1、Chapter 2 ComputersOverview: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
2、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.ReadingA What do you know about?This exercise introduces the su
3、bject 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 factsAs before, use this exercise to develop scanning skills.Vocabulary1.Learn the new words.2.
4、Do some exercises about the words.C Find the meanings1. 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
5、”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 diff
6、erent?(6)Is a computer cleverer than a man?(7)What is the CD-ROM used for?4.Analyze the text.D Read and thinkThis 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. Whe
7、n 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, suc
8、h as cannot be followed by a finite clause.ListeningFill in an order form1.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 wr
9、ite 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
10、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。LanguageA Comparing two things1.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
11、. 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 a
12、re almost found the -er form.Lucky-luckier funny-funnier quiet-quieter clever-cleverer4.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 super
13、lative 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
14、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 farRea
15、d 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
16、 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.SpeakingA Talk timeGiving opinions, agreeing and disagreeing1 This section continues to practice the comparative and superlative forms and helps st
17、udents 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 pl
18、eases someone, such as agreeing with them, we can be much more straightforward.3 Read the examples in the Students Book, and then point out the following additional expressions of agreement.Yes, indeed.Yes, (thats) exactly what I think.I agree totally/ 100%/ completely.Thats just what I was going to
19、 say.I think so, too.Yes, thats 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 dont agree should be spoken with some hesitation in the voice.5 Adverbs are often used to we
20、aken the force of the disagreement (e.g., I dont really agree; I dont altogether agree.). Point out these other forms of disagreements.Im not so sure about that.Do you really think so?Im a bit surprised you say that.Well, thats a matter of opinion.I wouldnt say that.6 Do ExA1. Read the dialogue to t
21、he 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 up1 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
22、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
23、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 questionsThis is a familiar game which is sometimes called Twenty Questions. The game practices the skill of forming questions in Englis
24、h, 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
25、/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 cha
26、racter/character in a legend?Using English Abbreviations1 Abbreviations are useful in note-taking, as well as being items that the students will see frequently. Ask the class to do Exercise A.WritingThis exercise gives further practice in using the comparative form of adjectives in a context analyze
27、d 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
28、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
29、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 c
30、itizens 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.学优(中考，网
