3. While-reading (12’)

Skimming and scanning

(1) Ask students to skim the passage quickly to prove their guess and answer the questions.

① Who am I? (A computer.)

② What’s the passage about? (It’s about the history of computer.)

③ In which order is the text written? (According to the time.)

(2) Play the tape, ask students to scan the text and find out the topic sentence of each paragraph.

Careful reading

(1)Divide the students into two teams. Show some true or false questions on the screen.

① Alan Turing built an Analytical Machine to solve any mathematical problems. (F)

② People began to realize that the computer got cleverer and quicker with time passing. (T)

③ The computer began to serve the human race since it was brought into people’s homes. (F)

④ Since the 1970s, the computer was used by people around the world through the Internet. (T)

⑤ The larger the computer is, the more memory it has. (F)

Ask students to have a competition. They should stand up and decide whether it’s true or false first and then find the information from the text to support their opinion.

(2) Ask students to work in groups of four people and complete the following chart. And then check the answers.

(Suggested answers: calculating, analytical, cards with holes, universal machine, memory, laptop, the early 1960s, network, share, ways)

(3) Enable students to see the changes of computers’ shape, and come to the inside of the computer. Then read paragraph 2 and fill in the blank. After that, present some pictures to help students understand the words easily.

(Suggested answers: memory, in Tubes, On Transistors, On small chips, small)

设计意图：在略读和查读过程中，学生在对整个文章的大意有了基本的把握，锻炼了学生快速阅读的技巧。通过任务型教学法，让学生仔细阅读文章，可以加深学生对文章的理解，也锻炼了学生对细节信息的获取能力。

4. Post-reading (5’)

(1) Ask students to retell this passage with the help of the information that we have finished in while-reading.

(2) Have an interview: Imagine the students meet Bill Gates when going out of the museum. Invite a student to act as Bill Gates, the others may ask him the questions like these:

① “Mr. Bill Gates, could you tell us in what ways computers are used now?”

② “Mr. Bill Gates, what do you think the future computers will be like?”

设计意图：根据已有信息复述文章可以加深学生对本课的掌握程度。设置采访活动，可以锻炼学生用英语表达的能力，让学生将所学的知识进行信息输出，加强说的训练。在采访的过程中，增强同学们的合作理念。

相关试题：全国教师资格统考《英语学科知识与能力（初中）》模拟试卷一

（责任编辑：李明）