高一英语人教版必修二Unit3教案

I. 单元教学目标

II. 目标语言

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 Comprehending1 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 AMI?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)

V. 分课时教案

The First Period Intensive Reading

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

simplify logically technological revolution solve from…on personal

as a result totally so…that network Web application explore anyhow human race

b. 重点句子

Over time my memory has developed so much that, like an elephant, I never forget anything I have been told!

And my memory became so large that even I couldn’t believe it!

2. Ability goals 能力目标

Enable students to learn about the development and history of computers.

3. Learning ability goals 学能目标

By finishing the timeline and the chart, help students grasp the basic structure and main idea of the passage.

Teaching important and difficult points 教学重难点

Understand how details are used to support topic sentences.

Teaching methods 教学方法

Prediction, scanning and discussion.

Teaching aids 教具准备

Projector and tape recorder.

Teaching procedures & ways 教学过程与方式

Step I Warming-up

T: How many of you have computers in your home? Please put up your hands.

Ss respond accordingly.

T: What do you usually do on your computers?

Ss: Type documents/homework, listen to music, watch videos, play games, search on the Internet, send mails …

T: When I were at your age, I knew nothing about computers. Most Chinese families never heard about it. However, in recent years, computers have become more and more popular, and most families in cities have one or more than one computer in their home. And some families in villages also have their own computers. Computers make life more convenient and colorful. However, it took a long time for humans to have computers that we see today. Now look at the pictures on page 17 and discuss what they have in common. Then think about Questions 2 & 3.

Suggested answers:

1. These pictures are all technological inventions.

2. From these pictures, we know computers has experienced a long development process, and the development will never stop.

3. (There may be various answers.)

Step II Pre-reading

Prediction

Let students predict the content of the passage according to the pictures and the title. This will involve students in active thinking and exploring.

Then let them make a list of the ways computers are used today.

Sample list:

date processing

industrial design

learning and teaching aids

TV program editing

entertainment (watch TV/video, listen to music, play games, online chat…)

communication (e-mail, e-card, instant message)

…

T: Now look at the inventions in activity 3. First check their meanings in your dictionaries. Then put them in the order according to the time when they appeared.

Help students understand the meanings of the words: analytical, calculate and

universal.

Note:

Universal machine is also known as Alan Turing's“universal computing machine”, is

capable ofcomputing any algorithm.

Students may have different answers. They will check it after reading the passage.

T: Have you put them in the right order? You will find it after reading the passage. Now turn to page 18 please.

Step III Reading

Skimming

Get students read the whole passage and try to get the main idea of it.

After reading

T: What does “I” in the title refer to?

Ss: Computer.

T: What is the main idea of the passage?

Ss: The passage is mainly about the history and development of computers.

Scanning

T: Correct! Now read the passage and finish the timeline. With this timeline, you will have a clear idea of the development of computer.

Check theanswers.

T: The passage has three paragraphs. Find out the topic sentence of each paragraph, and the details that are used to support the topic sentences. Then complete the chart in activity 2.

Suggested answers:

T: From this chart, you will know the basic structure of this passage. As you may have found the topic sentences are not standing there alone, they are supported with details and date, which make the topic sentences more convincing. Now I will play the tape of this passage. Listen and find out/underline the difficult words and expressions.

Teacher gives some explanations.

T: What can be “over time” replaced by?

Ss: As time goes by.

T: How do you understand the word “simplify”? Look! (on the board: simple+-ify). -ify is a suffix which means to turn into, make or become. For example, beautify.So if you know the meaning of “simple”, you can easily get the meaning of “simplify”. Who can tell me its meaning?

S: To make something easier or less complicated.

T: What does “it” in line 9 refer to?

Ss: It refers to the fact that computer was programmed by an operator who used cards with holes.

T: Why was Alan Turing called computer’s real father?

S: I guess that’s because Alan made computer more powerful, which could solve any difficult mathematical problem.

T: What does “this reality” in line 15 refer to?

S: It refers to the reality that computer had grown as large as a room.

T: In paragraph two, there are two sentences which contain the use of “so…that…”structure. Underline them and study carefully.

Show the following on the screen/board:

● Over time my memory has developed so much that, like an elephant, I never forget anything I have been told!

● And my memory became so large that even I couldn’t believe it!

Help students sum up the form and function of this structure:

Form:so + adj./adv. + that + clause

Function: This structure is used when emphasizing the degree or amount of something by saying what the result is.

Step IV Discussion

Deal with activity 3 on page 19. Let students discuss how computers have changed

our lives?

Sample discussion:

S1: I think it’s impossible to live without computers!

S2: What makes you say that? My grandparents didn’t use a computer and they were still able to entertain themselves, to operate big machines, to analyze data, to make robots and so on.

S1: You are right. But computers do change the way we live. They change the way we learn by providing distance-learning programs. They change the way we communicate with the use of e-mail and instant messenger. They change the way we obtain information with Internet search engine such as Google and Baidu. They change the way we deal with documents and pictures.

S2: I agree. Can you imagine what our life would be like If we could not use computers any more?

S2: We would go back to the world when everyting goes slowly. For example, send mails via train or air plane, which takes several days or even long; go to libraries to search for information, where limited information are provided; spend long time to solve difficult mathematical problems etc. And on the other hand, we may have more time for outdoor activities instead of spending much time on computer.

S1: Yes, computers changed our lives both in a good way and in a bad way. It depends on how we make use of it. I hope we can make good use if it.

T: Do you want to see how cyber friends answer this question? Look at the screen.

Show the following on the screen or let students visit the web page:

(One the screen)

User 1

Computers have made it easier for us to access a wealth of information and have all but rendered printer encyclopedias obsolete. They have also made it easier and cheaper to advertise our business anywhere we wish and do business with anyone anywhere in the world.On the downside however, computers have also made it easier for sexual predators to find victims, for criminals to steal our hard-earned money, and to even steal our identity, something nearly unheard of just a few decades ago. Also, children are more likely to sit in front of a computer and chat when they could just as easily speak with their friends on a telephone or go outside and play like children used to before the "computer revolution".As with any new technology, there are good and bad points, but in the end the general public through their actions will determine whether or not computers have actually improved our lives.

User 2

Of course!!!!! They have changed the way we shop, play, chat, work and more.

User 3

They have made us a lazy generation.

User 4

A computer has changed my life certainly even still at a very young age. It's fulfilled my dreams, knowledge and much more.For some it's gained them employment and giving others something to do. It's opened a new world of gaming, chatting and finding advice and information.I COULDN'T LIVE WITHOUT ONE!

User 5

Well, they made our lives easier, the made us lazier and they gave us the chance to

have some adventure when we are bored.

User 6

Majority of "addicted" computer users lack "real life" social skills these days.

User 7

They hurt my eyes.

User 8

Computers change ourattitudes,the way we live, the way we express ourselves, the

way we are too others, views on life, views overall, how we dress, what we listen too,

what we think of one another, how we work, interests. Basically everything because

without computers we wouldn’t have the internet and like newspapers radios

magazines and television we get these all on the internet. These change how we are so

basically everything about it. Also we get addicted and learn about things that maybe

we shouldn’t. Also can get into trouble e.g. downloading, piracy all done with a

computer. Good things are that computers have helped reach forward into the future.

Helps with technology, education and will help the future generations. Soon

everything will be run by computers the good thing for us is we don’t have to lift a

finger the bad thing is will computers take over.

Step V Homework (retelling)

T: Suppose you work for an information technology magazine. Write a short passage which briefly introduces the history and development of computers. Don’t write in the first person.

The Second Period 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.

The Third Period Listening and Speaking

Teaching goals 教学目标

1. Target language 目标语言

功能句式

The advantage/disadvantage is …

I think/don’t think that …

What’s your reason?

What makes you think so …?

I think … because (of) …

I believe that …

I agree/don’t agree … because …

First … Second …

I’ve decided that …

As/Since …, I think …

2. Ability goals 能力目标

Enable students to talk about the advantages and disadvantages of each form of IT by using the reasoning expressions.

3. Learning ability goals 学能目标

Help students learn how to make use of the reasoning expressions.

Teaching important and difficult points 教学重难点

Reasoning expressions

Teaching methods 教学方法

Discussion

Teaching aids 教具准备

Tape recorder

Teaching procedures & ways 教学过程与方式

Step I Lead-in

Introduce the term “information technology”.

T: We are now in a new century. As you may have heard, it will be a century of information technology. How do you understand this frequently used term?

Encourage students to voice their own opinions.

S: I think IT is closely connected with computers. Without computers, there would be no IT.

S: I guess IT refers to the computer-based information systems, which include software application and hardware.

S: …

Show the definition of IT on the screen to help students better understand this term.

What is IT?

IT is the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware. In short, IT deals with the use of electronic computers and computer software to convert, store, protect, process, transmit and retrieve information, securely.

Today, the term information technology has ballooned to encompass many aspects of computing and technology, and the term is more recognizable than ever before. The information technology umbrella can be quite large, covering many fields. IT professionals perform a variety of duties that range from installing applications to designing complex computer networks and information databases. A few of the duties that IT professionals perform may include:

∙ Data management

∙ Computer networking

∙ Database systems design

∙ Software design

∙ Management information systems

∙ Systems management

Step II Listening

Deal with activities 1-3 on page 22.

T: Excellent opinions! Now discuss in pairs what IT consists of. Make a list and compare your ideas with another pair.

Give a few minutes for them to discuss and make a list.

T: Now you will hear a text about IT which will tell you more about it. First listen and get the main idea of the text. Write down the main idea in one sentence.

Play the tape for the first time.

Then check the sentences they write.

T: What does IT include? What is the most popular form of IT? Now listen to the first part again and fill in the chart, Part A.

Play Part A, check the answers.

T: Which form of IT describes the skills of a sport best? Which form of IT has the most functions? Now listen to the second part again and fill in the chart, Part B.

Play Part B, check the answers.

Step III Speaking

Get students to talk about the advantages and disadvantages of each form of IT in

groups, using the reasoning expressions. Then decide when each kind of IT is most

useful.

T: Look at the expressions in activity 4. Which are used to make decisions?

Ss: The advantage/disadvantage is …

I think/don’t think that …

I believe that …

I’ve decided that …

T: Then which ask about reasons?

Ss: What’s your reason?

What makes you thinks so?

T: Good! Which are used to state reasons?

Ss: I think … because (of) …

I agree/don’t agree … because …

First … Second …

As/Since …, I think …

T: From the listening material, we have learned about the different forms of IT such as computer, TV, book and radio. Now work in groups and discuss: What are the advantages and disadvantages of each form of IT? Use the expressions we just talked about. Then fill in the chart with your discussion results.

It’s better that students work in groups of four and each focus on one form of IT.

Sample discussion:

A: I think computer is the most powerful IT form because it can store plenty of information in various forms. The advantage of computer IT is that the information can be updated at anytime and you can get almost information when connect with Internet.

B: I think TV is the most popular form of IT and can be accepted by people at any age. It is easy to operate and there are more and more channels and programs to choose from. As most people still prefer to get information or have fun from TV, I think TV will continue to be a dominant IT form in the 21th century.

C: I think radio has many disadvantages.

D: What makes you think so?

C: First, you can only hear but can’t watch. Second, the information that you can get from it is very limited. However, it also has its advantages. You can listen to radio programs when you are driving, walking or doing housework. What’s more, it’s small and easy to take.

D: I prefer to read books. I think book is the most reliable IT form. The information in books are usually better selected and organized. Compared with TV and computer, books do less harm to eyes. You can read them again and again. While the disadvantage of book IT that it is expensive.

After discussion, ask some group representatives to report their results.

Step V Homework

T: Chips play an very important role in computer technology. They are the “core” of computers. How much do you know about chips? After class, please find some information about it.

The Fourth Period 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.

The Fifth Period Integrating skills (II)

Teaching goals 教学目标

1. Target language 目标语言

liaison and incomplete explosion

2. Ability goals 能力目标

Enable students to write a news article about the sporting robot, Hua Fei.

3. Learning ability goals 学能目标

Help students learn how to write news articles by following the sample passage.

Teaching important and difficult points 教学重难点

The structure of a news article

Teaching methods 教学方法

Discussion and imitation

Teaching aids 教具准备

Tape recorder

Teaching procedures & ways 教学过程与方式

Step I Listening task

T: You are going to hear two androids talking about their jobs and life. One of them works as a maid. By the way, what does a maid do?

S: A maid is a female servant, especially in a large house or hotel.

T: The other works in a car factory. Discuss with your partner and guess what they think about their jobs.

After discussion, ask some students to voice their opinions.

S: I guess they may complain about their situations. The masters may treat them badly and force them to overwork.

S: I don’t agree. I guess they are very satisfied with their life, and are well-accepted by the families.

T: Maybe! Let’s listen and check your guess.

Play the tape. Students listen and get the main idea.

T: Now listen to the tape again and fill in the chart about Sally and Brenda. Before you listen, read the questions to get the listening points. While listening, make notes.

Play the tape again and let students fill in the form in activity 2.

Check the answers.

T: Suppose you have a robot in your home, how would you treat it? Would you treat it like a human or just a machine? What rights should android have? Discuss with your partner and make a list.

Sample list:

1 They should be able to choose the work they do.

2 They should have regular rest time.

3 They should be respected like humans.

4 They should be repaired immediately after they get broken.

……

Step II Reading task

T: Have you heard of robots that have been made to play football? We call this kind of robots sporting robot. Today we’ll get to know a sporting robot named Hua Fei. Turn to page 58, read the passage and complete the record card in activity 1.

Students read the passage and complete the chart.

Check the answers.

Then focus on liaison and incomplete explosion in paragraph 2. First let students find

out the liaison and incomplete explosions by themselves.

Then play the tape and check one by one.

Play the tape again and let students read after it.

＊General information on liaison and incomplete explosion: (This material can be

distributed to students as handouts.)

连读

什么是连读:

　在连贯地说话或朗读时,在同一个意群(即短语或从句)中,如果相邻的两个词前者以辅音音素结尾,后者以元音音素开头,就要自然地将辅音和元音相拼,构成一个音节,这就是连读。连读时的音节一般不重读,只需顺其自然地一带而过,不可以加音,也不可以读得太重。如:not at all这个短语。连读时听起来就像是一个单词。注意:连读只发生在句子中的同一个意群中。在两个意群之间即使有两个相邻的辅音和元音出现,也不可连读。如:Please take a look at it.这个句子中take a look at it是同一个意群,那么take与a可连读,look与at可连读,at与it可连读。在There is a book in it.一句中book与in往往不连读,因为book与in分别在两个不同的意群中。

连读的详细情况:

1.在同一个意群中,相邻的两个词,前者以辅音音素结尾,后者以元音音素开头,往往要拼在一起连读。如:

　　He is a student. (is与a要连读)

　　That is a right answer. (That与is, is和a, right和answer都可以连读)

　　I'll be back in half an hour. (back和in, half和an, an与hour都可以连读)。

2.在同一个意群中的两个单词,如果前面的单词以r或re结尾,后面的单词以元音音素开头,则r或re要发/r/音,并与其后的元音音素相拼。如:here and there, a pair

不完全爆破

什么是不完全爆破:

　爆破音是指发音器官在口腔中形成阻碍,然后气流冲破阻碍而发出的音。这些音有6个,即/p/, /b/, /t/, /d/, /k/和/g/。但在某些情况下,发爆破音时,气流不必冲破阻碍,而只是发音器官在口腔中形成阻碍,并稍做停顿,(也就是说,做好要发出这个爆破音的准备,但不要发出音来),这样的发音过程叫作"不完全爆破"。

不完全爆破的详细情况:

1. /p/, /b/, /t/, /d/, /k/, /g/这6个爆破音中的任何两个音素相邻时,前者发不完全爆破音,后者则要完全地。彻底地进行爆破。如:

　　1) He has a ba(d) col(d) today.

　　2) You shoul(d) ta(k)e care of the children. Gla(d) to meet you.

2.爆破音/p/, /b/, /t/, /d/, /k/, /g/在/tF/, /dV/, /W/, /T/的前面时不完全爆破。如:

　　1) Have you rea(d) the book abou(t) tha(t) child。

　　2) The thir(d) chair is broken.

3.爆破音/p/, /b/, /t/, /d/, /k/, /g/在/m/, /n/, /l/, /s/的前面时不完全爆破。如:

　　1) Goo(d) morning, sir.

　　2) Goo(d) night.

　　3) They are very frien(d)ly to us.

注意:不完全爆破可以发生在单词。短语或句子中。

Step III Speaking task

T: After the 78th and the 79th Olympics, Hua Fei became famous all over the world. And many media try to interview him. Now imagine you have been lucky enough to be allowed to interview Hua Fei in hospital for your school newspaper. Work out some questions in pairs for your interview. Think about the questions or information usually covered in sports newspapers.

After a while

T: Now tell me your questions.

S1: How do you say about what you did in the lastcompetition?

S2: How are you now and how long will it be before yourrecovery?

S3: Do you plan something new in the future?

T: Then, role-play in pairs. One of you will interview Hua Fei. The other will imagine he/she is Hua Fei. Then change roles. While interviewing, take notes of your partner’s answers to the questions.

Sample answers:

1 I think I’ve tried my best although I was in bad luck.

2 I’m recovering but it’s hard to say when I’ll get pretty well.

3 After recovery, I will practice hard, compete once more and try to win the gold medal in the next Olympics.

Step IV Writing task

Get students prepared for writing a news article about Hua Fei. First help them

understand the structure of the sample passage.

T: In a news article, there is a subtitle besides a title, which illustrates the title by supplying more details. And usually in a news article, we use inverted pyramid format. That is to say, the most important information comes first, and then the less important. Now read the passage and tell me what each paragraph is mainly about.

After reading

S1: Paragraph one tells about Hua Fei’s present situation.

S2: Paragraph two explains how the accident happened.

S3: Paragraph 3 includes some comment on this affair and also Hua Fei’s exact words.

T: Now write your own passage following the structure. Remember to include the information from your questions.

Sample article:

Dreams never fall

Hua Fei, waiting to fly again after recovery

This afternoon I had a face-to-face meeting with Hua Fei, the famous sports robot in

hospital, who was seriously injured in the robot competition of 79th Olympics. He had

two legs broken and a cut on his head.

However, he looked calm and optimistic. “I have tried my best in the competition. I

don’t feel regret”. He said the medical equipment is very advanced there and he is

quite confident about his future. “It won’t take long before I completely recover.” Hua

Fei told us.

When asked about his future plan, Hua Fei said he would practice harder and

compete again after recovery. His would try to win the gold medal of the next Olympic.

Step V Project

If time allows, let students work in groups to discuss how computer chips in many different kinds of machines will change the way we do things.

Sample discussion:

S1: I think there will be a computer chip put into a black-board.

S2: What would that do to the blackboard?

S3: It could clean the blackboard if we all have seen the words on the blackboard.

S1: Yes, we needn’t clean the blackboard by turns and our classmates don’t have trouble of chalk powder.

S2: Yes, perhaps when we want to see the words again after lass, it can let us see freely.

S3: Or it can make the blackboard record the words of our teacher. I think it’s useful for us to review our English lessons.

附件一

I 课文图解 Text Chart

Read the text, and fill in the following charts.

1. Timeline

2. The kinds of the machines according to the time

3. Changes of the computer’s volume

4. Changes of the computers’ abilities

II 课文Text Retelling

Retell the text using about 100 words.

Notes:

1. Use the third person to retell the text.

2. Make sure of the charts above while retelling.

3. Pay attention to all kinds of changes of computers.

The possible version below can be used as a material for both retelling and dictation.

One possible version:

In 1642, a calculating machine was used in France. Then in 1822, the Analytical Machine was made by Charles Babbage. It could follow instructions from cards with holes.In1936, Alan Turing wrote a book to describe how computers could be made to work and built a “universal machine” to solve any mathematical problem. Later, people discovered the computer had “artificial intelligence”. I got my new transistors in the 1960s. The computer’s size was totally changed at that time. And in the early 1960s, the first family of computers were connected to each other. In 1970s, computers were brought into people’s homes. Now, computers have been used by billions of people to deal with information and communicate with each other around the world by the Internet.

III 德育渗透 Moral Education

Teacher can guide the Ss to understand the text deeply, making the Ss to realize that the clever computer has a long way of progress. Therefore, anything advances little by little, we have to find out the rules of nature , according to which we put into practice. What’s more, those inventors set good examples of heading towards science bravely to us. They built and improved the smart machine bitterly again and again. We should study harder and be ready to use our heads frequently to serve the human race warmly. As we all know, the computers connect people who aren’t close enough to each other. They have been serving people since their birth, which are also good examples for us to learn.

IV 写作技巧 Writing Techniques

1. 写作特点 Writing Characteristic

1) Lead in the topic of “WHO AM I?” by beginningwith a question sentence so as to arouse the readers’ strong curiosity and interest.

2) The whole text describes using the first person so that the reader may feel close to talk to each other.

3) The clue of time is also an important characteristic.

2. 文章的体裁 Writing Style

The text is a narrative writing, which is related to a story that the computer has a long history. The text uses the first person to relate the computer’s true experiences and feelings, is chosen to make the passage more sincere, natural and moving.

3. 中心思想 Main Idea

The text tells us that computers progress from the calculating machine to the machine with artificial intelligence. The timeline of the computer history can be found easily in the text, which we should master firmly.

附件二

文化背景知识

1. calculating machine 是法国科学家帕斯卡1642年研制成功的一种计算机器，其外形是一个不大的黄铜盒子，采用齿轮啮合结构，用手工操作，可进行加减运算。

2. Analytical Machine 分析机，指由程序控制的计算机，是巴比奇在1832年提出的。

Chares Babbage 查尔斯·巴比奇（1792--1871）是英国数学家。巴比奇是剑桥大学的数学教授，1812年巴比奇开始研究差分机，1822年制成一台可以运转的小型样机，它是一台专用的加法机，在计算机过程中不用人干预便可自动进行计算。巴比奇提出的分析机设想由于当时技术和经费等原因未能研制成功。

3. cards with holes穿孔卡。一种由薄纸板制成，用孔洞位置或其组合表示信息，通过穿孔或轧口方式记录和存储信息的方形卡片。20世纪50至80年代曾被广泛用于电子计算机的数据输入和输出。

4. Alan Mathisen Turing 艾伦·马西森·图灵（1912-1954）是英国数学家。图灵曾在剑桥大学学习，毕业后留校任教，后于1938年入美国普林斯顿大学，获博士学位。自1935年起，图灵开始研究数理逻辑，1937年他提出图灵机的概念。1950年，图灵发表了题为《计算机能思考吗？》的论文，设计了著名的图灵测验，通过问答来测试计算机是否具有与人相等的智力。为了纪念他对计算机科学的贡献，美国计算机协会设立了图灵奖，每年将奖金授予在计算机科学方面做出重大贡献的人。

5. artificial intelligence 人工智能，是研究怎样让计算机做一些通常认为需要智能才能做的事情，是计算机科学的一个分支。例如，用计算机进行产品设计和工程设计、自动化管理、翻译、解决数学问题、绘画、作曲、博弈和机器人控制等。

6. transistors 晶体三极管。由半导体材料制成的有源三端器件，是一种非常重要的固态电子器件。在通信、广播、电视、雷达、计算机，以及各种电子仪器和电子玩具中用途广泛。

7. BASIC是一种交互式高级程序设计语言。这种语言简单易学，具有人机对话的功能，它的程序便于修改和调试。 BASIC是英文 Beginner’s All-purpose Symbolic Instruction Code几个字的缩写，原意是初学者通用符号指令代码。20世纪90年代以来，各种版本的BASIC已经成为设计人机交互界面的有力工具。

8. the Internet因特网。1997年7月18日，中国科学技术名词审定委员会经研讨确定了信息科技领域内部外文名词的权威译名—the Internet被定名为“因特网”，特指由美国阿帕网(the Arpanet)发展而成的、由众多网络相互连接而成的、全世界最大的计算机开放网络。它是一个特定的网络专有名词，泛指由多个计算机连接而成的一个网络。

9. IT

IT信息技术，是指对信息进行采集、加工、存储和传送的技术，它覆盖了微电子技术、数据处理技术与通信技术而成为一门综合技术。它以计算机应用作为基础，具有对各种信息（声音、图形、文本和数字等）进行综合处理的能力。各种检索系统、人工智能系统等，都大量运用了信息技术。

附件三

How to Write a Newspaper Article

● The headline should be accurate and in the present tense.

● The first sentence needs to be short and dramatic. Surprise your reader! Make them curious.

● Be clear from the start – put the facts of the story first.

● Remember to use the 5 W’s – who is involved; what happened; when did it happen; where and, most important, why?

● Be accurate – get your facts correct.

● Use active verbs wherever possible.

● Keep the article brief – don’t bore your reader and don’t make it too complicated to understand. Be incisive.

● Be fair – there are at least two sides to every story. Let the readers make up their own minds.

● Avoid clichés – find new ways to describe familiar people and events.

● Search for a special ingredient – make your story stand out from the others.

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