化及在日常生活中的应用。
Task3: Reading for learning
1. What was I called in each time
In 1642 in 1822 in 1936 by the 1940s since the 1970s
2. What technologies have made me improved quickly First then later in the early 1960s
3. What areas have I been applied to
[设计思路]此任务能使学生对文章更深层次地理解，从而帮助学生学会知识迁移。
Task4： Discussing in Connector ，Structure Analyst， Discussion Leader
groups.
Discussion Leader
Text: Who Am I
Name:
The Discussion Leader's job is to...
1. Ask a question based on the text and write down your answer. Questions encouraging critical thinking or challenging imagination(想象力）are preferred.
2. Help your group understand the meaning of the following words or
5
phrases:“simplify” ， “program” ， “think logically” ， “artificial intelligence".
3. Share the question and your answer in your group. Ask your group what they think of your questions.
4. Organize the discussion.
My question:
My answer:
My explanation of the words and phrases:
Word: simplify (Line 3) Word: program (Line 6) Meaning: Meaning:
Phrase: think logically (Line 9) Phrase:artificial intelligence(Line 11) Meaning: Meaning:
Structure Analyst
Text: Who Am l
Name:
The Structure Analyst' s job is to... 1. Read the text and analyze its structure(文章结构） from both macro(宏观）and micro(微观） perspectives. 2. Share your answers to the following questions with your group.
My Macro-structure Analysis The information in the text is organized A. by space B. by comparison (对比） C. by time D. by classification (分类）
6
My Micro-structure Analysis The sentences in the text are linked, firstly, by using reference(指代）： For example, “it” in the sentence “At that time it was considered a technological revolution" refers to ，and “these" in the sentence＂These changes only became possible as my memory improved. " refers to the changes discussed in Paragraph . Secondly, the use of conjunctions(连接词）can be found in: 1. By the 1940s I had grown as large as a room, and I wondered if I would grow any larger， ，this reality also worried my designers. 2. First it was stored in tubes, then on transistors and later on very small chips. I totally changed my shape. 3. I have become very important in communication, finance and trade. I have been put into robots and used to make mobile phones help with medical operations.
Connector
Text: Who Am I
Name:
The Connector's job is to. . .
1．read the text, and look for connections between the text and your own life or your other learning. For example, how do you and people you know use computers Do you know any other technologies or applications based on the
7
computer science, such as VR (virtual reality 虚拟现实） and Alpha Go Can you introduce them
2. make notes about at least two possible connections.
3. tell the group about the connections and ask for their comments(评价）。
My Connections： 1． 2．
[设计思路]通过把学生分成三个小组，每个小组完成各自的任务，让他们讨论设计的不同问题，从而使全班学生从根据上下文理解来猜测词汇直到对文章结构宏观和微观两个方面的分析，最后通过对作者态度，写作目的及风格的分析，使主题得以升华，最终达到高考要求学生对阅读理解词义猜测，篇章结构，作者态度观点三个方面能力的提升。
Step 4: Post-reading
What problem I am concerning about
In the future, what can I do with computer to contribute……？
● in my inner circle (my family or my friends)
● in my community (my school or my hometown)
● in the world (beyond my immediate environment)
[设计思路]此任务旨在培养学生的发散思维能力，关于计算机学生可以展开自己丰富的想象，未来计算机在各个方面有哪些作用及用途。
8
Step 5: Homework
1 ． Write a passage about the advantages and disadvantages of t he computers.
2 ． Underline the difficult sentences and try to solve the problems using context clues and the dictionary.
[设计思路]第一个作业：通过对计算机优缺点的思考，使学生能充分利用网络的优点，如：学生利用网络学英语，交好友，形成健康的网络使用习惯，改掉沉迷于网络游戏的坏习惯 。第二个作业为下节教学内容做好铺垫。
Part 7： Blackboard design
Unit 3 Who Am I
Wh o history applications functions development progress …… The topic sentences: Para 1: Over time I have been changed quite a lot. Para 2: Theses changes only became possible as my memory improved. Para 3: Since 1970s many new applications have been found for me.
9
［设计思路］板书设计分为两部分：第一部分，通过让学生看题目和图片大胆的预测文章内容；第二部分，展示本节课的主要内容。
10
Unit 3 Computers Reading
教学设计
Part 1: Analysis of the teaching material
The topic is taken from NEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK2 unit3 Reading Who am I,which talks about the development of computers and applications in our daily life. Students are quite familiar with this topic so they can share their experience with their classmates. Thus, this will be beneficial to today's teaching and learning.
Part 2: Analysis of the students
Students of Grade 1 have studied English for at least 7 years and grasped a certain amount of English knowledge. They can cooperate with their classmates to finish a task. On the other hand, Ss' ability of using English is limited; their abstract thinking is not fully developed. Therefore,all of these shall be taken consideration into today's teaching.
Part 3: Teaching aims
1. Language Skills:
Develop their predicting and organizing skills.
2. Language Knowledge:
Organize and share their background information of computers.
3. Emotions and Attitudes
a.Students can summarize the effect of the computers on our school
1
by discussion.
b.Students can be fully curious about internet and arouse their creativity to form their good attitude and habit of using the
internet.
4. Learning Strategies
Recourse, Communication, Cognition
5. Culture Awareness
Know about the culture of computers and peruse healthy culture online.
Part 4. Teaching important and difficult points
1. Train the students’ predictive ability in reading
2. Learn about the history and background of the computer development
3. Organize the information ability.
4. Understand the structure of the passage.
Part 5. Teaching tools and methods
Multimedia, task-based method, group work
Part 6. Teaching procedures:
Step l: Greetings and leading-in
Guessing game: Let students guess the topic by showing several attractive pictures.
2
[设计思路]本活动旨在引出话题，激发学生学习计算机的兴趣 。通过对图片的猜测，既满足和激发学生的好奇心，又向学生呈现出现代信息技术的高速发展，直观而又形象地拓展了学生的视野。
Step 2: Pr-reading
Preparing and sharing (Individual and Group work)
1. Look at the pictures and the title of the read passage. Predict what it is going to be about.
2.Look at the inventions. Can you put them in an order according to the time when they appeared After reading the passage, check to see if you were right.
3
( )analytical
( )calculating machine ( )PC
( )laptop
( )robot
( )universal machine
[设计思路]本活动旨在让学生通过自己的观察 、分析已达到预测文章内容的目的，从而可以有助于提高学生对说明文的写作能力。
Step3: While-reading
Task1 ：Skim the passage to find out the topic sentence of each paragraph.
Para 1: Over time I have been changed quite a lot.
Para 2: Theses changes only became possible as my memory improved.
Para 3: Since 1970s many new applications have been found for me.
[设计思路]本活动旨在对文章的内容进行总结判断分析，从而对文章的篇章结构有很好的把握。通过该活动，旨在培养和提高学生组织语言归纳概括主旨大意的能力。
Task 2: Read the passage carefully to find the detailed information
Para 1: Over time I have been changed quite a lot.
In 1642 calculating machine
In 1822 analytical machine
In 1936 universal machine
By the 1940s room-sized machine
Since 1970s PC and laptop
Para 2: Theses changes only became possible as my memory improved.
First tubes
Then transistors
Later very small chips
In the early 1960s network
Para 3: Since 1970s many new applications have been found for me.
Communication, finance, trade, robot, phones, (also) medical operations, (even) space rockets
4
[设计思路]本活动属于 careful-reading, 旨在理解课文细节内容。通过此任务，帮助学生更好地理解计算机的发展历史变化及在日常生活中的应用。
Task3: Reading for learning
1. What was I called in each time
In 1642 in 1822 in 1936 by the 1940s since the 1970s
2. What technologies have made me improved quickly First then later in the early 1960s
3. What areas have I been applied to
[设计思路]此任务能使学生对文章更深层次地理解，从而帮助学生学会知识迁移。
Task4： Discussing in Connector ，Structure Analyst， Discussion Leader
groups.
Discussion Leader
Text: Who Am I
Name:
The Discussion Leader's job is to...
1. Ask a question based on the text and write down your answer. Questions encouraging critical thinking or challenging imagination(想象力）are preferred.
2. Help your group understand the meaning of the following words or
5
phrases:“simplify” ， “program” ， “think logically” ， “artificial intelligence".
3. Share the question and your answer in your group. Ask your group what they think of your questions.
4. Organize the discussion.
My question:
My answer:
My explanation of the words and phrases:
Word: simplify (Line 3) Word: program (Line 6) Meaning: Meaning:
Phrase: think logically (Line 9) Phrase:artificial intelligence(Line 11) Meaning: Meaning:
Structure Analyst
Text: Who Am l
Name:
The Structure Analyst' s job is to... 1. Read the text and analyze its structure(文章结构） from both macro(宏观）and micro(微观） perspectives. 2. Share your answers to the following questions with your group.
My Macro-structure Analysis The information in the text is organized A. by space B. by comparison (对比） C. by time D. by classification (分类）
6
My Micro-structure Analysis The sentences in the text are linked, firstly, by using reference(指代）： For example, “it” in the sentence “At that time it was considered a technological revolution" refers to ，and “these" in the sentence＂These changes only became possible as my memory improved. " refers to the changes discussed in Paragraph . Secondly, the use of conjunctions(连接词）can be found in: 1. By the 1940s I had grown as large as a room, and I wondered if I would grow any larger， ，this reality also worried my designers. 2. First it was stored in tubes, then on transistors and later on very small chips. I totally changed my shape. 3. I have become very important in communication, finance and trade. I have been put into robots and used to make mobile phones help with medical operations.
Connector
Text: Who Am I
Name:
The Connector's job is to. . .
1．read the text, and look for connections between the text and your own life or your other learning. For example, how do you and people you know use computers Do you know any other technologies or applications based on the
7
computer science, such as VR (virtual reality 虚拟现实） and Alpha Go Can you introduce them
2. make notes about at least two possible connections.
3. tell the group about the connections and ask for their comments(评价）。
My Connections： 1． 2．
[设计思路]通过把学生分成三个小组，每个小组完成各自的任务，让他们讨论设计的不同问题，从而使全班学生从根据上下文理解来猜测词汇直到对文章结构宏观和微观两个方面的分析，最后通过对作者态度，写作目的及风格的分析，使主题得以升华，最终达到高考要求学生对阅读理解词义猜测，篇章结构，作者态度观点三个方面能力的提升。
Step 4: Post-reading
What problem I am concerning about
In the future, what can I do with computer to contribute……？
● in my inner circle (my family or my friends)
● in my community (my school or my hometown)
● in the world (beyond my immediate environment)
[设计思路]此任务旨在培养学生的发散思维能力，关于计算机学生可以展开自己丰富的想象，未来计算机在各个方面有哪些作用及用途。
8
Step 5: Homework
1 ． Write a passage about the advantages and disadvantages of t he computers.
2 ． Underline the difficult sentences and try to solve the problems using context clues and the dictionary.
[设计思路]第一个作业：通过对计算机优缺点的思考，使学生能充分利用网络的优点，如：学生利用网络学英语，交好友，形成健康的网络使用习惯，改掉沉迷于网络游戏的坏习惯 。第二个作业为下节教学内容做好铺垫。
Part 7： Blackboard design
Unit 3 Who Am I
Wh o history applications functions development progress …… The topic sentences: Para 1: Over time I have been changed quite a lot. Para 2: Theses changes only became possible as my memory improved. Para 3: Since 1970s many new applications have been found for me.
9
［设计思路］板书设计分为两部分：第一部分，通过让学生看题目和图片大胆的预测文章内容；第二部分，展示本节课的主要内容。
10