教学难点：

　对所获取的信息进行处理、加工和学习，形成有效的学习策略。

教学策略与手段

　1.任务型教学

　2.课堂操练和小组讨论

　3.多媒体教学

教学过程

Step 1 Lead-in(热身活动)

1.一段变形金刚的视频导入今天的话题"computers"。

2.设计问题： Do you like computer? Why or why not?

　　　　　　I like/ don't like computer. Because···

　　　　　　What is the function of computer?

　　　　　　In my opinion/ from my perspective/ I think that·

3.Give students four descriptions about different calculating machine, then ask students to ask "who am I?"

　I am very old now. I was born in China. Many people used me for calculating in the past, but now I am a bit lonely because they don't like me now. Abacus

　I am very small. I can be used for calculating. In China, a lot of students use me when solving mathematical problems. Calculator

　I am a new born machine. I am programmed to move and perform certain tasks automatically. And I am used for more and more fields. Robot

　I can be used for calculating, sending e-mails, watching movies online. However, I am not a PC, because I am small enough for you to take me with you. Laptop

　★设计意图：通过围绕电脑这一主题展开，话题贴近我们生活，容易调动学生的积极性，激活他们的思维，能够激发学生自主表达自己的想法，培养他们的语言运用能力，达到"师生互动、生生互动"的效果。

　Step2 Pre-reading

　设计问题：

　Task 1 Pre-reading questions

1. Who am I?

2. Who was the first person to invent the earliest computer?

3. Who was the next important person to design computers?

4. Read the passage quickly and check your prediction. What is the main idea of the passage?

　Task 2 Put the following inventions in an order according to the time they appeared.

　 ( ) analytical machine ( ) laptop

　　( ) calculating machine ( ) robot

　　( ) PC ( ) universal machine

★设计意图：让学生思考并回答问题，可以活跃课堂气氛，真正发挥学生在课堂上的主体作用。通过task 1 让学生根据课文标题等预测文章的内容。Task 2 通过对事物的排序让学生进一步了解课文的结构和发展情节。这些问题既培养学生的语言运用能力，同时还发展了学生发现问题、思考问题、解决问题的能力。

Step 3 While-reading

Task one: first reading

Skimming with the following questions