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Overview:

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 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.

Reading

A What do you know about...?

This exercise introduces the subject 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 facts

As before, use this exercise to develop scanning skills.

Vocabulary

1.Learn the new words.

2.Do some exercises about the words.

C Find the meanings

1. 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"

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 different?

(6)Is a computer cleverer than a man?

(7)What is the CD-ROM used for?

4.Analyze the text.

D Read and think

This 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. When 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, such as cannot be followed by a finite clause.

Listening

Fill in an order form

1.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 write 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。

Language

A Comparing two things

1.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. 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 are almost found the -er form.

Lucky-luckier funny-funnier quiet-quieter clever-cleverer

4.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 superlative 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 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 far

Read 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 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.

Speaking