人教版高中英语必修2 Unit3-Computers全英文精品教案

Unit 3 Computers

Period 1&2, Warming Up, Pre-reading, and Reading

Teaching aims

1. Knowledge aims

(1)Get the students to learn the useful and expressions in this part.

(2)Let students to learn about history and basic knowledge of computers.

1.Ability aims

Develop students' reading abilities and let them learn different reading skills. 3.Emotion aims :

Arouse students' great interest in learning computers and let them learn to use the computers in their daily lives.

Teaching difficult and important points

1.Let the students learn more about history and basic knowledge of computers.

2.Get the students to learn different reading skills.

Teaching methods

1.Task-based teaching and learning

2.Cooperative learning

3.Discussion

Teaching procedures and ways

Step1.Warming up

Task1: How much do you know about computers? (Make a survey)

Task2: What is it?

Give some sentences to describe different kinds of calculating objects and some pictures to help the students to guess what it is?

① An old calculating machine used in China until now.

An abacus

② It is a new calculating machine which can solve a large number of mathematical problems.

A calculator

③ It is built to solve some mathematical problems. But it is too big.

A huge computer

④ It is a computer which can solve all kinds of problems and is used widely now .

A PC / desktop

⑤ It is a kind of computer which can be taken conveniently(方便).

A laptop / notebook computer

Step2.pre-reading

Can you put these inventions in an order according to the time when they appeared? ( ) Analytical machine（分析机）

( ) Laptop

( ) Calculating machine （计算机器）

( ) Robot／android

( ) PC

( ) Universal machine（通用机器）

Step3. Reading

(1)Skimming

Task 1. Find out the topic sentences of each paragraph (P19.Ex2)

Task 2 .Summarize the general idea of this passage.

(2)Scanning

Task1. True or False

1.In 1642 I began as a calculating machine and could solve any mathematical

problem. (F: solve any calculating problem)

2.My real father was Charles Babbage, who wrote a book and build me in

1936.(F: Alan Turning)

3.After I got my new transistors in the 1960s, I became smaller but cleverer and

quicker.(T)

4.I was brought into people's homes in the 1970s.(T)

5.Since my birth I have been built to take the place of human race.(F: build to

serve human race)

(3)Careful- reading

Task 1: Look at the timeline below. Fill in the blanks with information from the reading text.

1642: The computer began as a calculating machine

1822: The Analytical Machine was made by Charles Babbage.

1936: The computer grew rapidly both in size and in brainpower.

1940s: The computers had grown as large as a room.

1960s: The first family of computers was connected to each other.

1970s: Computers were used in offices and homes

Now: Computers connect people all over the world together.

Step4. Conclusion of the text

How did computers develop?

A calculating machine →_____________→

_________________→_________________→________________→_____________→ ________________→________________→_ many new applications

Period 3 Vocabulary and Useful Expressions

◆.common

n. 1. an area of grassland with no fences which all people are free to use or a piece of open land for recreational use in an urban area (常用于专有名词中): Every Saturday Jean went riding on the village common. Harlow Common is very beautiful in winter.哈洛公园在冬天时风景很美。2. in common: in shared possession 3. out of common: unusual adj. 1. of or associated with the great masses of people: The common people in those days suffered greatly. 2. to be expected; standard: common decency. 3. common to or shared by two or more parties: common friend. 4. of no special distinction or quality; widely known or commonly encountered; average or ordinary or usual: the common man. 5. belonging to or participated in by a community as a whole; public: for the common good. 6. commonly encountered: a common (or familiar) complaint. 7. being or characteristic of or appropriate to everyday language: common parlance. 8. lacking refinement or cultivation or taste: behavior that branded him as common. 9. of low or inferior quality or value: produced...the common cloths used by the poorer population.

◆simple

n. 1. any herbaceous plant having medicinal properties 2. a person lacking intelligence or common sense adj. 1. not elaborate in style; unornamented: a simple country schoolhouse. 2. (botany) of leaf shapes; of leaves having no divisions or subdivisions 3. having few parts; not complex or complicated or involved: a simple problem. 4. easy and not involved or complicated: a simple game.) 5. lacking mental capacity and devoid of subtlety 6. exhibiting childlike simplicity and credulity: simple courtesy.

◆technology

n. 1. the practical application of science to commerce or industry 2. the discipline dealing with the art or science of applying scientific knowledge to practical problems ◆universal

n.coupling that connects two rotating shafts allowing freedom of movement in all directions: In motor vehicles a universal joint allows the drive shaft to move up and down as the vehicle passes over bumps.) adj. of worldwide scope or applicability: universal experience.

◆mathematical

adj. 1. statistically possible though highly improbable: have a mathematical chance

of making the playoffs. 2. beyond question: a mathematical certainty. 3. of or pertaining to or of the nature of mathematics: a mathematical textbook. 4. characterized by the exactness or precision of mathematics: mathematical precision. 5. relating to or having ability to think in or work with numbers: a mathematical whiz.

◆artificial

adj. 1. contrived by art rather than nature: artificial flowers. 2. not arising from natural growth or characterized by vital processes 3. artificially formal: Her husband hated the artificial humility .

disagree

v. 1. be different from one another 2. be of different opinions: She disagrees with her husband on many questions.

◆disadvantage

n.the quality of having an inferior or less favorable position v.put at a disadvantage; hinder, harm: This rule clearly disadvantages me.

◆choice

n. 1. the act of choosing or selecting: Your choice of colors was unfortunate.) 2. one of a number of things from which only one can be chosen: My only choice is to refuse.

adj. 1. of superior grade: choice wines. 2. appealing to refined taste: choice wine.

◆material

n. 1. things needed for doing or making something: writing materials. 2. information (data or ideas or observations) that can be used or reworked into a finished form: The archives provided rich material for a definitive biography.) 3. a person judged suitable for admission or employment: He was university material. 4. the tangible substance that goes into the makeup of a physical object: Coal is a hard black material. 5. artifact made by weaving or felting or knitting or crocheting natural or synthetic fibers: She measured off enough material for a dress.

adj. 1. directly relevant to a matter especially a law case: His support made a material difference. 2. concerned with or affecting physical as distinct from intellectual or psychological well-being: material needs. 3. concerned with worldly rather than spiritual interests: material possessions. 4. derived from or composed of matter: The material universe. 5. having substance or capable of being treated as fact; not imaginary

◆mate

n. 1. the partner of an animal (especially a sexual partner): He loved the mare and all her mates. 2. a fellow member of a team: It was his first start against his former teammates.

◆create

v. 1. invest with a new title, office, or rank: Create one a peer. 2. create by artistic means: Create a poem. 3. bring into existence: The company was created 25 years ago. 4. make or cause to be or to become: create a furor.

◆move

n. 1. the act of deciding to do something: He didn’t make a move to help. 2. the act of changing your residence or place of business: They say that three moves equal one fire. 3. the act of changing location from one place to another: The movement of people from the farms to the cities. 4. a change of position that does not entail a change of location: Movement is a sign of life.v. 1. dispose of by selling: The chairman of the company told the salesmen to move the computers. 2. live one’s life in a specified environment: She moves in certain circles only. 3. go or proceed from one point to another: The debate moved from family values to the economy. 4. arouse sympathy or compassion in: Her fate moved us all. 5. move so as to change position, perform a nontranslational motion: He moved his hand slightly to the right. 6. cause to move, both in a concrete and in an abstract sense: Move those boxes into the corner, please. 7. change residence, affiliation, or place of employment: We moved from Idaho to Nebraska. 8. perform an action, or work out or perform (an action): We must move quickly.9. change location; move, travel, or proceed: The soldiers moved towards the city in an attempt to take it before night fell. 10. give an incentive for action: This moved me to sacrifice my career.

◆brain

n. 1. part of the central nervous system that includes all the higher nervous centers; enclosed within the skull; continuous with the spinal cord 2. mental ability: He’s got plenty of brains but no common sense.

◆spoil

n. 1. the act of stripping and taking by force 2. the act of spoiling something by causing damage to it: Her spoiling my dress was deliberate.3.(usually plural) valuables taken by violence (especially in war): To the victor belong the spoils of the enemy.v. 1. become unfit for consumption or use: The meat must be eaten before it spoils. 2. have a strong desire or urge to do something: He is spoiling for a fight.

◆mop

n.cleaning implement consisting of absorbent material fastened to a handle; for cleaning floors v. 1. make a sad face and thrust out one’s lower lip: Mop and mow.)

2. to wash or wipe with or as if with a mop: Mop the hallway now.

◆wander

v. 1. go via an indirect route or at no set pace: After dinner, we wandered into town. 2. move about aimlessly or without any destination, often in search of food or employment: The wandering Jew. 3. lose clarity or turn aside especially from the main subject of attention or course of argument in writing, thinking, or speaking: Her mind wanders. 4. be sexually unfaithful to one’s partner in marriage: Might her husband be wandering? 5. to move or cause to move in a sinuous, spiral, or circular course: Sometimes, the gout wanders through the entire body.

Period 4 Grammar and Useful Expressions

Teaching Introduction

This is the fourth teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer some revision exercises. The Pattern “And my memory become so large that I couldn’t believe it.” is a bit important, so special exercise should be designed.

This teaching period mainly deals with the grammar: the present perfect passive voice. Firstly, the teacher can ask students to read the reading passage again, tick out the sentences in the present perfect passive voice from the reading passage and translate them into Chinese. Secondly, compare and discover the structure and usages of the present perfect passive voice by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on page 21 and more exercises for students to master the present perfect passive voice. Finally, summarize the present perfect passive voice.

Teaching goals:

ⅰ Knowledge goals

1.Get students to know the structure of the present perfect passive voice.

2.Let students learn the usages of the present perfect passive voice.

ⅱ Ability goals

Enable students to use the present perfect passive voice correctly and properly.

ⅲ Emotion goals

1.Get students to become interested in grammar learning.

2.Develop students’ sense of group cooperation.

Teaching important points

Get students to master the structures and usages of the present perfect passive voice. Teaching difficult points

Enable students to learn how to use the present perfect passive voice correctly. Teaching methods

1.Task-based teaching and learning

2.Cooperative learning and practice

Teaching process

Step 1 Revision ( 5 minutes)

1.Check the homework exercises.

2.Dictate some new words and expressions.

3.Translate the sentences into English:

1)他太聪明了，大家都喜欢他。

2)他是一个如此聪明的男孩，以致于大家都喜欢他。

3)他取得如此大的进步，以致于老师们都对他很满意。

4)他出了太多的差错，所以考试失败了。

Suggested answers:

1)He is so clever that everybody likes him.

2)He is such a clever boy that everybody likes him.

3)He made such great progress that the teachers were pleased with him.

4)He made so many mistakes that I failed the exam.

Step 2 Grammar revision ( 8 minutes)

1.Review the passive voice

1)被动语态的结构：be + p.p.

2)一般现在时被动语态的结构：am/is/are (not)+p.p.

3)一般过去时被动语态的结构：was/were (not)+p.p.

4）含有情态动词被动语态的结构：

can/could/may/might/will/would/shall/should/must/need(not)+be + p.p.

5）一般将来时被动语态的结构：will (not)/be (not) to+ be+ p.p.

2. Fill in the blank with the right form of the verb given.

1) Running races (hold) on the playground yesterday.

2) Food (serve) between 12:00 and 14:00 every day.

3) Nobody can (allow) to enter the stadium without a ticket.

4) Whoever breaks the law, he (punish).

Suggested answers:

1)were held 2) is served 3) will be allowed 4) will be punished

Step 3 Grammar learning ( 15 minutes)

1.Discovering

Ask students to look at the exercises 1 on page 21. Look at the following sentence, paying attention to the underlined part.

EXAMPLE: Over time I have been changed a lot.

Ask students to go back to page 18 to read the passage Who am I ?, let them pick out the sentences in the present perfect passive voice and translate them into Chinese. Suggest answers:

1)Over time I have been changed quite a lot.

随着时间的逝，我已经被改变了许多。

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

自从20世纪70年代以来，我已经被应用于办公室和家庭。

3)I never forget anything I have been told.

我从来不会忘记告诉我的任何事情。

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

自从20世纪70年代以来，许多新的用途已经为我开发出来。

5)I have also been put into robots and used to make mobilephones

我也已经被装入机器人体内，并应用于制造移动电话

6)I have even been put into space rockets

我甚至已经被装入太空火箭

2．Thinking

Let students look at the tense used in the sentences they picked out and think over this question: What is the structure of the present perfect passive voice?

3. Summing up

The structure of the present perfect passive voice is “have/has+ been + p.p.”. It is a combination of the present perfect tense (have/has + done) and the passive voice (be + p.p.).

Ask students to turn to page 87 and look at the chart of the present perfect passive

voice.

现在完成时的被动语态的构成（以动词ask为例）

Step 4 Grammar practice ( 12 minutes)

Ask students to finish the exercise 2 and 3 on page 21.

Exercise 2 Change the following sentences into the present passive voice.

1.My friend has bought a new personal computer.

2.The shop has repaired my computer very quickly.

3.An unknown virus has just attacked my computer.

4.We have not solved the problem yet.

5.The company has given its computers away to a local school.

6.The scientists have developed a kind of intelligent robot.

Suggested answers:

1. A new personal computer has been bought by my friend.

2.My computer has been repaired by the shop very quickly.

3.My computer had just been attacked by an unknown virus.

4.The problem has not been solved by us yet.

5.Its computers have been given away to a local school by the company.

6. A kind of intelligent robot has been developed by the scientists.

Exercise 3

1. Underline the use of the present perfect passive voice in the following poem. Then fill in the chart below.

Look at the way your face has been washed

Look at the way your hair has been combed

Look at the way your shoes have been cleaned

You’d better do them again.

Look at the way the flowers have been planted

Look at the way the grass has been cut

Look at the way the paths have been swept

I hop e that you’ll come here again.

Suggested answers:

Look at the way your face has been washed

Look at the way your hair has been combed

Look at the way your shoes have been cleaned

You’d b etter do them again.

Look at the way the flowers have been planted

Look at the way the grass has been cut

Look at the way the paths have been swept

I hope that you’ll come here again.

2. Read this poem aloud, paying attention to the rhythm and intonation. Then write your own poem.

Look at the way

Look at the way

Look at the way

Look at the way

Look at the way

Look at the way

The answer is varies.

Step 5 Consolidation ( 2 minutes)

Ask the students to close their books, and then recall what have learned in this class. Step 6 Homework ( 3 minutes)

1.Finish the workbook exercises on page 57.

2.Finish the exercise as follow and hand it in the next day.

3.Preview the passage Andy-The Android on page 23, find the sentences in which

the present perfect passive voice has been used and see if you can put it into the active voice.

Turn these sentences into the present perfect passive voice

1.We have made a plan.

2.He has fixed the computer.

3.We have bought a new personal computer.

4.We have found many problems with our new computer.

5.They have built a PC the way we wanted.

6.They have just joined our computer to the Internet.

7.We have used the computer every day since we bought it.

8.We have written a lot of e-mails on the computer in the past years.

Suggested answers:

1. A plan has been made by us.

2.The computer has been fixed by him.

3. A new personal computer has been bought by us.

4.Many problems have been found with our new computer by us.

5. A PC has been built the way we wanted.

6.Our computer has just been joined to the Internet by us.

7.The computer has been used by us since we bought it.

8. A lot of e-mails have been written by us on the computer in the past years. Teaching experience:

Because the students have some knowledge about the passive voice, most students can accept and master the present perfect passive voice after revision, discovery, analyzing, exercise and summing up. Receive good results.

Period 5 Listening, Speaking and Writing

GOALS:

1. To practise listening comprehension.

2.To practise making decisions and reasoning

TEACHING PROCEDURES:

Step1. revision

1.check the homework exercises.

1). It has been reported that children will be offered free education．

It has been reported that free education will be offered to children．

2). It has been said that we will be offered the latest computer science course book．

It has been planned that the latest computer science course book will be offered to us．

3). I have been told by Peter that I will be lent his notebook computer for a week．

I have been told by Peter that his notebook computer will be lent to me for a week．

2. Question: What can computers be used as?

Step2. Lead-in

As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of course not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?

(TV, radio, CD-ROM, DVD, books……)

Step3. Listening (SB)

1.Pre-listening: What are the changes brought by different forms of IT ?

What are the advantages and disadvantages of them ?

2. While-listening:

Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)

Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages．Let’s check the answers together.

3. Post-listening:

1) (pair work): Decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.

I think that….

In my opinion, ….

I believe that….

I agree because….

I disagree because….

I’ve decided that….

2) (group work): Discussion :

Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)

Step4. Speaking

1. Pre-speaking

Say: From what we have learned, we should admit that computers and the web have a great influence on the school educ ation as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is

a task for you.

2. While-speaking

1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.

Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)

Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)

(Pair Work )Use the expressions to support your opinion or challenging other’s opinions.

2) Oral report: (individual work )

Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…

3. Post-speaking

Conclusion—What useful expression do we use to make a decision and reason?

(In this way, they can review and use the words and phrases again.)

Step6 Pre-writing

Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in s omeone else’s shoes is an important way of understanding how other people feel.

Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?

Step7 Writing

Say: Write a passage about the result of your discussion! It should contain:

What do you have to do?

What is the child like?

What is the parents’ requirement of the child?

What do the parents want you to do?

What does the child want you to do?

Then what will you do? How do you feel?

Sample writing:

Hello everybody, my name is Liu Yan．I am a 321 model android．I work for the Li family. Mr and Mrs Li work very hard too．Mr Li is an architect and designs great tall apartment blocks．Mrs Li is a doctor and has to look after many patients．I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain．Of course my brain is as large as a mountain, so work like that is no trouble to me．I really eat books just

like people eat food．

The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him．He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends．Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days．The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!

So they consider me the most important person in the family after themselves．I am always introduced to their friends and play with visiting children．I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!

Step8 Assessment

Get the students to assess their writing ability according to the following questions:

1. Is your composition well developed?

2. Are your ideas well organized to the point?

3. Do you have a good choice of words and idioms in your writing?

4. Do you get a good mastery of complex structures of language?

5. What kind of mistakes have you made in your writing?

Step9: Homework

Write about your discussion. You may begin like this:

Hello, everyone. My name is ___. I’m 321 model android. I work for the Li family….

Period six

Teachers can use this period freely.

Suggestions: Teachers can use this period to let Students sum up what they have learned and explain what Students couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Students have learned. Finally, ask the Students to finish checking yourself on page 61. It is very important to improve their learning.