Unit 3 Computers 教學設計整體閱讀

第一步 引入話題

1. show students the pictures of an abacus, a calculator, a huge computer, a notebook and a pc, ask: “if i am a math teacher, which can help me most?”

2. write the expressions of giving opinions on the blackboard.

   giving opinions  i think that...  in my opinion...  i believe that...

3. ask students to give their opinions, remind them of using the expressions of giving opinions.

4. ask students to discuss what these items have in common, and then rank them according to the time of their appearance.

5. ask some of the students to talk about what they know about computers.

6. ask students to discuss “how have computers changed our life?”, and then have some of them give their answers, using the expressions of giving opinions.

第二步 預測文章的內容（個人自由發言）

1. ask students to look at the pictures and guess what the passage might be about.

2. ask one or two students to give their opinions.

第三步 閱讀文章 who am i?

1.give students 2 minutes, and ask them to scan or skim for the answers to the following questions:

(before students read the passage, tell them that attention should be paid to the hints of the time.)

(1) what is the main idea of the passage?

(2) what happened to computers in 1642？

(3) what happened to computers in 1936?

(4) what happened to computers in 1970s?

(questions on page 19)

2.give students 5 minutes to read the passage carefully, and answer the following questions:

(1) who was the first person to describe how the computer was made to work?

(2) what did he make and what did it do?

(3) who was the next important person to design computers?

第四步 學習“擬人化”（小組合作學習）

ask students to go over the passage, in groups discuss who the speaker is in the passage, and on page 18 write down three sentences from the text to support their ideas.

check the answers with the students.(學生可能會找這三個句子時感覺到有困難，因此可以根據實際情況向學生提供必要的提示或者例子)

sum up:

personification means to treat something as if it were human or had human qualities.

personification is one of the most effective ways of using words figuratively.

第五步 學習“時間順序”（小組合作學習）

1. ask students:“how is the passage organized?”

(if the students can not answer the question, draw their attention to the appearance of different years.)

2. ask students to finish exercise 2 in comprehending on page 19, complete the “timeline”.

3. ask students to ex-change their own answers in groups, and then raise questions if they have any.