人民教育出版英语选修8《Unit3Inventorsandinventions》课程教案

1、Unit 3 inventors and inventions Teaching aims and demandsTopicsInventions;patent applications;great inventorsVocabularySeize straw file current bear helicopter tap triangle distinguish refrigerator glue court dial extension dot version dot version associate competence patent jeep courtyard personnel

2、 walnut merciful product stainless powder cubic perfume abrupt cube convenient caution passive expectation merry criterion valid string ripe greengrocer freezing identification innocent directory dynamic rainfall stable lantern practical jam abruptly forehead merrily wire Call up;beaten track;now an

3、d then;apply for a patent;set about;in the expectation;dive into;seize the opportunity to do;set out(to do);distinguish oneself;hang on;cannot bear;out of order;traffic jams;get through;a series of dots;ring back;tap.out;ring offSentences1. here was a chance for me to distinguish myself by inventing

4、 something merciful that would catch snakes but not harm them.2. But monitored carefully,the snakes proved to be no trouble and all went according to plan.3. Every time you do you will be certain to find something that you have never seen before.4. .before you know it, you will have something worth

5、thinking about to occupy your mind.5. Although he is most often associated with the invention of the telephone,he was indeed a continuing searcher after practical solutions to improve the quality of everybodys life.6. Im sorry,but this phone is out of order.Functions：(making telephone calls)Hold the

6、 line,please.Just a moment,please.I cant get through.Which extension.,please?Can i ring back later?Hang on,please.Im sorry,but this phone is out of order.I must ring off now because.Sorry,he/she isnt here right now.Can i speak to.,please?GrammarRevise the past participle as the attribute,predicative

7、 and object complement1. the next morning i carried in my hand a small net used for catching fish.2. She seemed embarrassed by the question.3. Mary wants her paintings displayed in the gallery.Focus-on1. get students to know something about inventors and inventions.2. Have students learn some useful

8、 new words and expressions about inventors and inventions and let them learn effective ways to master them.3. Enable students to express how to make telephone calls.4. Let students get a better understanding of the grammar item.5. Develop students listening,speaking,reading and writing abilities.Dif

9、ficulties1,enable students to master the usage of the past participle as the attribute, predicative and object complement.2,Let students learn to write a dialogue of expressing how to make telephone calls.3,develop students integrative skills.Periods needed:6Period1 warming up,pre-reading,reading an

10、d comprehending 2 language study 3 grammar 4 listening and speaking 5 reading and writing 6 summing up .learning tip and assessmentPeriod 1 warming up,pre-reading,reading and comprehendingKnowledge and skills1. to know the meaning of the new words and phrases in this period2. To learn about some inv

11、entions,make clear the difference between a discovery and an invention3. To learn how the information is organized4. To develop the reading ability by skimming and scanning the passage5. To develop the speaking ability by talking about inventors and inventionsProcess and methods1 while doing warming

12、 up the teacher can lead in the topic of this unit by showing students some pictures of inventors and inventions2during pre-reading the teacher can go around the classroom and discuss the questions with several students3while doing reading and comprehending, the teacher may first ask the students to

13、 read the text quickly to get the general idea of each paragraph.encourage them to answer some questions and discuss the text structure4 to consolidate the contents of the reading passage,the students should be required to retell the text in their own words at the end of the classFocus-on1,to enable

14、 the students to learn about inventors and inventions and to develop their reading ability2,to enable the students to talk about inventionsTeaching procedureStep 1 warming upTo deal with the part by looking and talkingShow the pictures to the students and let them know which pictures show inventions

15、 and which show discoveries and talk about them.Step 2 pre-readingAsk students if they know the stages every inventor must go through before they can have their invention approved.encourage them to talk about it and look at the list on page 19 to work out a suitable order.Step 3 reading and comprehe

16、nding1. fast reading:ask students to skim the passage to get the key words and general idea of each paragraph and the main idea of the text.2. Read the passage carefully,divide the passage into 4 parts and match the main idea of each part.Part 1(para._) 1.the research on the approaches to solve the

17、problemPart 2(para._) 2.the attempts to catch the snakesPart 3(para._) 3the requirements of getting a patentPart 4(para._) 4the discovery of the problem of the snakes3. ask students to scan for detailed information and choose the best answer. 结合学生用书4read the text carefully and then decide whether th

18、e following statements are true or false.(1)I bought an ice-cream maker made of aluminum. ( )(2)The snakes are too big for me to handle.( )(3)The snakes are poisonous.( )(4)The snakes are finally sent to the zoo.( )(5)People who produced a new type of plant have the qualification to get a patent.( )

19、(6)A patent will be published 18 months from the date you apply.( )Step 4 listening,reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful ex

20、pressions or collocations from the passage while reading and copy them down in their notebooks after class as homework.Collocations:call up,now and then,set about,apply for a patent,in the expectation,seize the opportunity to do,distinguish oneself.Step 5 retellingAsk students to talk about the stag

21、es in the inventing process in their own words.Give them some key words on the blackboard.Then let them try to retell the passage.Step 6 homework1. learn the useful new words and expressions in this period by heart.2. Deal with the exercises in p31 of their exercise bookStep 7 reflection after teach

22、ing_Period 2 language studyKnowledge and skills1. to get the students to learn to use the important new words and phrases freely2. To get the students to understand and use the important and useful sentence patternsProcess and methods1. referring to the textbooks,reference books or dictionaries2. Ta

23、lking about the difficult pints with your group-mates 3. Trying hard to learn the language points by heart4. Practicing the language points activelyFocus-on1. important new words and expressions2. Important and useful sentence patterns3. Some difficult and long sentences in the textTeaching procedur

24、eStep 1 revision1. check the homework exercises2. Ask some students to say something about the inventionsStep 2 exercises for useful words and expressions1. turn to page23.Go through the exercises in discovering useful words and expressions with students and make sure they know what to do.2. Give th

25、em several minutes to finish the exercises3. Check the answers with the whole class and explain the problems they meet where necessary.Step 4 vocabulary study 结合学生用书Step 5 usingTurn to page 63.ask students to do the exercises in using words and expressions in the workbookStep 6 homeworkFinish off th

26、e workbook exercisesStep 7 reflection after teaching_Period 3 grammarKnowledge and skills1.To get the students to revise the different forms and usages of the past participle.2.to enable the students to use the past participle as the attribute ,predicative and object complement correctly and properl

27、yProcess and methods1. to ask the students to pick out the sentences including the past participle2. to ask the students to discover the usages of the past participle by comparing a lot of example sentences3. to ask the students to do the exercises in discovering useful structures on page 24 for the

28、m to master the past participle form.4. To ask the students to do the exercises in using structures on page 65 and some other additional exercises for consolidation.Focus-on1. to get the students to master the structure and usages of the past participle form2. to get the students to learn how to use

29、 the past participle form correctlyteaching procedurestep 1 revision1. check the homework exercises2. dictate some new words and expressionsstep 2 grammar learning1. ask the students to study the following sentences and try to summarize the structures and the meanings of the past participle forms:(1

30、) The first thing I did was to see if there were any products that might help me, but there only seemed to be powders designed to kill snakes.(2) The criteria are so strict that it is difficult to get new ideas accepted unless they are truly novel.(3) so Alexander became interested in helping deaf p

31、eople communicate and they are education.(4) One day as he was experimenting with one end of a straw joined to a deaf mans eardrum and the other to a piece of smoked glass2. Ask the students to study the following sentences paying attention to the difference between the past participle forms and oth

32、er non-predicate forms when used as the attribute.(1) China is still a developing country while the Unites States is a developed one.(2) The rising sun is more beautiful than the risen sun.(3) We all got frightened at the frightening creature.(4) I will buy the beautiful house built by the large com

33、pany last year.(5) I will buy the beautiful house being built by the large company now.(6) I will buy the beautiful house to be built by the large company next year.3. Ask the students to study the following sentences paying attention to the difference between the past participle and the present par

34、ticiple when used as the predictive.(1) How the poor young boy managed to go to the key university is surprising.(2) Almost everyone is surprised that the poor young boy managed to go to the key university.(3) When the professor came in, he remained seated.(4) No sooner had I stood up than he waved

35、me to remain sitting.4. Ask the students to study the following sentences paying attention to the difference between the past participle and the present participle when used as the object complement.(1) I found the boy coming into the library.(2) I found the thief tied to the tree.(3) When the old m

36、an came back to his hometown, he found the village changing every day.(4) When the old man came back to his hometown, he found the village changed completely.(5) With the boy leading the way, we had no difficulty in finding the factory.(6) With all the homework done, they went to play football on th

37、e playground.Step 3 summing upTry to help the students draw the conclusionStep 4 grammar practice(1) Do exercise 2 in discovering useful structures on page 24(2) Do the exercises in using structures on page 64Step 5 learning more about the grammarShow students the following on the screen or give out

38、 test papers to them.(1). I fell down and broke three of my teeth. I wonder how many times I have to come here and get my false teeth_.A. fix B. fixing C. fixed D. to fix(2). He looked around and caught a man_ his hand into the pocket of a passenger.A. put B. to be putting C. to put D. putting(3). I

39、t is believed that if a book is_ it will surely _ the reader.A. interested; interest B. interesting; interestedC. interested; be interesting D. interesting; interest(4). Through out history, the language _ by a powerful group spreads across a civilization.A speaking B. spoken C. to speak D.to be spo

40、ken(5).- can those_ at the back of the classroom hear me? - -no problem.A. seat B. sit C. seated D. seating(6).-how do you deal with the disagreement between the company and the customers? -the key_ the problem is to meet the demand _ by the customers.A. to solving; making B. to solving; madeC. to s

41、olve ;making D. to solve; made(7). The boy tried his best to make himself _ in his _ English.A. understood; breaking B. understand; brokenC. understand; breaking D. understood; broken(8). The traffic problem, which we are expecting _,should have attracted the local governments attention.A. seeing to

42、 solve B. to see to solve C. to see solved D. seeing solvingSuggested answers: CDDBCBDCStep 6 homeworkFinish off the workbook exercises.Step 7 reflection after teaching_Period 4 listening and speakingKnowledge and skills1. to understand the meanings of the following key words and expressions while h

43、earing them on the tape: founder, hand-washing, carpet cleaner, videotape, switch off.2. To enable the students to understand the listening texts.3. To help the students learn how to make a phone call using the given key sentences.Process and methods1. Smoothing away language problems if any before

44、listening.2. Listening for needed information.3. Speaking freely and making conversations.Focus-on1. The understanding of the conversations on the tape2. The ability of communicating by making a phone callTeaching procedureStep1. Revision1. retell the text on p20-p21.2. Check the answers of the exer

45、cises in learning about language and explain the difficult ones.Step 2. Listening1. Listen to text 1(page 26)and do the following exercises.(1) Listen for the first time and do exercise 2Suggested answers: washing machine, drum, carpet cleaner, court(2) listen again and do exercise 3.Suggested answe

46、rs:ObjectThe ProblemJames Dysons improvementWashing machineWashing machines at that time do not clean the clothes as well as by handHe invented a machine using two drums which move in opposite directions(3)listen to the tape for a third time and fill in the missing information according to the tape.

47、James Dyson found that clothes were not as_ from a _ machine as those washed by_. So he tried to improve that. He _ a system with two _ in the same machine. Together they are the same _ as the old drum, but they work _.One drum goes in one direction and the other goes in the other. So its more like_

48、 and the clothes_ _ cleaner.Suggested answers: clean, washing, hand, invented, drums, size, differently, hand-washing, come out2 .Listen to text 2 (page 62) twice and choose the best answer.(1) why does Ruth want to change for a new mobile phone?A. Her mobile has been old and out of fashionB. Her mo

49、bile has been out of control and doesnt work now.C. She missed important calls when her mobile was switched off.(2) Why are the new phones called 3Gphones?A. Because they will be able to organize peoples life.B. Because they are the third generation of mobile phones.C. Because they can buy goods for

50、 people.(3) Why does Ruth Bacon not like the phone that can book air ticket and the hotel?A. Because it often serves people inefficientlyB. Because it orders and buys expensive goods.C. Because it spends her money.(4) Which kind of mobile phone does Ruth Bacon need most?A. A mobile phone that can st

51、op her missing important calls.B. A mobile phone that tis a computer and can videotape as well.C. A mobile phone that can order and buy goodsSuggested answers: CBCAStep3 speaking Since the students have learned many words and expressions about making a phone call bye both reading and listening. Its

52、necessary for them to talk about it now. Teach them how to make a call by showing them the following sentences on the screen. (slide show)Which extension., please? Can I speak to please?Hold the line, please. Hang on, please.Just a moment, please.Im sorry, but this phone is out of order. I cant get

53、through.Sorry. He /She isnt here right now Can I ring back later?Ill ring him/ her up again. I must ring off now because Ask the students to look at the topics and discuss with their partners and then make up their own descriptions. (show the following on the screen.) Topics1. You have made a phone call. Give a sample description.2. You want to apply for a job. Ask what kind of person the company needs. Give the students three minutes to prepare and practice, an