单元教学目标

Unit 3 Inventors and inventions

Ⅰ

.

单元教学目标

技能目标

Skill Goals

▲

Talk about inventors and inventions

▲

Learn about the stages used in scientific research

▲

Learn to use the past participle as the attribute

▲

Write an entry for an encyclopedia about some inventions

▲

Write a letter asking for a job

Ⅱ

.

目标语言

功

能

句

式

Make a telephone call

Hold the line, please.

Hang on, please.

Just a moment, please.

I’m sorry, but this phone is out of order.

I can’t get thr

ough. Sorry.

He / She isn’t him / her right now.

Can I ring back later?

I’ll ring him / her up again.

I must ring off now because...

词

汇

1

．

四会词汇

patent,

courtyard,

walnut,

distinguish,

merciful,

product,

powder,

perfume,

stainless,

cube,

abrupt,

convenient,

caution,

expectation,

passive,

merry,

seize,

criterion,

valid,

file,

ripe,

string,

glue,

freezing,

greengrocer,

identification, directory, dial, rainfall, innocent, lantern, bear, jam,

forehead, dynamic, dot, tap, wire, straw, current, helicopter, triangle,

stable, associate, practical, refrigerator, court, extension, version,

competence, jeep, personnel

2

．

认读词汇

amphibious,

Stephenson,

George

Stephenson,

jelly,

freezer,

overnight,

release,

recognition,

claim,

rod,

precede,

Alexander

Graham

Bell,

microphone, occasionally, multiple, Morse code, inspiration, reproduce,

tetrahedron, invaluable, James Dyson

3

．

词组

call up, now and then, set about, in case, beaten track, dive into, set

out (to do), hang on, get through, ring back, ring off

4

．

重点词汇

discovery,

convenient,

distinguish,

application,

expectation,

importance,

practical, bear

结

构

Appositive clause

—

that

可引导同位语从句

重

点

句

子

1.

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. P20

2.

Between

the

outside

and

the

inside

walls

of

the

bowl

there

is

some

jelly,

which freezes when cooled. P20

3.

The

criteria

are

so

strict

that

it

is

difficult

to

get

new

ideas

accepted

unless they are truly novel. P21

4. Nor will you receive a patent until a search has been made to find out

that your product really is different from everybody else’s. P21

5. He found that by pressing his lips against his mother’s forehead, he

could make his mother understand what he was saying. P25

6.

He

designed

a

machine

that

would

separate

different

sound

waves

and

allow

different conversations to be held at the same time. P25

7.

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 everybody’s life. P26

Ⅲ

.

教材分析和教材重组

1.

教材分析

本单元以

Inventors and inventions

为话题，旨在通过单元教学，使学生了

解发明和发现的区别，了 解发明创造的过程和获得专利的条件，学习发明家的成

功事例；能灵活运用基础句型描述 中外古代和现代发明，谈论不同发明的优缺点

及其现实意义；根据不同问题及条件设计、 改进发明并阐述自己的观点；能写一

封有创新的求职申请，阐述自己的特长和优势，能对 别人的发明、创造或观点提

出意见或建议；并能运用所学知识利用现实生活中有限材料进 行发明创造。

1.1 Warming Up

提供了三幅不同发明或发现的图片，让学生运用已有的知识和经

验，区分发明 和发现的不同含义；并能与同伴合作描述现代发明在现实生活中的

作用。

1.2 Pre-reading

要求学生将课本所列关于进行科学研究或发明创造所必须经

历的几个阶段（步骤 或过程）进行正确的排序。了解每一项发明在得到社会承认

前都必须经历一个过程。

1.3

Re ading

是一篇记叙性的文章。

作者在文中详细介绍了从发现 问题

（

snake

trouble< /p>

）

、

分析问题

（

products

that

might

help

）

到解决问题

（

remove

the

snakes

）

的全过程，并介绍了专利申请方面的一些知识。

1.4 Comprehending

第一个训练题要求学生根 据课文内容回答问题；第三个训

练题要求学生运用科学步骤设计一项发明解决课本所提供 的三个问题，并与同学

交流观点。

1.5 Learning about Language

分 两部分。第一部分要求学生利用填空、改写

句子的方式复习所学词汇及表达法。第二部分 重点练习过去分词作定语的用法。

1.6 Using Language

分成四部分。第一部分

Reading

要求学生阅读一篇介绍

发明家

Alexander Graham Bell

的文章并 回答有关问题，了解电话发明者贝尔的

发明及其成功的原因。第二部分

< br>Listening and speaking

是一段关于

Zhou Rui

对一家发 明公司的工程师进行电话采访的听力材料。要求学生掌握电话交谈常用

表达；并在此基础 上进行角色扮演活动，即求职者与公司考核人员之间的电话交

谈。第三部分

Writing

要求学生写一封求职信，列举自己的优势、特长和工作经

历向这家发明公司提出求职申请。

2

．

教材重组

2.1

从话题内容及训练目的分析，

Warming Up

Speaking

和

W orkbook

中的

TALKING

相 一致，可将这三部分整合在一起，设计成一节任务型“口语课”

。

2.2

将

Listening

and

speaking

和

Workbook

中的

LISTENING,

LISTENING

TASK

整合在 一起，设计成一节“听力课”

。

2.3

可将

Pre- reading, Reading

和

Comprehendi ng

三个活动整合在一起上一

节“阅读课（一）

”

。

2.4

可将

Learning about Language

与

Workbook

中的

USING WORDS AND

EXPRESSIONS, USING STRUCTURES

整合在一起，上一节“语法课”

。

2.5

可将

Using

中

Reading

和

Workbook

中

RE ADING

TASK

整合起来，

上一 节“阅读课（二）

”

。

2.6

将

Using Language

中的

Writing

和

Workbook< /p>

中的

WRITING TASK

整合为< /p>

一节“写作课”

。

3.

课型设计与课时分配

1st period

2nd period

Speaking

Listening

3rd period

Reading (

Ⅰ

)

4th period

Grammar

5th period

Reading (

Ⅱ

)

6th period

Writing

Ⅳ

.

分课时教案

The First Period Speaking

Teaching goals

教学目标

1. Target language

目标语言

重点词汇和短语

discovery, application, evaluate, presentation, alternative, messenger,

get together, make a case for, add up

2. Ability goals

能力目标

Enable the students to talk about inventions and discoveries.

3. Learning ability goals

学能目标

Help the students learn how to talk about inventions and discoveries.

Teaching important & difficult points

教学重难点

How to talk about inventions and discoveries.

Teaching methods

教学方法

Discussion.

Teaching aids

教具准备

A computer and a projector.

Teaching procedures & ways

教学过程与方式

Step

Ⅰ

Warming up

Talk about inventions and discoveries.

T: The importance of inventions to social progress can never be changed.

Each invention carries the world a step forward and provides stimulation

for

later

ones.

With

inventions

turning

up

all

the

time,

our

world

is

always

taking on a new look. But do you know what an invention is?

S1: The creation of something new.

S2:

A

creation

(a

new

device

or

process)

resulting

from

study

and

experimentation.

S3: The creation of new things.

…

Ask the students to talk about the pictures with the teacher’s help, and

then discuss the first two questions.

T:

And

what

is

a

discovery?

What’s

the

difference

between

a

discovery

and

an invention? Now look at the pictures on page 1. Work in pairs and talk

about the three different things, telling them apart and giving reasons.

Show the following.

1.

Which

of

these

pictures

show

inventions?

Does

any

of

them

show

discoveries?

2. Work out two rules that will help you decide what is a discovery and

what is an invention?

S1: I think the first two are inventions, i.e. the amphibious car and

Stevenson’s “Rocket” while the last picture about the DNA is a kind of

discovery.

Because

the

first

two

products

were

quite

new

to

people

at

that

time

and

no

one

had

ever

seen

or

designed

such

kind

of

vehicles

before

though

some

others

had

made

similar

cars

or

machines

which

had

less

functions

and

advantages as these two. I think the picture about the DNA is a kind of

scientific discovery in biology

because

such

cells

and

their structure

do

exist

in

living

creatures

and

they

have

been

found

out

by

a

certain

scientist

and are made known to the public nowadays. So I think a discovery is

something existing before but unknown while an invention is something

unknown and not existing before.

S2: I think the first two pictures show us great human inventions about

the

transportation

because

they

were

invented

by

people

for

certain

purposes

and

they

had

special

advantages

and

could

satisfy

people’s

needs

in some ways. On the other hand the third picture showing the formation

of

DNA

is

a

kind

of

discovery

because

these

special

cells

exist

and

function

in the body of life all the time no matter who discovers it or when and

where it is discovered. In my opinion a discovery is something found out

or brought to view now but it was unknown before while an invention is

something

created

or

designed

by

people

,

which

is

completely

new

not

only

now but in the past.

…

T:

Well,

from

these

pictures

we

can

see

that

there

lies

differences

between

a discovery and an invention. There are certain rules or questions you

should

pay

attention

to

while

distinguishing

them.

Did

it

exist

in

the

past?

Is it created or developed by people? An invention is something that is

created by a human being, such as the lightning rod. To the contrary, a

discovery

merely

makes

known

something

that

already

existed

in

nature,

such

as the discovery on the New Continent by Columbia. OK. Let’s go on with

some other questions of this part. You may talk with your partner first

before we have a check five minutes later.

Show the following.

What modern inventions do you know? Describe them to your partner and how

useful they are in life today.

S1: Adidas 1 is the thinking shoes with a built-in microprocessor that

decides how soft or firm the wearer needs the support. It has been chosen

by Popular Science magazine as the best recreation invention of 2004. It

is very comfortable to wear it all day without worrying about your toes

being hurt and you can adjust the height and stiffness according to your

demands whenever

you

want

and

wherever

you

go.

Thus

it

is

a

very

practical

choice

for

both

the

young

and

the

old

when

having

exciting

sports

outdoors

or resting at home during holidays.

S2: Camera phones have opened up a new way to communicate. Because many

of

them

look

like

regular

cell

phones,

you

can

snap

pictures

as

discreetly

as any spy and, with the push of a few buttons, pop them into an e-mail

or

upload

them

to

the

Web

in

less

than

a

minute.

No

wires

or

computer

hookups

necessary.

To

be

sure,

most

camera

phones

end

up

taking

pictures

of

friends,

family, babies and pets. But they have also been used to snap pictures of

VIPs

at

private

parties,

copy

recipes

from

cookbooks

at

bookstores

and

even

document

crimes

in

progress.

But

with

an

estimated

80

million

camera

phones

sold in 2003, 6 million in the U.S. alone

—

the cat may already be out of

the

camera

bag.

Like

it

or

not,

these

camera

phones

have

been

very

popular

and widely used by people even today.

S3: A kind of robot heart called AbioCor was invented in 2001. On July 2,

2001,

the

59-year-old

grandfather

and

retired

librarian

Robert

Tools

became

the

first

human

to

get

one.

It’s

been

long

since

the

operation,

and

Tools’

new heart is still beating. He can walk a city block without stopping and

he’s even making plans for the future. Though not everybody needs a new

heart, hundreds

of thousands

eventually

may.

Nor

will

an artificial

heart

rid the world of sickness or poverty or terror. But sometimes it really

helps.

T: Very good! I am glad to see that all of you have known so many modern

inventions both at home and abroad and you have thought a lot about them.

It’s

certain

that

modern

discoveries

and

i

nventions

do

have

great

effects

on

people’s

life

and

can

always

represent

the

advanced

science

and

technology, so you should learn to distinguish them and make good use of

them.

Step

Ⅱ

Talking

T: Suppose

you

are working for

a

mobile

company.

It

is

your

job

to

suggest

new ways of developing a mobile. In pairs discuss some new applications

of

a

mobile.

Make

a

list

of

the

ones

you

like

and

that

seem

the

most

useful.

Choose one you both like and think will be popular with other people. Now

work in groups of four to discuss the question.

S1:

I

suggest

the

new

applications

of

mobile

should

be:

portable

entertainment

players,

cameras,

member-ship

and

loyalty

cards,

guidebooks,

maps, tickets,

watches,

and

devices

for

accessing

everything

from

news

to

corporate databases. Among them, we like the applications of devices for

accessing everything

from

news

to

corporate

databases. We

both

think

they

are

useful

and

will

soon

be

popular

with

others

in

the

near

future

because

the

ability

will

enable

a

whole

class

of

workers

to

rely

less

on

their

memory

and

more

on

their

company’s

and

even

world’s

knowledge

maintenance,

sales,

construction, transportation, taxicab drivers, and many other workers

spend

a

great

deal

of

time

from

offices.

Thus,

when

they

need

information,

they must either have it in their heads or stop what they are doing and

make a phone call.

S2: I think the new mobiles can be developed better with 4G to listen to

the radio, watch TV, play games, do shopping, chat on the QQ,, surf the

internet, control the electrical equipment at home in the distance, give

off harmless rays and be used as computers with special operating systems

which

can

do

business,

have

fun

and

work

as

intelligent

P4

computers.

Among

them,

we

like

the

new

application

of

surfing

the

internet

and

doing

shopping

and

we

both

think

they

are

useful

and

will

soon

be

popular

among

youngsters

because

it

is

very

convenient

for

people

to

find

various

useful

information

whenever and wherever possible. As there are different kinds of goods to

choose from o

nline and it’s very funny and exciting to make choices and

buy what we need at a reasonable price without going out and bargain with

sellers in the markets.

…

T: Very good. Now get together with another pair to discuss whether your

suggestion is a good one. Make a case for your idea. Let the other pair

evaluate it. Then swap so that you evaluate their idea. Decide which idea

you like better and prepare to explain it. Then present it to the class.

S1: I think the first classmate’s expectation that the mobil

e phones can

do

so

much,

maybe

more

than

they

can

offer.

The

mobile

phones

usually

have

limited size

and

capacity.

So

I

think

it

will

take time

before

the

mobiles

are designed to meet his needs.

S2: I think it’s practical and meaningful for the second cl

assmate to

develop the mobiles in that way. Though it has been used in some ways but

we can do better because every day we have much information to look for

and different types of things to do and the smart mobile can make it more

convenient for us to achieve our goals in life.

…

T:

Now,

I’d

like

you

to

discuss

in

groups

and

try

to

tell

the

others

about

your ideas and the others who act as the leaders of the company may ask

some

questions

for

him

or

her

to

answer.

Then

I’d

like

some

of

you

to

report

your group work.

Five minutes later.

(L=Leader of the company)

S: I think the new mobiles can be developed better with 4G to watch TV and

do shopping on the internet.

L1:

Well, have

you thought about the

cost

of

this

kind

of new

mobile

which

has a large capacity and such functions?

S: Yes. I’ll make a good survey of the international electronic markets

in advance and try to reduce the cost as much as possible.

L2:

Are

you

sure

of

the

security

measures

of

using

these

mobiles,

especially

when they are used to shop on the internet?

S: Sure. I’ll keep the new mobiles designed so in order that they will

give

warning

messages

whenever

there

is

misleading

information

or

dishonesty in selling and buying things on the internet.

L3: I think it would be difficult for the new mobile of limited size to

be used to watch live broadcast and pick out all sorts of goods on the

internet. Have you taken these into consideration?

S:

Yes.

Now,

I

come

to

realize

that

I

have

to

design

the

mobiles

with

larger

screens, which can make it more convenient and comfortable for the users.

Thank you!

T:

Very

good!

I

can

see

all

of

you

have

done

a

good

job

in

the

presentation.

Next

I

want

you

to

evaluate

the

ideas

using

the

following

criteria.

First,

do you know about the words, such as originality and quality argument?

S: Yes, originality just means the quality of being new and interesting

and quality argument just means different opinions about the quality of

the product.

T: Quite right! Now let’s look at the criteria and go on with the next

step.

Show the following

After each group has taken part, add up the scores and award the contract

to the winner!

T:

Next,

I’d

like

to

divide

you

into

four

teams

and

the

leader

of

the

company

will

write

down

the

scores

according

to

the

criteria

while

helping

everyone

present the ideas. At last the winner will be awarded in class.

Step

Ⅲ

SPEAKING TASK (

若时间不足，可改为作业

)

T: Leonardo

da

Vinci

was

not

only

a

painter,

but

a

true

inventor. Now

look

at the picture in 1 on page 68. I’d like you to work in pairs and discuss

what

this

invention

of

Leonardo

da

Vinci

was.

Several

alternative

explanations are provided, but only one is correct. Be prepared to give

your ideas to the class with your reasons.

S: I think it’s a kind of water slide because we can clearly see the long

slide

way

connecting

the

water

tower,

equipment

on

the

roof

of

the

building

and

the

base

on

the

ground.

If

there

is

a

lack

of

water

down

on

the

ground,

the working machine will be used to carry water from the tower above to

the ground along the slide way. Just so, this specially fixed machine can

also carry water up to store in the tower if the water on the ground is

more than needed. This kind of invention is really useful especially in

some dry or mountainous areas.

T: Good! You are very creative in thinking about the use of the machine

in different cases and from this we can see Leonard da Vinci is really a

great

inventor.

He

contributed

to

people’s

everyday

life

besides

painting

wonderful

pictures.

Well,

let’s

go

on

with

Activity

2.

Please

look

at

the

pictures

and

read

the

instructions

below,

discuss

in

groups

and

finish

the

exercises.

Sample answers:

What was its possible use? Why?

Europe?

1. Its possible use is calculation because it is usually called “the

Chinese compu

ter” by foreigners.

About

the

middle

of

the

15th

in

Russia

2. Its possible use is to spread the development of culture because it is

usually used to print papers for people to read.

in Germany

3.

The

south

pointer

was

used

to

find

the

most

harmonious

position

to

place

new buildings. It seems possible that it dates back to the Qin Dynasty.

About the late 15th

When

and

where

did

it

appear

in

It was the first application of magnetism in people’s lives.

The

navigational

compass

appeared

in

Europe

in

the

12th

or

13th

centuries.

This

is similar to the time when Zheng He used it on his voyages to Africa.

Step

Ⅳ

Project

T: “Creativity is the soul of a nation and an inexhaustible source of a

country’s

prosperity.”

Chinese

former

President

Jiang

Zemin

said

in

the

speech

delivered

on

November

24

to

the

scientific

and

technological

community

in

the

Science

City

of

Novosibirsk.

As

a

young

generation,

every

one of us should be creative and inventive in order to contribute more to

make

our

country

richer

and

more

beautiful.

Now,

please

look

at

the

project

exercise on page 69. I’d like you first read the introductions and then

discuss

in

pairs

about

the

pictures

and

solutions

to

the

problems.

Finally

I’d like someone to present your work.

One possible solution:

S: In this kind of situation, I will have to use the sticks and ropes to

make a fishing rod with the nails made in shape of hooks. I will cut the

pumpkin

or

the

nuts

on

the

trees

into

halves

so

as

to

make

a

water

container.

And as for the shelter I’d use the piece of cloth combined with sticks,

ropes

and

nails.

I

will

have

to

need

a

magnifying

glass

found

on

the

island

to focus the heat on the leaves and wood so that there will be much smoke

rising from the fire caused by the strong light and heat from the sun. If

I’m

not

lucky

enough

to

be

saved

by

s

omeone,

I

would

have

to

use

the

ropes

cut by the knife to link the pieces of wood together so as to make a raft

as means of escape.

T: Good! You all have good imaginations and you have known much about how

to

design

and

make

effective

inventions

especially

in

emergency.

I

am

very

proud of you and I’m sure you will do more research about the inventions

after class until you make them perfect.

Step

Ⅴ

Homework

Ask the students to do the following.

1

．

Search for more information about mobiles on the Internet.

2

．

Prepare for the listening part on page 26.

The Second Period Listening

Teaching goals

教学目标

1. Target language

目标语言

a.

词汇和短语

refrigerator,

court,

version,

hang

on,

out

of

order,

get

through,

ring

back,

ring off

b.

重点句子

Hang on, please.

I’m sorry, but this phone is out of order.

I can’t get through.

I must ring off now because...

Can I ring back later?

2. Ability goals

能力目标

Enable

the

students

to

listen

to

the

description

of

mobile

phones

and

make

a telephone interview.

3. Learning ability goals

学能目标

Help the students learn how to listen to the description of mobile phones

and make a telephone interview.

Teaching important points

教学重点

Listen to the description of mobile phones.

Teaching difficult points

教学难点

How to make a telephone interview.

Teaching methods

教学方法

Listening and cooperative learning.

Teaching aids

教具准备

A recorder.

Teaching procedures & ways

教学过程与方式

Step

Ⅰ

Revision and lead-in

Greet the students as usual.

Talk about the applications of mobiles.

T:

Telephone

is

really

a

great

invention

in

human

history.

With

it,

we

can

talk with friends, families or others far away from us. Suppose you want

to apply for a job in James Dyson’s company in England. The quickest and

cheapest way may be a telephone conversation. So you ring up one of his

engineers to ask what kind of person he needs. Now work in pairs and make

a telephone conversation with your partner. Remember to ask for as much

information as you can. Of course, we have learned about how to make

telephone

calls

in

English-speaking

countries.

Who

can

give

me

some

examples?

S:

I’ll

try.

When

making

a

telephone

call,

we

often

say:

Hello!

Is

that...

speaking?

Yes,

this

is...

Can

I

take

a

message?

Wait

a

minute,

please,

and

so on.

T: But the following expressions may be of great help. Before listening,

please read and learn them by heart.

Show the following.

Hold the line, please.

Hang on, please.

Just a moment, please.

I’m sorry, but this phone is out of order.

I can’t ge

t through.

I’ll ring him / her up again.

I must ring off now because...

T:

Now, you

may

work

with

your

partner

and

discuss

about

the

questions

and

answers.

A sample dialogue:

(S-student; E-engineer)

S: Hello! Is that James Dyson’s company?

E: Yes, Who’s

that?

S: This is Li Ping. Is that the personnel manager?

E: Just a moment, please. Sorry. He isn’t here right now. Can I take a

message?

S: No, thanks.

Maybe

I’ll ring him

again

some

other time.

By

the

way,

May

I ask you some questions?

E: Sure, go ahead.

S: I want to apply for a job in your company and I want to ask what kind

of person you need.

E: Well, as far as I know, we need some skilled workers who are good at

machinery

and

have

a

good

knowledge

of

repairing

some

electrical

equipment

used at home,

for

example washing

machine,

refrigerator, electric

fan

and

so on.

S: Are we graduates needed in some departments in your company?

E:

It’s

hard

to

say

now.

Maybe

you

will

have

some

chance

to

work

and

learn

in some department, but you have to wait and see. If you are free, you may

call the personnel manager at three o’clock this afternoon.

S:

OK,

I

will.

By

the

way,

how

much

will

I

get

if

I

can

work

as

your

colleague?

E: Usually the average salary for newcomers is $$2,000 per month. And you

may get a rise if you progress well or have some invention in your work.

S: Well, I know. I must ring off now because I have to go back home for

lunch. Thanks a lot. Bye!

E: Goodbye and good luck!

T: Next please swap roles and answer your partner’s questions. Remember

you

must behave as if you are a member of Dyson’s company and answer the

questions honestly.

Step

Ⅱ

Listening and speaking

T:

Zhou

Rui

has

decided

to

do

a

project

on

a

living

British

inventor

called

James

Dyson.

So

he

telephoned

Dyson’s

company

in

England

to

i

nterview

one

of

its

engineers

about

the

great

man’s

ideas.

Now

listen

to

the

conversation

between

them

and

finish

the

exercises

on

page

26.

Before

that,

please look through the introductions first.

Ask the students to finish the exercises after listening and then check

the answers with them.

T: While listening, you’d better make notes of the listening points like

this:

Show the following.

The object of his invention:

The problem of his invention:

The improvement of his invention:

Step

Ⅲ

LISTENING (Workbook)

T: Millions of people in China and around the world use cellular phones.

They

are

such

great

inventions

—

with

a

cell

phone,

you

can

talk to

anyone

on the planet from just about anywhere! These days, cell phones provide

an unbelievable array of functions, and new ones are being added at a

breakneck pace. Now look at the pictures and questions on page 62. Work

in pairs and have a discussion about the three questions.

Sample answers:

S1:

A

mobile

phone

can

now

be

used

to

receive

phone

calls,

send

and

receive

messages, listen to music, watch videos, surf the internet and so on. I

find it very useful to use the mobile phones to make telephone calls and

send and receive messages because we should always be informed and it’s

important and

necessary

to

communicate

with

each

other

in modern society.

I also expect a mobile phone to show pictures of the person I call so that

we can see clearly whether we are calling the right person and I hope one

day we can use it to have meetings with people in the distance, and see

films and show DVD in public.

S2:

Nowadays

mobile

phones

can

be

used

to

do

calculations,

record

pictures

in

life,

play

games,

chat

online,

set

time

limit,

wake

up

people,

find

out

various information online and so on. I find they are very useful because

we can enjoy ourselves when we use them to play games and chat online and

talk with friends about different subjects. I expect mobile phones can be

used

one

day

to

watch

TV,

cook

meals,

pick

up

foreign

languages,

do

homework

and take exams for me. Then I

’ll be free from different kinds of worries

and complaints and live a more comfortable and convenient life in the

future.

T:

Good!

You

have

known

much

about

mobile

phones

and

we’ll

listen

to

some

other functions of them, which you might feel more interested in. Now,

listen

and

do

Part

2

and

then

answer

the

questions

in

Part

3.

While

listening,

please make notes as follows. OK?

Show the following.

The mobile Mary will buy:

The extra applications of mobiles:

The extra application of the 3-G mobiles:

The reason why Mary is worried:

The advantages of the 3-G mobiles:

What might go wrong?

Then check the answers with the students.

Step

Ⅳ

LISTENING TASK (Workbook)

Deal with the LISTENING TASK on page 67.

T:

First

look

at

the

three

pictures

on

page

67

and

discuss

what

inventions

they might be. Any opinions?

S: It looks as if it is a kind of machine moving on wheels and it can move

very fast driven by a certain kind of force.

T: It’s another invention by Leonardo da Vinci. Now, listen to the tape

and decide if you agree with the people on the tape. What do you think it

was? Fill in the chart below with the ideas of the two girls and make your

own suggestions. Now please listen to the tape and fill in the chart on

page 67. Make some notes while listening as follows.

Show the following.

Listening points:

The girls’ suggestions:

Reasons for:

Reasons against:

My suggestion:

Then check the answers.

Step

Ⅴ

Homework

T:

Boys

and

girls,

today

we

have

listened

to

some

materials

about

different

inventions and their functions and applications. I do hope you can listen

to the materials again after class so that you can get very familiar with

them.

Besides,

please

finish

the

USING

WORDS

AND

EXPRESSIONS

on

pages

63-64

and then preview the Reading. Here are two questions for you.

1. What is the problem talked about in the text?

2. How did the writer solve the problem? List some of the steps.

The Third Period Reading (

Ⅰ

)

Teaching goals

教学目标

1. Target language

目标语言

a.

重点词汇和短语

patent, distinguish, product, power, perfume, cube, abrupt, abruptly,

convenient,

expectation,

monitor,

passive,

criterion,

valid,

application,

file, rod, call up, now and then, set about, in case

b.

重点句子

1. 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.

Between

the

outside

and

the

inside

walls

of

the

bowl

there

is

some

jelly,

which freezes when cooled.

3.

The

criteria

are

so

strict

that

it

is

difficult

to

get

new

ideas

accepted

unless they are truly novel.

4. Nor will you receive a patent until a search has been made to find out

that your product really is different from everybody else’s.

2. Ability goals

能力目标

Enable

the

students

to

describe

the

problem

of

the

snakes

and

what

has

been

done by the writer to solve the problem. Make them realize it takes steps

to catch the snakes and it’s not easy to get a patent.

3. Learning ability goals

学能目标

Help the students to learn how to retell the story and how to meet the

requirements of getting a patent.

Teaching important points

教学重点

How to describe the problem of the snakes and what has been done by the

writer to solve the problem.

Teaching difficult points

教学难点

Learn how to meet the requirements of getting a patent.

Teaching methods

教学方法

Task-based activities.

Teaching aids

教具准备

A recorder, a projector and some slides.

Teaching procedures & ways

教学过程与方式

Step

Ⅰ

Revision

1. Greetings

2.

Check

the

answers

to

the

multiple

choices

in

USING

WORDS

AND

EXPRESSIONS.

3. Ask some students to show the answers to the preview questions.

T: Last period, you were asked to preview the text and answer the two

questions. Did you get ready?

Sample answers:

1. The problem talked about in the text is how to catch snakes in the

courtyard.

2. The writer solved the problem in different steps. For example placing

the

frozen

bowl

and

the

ice-cubes

on

top

of

the

bowl

to

keep

it

cool,

freezing

the

bowl

and

ice-cubes

again

in

the

evening

as

the

temperature

was

starting

to cool and using a net used for catching fish.

Step

Ⅱ

Pre-reading

T:

Problems

can

arise

anywhere

at

any

time.

Now

here

is

a

problem

of

snakes.

Look at the title of the reading passage. What can you guess about the

content of the passage from the title? To answer the question you should

try to predict the content of the reading material by reading the title

and

looking

at

the

pictures

in

the

text.

The

title

of

the

text

is

THE

PROBLEM

OF

THE

SNAKES.

Next,

I’d

like

you

to

discuss

this

question

with

your

partner.

Then I’ll ask some students to report your work. Are you clear?

After a few minutes

T: Now who’d like to answer the question? Volunteer!

S1: Let me try. Someone was once frightened at the sight of snakes, the

brave and clever writer helped solve the problem of the snakes, as we can

see from the picture that she finally caught them with a net.

S2:

Judging

from

the

title,

I

think

the

passage

is

mainly

about

the

serious

problem of the snakes around the house and how the girl made efforts to

catch the snakes in the end.

S3:

The

title

tells

us

that

the

content

of

the

text

will

be

about

different

ways of catching snakes tried by the girl and her success in doing it.

T:

Very

good!

Now,

let’s

go

on

wi

th

Exercise

1

in

the

pre-reading.

Inventing

is a scientific activity. Every inventor must go through certain stages

before they can have their inventions approved. Look at the list of the

stages and work out a suitable order.

S: The suitable order of the steps every inventor must go through before

they can have their inventions approved:

1. Finding a problem

2. Doing research

3. Thinking of a creative solution

4. Testing the solution

5. Applying for a patent

6. Deciding on the invention

T: Well d

one! You’ve worked the order out. Now read the text and check

the order you wrote above to see whether it follows the correct stages in

producing an invention. First, you should skim the passage by reading the

introduction, the topic of each paragraph and the conclusion.

After a few minutes.

T: How about your arrangement of the stages? Are they all right?

S: I find the above steps are correctly arranged according to the text.

At first the writer found the problem of the snakes, and then she made a

study

of

the

methods

of

catching

them

and

thought

of

a

creative

and

practical

way to solve the problem. She then tested and improved the method before

applying

for

a

patent

and

whether

there

will

be

a

decision

on

her

invention

remains to be seen.

T: Quite right. Since you have got the general idea of the text, let’s

go through the text again.

Step

Ⅲ

While- reading

Get the students to comprehend the passage carefully and accurately, and

then

divide

the

text

into

several

parts

and

work

out

the

main

idea

for

each

paragraph.

T: Now, please read the passage carefully, divide the whole passage into

several parts and find out the main idea of each part.

Part I (Para.1): the discovery of the problem of the snakes

Part II (Paras.2-3): the research on the approaches to solve the problem

Part III (Paras.4-6): the attempts to catch the snakes

Part IV (Paras.7-8): the requirements of getting a patent

T:

Now,

please

go

through

the

whole

text

again

and

I’d

like

you

to

analyze

the text in details. Discuss these questions on the slides.

Show the following.

1. What are the writing techniques of this text?

2. What’s the mai

n idea of the text?

3. What should we learn from this text?

4. What’s the writing purpose of the writer?

Sample answers:

1. In this text the writer puts forward the problem of the snakes, makes

research and analyzes the problem, lists the steps of solving the problem

according to the arrangement of ideas, and finally illustrates what is

needed for getting a patent. By listing the creative steps she takes to

catch

the

snakes

without

hurting

them,

the

writer

has

efficiently

recorded

and narrated to the readers the beginning, the development and the final

result of the incident clearly.

2.

The

text

narrates

the

problem

of

the

snakes

and

presents

the

procedures

of

catching

them

and

applying

for

a

patent,

from

which

we

have

got

a

better

understanding of how to do scientific researches and how to apply for a

patent.

After

learning,

we

know

that

it

usually

costs

some

time

and

continuous

efforts

in

order

to

solve

some

practical

problems

in

a

scientific

way.

3. We can learn from the text the way of doing scientific researches and

how

to

apply

for

a

patent.

We

can

also

learn

that

it

takes

an

inventor

great

determination and persistence to achieve his or her ambition in life.

4.

The

writer

wants

to

inform

us

of

the

scientific

methods

to

solve

present

problems so that we students can not only broaden the horizons but become

more

skilled

in

discovering

and

considering

carefully

the

problems

in

daily

life. We are also encouraged by the writer to be creative and hardworking

as well as thinking independently.

Help the students deal with the difficult language points in the text.

T: Now, everyone, I wonder if you have any difficulties in understanding

the text.

S1:

I

have

one

question.

I

can’t

understand

the

structure

of

the

sentence

in Para. 2 on page 20: 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. Would you please explain it and put it into Chinese for

us?

T: Sure. This sentence tells us the first step of the writer’s research