牛津上海版>九年级上>Chapter 2 Computers教案3篇
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| 名称 | 牛津上海版>九年级上>Chapter 2 Computers教案3篇 |
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| 科目 | 英语 | ||
| 更新时间 | 2012-04-19 00:00:00 | ||
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Chapter 2 Computers
Overview:
This chapter is about computer and other machine. The main passage is a set of short texts about different aspects of computers and their effects on our life.
The listening section requires students to listen to a telephone order and complete an order form for some office products. The language section features exercises on various products including suitcases and cameras. The main task in the speaking section includes a task in which students have to compare two radio-controlled cars, and then two flats.
Reading
A What do you know about…
This exercise introduces the subject of computers further, and teaches some useful basic vocabulary items. Ask students to complete the exercise. Those students who are very familiar with computers can help those who are not.
B Find the facts
As before, use this exercise to develop scanning skills.
Vocabulary
1.Learn the new words.
2.Do some exercises about the words.
C Find the meanings
1. Tell students to do Ex C1 and C2. They must look carefully at the words in context and see which option has the correct meaning.
2. Tell students to compare their answers with their partners', and then to discuss any differences.
Text “Computers”
This is an interview between Pansy and Detective Ken.
1.Listen to the tape twice.
2.Read the text after the tape.
3.Answer questions.
(1)What do we call computers
(2)What kind of jobs can they do
(3)How do we give a computer instruction
(4)Who write the program
(5)Are all the programs the same or different
(6)Is a computer cleverer than a man
(7)What is the CD-ROM used for
4.Analyze the text.
D Read and think
This simple exercise draws attention to one of the principal methods of sentence building.
Notes:
1. Introduce students to such as as an alternative way of including examples in a sentence. When we use for example, we must have already defined what we are talking about. Such as can be used in the same way, but sometimes it can be the part of the definition.
2. Such as must be placed directly next to the words it refers to, and it must be followed by a noun or nouns. Unlike for example, such as cannot be followed by a finite clause.
Listening
Fill in an order form
1.This exercise gives students practice in two skills: selecting the relevant information from a dialogue, and filling in a form correctly.
2.As usual. Explain the situation clearly. Students must act the role of the man, and write down the information. Explain any difficult words. Play the recording twice.
3.Check their answers.
4.Teach the new words:
Screen filter contact reference no quantity
本章听力练习是将所给的图片排序。在做这类听力练习前同学们应该将所有的图片都看一遍。通常给出的图片构成一个完整的故事情节，图片与图片之间也有着很强的逻辑关系。利用听录音前的时间，迅速地捕捉每幅图片所提供的信息，预测短文中可能涉及到的内容，这样听录音材料是就有的放矢。在看图片，也要努力辨别出图片与图片之间的不同之处，以便于准确找出与短文相匹配的图片。
Language
A Comparing two things
1.Draw some dissimilar pairs of lines, shapes or simple objects on the board and ask the class to tell you the differences between them. They should be able to make short sentences telling you.
2.Read the introduction to the class. Ask students to give you examples of things which are cheaper, higher, and more useful than the others.
3.Point out that, usually, one-syllable adj take the -er ending. Two-syllable words can use either the -er ending or the more construction, but longer adj always use more. Many two-syllable adj are almost found the -er form.
Lucky-luckier funny-funnier quiet-quieter clever-cleverer
4.Ask students to do Ex A1 on their own.
5.Tell students to do Ex A2 and A3 with their partners.
B Comparing more than two things.
1 Read the introduction with the class. Note that the rules for the formation of superlative adjectives are similar to those for the formation of comparative adjectives. The -er ending of the comparative adjective is replaced by the -est ending of the superlative, and more is replaced by the most. Irregular forms are considered on page 27.
2 Tell students to do Exercises B1 and B2 on their own.
3 Do Exercises B3 with the class, telling the students to follow the given instructions.
4 Stress to the class the need to use the article the. There can only be one ocean that is the biggest, so there is definite reference, and the definite article must be used.
C Using good, bad and far
Read the introduction with the class. Ask students to do Exercises C1 and C3 on their own, and to do Exercises C2 with their partners.
Notes:
1 Further and furthest have the same meaning as farther and farthest, except that further has the additional meaning of extra/ more (e.g., The doctor will tell you if there are any further developments.).
2 The adjective ill is not usually used in the comparative or superlative forms. We use worse and worst instead.
Speaking
A Talk time
Giving opinions, agreeing and disagreeing
1 This section continues to practice the comparative and superlative forms and helps students to take part in conversations expressing opinions.
2 Linguists often use the concept of maintaining face to explain many language structures. If someone disagrees with you but does not wish to offend you, they must use language forms that soften any threat to you. When we say something that pleases someone, such as agreeing with them, we can be much more straightforward.
3 Read the examples in the Student's Book, and then point out the following additional expressions of agreement.
Yes, indeed.
Yes, (that's) exactly what I think.
I agree totally/ 100%/ completely.
That's just what I was going to say.
I think so, too.
Yes, that's right.
How true!
4 Expressing disagreement is sometimes more of a problem. Here students are taught a very bare form, suitable to their level. Certainly, a direct form such as I don't agree should be spoken with some hesitation in the voice.
5 Adverbs are often used to weaken the force of the disagreement (e.g., I don't really agree; I don't altogether agree.). Point out these other forms of disagreements.
I'm not so sure about that.
Do you really think so
I'm a bit surprised you say that.
Well, that's a matter of opinion.
I wouldn't say that.
6 Do ExA1. Read the dialogue to the class and tell them to practise it. Then ask one or two pairs of students to perform it.
7 Do Ex A2 and A3.
B Speak up
1 This activity requires students to prepare and carry out a simple survey in English. It also allows them to have some variety in the task. It is not essential for of them to have the same survey questions.
2 Let students work in pairs or in groups of three to produce eight questions on this topic. If possible, check their questions (mainly to make sure they make sense) before the next stage.
Sample questions are given below but students are free to have difference questions.
3 If time permits, let some students report back to the class. They cam this by simply reading out their questions and summarizing some of the results.
Asking 'Yes', 'No' questions
This is a familiar game which is sometimes called 'Twenty Questions'. The game practices the skill of forming questions in English, which most students find difficult. However, this is an important skill in both life and exam. This game also develops logical thinking. In this variation, students must imagine that they are a famous person or a character.
Sample questions:
Are you alive/dead/real/fictional
Were you in books/songs/films/poems
Do/Did you live in Europe/Asia/China
Did you live hundreds/thousands of years ago？
Did you live in the 18th/21st century
Did you write books/paint pictures/fight battles
Are you a film star/singer/politician/sportsman/woman
Have you ever been in a film/visited China
Are you a cartoon character/character in a legend
Using English Abbreviations
1 Abbreviations are useful in note-taking, as well as being items that the students will see frequently. Ask the class to do Exercise A.
Writing
This exercise gives further practice in using the comparative form of adjectives in a context analyzed task. It also practices information-transfer skills. Ask students to work individually to complete the two exercises.
Additional activity:
Ask students to write a few sentences comparing:
their primary school and their secondary school;
Shanghai and Beijing;
Trams and buses.
本章的作文是记叙文。记叙文是以叙述描写为主要手法、以记人叙事为主要内容的。记叙中，记叙的可以是人，可以是事，也可以是景和物。
写好记叙文要注意以下几个要点：
1．审题——分析题意，仔细研究和审查题目的含义及要求，避免写出文不对题的作文，犯作文中写作忌讳。
2．确定中心思想——即“立”什么样的“意”，它是文章的灵魂。
3．选材与组材——选择生动有趣而又紧扣主题的典型事例，恰当安排写作次序，一般是以情节发生的时间先后为序，但同时也可采用“倒叙”或“穿插”手法。
4．选择写作角度——一般可从第一或第三人称的角度来写。用第一人称，文章生动但叙述范围受一定限制；用第三人称，则不受这种限制，但组好材料并非易事。
5．记叙文有六大要素——时间、地点、人物、事件及其原因和结果。
常见的记叙文行文方式有五种：
(1) 以写人为主，(2) 以记事为主，(3) 以写景为主，(4) 以写物为主，(5) 游记的形式。
请看范文：
We tried to capture Troy for ten years, but failed. And then we thought of a trick.
We built a huge, wooden horse and left it outside the main gate. During the night, our army disappeared, but they did not go far away. In the morning, the citizens of Troy saw the horse. They did not know that I was inside with five other soldiers.
The citizens opened their gates and pulled the horse into the main square of the city. That night, they celebrated and made jokes about us. Then they made sure that the gates were locked and went to sleep.
After they were asleep, we climbed out of the horse. We opened the gates and our army entered the city.
We then went to the room of the captain of the guards. We seized him and dragged him away.
Chapter 2 Computers
一. 教学内容：
Chapter 2 Computers Reading 2
（一）课文语言知识讲解
（二）课后练习题答案
二. 本周知识总结与归纳：
（一）课文语言知识讲解
1. be unaware of没注意到
be aware of 注意到
There may also be tiny, hidden computers in your home that you are unaware of.
＝There may also be tiny hidden computers in your home that you don’t know about.
2. depend on 依靠，依赖
So maybe you depend on computers more than you realize.
＝So maybe you need/relay on computers more than you realize.
3. common knowledge 众所周知的事情
It’s common knowledge that computers are super calculators.
＝It’s something known by everyone that computers are super calculators.
4. calculator n. 计算器 calculate v. 计算 calculation n. 计算
Computers are super __________. They can __________ very fast and they can do the __________ accurately.
5. rarely/seldom很少（在句中表示否定）
Computers rarely give wrong answers.
6. for the time being 目前
The answer to the question is, for the time being, “No.”
＝At present, the answer to the question is “No.”
7. be better than… at (doing) something
Computers may be better than doctors, judges and teachers at doing their jobs.
8. raise questions 引起注意，提出问题
If it is true, it raises interesting questions.
＝If this is true, it brings interesting questions to our attention.
9. essential adj. 非常重要的，必要的 ＝very important and necessary
The program is written by a human being, and it is essential that the human does not make a mistake.
10. listen to sb. speaking 听演说
You can use your computer to read about a famous person in history, and listen to him speaking.
（二）课后练习题答案
P20 Find the meaning
C1
C2
D Read and think
Chapter 2 Computers
Overview:
This chapter is about computer and other machine. The main passage is a set of short texts about different aspects of computers and their effects on our life.
The listening section requires students to listen to a telephone order and complete an order form for some office products. The language section features exercises on various products including suitcases and cameras. The main task in the speaking section includes a task in which students have to compare two radio-controlled cars, and then two flats.
Reading
A What do you know about…
This exercise introduces the subject of computers further, and teaches some useful basic vocabulary items. Ask students to complete the exercise. Those students who are very familiar with computers can help those who are not.
B Find the facts
As before, use this exercise to develop scanning skills.
Vocabulary
1.Learn the new words.
2.Do some exercises about the words.
C Find the meanings
1. Tell students to do Ex C1 and C2. They must look carefully at the words in context and see which option has the correct meaning.
2. Tell students to compare their answers with their partners', and then to discuss any differences.
Text “Computers”
This is an interview between Pansy and Detective Ken.
1.Listen to the tape twice.
2.Read the text after the tape.
3.Answer questions.
(1)What do we call computers
(2)What kind of jobs can they do
(3)How do we give a computer instruction
(4)Who write the program
(5)Are all the programs the same or different
(6)Is a computer cleverer than a man
(7)What is the CD-ROM used for
4.Analyze the text.
D Read and think
This simple exercise draws attention to one of the principal methods of sentence building.
Notes:
1. Introduce students to such as as an alternative way of including examples in a sentence. When we use for example, we must have already defined what we are talking about. Such as can be used in the same way, but sometimes it can be the part of the definition.
2. Such as must be placed directly next to the words it refers to, and it must be followed by a noun or nouns. Unlike for example, such as cannot be followed by a finite clause.
Listening
Fill in an order form
1.This exercise gives students practice in two skills: selecting the relevant information from a dialogue, and filling in a form correctly.
2.As usual. Explain the situation clearly. Students must act the role of the man, and write down the information. Explain any difficult words. Play the recording twice
3.Check their answers.
4.Teach the new words:
Screen filter contact reference no quantity
本章听力练习是将所给的图片排序。在做这类听力练习前同学们应该将所有的图片都看一遍。通常给出的图片构成一个完整的故事情节，图片与图片之间也有着很强的逻辑关系。利用听录音前的时间，迅速地捕捉每幅图片所提供的信息，预测短文中可能涉及到的内容，这样听录音材料是就有的放矢。在看图片，也要努力辨别出图片与图片之间的不同之处，以便于准确找出与短文相匹配的图片。
Language
A Comparing two things
1.Draw some dissimilar pairs of lines, shapes or simple objects on the board and ask the class to tell you the differences between them. They should be able to make short sentences telling you.
2.Read the introduction to the class. Ask students to give you examples of things which are cheaper, higher, and more useful than the others.
3.Point out that, usually, one-syllable adj take the -er ending. Two-syllable words can use either the -er ending or the more construction, but longer adj always use more. Many two-syllable adj are almost found the -er form.
Lucky-luckier funny-funnier quiet-quieter clever-cleverer
4.Ask students to do Ex A1 on their own.
5.Tell students to do Ex A2 and A3 with their partners.
B Comparing more than two things.
1 Read the introduction with the class. Note that the rules for the formation of superlative adjectives are similar to those for the formation of comparative adjectives. The -er ending of the comparative adjective is replaced by the -est ending of the superlative, and more is replaced by the most. Irregular forms are considered on page 27.
2 Tell students to do Exercises B1 and B2 on their own.
3 Do Exercises B3 with the class, telling the students to follow the given instructions.
4 Stress to the class the need to use the article the. There can only be one ocean that is the biggest, so there is definite reference, and the definite article must be used.
C Using good, bad and far
Read the introduction with the class. Ask students to do Exercises C1 and C3 on their own, and to do Exercises C2 with their partners.
Notes:
1 Further and furthest have the same meaning as farther and farthest, except that further has the additional meaning of extra/ more (e.g., The doctor will tell you if there are any further developments.).
2 The adjective ill is not usually used in the comparative or superlative forms. We use worse and worst instead.
Speaking
A Talk time
Giving opinions, agreeing and disagreeing
1 This section continues to practice the comparative and superlative forms and helps students to take part in conversations expressing opinions.
2 Linguists often use the concept of maintaining face to explain many language structures. If someone disagrees with you but does not wish to offend you, they must use language forms that soften any threat to you. When we say something that pleases someone, such as agreeing with them, we can be much more straightforward.
3 Read the examples in the Student's Book, and then point out the following additional expressions of agreement
Yes, indeed.
Yes, (that's) exactly what I think.
I agree totally/ 100%/ completely.
That's just what I was going to say.
I think so, too.
Yes, that's right.
How true!
4 Expressing disagreement is sometimes more of a problem. Here students are taught a very bare form, suitable to their level. Certainly, a direct form such as I don't agree should be spoken with some hesitation in the voice.
5 Adverbs are often used to weaken the force of the disagreement (e.g., I don't really agree; I don't altogether agree.). Point out these other forms of disagreements.
I'm not so sure about that.
Do you really think so
I'm a bit surprised you say that.
Well, that's a matter of opinion.
I wouldn't say that.
6 Do ExA1. Read the dialogue to the class and tell them to practise it. Then ask one or two pairs of students to perform it.
7 Do Ex A2 and A3.
B Speak up
1 This activity requires students to prepare and carry out a simple survey in English. It also allows them to have some variety in the task. It is not essential for of them to have the same survey questions.
2 Let students work in pairs or in groups of three to produce eight questions on this topic. If possible, check their questions (mainly to make sure they make sense) before the next stage.
Sample questions are given below but students are free to have difference questions
3 If time permits, let some students report back to the class. They cam this by simply reading out their questions and summarizing some of the results.
Asking 'Yes', 'No' questions
This is a familiar game which is sometimes called 'Twenty Questions'. The game practices the skill of forming questions in English, which most students find difficult. However, this is an important skill in both life and exam. This game also develops logical thinking. In this variation, students must imagine that they are a famous person or a character
Sample questions:
Are you alive/dead/real/fictional
Were you in books/songs/films/poems
Do/Did you live in Europe/Asia/China
Did you live hundreds/thousands of years ago？
Did you live in the 18th/21st century
Did you write books/paint pictures/fight battles
Are you a film star/singer/politician/sportsman/woman
Have you ever been in a film/visited China
Are you a cartoon character/character in a legend
Using English Abbreviations
1 Abbreviations are useful in note-taking, as well as being items that the students will see frequently. Ask the class to do Exercise A.
Writing
This exercise gives further practice in using the comparative form of adjectives in a context analyzed task. It also practices information-transfer skills. Ask students to work individually to complete the two exercises.
Additional activity:
Ask students to write a few sentences comparing:
their primary school and their secondary school;
Shanghai and Beijing;
Trams and buses.
本章的作文是记叙文。记叙文是以叙述描写为主要手法、以记人叙事为主要内容的。记叙中，记叙的可以是人，可以是事，也可以是景和物。
写好记叙文要注意以下几个要点：
1．审题——分析题意，仔细研究和审查题目的含义及要求，避免写出文不对题的作文，犯作文中写作忌讳
2．确定中心思想——即“立”什么样的“意”，它是文章的灵魂。
3．选材与组材——选择生动有趣而又紧扣主题的典型事例，恰当安排写作次序，一般是以情节发生的时间先后为序，但同时也可采用“倒叙”或“穿插”手法。
4．选择写作角度——一般可从第一或第三人称的角度来写。用第一人称，文章生动但叙述范围受一定限制；用第三人称，则不受这种限制，但组好材料并非易事。
5．记叙文有六大要素——时间、地点、人物、事件及其原因和结果。
常见的记叙文行文方式有五种：
(1) 以写人为主，(2) 以记事为主，(3) 以写景为主，(4) 以写物为主，(5) 游记的形式。
请看范文：
We tried to capture Troy for ten years, but failed. And then we thought of a tric
We built a huge, wooden horse and left it outside the main gate. During the night, our army disappeared, but they did not go far away. In the morning, the citizens of Troy saw the horse. They did not know that I was inside with five other soldiers.
The citizens opened their gates and pulled the horse into the main square of the city. That night, they celebrated and made jokes about us. Then they made sure that the gates were locked and went to sleep.
After they were asleep, we climbed out of the horse. We opened the gates and our army entered the city.
We then went to the room of the captain of the guards. We seized him and dragged him away.
Overview:
This chapter is about computer and other machine. The main passage is a set of short texts about different aspects of computers and their effects on our life.
The listening section requires students to listen to a telephone order and complete an order form for some office products. The language section features exercises on various products including suitcases and cameras. The main task in the speaking section includes a task in which students have to compare two radio-controlled cars, and then two flats.
Reading
A What do you know about…
This exercise introduces the subject of computers further, and teaches some useful basic vocabulary items. Ask students to complete the exercise. Those students who are very familiar with computers can help those who are not.
B Find the facts
As before, use this exercise to develop scanning skills.
Vocabulary
1.Learn the new words.
2.Do some exercises about the words.
C Find the meanings
1. Tell students to do Ex C1 and C2. They must look carefully at the words in context and see which option has the correct meaning.
2. Tell students to compare their answers with their partners', and then to discuss any differences.
Text “Computers”
This is an interview between Pansy and Detective Ken.
1.Listen to the tape twice.
2.Read the text after the tape.
3.Answer questions.
(1)What do we call computers
(2)What kind of jobs can they do
(3)How do we give a computer instruction
(4)Who write the program
(5)Are all the programs the same or different
(6)Is a computer cleverer than a man
(7)What is the CD-ROM used for
4.Analyze the text.
D Read and think
This simple exercise draws attention to one of the principal methods of sentence building.
Notes:
1. Introduce students to such as as an alternative way of including examples in a sentence. When we use for example, we must have already defined what we are talking about. Such as can be used in the same way, but sometimes it can be the part of the definition.
2. Such as must be placed directly next to the words it refers to, and it must be followed by a noun or nouns. Unlike for example, such as cannot be followed by a finite clause.
Listening
Fill in an order form
1.This exercise gives students practice in two skills: selecting the relevant information from a dialogue, and filling in a form correctly.
2.As usual. Explain the situation clearly. Students must act the role of the man, and write down the information. Explain any difficult words. Play the recording twice.
3.Check their answers.
4.Teach the new words:
Screen filter contact reference no quantity
本章听力练习是将所给的图片排序。在做这类听力练习前同学们应该将所有的图片都看一遍。通常给出的图片构成一个完整的故事情节，图片与图片之间也有着很强的逻辑关系。利用听录音前的时间，迅速地捕捉每幅图片所提供的信息，预测短文中可能涉及到的内容，这样听录音材料是就有的放矢。在看图片，也要努力辨别出图片与图片之间的不同之处，以便于准确找出与短文相匹配的图片。
Language
A Comparing two things
1.Draw some dissimilar pairs of lines, shapes or simple objects on the board and ask the class to tell you the differences between them. They should be able to make short sentences telling you.
2.Read the introduction to the class. Ask students to give you examples of things which are cheaper, higher, and more useful than the others.
3.Point out that, usually, one-syllable adj take the -er ending. Two-syllable words can use either the -er ending or the more construction, but longer adj always use more. Many two-syllable adj are almost found the -er form.
Lucky-luckier funny-funnier quiet-quieter clever-cleverer
4.Ask students to do Ex A1 on their own.
5.Tell students to do Ex A2 and A3 with their partners.
B Comparing more than two things.
1 Read the introduction with the class. Note that the rules for the formation of superlative adjectives are similar to those for the formation of comparative adjectives. The -er ending of the comparative adjective is replaced by the -est ending of the superlative, and more is replaced by the most. Irregular forms are considered on page 27.
2 Tell students to do Exercises B1 and B2 on their own.
3 Do Exercises B3 with the class, telling the students to follow the given instructions.
4 Stress to the class the need to use the article the. There can only be one ocean that is the biggest, so there is definite reference, and the definite article must be used.
C Using good, bad and far
Read the introduction with the class. Ask students to do Exercises C1 and C3 on their own, and to do Exercises C2 with their partners.
Notes:
1 Further and furthest have the same meaning as farther and farthest, except that further has the additional meaning of extra/ more (e.g., The doctor will tell you if there are any further developments.).
2 The adjective ill is not usually used in the comparative or superlative forms. We use worse and worst instead.
Speaking
A Talk time
Giving opinions, agreeing and disagreeing
1 This section continues to practice the comparative and superlative forms and helps students to take part in conversations expressing opinions.
2 Linguists often use the concept of maintaining face to explain many language structures. If someone disagrees with you but does not wish to offend you, they must use language forms that soften any threat to you. When we say something that pleases someone, such as agreeing with them, we can be much more straightforward.
3 Read the examples in the Student's Book, and then point out the following additional expressions of agreement.
Yes, indeed.
Yes, (that's) exactly what I think.
I agree totally/ 100%/ completely.
That's just what I was going to say.
I think so, too.
Yes, that's right.
How true!
4 Expressing disagreement is sometimes more of a problem. Here students are taught a very bare form, suitable to their level. Certainly, a direct form such as I don't agree should be spoken with some hesitation in the voice.
5 Adverbs are often used to weaken the force of the disagreement (e.g., I don't really agree; I don't altogether agree.). Point out these other forms of disagreements.
I'm not so sure about that.
Do you really think so
I'm a bit surprised you say that.
Well, that's a matter of opinion.
I wouldn't say that.
6 Do ExA1. Read the dialogue to the class and tell them to practise it. Then ask one or two pairs of students to perform it.
7 Do Ex A2 and A3.
B Speak up
1 This activity requires students to prepare and carry out a simple survey in English. It also allows them to have some variety in the task. It is not essential for of them to have the same survey questions.
2 Let students work in pairs or in groups of three to produce eight questions on this topic. If possible, check their questions (mainly to make sure they make sense) before the next stage.
Sample questions are given below but students are free to have difference questions.
3 If time permits, let some students report back to the class. They cam this by simply reading out their questions and summarizing some of the results.
Asking 'Yes', 'No' questions
This is a familiar game which is sometimes called 'Twenty Questions'. The game practices the skill of forming questions in English, which most students find difficult. However, this is an important skill in both life and exam. This game also develops logical thinking. In this variation, students must imagine that they are a famous person or a character.
Sample questions:
Are you alive/dead/real/fictional
Were you in books/songs/films/poems
Do/Did you live in Europe/Asia/China
Did you live hundreds/thousands of years ago？
Did you live in the 18th/21st century
Did you write books/paint pictures/fight battles
Are you a film star/singer/politician/sportsman/woman
Have you ever been in a film/visited China
Are you a cartoon character/character in a legend
Using English Abbreviations
1 Abbreviations are useful in note-taking, as well as being items that the students will see frequently. Ask the class to do Exercise A.
Writing
This exercise gives further practice in using the comparative form of adjectives in a context analyzed task. It also practices information-transfer skills. Ask students to work individually to complete the two exercises.
Additional activity:
Ask students to write a few sentences comparing:
their primary school and their secondary school;
Shanghai and Beijing;
Trams and buses.
本章的作文是记叙文。记叙文是以叙述描写为主要手法、以记人叙事为主要内容的。记叙中，记叙的可以是人，可以是事，也可以是景和物。
写好记叙文要注意以下几个要点：
1．审题——分析题意，仔细研究和审查题目的含义及要求，避免写出文不对题的作文，犯作文中写作忌讳。
2．确定中心思想——即“立”什么样的“意”，它是文章的灵魂。
3．选材与组材——选择生动有趣而又紧扣主题的典型事例，恰当安排写作次序，一般是以情节发生的时间先后为序，但同时也可采用“倒叙”或“穿插”手法。
4．选择写作角度——一般可从第一或第三人称的角度来写。用第一人称，文章生动但叙述范围受一定限制；用第三人称，则不受这种限制，但组好材料并非易事。
5．记叙文有六大要素——时间、地点、人物、事件及其原因和结果。
常见的记叙文行文方式有五种：
(1) 以写人为主，(2) 以记事为主，(3) 以写景为主，(4) 以写物为主，(5) 游记的形式。
请看范文：
We tried to capture Troy for ten years, but failed. And then we thought of a trick.
We built a huge, wooden horse and left it outside the main gate. During the night, our army disappeared, but they did not go far away. In the morning, the citizens of Troy saw the horse. They did not know that I was inside with five other soldiers.
The citizens opened their gates and pulled the horse into the main square of the city. That night, they celebrated and made jokes about us. Then they made sure that the gates were locked and went to sleep.
After they were asleep, we climbed out of the horse. We opened the gates and our army entered the city.
We then went to the room of the captain of the guards. We seized him and dragged him away.
Chapter 2 Computers
一. 教学内容：
Chapter 2 Computers Reading 2
（一）课文语言知识讲解
（二）课后练习题答案
二. 本周知识总结与归纳：
（一）课文语言知识讲解
1. be unaware of没注意到
be aware of 注意到
There may also be tiny, hidden computers in your home that you are unaware of.
＝There may also be tiny hidden computers in your home that you don’t know about.
2. depend on 依靠，依赖
So maybe you depend on computers more than you realize.
＝So maybe you need/relay on computers more than you realize.
3. common knowledge 众所周知的事情
It’s common knowledge that computers are super calculators.
＝It’s something known by everyone that computers are super calculators.
4. calculator n. 计算器 calculate v. 计算 calculation n. 计算
Computers are super __________. They can __________ very fast and they can do the __________ accurately.
5. rarely/seldom很少（在句中表示否定）
Computers rarely give wrong answers.
6. for the time being 目前
The answer to the question is, for the time being, “No.”
＝At present, the answer to the question is “No.”
7. be better than… at (doing) something
Computers may be better than doctors, judges and teachers at doing their jobs.
8. raise questions 引起注意，提出问题
If it is true, it raises interesting questions.
＝If this is true, it brings interesting questions to our attention.
9. essential adj. 非常重要的，必要的 ＝very important and necessary
The program is written by a human being, and it is essential that the human does not make a mistake.
10. listen to sb. speaking 听演说
You can use your computer to read about a famous person in history, and listen to him speaking.
（二）课后练习题答案
P20 Find the meaning
C1
C2
D Read and think
Chapter 2 Computers
Overview:
This chapter is about computer and other machine. The main passage is a set of short texts about different aspects of computers and their effects on our life.
The listening section requires students to listen to a telephone order and complete an order form for some office products. The language section features exercises on various products including suitcases and cameras. The main task in the speaking section includes a task in which students have to compare two radio-controlled cars, and then two flats.
Reading
A What do you know about…
This exercise introduces the subject of computers further, and teaches some useful basic vocabulary items. Ask students to complete the exercise. Those students who are very familiar with computers can help those who are not.
B Find the facts
As before, use this exercise to develop scanning skills.
Vocabulary
1.Learn the new words.
2.Do some exercises about the words.
C Find the meanings
1. Tell students to do Ex C1 and C2. They must look carefully at the words in context and see which option has the correct meaning.
2. Tell students to compare their answers with their partners', and then to discuss any differences.
Text “Computers”
This is an interview between Pansy and Detective Ken.
1.Listen to the tape twice.
2.Read the text after the tape.
3.Answer questions.
(1)What do we call computers
(2)What kind of jobs can they do
(3)How do we give a computer instruction
(4)Who write the program
(5)Are all the programs the same or different
(6)Is a computer cleverer than a man
(7)What is the CD-ROM used for
4.Analyze the text.
D Read and think
This simple exercise draws attention to one of the principal methods of sentence building.
Notes:
1. Introduce students to such as as an alternative way of including examples in a sentence. When we use for example, we must have already defined what we are talking about. Such as can be used in the same way, but sometimes it can be the part of the definition.
2. Such as must be placed directly next to the words it refers to, and it must be followed by a noun or nouns. Unlike for example, such as cannot be followed by a finite clause.
Listening
Fill in an order form
1.This exercise gives students practice in two skills: selecting the relevant information from a dialogue, and filling in a form correctly.
2.As usual. Explain the situation clearly. Students must act the role of the man, and write down the information. Explain any difficult words. Play the recording twice
3.Check their answers.
4.Teach the new words:
Screen filter contact reference no quantity
本章听力练习是将所给的图片排序。在做这类听力练习前同学们应该将所有的图片都看一遍。通常给出的图片构成一个完整的故事情节，图片与图片之间也有着很强的逻辑关系。利用听录音前的时间，迅速地捕捉每幅图片所提供的信息，预测短文中可能涉及到的内容，这样听录音材料是就有的放矢。在看图片，也要努力辨别出图片与图片之间的不同之处，以便于准确找出与短文相匹配的图片。
Language
A Comparing two things
1.Draw some dissimilar pairs of lines, shapes or simple objects on the board and ask the class to tell you the differences between them. They should be able to make short sentences telling you.
2.Read the introduction to the class. Ask students to give you examples of things which are cheaper, higher, and more useful than the others.
3.Point out that, usually, one-syllable adj take the -er ending. Two-syllable words can use either the -er ending or the more construction, but longer adj always use more. Many two-syllable adj are almost found the -er form.
Lucky-luckier funny-funnier quiet-quieter clever-cleverer
4.Ask students to do Ex A1 on their own.
5.Tell students to do Ex A2 and A3 with their partners.
B Comparing more than two things.
1 Read the introduction with the class. Note that the rules for the formation of superlative adjectives are similar to those for the formation of comparative adjectives. The -er ending of the comparative adjective is replaced by the -est ending of the superlative, and more is replaced by the most. Irregular forms are considered on page 27.
2 Tell students to do Exercises B1 and B2 on their own.
3 Do Exercises B3 with the class, telling the students to follow the given instructions.
4 Stress to the class the need to use the article the. There can only be one ocean that is the biggest, so there is definite reference, and the definite article must be used.
C Using good, bad and far
Read the introduction with the class. Ask students to do Exercises C1 and C3 on their own, and to do Exercises C2 with their partners.
Notes:
1 Further and furthest have the same meaning as farther and farthest, except that further has the additional meaning of extra/ more (e.g., The doctor will tell you if there are any further developments.).
2 The adjective ill is not usually used in the comparative or superlative forms. We use worse and worst instead.
Speaking
A Talk time
Giving opinions, agreeing and disagreeing
1 This section continues to practice the comparative and superlative forms and helps students to take part in conversations expressing opinions.
2 Linguists often use the concept of maintaining face to explain many language structures. If someone disagrees with you but does not wish to offend you, they must use language forms that soften any threat to you. When we say something that pleases someone, such as agreeing with them, we can be much more straightforward.
3 Read the examples in the Student's Book, and then point out the following additional expressions of agreement
Yes, indeed.
Yes, (that's) exactly what I think.
I agree totally/ 100%/ completely.
That's just what I was going to say.
I think so, too.
Yes, that's right.
How true!
4 Expressing disagreement is sometimes more of a problem. Here students are taught a very bare form, suitable to their level. Certainly, a direct form such as I don't agree should be spoken with some hesitation in the voice.
5 Adverbs are often used to weaken the force of the disagreement (e.g., I don't really agree; I don't altogether agree.). Point out these other forms of disagreements.
I'm not so sure about that.
Do you really think so
I'm a bit surprised you say that.
Well, that's a matter of opinion.
I wouldn't say that.
6 Do ExA1. Read the dialogue to the class and tell them to practise it. Then ask one or two pairs of students to perform it.
7 Do Ex A2 and A3.
B Speak up
1 This activity requires students to prepare and carry out a simple survey in English. It also allows them to have some variety in the task. It is not essential for of them to have the same survey questions.
2 Let students work in pairs or in groups of three to produce eight questions on this topic. If possible, check their questions (mainly to make sure they make sense) before the next stage.
Sample questions are given below but students are free to have difference questions
3 If time permits, let some students report back to the class. They cam this by simply reading out their questions and summarizing some of the results.
Asking 'Yes', 'No' questions
This is a familiar game which is sometimes called 'Twenty Questions'. The game practices the skill of forming questions in English, which most students find difficult. However, this is an important skill in both life and exam. This game also develops logical thinking. In this variation, students must imagine that they are a famous person or a character
Sample questions:
Are you alive/dead/real/fictional
Were you in books/songs/films/poems
Do/Did you live in Europe/Asia/China
Did you live hundreds/thousands of years ago？
Did you live in the 18th/21st century
Did you write books/paint pictures/fight battles
Are you a film star/singer/politician/sportsman/woman
Have you ever been in a film/visited China
Are you a cartoon character/character in a legend
Using English Abbreviations
1 Abbreviations are useful in note-taking, as well as being items that the students will see frequently. Ask the class to do Exercise A.
Writing
This exercise gives further practice in using the comparative form of adjectives in a context analyzed task. It also practices information-transfer skills. Ask students to work individually to complete the two exercises.
Additional activity:
Ask students to write a few sentences comparing:
their primary school and their secondary school;
Shanghai and Beijing;
Trams and buses.
本章的作文是记叙文。记叙文是以叙述描写为主要手法、以记人叙事为主要内容的。记叙中，记叙的可以是人，可以是事，也可以是景和物。
写好记叙文要注意以下几个要点：
1．审题——分析题意，仔细研究和审查题目的含义及要求，避免写出文不对题的作文，犯作文中写作忌讳
2．确定中心思想——即“立”什么样的“意”，它是文章的灵魂。
3．选材与组材——选择生动有趣而又紧扣主题的典型事例，恰当安排写作次序，一般是以情节发生的时间先后为序，但同时也可采用“倒叙”或“穿插”手法。
4．选择写作角度——一般可从第一或第三人称的角度来写。用第一人称，文章生动但叙述范围受一定限制；用第三人称，则不受这种限制，但组好材料并非易事。
5．记叙文有六大要素——时间、地点、人物、事件及其原因和结果。
常见的记叙文行文方式有五种：
(1) 以写人为主，(2) 以记事为主，(3) 以写景为主，(4) 以写物为主，(5) 游记的形式。
请看范文：
We tried to capture Troy for ten years, but failed. And then we thought of a tric
We built a huge, wooden horse and left it outside the main gate. During the night, our army disappeared, but they did not go far away. In the morning, the citizens of Troy saw the horse. They did not know that I was inside with five other soldiers.
The citizens opened their gates and pulled the horse into the main square of the city. That night, they celebrated and made jokes about us. Then they made sure that the gates were locked and went to sleep.
After they were asleep, we climbed out of the horse. We opened the gates and our army entered the city.
We then went to the room of the captain of the guards. We seized him and dragged him away.
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