2014-2015學年高中英語 Unit 3 Inventors and inventions教學設計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》教學設計說明 About the topic and the structures 單元話題和結構 本單元的中心話題是“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)明產生的過程”和“申請發(fā)明專利的條件”。通過本單元的學習，可以幫助學生樹立生活的信心，激勵學生開動腦筋，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題；同時告訴學生不要害怕失敗， 成功的發(fā)明家往往要經歷很多次實驗的失敗。通過本單元的語言技能訓練，要求學生學會使用正確得體的英語打電話以及寫求職信。 本單元語言功能項目是：打

2、電話。 本單元語言結構項目是“復習過去分詞作定語、表語和賓語補語”。 本單元還要求學生學習寫作“應用寫作：求職信”。 《金色教案》教學設計在單元課時劃分上與課本保持一致，即“閱讀課、知識課、運用課三課時/三課型劃分”。但在實際教學過程中，建議教師依據(jù)學生基礎、教學條件、學校安排的因素，對課本、對《金色教案》教學設計重新劃分課時，裁剪、拼接使用提供的材料，以便“物盡所用”，達到最佳教學效果。教師也可以參照《金色教案》提供的“實際教學過程課時劃分建議”進行教學。 Period 1 Reading 閱讀課 Warming Up 建議教師通過Warming up by learnin

3、g about the past participle used as attributives讓學生了解發(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)明得到認可所必須通過的六個程序， 教師也可以使用本書Pre-reading by talking about invention進行預讀教學。 Reading 是一篇記敘文。故事講的是一個女孩如何通過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，她的捕蛇技術申請了發(fā)明專利。教師可以參考采用本書提供的下列教學步驟：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 知識課 Lear

5、ning about Language要求學生熟練掌握過去分詞做定語，表語和賓語補足語的用法。分為兩部分，Discovering useful words and collocations是本單元的詞匯練習題; Discovering useful structures是本單元的語法練習題。教師可以參考采用本書提供的下列教學步驟：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 運用課 Using Language 部分在閱讀和聽力材料中分別介紹了電話發(fā)明家亞力山大格雷厄姆貝爾以及當今發(fā)明家詹姆斯戴森的故事。并通過操練打電話和寫求職信進一步訓練學生說和寫的能力。教師可以參考采用本書提供的下列教學步驟：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。 實際教學過程課時劃分建議 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)“語言知識課”。 Peri

8、od 3 將Using language 設計為一節(jié)包括聽說讀寫單項技能或組合技能訓練的“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)“聽說課”。 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 教學資源說明 Section 1 Background 背景 圍繞單元話題“Festival around the world”，

9、《金色教案》提供了幾則語言規(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參考材料為教師所用，也可以直接或改寫、重組后作為課堂內外的拓展性閱讀材料呈現(xiàn)給學生。 Section 2 Explanation 解析 重點針對“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話題為線索，進行了一定的歸納、辨析和總結，以幫助教師更好地實施“語言形式”的教學。 Section 3 Vocabulary 詞匯 按照課本單元詞匯表順序，《金色教案》重點提供動詞、短語搭配的講解。所提供的例句，經典、地道、實用、易懂，完全可以直接用于教學。 第

10、三部分 教學測評說明 圍繞單元詞法、句法項目，《金色教案》提供了長短不一的“單元教學測評”，并備有參考答案供教師使用。有些測評題目直接源于歷年高考試卷，更具有說服力和實用性。 Part 1 Teaching Design 第一部分 教學設計 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, in the countryside在農村, in our yard在院子里，come near the house走近房子, now and then時而、有時，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 ……的機會, distinguish oneself顯揚自己，使自己揚名, 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…著手開始做……, research the habits of…研究……的習性, trap…in the easiest way用最簡易的方法捕……, make the solution easier使問題比較容易解決, be prepared with…做……準備, decide on…決定……, remove one’s habitat鏟除……的

24、棲息地, attract…into a trap把……引進陷阱, 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一個之冰激凌的器具, between the outside and inside walls of the bowl在碗的外壁和內壁, freeze hard凍結, on top of… 在……上方, cover the whole thing with…用……把整個罩住, 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調整計劃, leave…overnight把……通宵放在, early the next morning第二天一早, see the result看結果, get down to do…蹲下去做……, improve one’s design改進方案, repeat the earlier procedure重復上次程序, carry in one’s hand…手里拿著……, a small net used for…一個用來……的小網, in the expectation that…

26、預料到……, be monitored carefully仔細監(jiān)視, go according to plan按計劃進行, 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……送到專利局, get recognition for…給與……認可, have the recognition取得認可, truly an inventor真正的發(fā)明者, in addition此外, get a patent去得專利, a s

27、cientific theory一種科學理論, a mathematical model一種數(shù)學模式, a computer program一個電腦程序, a large number of patent examiners一大批專利審查人員, one’s application for..申請……, fill in the form填表, file one’s patent application with the Patent Office向專利局提交申請書, succeed by the size of one’s bank balance看某人的銀行結余判斷是否成功, wish… lu

28、ck祝……好運 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 希望對大家有所幫助，多謝您的瀏覽！