2014-2015學(xué)年高中英語(yǔ) Unit 3 Inventors and inventions教學(xué)設(shè)計(jì)2 新人教版選修

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1、 Unit 3 Inventors and inventions 第一部分 《金色教案》教學(xué)設(shè)計(jì)說(shuō)明 About the topic and the structures 單元話(huà)題和結(jié)構(gòu) 本單元的中心話(huà)題是“發(fā)明家與發(fā)明”，具體涉及“發(fā)明與發(fā)現(xiàn)的區(qū)別”，“發(fā)明產(chǎn)生的過(guò)程”和“申請(qǐng)發(fā)明專(zhuān)利的條件”。通過(guò)本單元的學(xué)習(xí)，可以幫助學(xué)生樹(shù)立生活的信心，激勵(lì)學(xué)生開(kāi)動(dòng)腦筋，發(fā)揮想象力和創(chuàng)造力去發(fā)明以解決生活中可能遇到的問(wèn)題；同時(shí)告訴學(xué)生不要害怕失敗， 成功的發(fā)明家往往要經(jīng)歷很多次實(shí)驗(yàn)的失敗。通過(guò)本單元的語(yǔ)言技能訓(xùn)練，要求學(xué)生學(xué)會(huì)使用正確得體的英語(yǔ)打電話(huà)以及寫(xiě)求職信。 本單元語(yǔ)言功能項(xiàng)目是：打

2、電話(huà)。 本單元語(yǔ)言結(jié)構(gòu)項(xiàng)目是“復(fù)習(xí)過(guò)去分詞作定語(yǔ)、表語(yǔ)和賓語(yǔ)補(bǔ)語(yǔ)”。 本單元還要求學(xué)生學(xué)習(xí)寫(xiě)作“應(yīng)用寫(xiě)作：求職信”。 《金色教案》教學(xué)設(shè)計(jì)在單元課時(shí)劃分上與課本保持一致，即“閱讀課、知識(shí)課、運(yùn)用課三課時(shí)/三課型劃分”。但在實(shí)際教學(xué)過(guò)程中，建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的因素，對(duì)課本、對(duì)《金色教案》教學(xué)設(shè)計(jì)重新劃分課時(shí)，裁剪、拼接使用提供的材料，以便“物盡所用”，達(dá)到最佳教學(xué)效果。教師也可以參照《金色教案》提供的“實(shí)際教學(xué)過(guò)程課時(shí)劃分建議”進(jìn)行教學(xué)。 Period 1 Reading 閱讀課 Warming Up 建議教師通過(guò)Warming up by learnin

3、g about the past participle used as attributives讓學(xué)生了解發(fā)明與發(fā)現(xiàn)的區(qū)別并討論描述一些熟悉的現(xiàn)代文明，為本單元Reading部分的精彩故事做好了詞匯鋪墊。 Pre-reading 課本提供了發(fā)明家為了讓其發(fā)明得到認(rèn)可所必須通過(guò)的六個(gè)程序， 教師也可以使用本書(shū)Pre-reading by talking about invention進(jìn)行預(yù)讀教學(xué)。 Reading 是一篇記敘文。故事講的是一個(gè)女孩如何通過(guò)多次嘗試最后成功地把在她母親家院子里安家的一窩蛇捉住并放歸大自然，她的捕蛇技術(shù)申請(qǐng)了發(fā)明專(zhuān)利。教師可以參考采用本書(shū)提供的下列教學(xué)步驟：Re

4、ading for forms；Copying and making sentences；Reading to transform information 2 / 13 ；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 知識(shí)課 Lear

5、ning about Language要求學(xué)生熟練掌握過(guò)去分詞做定語(yǔ)，表語(yǔ)和賓語(yǔ)補(bǔ)足語(yǔ)的用法。分為兩部分，Discovering useful words and collocations是本單元的詞匯練習(xí)題; Discovering useful structures是本單元的語(yǔ)法練習(xí)題。教師可以參考采用本書(shū)提供的下列教學(xué)步驟：Warming up by reading aloud to the recording of the text；Discovering useful words and collocations； Talking about the participle；Disc

6、overing useful structures；Closing down by singing a snake song。 Period 3 Using language 運(yùn)用課 Using Language 部分在閱讀和聽(tīng)力材料中分別介紹了電話(huà)發(fā)明家亞力山大格雷厄姆貝爾以及當(dāng)今發(fā)明家詹姆斯戴森的故事。并通過(guò)操練打電話(huà)和寫(xiě)求職信進(jìn)一步訓(xùn)練學(xué)生說(shuō)和寫(xiě)的能力。教師可以參考采用本書(shū)提供的下列教學(xué)步驟：Warming up by learning about Bells Telephone；Reading for forms；Copying and making sentences； Tr

7、ansforming information；Making a telephone call；Writing a letter；Closing down by reading a poem。 實(shí)際教學(xué)過(guò)程課時(shí)劃分建議 Period 1 將Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一節(jié)“閱讀課”。 Period 2 將Learning about language 和Workbook中的 USING WORDS AND COLLOCATIONS、USING STRUCTURES 整合在一起上一節(jié)“語(yǔ)言知識(shí)課”。 Peri

8、od 3 將Using language 設(shè)計(jì)為一節(jié)包括聽(tīng)說(shuō)讀寫(xiě)單項(xiàng)技能或組合技能訓(xùn)練的“綜合技能課（一）”。 Period 4 將Workbook 的READING AND LISTENING和TALKING整合在一起上一節(jié)“聽(tīng)說(shuō)課”。 Period 5 將Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合為一節(jié)“綜合技能課（二）”。 第二部分 教學(xué)資源說(shuō)明 Section 1 Background 背景 圍繞單元話(huà)題“Festival around the world”，

9、《金色教案》提供了幾則語(yǔ)言規(guī)范、短小精干的趣味性材料。這些材料既可以作為教師教學(xué)參考材料為教師所用，也可以直接或改寫(xiě)、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學(xué)生。 Section 2 Explanation 解析 重點(diǎn)針對(duì)“閱讀課型”中的課文難句，《金色教案》不僅提供了詳盡的，就句論句的解析和翻譯，而且還以解析的焦點(diǎn)話(huà)題為線(xiàn)索，進(jìn)行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實(shí)施“語(yǔ)言形式”的教學(xué)。 Section 3 Vocabulary 詞匯 按照課本單元詞匯表順序，《金色教案》重點(diǎn)提供動(dòng)詞、短語(yǔ)搭配的講解。所提供的例句，經(jīng)典、地道、實(shí)用、易懂，完全可以直接用于教學(xué)。 第

10、三部分 教學(xué)測(cè)評(píng)說(shuō)明 圍繞單元詞法、句法項(xiàng)目，《金色教案》提供了長(zhǎng)短不一的“單元教學(xué)測(cè)評(píng)”，并備有參考答案供教師使用。有些測(cè)評(píng)題目直接源于歷年高考試卷，更具有說(shuō)服力和實(shí)用性。 Part 1 Teaching Design 第一部分 教學(xué)設(shè)計(jì) 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

11、 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

12、 students understand the text’s forms and contents and learn about inventors 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， Coll

13、ocations 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 snak

14、es 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. Fol

15、low 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 intentio

16、n 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 rece

17、ived 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 laboratory was intentionally designed to be an invention factory. I

18、t housed a large reference library, and often served to showcase the Wizards work. Some who worked in or visited the lab later became competitors. “box telephone” telegraph sewing machine light bulb 2. Reading for forms Read the text again to: cut/ the sentence into though

19、t 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: comp

20、letely 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 Prepositi

21、on: 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. Co

22、llocations from THE PROBLEM OF THE SNAKES call up…on the telephone給……打電話(huà), in the countryside在農(nóng)村, in our yard在院子里，come near the house走近房子, now and then時(shí)而、有時(shí)，make one’s home here在這里安家, get rid of…除掉, feel very proud感到自豪驕傲, a chance for…to do…某人做 ……的機(jī)會(huì), distinguish oneself顯揚(yáng)自己，使自己揚(yáng)名, invent som

23、ething發(fā)明某物, catch snakes捉住蛇, hurt these living creatures傷害這些生物, be designed to do…旨在做……, a new approach新方法, set about doing…著手開(kāi)始做……, research the habits of…研究……的習(xí)性, trap…in the easiest way用最簡(jiǎn)易的方法捕……, make the solution easier使問(wèn)題比較容易解決, be prepared with…做……準(zhǔn)備, decide on…決定……, remove one’s habitat鏟除……的

24、棲息地, attract…into a trap把……引進(jìn)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, an ice-cream maker一個(gè)之冰激凌的器具, between the outside and inside walls of the bowl在碗的外壁和內(nèi)壁, freeze hard凍結(jié), on top of… 在……上方, cover the whole thing with…用……把整個(gè)罩住, abruptly disappear in

25、to a convenient hole突然一下子就消失在附近的洞里, adjust one’s plan調(diào)整計(jì)劃, leave…overnight把……通宵放在, early the next morning第二天一早, see the result看結(jié)果, get down to do…蹲下去做……, improve one’s design改進(jìn)方案, repeat the earlier procedure重復(fù)上次程序, carry in one’s hand…手里拿著……, a small net used for…一個(gè)用來(lái)……的小網(wǎng), in the expectation that…

26、預(yù)料到……, be monitored carefully仔細(xì)監(jiān)視, go according to plan按計(jì)劃進(jìn)行, the passive snakes溫順的蛇, release…all back into the wild全都釋放……到野外, be pressed by…由于……的督促, send…to the patent office把……送到專(zhuān)利局, get recognition for…給與……認(rèn)可, have the recognition取得認(rèn)可, truly an inventor真正的發(fā)明者, in addition此外, get a patent去得專(zhuān)利, a s

27、cientific theory一種科學(xué)理論, a mathematical model一種數(shù)學(xué)模式, a computer program一個(gè)電腦程序, a large number of patent examiners一大批專(zhuān)利審查人員, one’s application for..申請(qǐng)……, fill in the form填表, file one’s patent application with the Patent Office向?qū)＠痔峤簧暾?qǐng)書(shū), succeed by the size of one’s bank balance看某人的銀行結(jié)余判斷是否成功, wish… lu

28、ck?！眠\(yùn) 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? There are some snakes in our yard. Why did I feel very proud? Here was a chance for me to distinguish myself by inventing som

29、ething that would catch snakes but not harm them． What was the first thing I tried to do? The first thing I tried to do was to see if there were products that might help me. What are the three possible approaches? Firstly, removing their habitat; secondly, attracting them into a trap using

30、 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: 6. Reading the text for the type of writing and summary of The problem of the snakes Determining the type of writ

31、ing 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.

32、 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

33、writing A narration The main idea of 1st paragraph “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 2nd paragraph I set about researching the habits of snakes

34、so I could trap them in the easiest way. The main idea of 3rd paragraph 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 so that they became sleepy and could be e

35、asily caught. I decided to use the last one. The main idea of 4th paragraph The snakes abruptly disappeared into a convenient hole in the wall. So I had to adjust my plan. The main idea of 5th paragraph Once picked up, the snakes tried to bite me. As they were poisonous snakes, I clearly needed

36、to improve my design again. The main idea of 6th paragraph I collected the passive snakes and the next day we released them all back into the wild． The main idea of 7th paragraph Pressed by my friends and relations，I decided to send my invention to the patent office to get recognition for my suc

37、cessful idea. The main idea of 8th paragraph Nor will you receive a patent until a search has been made to find out that your product really is different from everybody elses. 7. Reading to draw a diagram of the text and retell the test in your own words Writers structure, or organize, their wri

38、ting in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully. 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

39、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 THE PROBLEM OF THE SNAKES 希望對(duì)大家有所幫助，多謝您的瀏覽！