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2014-2015学年高中英语 Unit 3 Inventors and inventions教学设计2 新人教版选修8


Unit 3 Inventors and inventions
第一部分 《金色教案》教学设计说明 About topic the structures 单元话题和 结构 the and 本单元的中心话题是“发明家与发明”,具体涉及“发明与发现的区 别”, “发明产生的过程”和“申请发明专利的条件”。 通过本单元的学 习,可以帮助学生树立生活的信心,激励学生开动脑筋,发挥想象力和创 造力去发明以解决生活中可能遇到的问题;同时告诉学生不要害怕失败, 成功的发明家往往要经历很多次实验的失败。通过本单元的语言技能训 练,要求学生学会使用正确得体的英语打电话以及写求职信。 本单元语言功能项目是:打电 话。 本单元语言结构项目是“复习过去分词作定语、表语和宾语补语” 。 本单元还要求学生学习写作“应用写作:求职信” 。 《金色教案》教学设计在单元课时 划分上与课本保持一致,即“阅读课、 知识课、运用课三课时/三课型划分” 。但在实际教学过程中,建议教师依 据学生基础、教学条件、学校安排的因素,对课本、对《金色教案》教学 设计重新划分课时,裁剪、拼接使用提供的材料,以便“物尽所用” ,达 到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课 时划分建议”进行教学。 Period 1 Reading 阅读课 Warming Up 建议教师通过 Warming up by learning about the past participle used as attributives 让学生了解发明与发现的区别并讨论 描述一些熟悉的现代文明, 为本单元 Reading 部分的精彩故事做好了词汇 铺垫。 Pre-reading 课本提供了发明家为了让其发明得到认可所必须通过的六 个程序, 教师也可以使用本书 Pre-reading by t alking about invention 进行预读教学。 Reading 是一篇记叙文。 故事讲的是一个女孩如何通过多次尝试最后成功 地把在她母亲家院子里安家的一窝蛇捉住并放归大自然, 她的捕蛇技术申 请了发明专利。 教师可以参考采用本书提供的下列教学步骤: Reading for forms ; Copying and making sentences ; Reading to transform

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information;Reading the text for the type of writing and summary of The problem of the snakes;Reading to draw a diagram of the text and retell the test in your own words。 Period 2 Learning about language 知识课 Learning about Language 要求学生熟练掌握过去分词做定语,表语和宾 语 补 足 语 的 用 法 。 分 为 两 部 分 , Discovering useful words and collocations 是本单元的词汇练习题; Discovering useful structures 是本单元的语法练习题。教师可以参考采用本书提供的下列教学步骤: Warming up by reading aloud to the recording of the text; Discovering useful words and collocations; Talking about the participle; Discovering useful structures; Closing down by singing a snake song。 Period 3 Using language 运用课 Using Language 部分在阅读和听力材料中分别介绍了电话发明家亚力山 大格雷厄姆贝尔以及当今发明家詹姆斯戴森的故事。 并通过操练打电话和 写求职信进一步训练学生说和写的能力。 教师可以参考采用本书提供的下 列教学步骤:Warming up by learning about Bell's Telephone;Reading for forms; Copying and making sentences; Transforming information; Making a telephone call;Writing a letter;Closing down by reading a poem。 实际教学过程课时划分建议 Period 1 将 Warming Up、 Pre-reading、Reading 和 Comprehending 整合在一起上 一节“阅读课” 。 Period 2 将 Learning about language 和 Workbook 中 的 USING WORDS AND COLLOCATIONS、USING STRUCTURES 整合在一起上一节“语言知识课” 。 Period 3 将 Using language 设计为一节包括听说读写单项技能或组合技能训练的 “综合技能课(一) ” 。 Period 4 将 Workbook 的 READING AND LIST ENING 和 TALKING 整合在一起上一节 “听 说课” 。 Period 5 将 Workbook 的 LISTENING TASK、 READING AND WRITING TASK 和 SPEAKING TASK 整合为一节“综合技能课(二) ” 。 第二部分

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教学资源说明 Section 1 Background 背景 围绕单元话题“Festival around the world” , 《金色教案》提供了几则 语言规范、 短小精干的趣味性材料。 这些材料既可以作为教师教学参考材 料为教师所用, 也可以直接或改写、 重组后作为课堂内外的拓展性阅读材 料呈现给学生。 Section 2 Explanation 解析 Section 3 Vocabulary 词汇 第三部分 教学测评说明 重点针对“阅读课型”中的课文难句, 《金色教案》不仅提供了详尽的, 就句论句的解析和翻译, 而且还以解析的焦点话题为线索, 进行了一定的 归纳、辨析和总结,以帮助教师更好地实施“语言形式”的教学。 按照课本单元词汇表顺序, 《金色教案》重点提供动词、短语搭配的讲解。 所提供的例句,经典、地道、实用、易懂,完全可以直接用于教学。

围绕单元词法、句法项目, 《金色教案》提供了长短不一的“单元教学测评” ,并备有参考答案供教师使用。有 些测评题目直接源于历年高考试卷,更具有说服力和实用性。

Part 1 Teaching Design

第一部分 教学设计

Period 1 A sample lesson plan for reading

(THE PROBLEM OF THE SNAKES) Introduction In this period, after the warming up, students will first be guided to pre-read the text by talking about invention. Then they will read for forms, copy and making sentences, read to transform information, read the text for the type of writing and summary of The problem of the snakes and read to draw a diagram of the text and retell the test in your own words. Objectives To help students understand the text’s forms and contents and learn about inventors
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and inventions To help students communicate on the topic in focus with the words, collocations and structures learned in this unit Focus Words distinguish, monitor,release, claim,file, bear, dot, tap, reproduce, Collocations call up, now and then, set about, in case,dive in,in truth, hang on, out of order, get through, ring back, ring off Patterns 1. Here was a chance for me to distinguish myself by inventing something that would catch snakes but not harm them. 2. This was in the expectation that the snakes would bite again. 3. The criteria are so strict that it is difficult for new ideas to be accepted unless they are truly novel. 4. “Leave the beaten track occasionally and dive into the woods. 5. Every time you do you will be certain to find something that you have never seen before. 6. Follow it up, explore all around it, and before you know it, you will have something worth thinking about to occupy your mind. 7. All really big discoveries are the result of thought.” Aids Multimedia facilities, tape-recorder, photos, diagrams Procedures 1. Pre-reading by talking about intention What is invention? Invention is the successful exploitation of new ideas, new objects. By reasoning, analyzing and experimenting new things and new ideas are invented for the benefits of the world. Look at the photo, please. This man is a great inventor called Thomas Edison. Thomas Edison received over 1000 U.S. patents, the most issued to any individual. Some people also credit him with an invention that received no patent: the modern corporate research laboratory. While this conclusion is arguable, his Menlo Park

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laboratory was intentionally designed to be an invention factory. It housed a large reference library, and often served to showcase the Wizard's work. Some who worked in or visited the lab later became competitors.

“box telephone” 2. Reading for forms

telegraph

sewing machine

light bulb

Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations. 3. Copying and making sentences There are several different types of collocation made from combinations of verb, noun, adjective etc. Some of the most common types are: ? ? ? ? ? ? ? Adverb + Adjective: compl etely satisfied (NOT downright satisfied) Adjective + Noun: excruciating pain (NOT excruciating joy) Noun + Noun: a surge of anger (NOT a rush of anger) Noun + Verb: lions roar (NOT lions shout) Verb + Noun: commit suicide (NOT undertake suicide) Verb + Expression With Preposition: burst into tears (NOT blow up in tears) Verb + Adverb: wave frantically (NOT wave feverishly) You are asked to read the text for all the useful collocations and copy them into your Collocation Book after class as homework. You may make your own sentences with each of these collocations. Collocations from THE PROBLEM OF THE SNAKES call up?on the telephone 给??打电话, in the countryside 在农村, in our yard 在 院子里,come near the house 走近房子, now and then 时而、有时,make one’s home here 在这里安家, get rid of?除掉, feel very proud 感到自豪骄傲, a chance for?to do? 某人做??的机会, distinguish oneself 显扬自己,使自己扬名, invent something 发明
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某物, catch snakes 捉住蛇, hurt these living creatures 伤害这些生物, be designed to do?旨在做??, a new approach 新方法, set about doing?着手开始做??, research the habits of?研究??的习性, trap?in the easiest way 用最简易的方法捕??, make the solution easier 使问题比较容易解决, be prepared with?做??准备, decide on? 决定??, remove one’s habitat 铲除??的栖息地, attract?into a trap 把??引进 陷阱, use male or female perfume or food 用男人或女人用的香水或食物, become sleepy 困乏, be easily caught 容易被捉住, a n ice-cream maker 一个之冰激凌的器具, between the outside and inside walls of the bowl 在碗的外壁和内壁, freeze hard 冻结, on top of? 在??上方, cover the whole thing with?用??把整个罩住, abruptly disappear into a convenient hole 突然一下子就消失在附近的洞里, adj ust one’s plan 调整计划, lea ve?overnight 把??通宵放在, early the next morning 第二天一早, see the result 看结果, get down to do?蹲下去做??, improve one’s design 改进方案, repeat the earlier procedure 重复上次程序, carry in one’s hand?手里拿着??, a small net used for?一个用来??的小网, in the expectation that?预料到??, be monitored carefully 仔细监视, go according to plan 按计划进行, the passive snakes 温顺的蛇, release?all back into the wild 全都释放??到野外, be pressed by?由于??的督 促, send?to the patent office 把??送到专利局, get recognition for?给与??认 可, have the recognition 取得认可, truly an inventor 真正的发明者, in addition 此 外, get a patent 去得专利, a scientific theory 一种科学理论, a mathematical model 一种数学模式, a computer program 一个电 脑程序, a large number of patent examiners 一大批专利审查人员, one’s application for..申请??, fill in the form 填表, file one’s patent application with the Patent Office 向专利局提交申请书, succeed by the size of one’s bank balance 看某人的银行结余判断是否成功, wish? luck 祝??好运 5. Reading to transform information Read the text to find answers to the five questions listed in the table. THE PROBLEM OF THE SNAKES Why was my mother upset? Why did I feel very proud? There are some snakes in our yard. Here was a chance for me to distinguish myself by inventing something that would catch snakes but not harm

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them. What was the first thing I tried to do? What are the three The first thing I tried to do was to see if there were products that might help me. Firstly, removing their habitat; secondly, attracting them into a trap using male or female perfume or food; and thirdly cooling them so that they became sleepy and could be easily caught. How many attempts did I make? I made three attempts. My first step:

possible approaches?

6. Reading the text for the type of writing and summary of The problem of the snakes Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condeming, objective, etc.)

It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.

The problem of the snakes Type of writing The main idea of 1 paragraph
st

A narration “There are some snakes in our yard, ” she told me. “Snakes come near the house now and then,and they seem to have made their home here.Can you get rid of them please?”

The main idea of 2 paragraph The main idea of 3 paragraph

nd

I set about researching the habits of snakes so I could trap them in the easiest way.

rd

I decided on three possible approaches: firstly, removing their habitat; secondly, attracting them into a trap using male or female perfume or food; and thirdly cooling them

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so that they became sleepy and could be easily caught. I decided to use the last one. The main idea of 4 paragraph The main idea of 5 paragraph
th th

The snakes abruptly disappeared into a convenient hole in the wall. So I had to adjust my plan. Once picked up, the snakes tried to bite me. As they were poisonous snakes, I clearly needed to improve my design again.

The main idea of 6 paragraph The main idea of 7 paragraph

th

I collected the passive snakes and the next day we released them all back into the wild.

th

Pressed by my friends and relations,I decided to send my invention to the patent office to get recognition for my successful idea.

The main idea of 8 paragraph

th

Nor will you receive a patent until a search has been made to find out that your product really is different fr om everybody else's.

7. Reading to draw a diagram of the text and retell the test in your own words Writers structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.

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THE PROBLEM OF THE SNAKES

Inventing something that would catch snakes but not harm them

Cooling the snakes so that they became sleepy and could be easily caught

Placing the frozen bowl and ice-cubes over the snakes' habitat and covering the bowl with the bucket

collecting the passive snakes and releasing them back into the wild

Filling in the form and filing my patent application with the Patent Office

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