1、Unit 3 inventors and inventions Teaching aims and demands Topics Inventions;patent applications;great inventors Vocabulary Seize straw file current bear helicopter tap triangle distinguish refrigerator glue court dial extension dot version dot version associate competence patent jeep courtyard perso
2、nnel 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;no
3、w and 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 off Sentences 1.here was a chance for me to distinguish myself by inve
4、nting 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. 4before you know it, you will have something wor
5、th 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) Hol
6、d the 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? Grammar Revise the past participle as the attri
7、bute,predicative and object complement 1.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-on 1.get students to know something about inventors and inventions. 2.Have students
8、learn some useful 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 writ
9、ing abilities. Difficulties 1,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:6 Period1 warming up
10、,pre-reading,reading and comprehending 2 language study 3 grammar 4 listening and speaking 5 reading and writing 6 summing up .learning tip and assessment Period 1 warming up,pre-reading,reading and comprehending Knowledge and skills 1.to know the meaning of the new words and phrases in this period
11、2.To learn about some inventions,make clear the difference between a discovery and an invention 3.To learn how the information is organized 4.To develop the reading ability by skimming and scanning the passage 5.To develop the speaking ability by talking about inventors and inventions Process and me
12、thods 1 while doing warming up the teacher can lead in the topic of this unit by showing students some pictures of inventors and inventions 2during pre-reading the teacher can go around the classroom and discuss the questions with several students 3while doing reading and comprehending, the teacher
13、may first ask the students to read the text quickly to get the general idea of each paragraph.encourage them to answer some questions and discuss the text structure 4 to consolidate the contents of the reading passage,the students should be required to retell the text in their own words at the end o
14、f the class Focus-on 1,to enable the students to learn about inventors and inventions and to develop their reading ability 2,to enable the students to talk about inventions Teaching procedure Step 1 warming up To deal with the part by looking and talking Show the pictures to the students and let the
15、m know which pictures show inventions and which show discoveries and talk about them. Step 2 pre-reading Ask 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 sui
16、table order. Step 3 reading and comprehending 1.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
17、 research on the approaches to solve the problem Part 2(para._) 2.the attempts to catch the snakes Part 3(para._) 3the requirements of getting a patent Part 4(para._) 4the discovery of the problem of the snakes 3.ask students to scan for detailed information and choose the best answer. 结合学生用书 4read
18、the text carefully and then decide whether the 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 o
19、f plant have the qualification to get a patent.( ) (6)A patent will be published 18 months from the date you apply.( ) Step 4 listening,reading aloud and underlining Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within
20、each sentence.Tell them to pick out all the useful expressions 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 onese
21、lf Step 5 retelling Ask students to talk about the stages 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 homework 1.learn the useful new words and expressions in this period by heart. 2.Deal with the exercises in
22、 p31 of their exercise book Step 7 reflection after teaching _ _ _ Period 2 language study Knowledge and skills 1.to get the students to learn to use the important new words and phrases freely 2.To get the students to understand and use the important and useful sentence patterns Process and methods
23、1.referring to the textbooks,reference books or dictionaries 2.Talking about the difficult pints with your group-mates 3.Trying hard to learn the language points by heart 4.Practicing the language points actively Focus-on 1.important new words and expressions 2.Important and useful sentence patterns
24、 3.Some difficult and long sentences in the text Teaching procedure Step 1 revision 1.check the homework exercises 2.Ask some students to say something about the inventions Step 2 exercises for useful words and expressions 1.turn to page23.Go through the exercises in discovering useful words and exp
25、ressions with students and make sure they know what to do. 2.Give them several minutes to finish the exercises 3.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 using Turn to page 63.ask students to do the exercises in
26、using words and expressions in the workbook Step 6 homework Finish off the workbook exercises Step 7 reflection after teaching _ _ _ Period 3 grammar Knowledge and skills 1.To get the students to revise the different forms and usages of the past participle. 2.to enable the students to use the past p
27、articiple as the attribute ,predicative and object complement correctly and properly Process and methods 1. to ask the students to pick out the sentences including the past participle 2. to ask the students to discover the usages of the past participle by comparing a lot of example sentences 3. to a
28、sk the students to do the exercises in discovering useful structures on page 24 for them 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-on 1. to get the students to master the
29、structure and usages of the past participle form 2. to get the students to learn how to use the past participle form correctly teaching procedure step 1 revision 1. check the homework exercises 2. dictate some new words and expressions step 2 grammar learning 1. ask the students to study the followi
30、ng sentences and try to summarize the structures and the meanings of the past participle forms: (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) The criteria are so strict that it is difficult to get
31、new ideas accepted unless they are truly novel. (3) so Alexander became interested in helping deaf people 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 glass 2. Ask the students to stud
32、y the following sentences paying attention to the difference between the past participle forms and other 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
33、 all got frightened at the frightening creature. (4) I will buy the beautiful house built by the large company 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 stu
34、dy the following sentences paying attention to the difference between the past participle and the present participle 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 th
35、e key university. (3) When the professor came in, he remained seated. (4) No sooner had I stood up than he waved 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 objec
36、t complement. (1) I found the boy coming into the library. (2) I found the thief tied to the tree. (3) When the old man 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 leadin
37、g the way, we had no difficulty in finding the factory. (6) With all the homework done, they went to play football on the playground. Step 3 summing up Try to help the students draw the conclusion Step 4 grammar practice (1) Do exercise 2 in discovering useful structures on page 24 (2) Do the exerci
38、ses in using structures on page 64 Step 5 learning more about the grammar Show students the following on the screen or give out 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
39、(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). It is believed that if a book is_ it will surely _ the reader. A. interested; interest B. interesting; interested C. interested; be interesting D. interesting; interest
40、(4). Through out history, the language _ by a powerful group spreads across a civilization. A speaking B. spoken C. to speak D.to be spoken (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
41、 company and the customers? -the key_ the problem is to meet the demand _ by the customers. A. to solving; making B. to solving; made C. to solve ;making D. to solve; made (7). The boy tried his best to make himself _ in his _ English. A. understood; breaking B. understand; broken C. understand; bre
42、aking D. understood; broken (8). The traffic problem, which we are expecting _,should have attracted the local governments attention. A. seeing to solve B. to see to solve C. to see solved D. seeing solving Suggested answers: CDDBCBDC Step 6 homework Finish off the workbook exercises. Step 7 reflect
43、ion after teaching _ _ Period 4 listening and speaking Knowledge and skills 1. to understand the meanings of the following key words and expressions while hearing them on the tape: founder, hand-washing, carpet cleaner, videotape, switch off. 2. To enable the students to understand the listening tex
44、ts. 3. To help the students learn how to make a phone call using the given key sentences. Process and methods 1. Smoothing away language problems if any before listening. 2. Listening for needed information. 3. Speaking freely and making conversations. Focus-on 1. The understanding of the conversati
45、ons on the tape 2. The ability of communicating by making a phone call Teaching procedure Step1. Revision 1. retell the text on p20-p21. 2. Check the answers of the exercises in learning about language and explain the difficult ones. Step 2. Listening 1. Listen to text 1(page 26)and do the following
46、 exercises. (1) Listen for the first time and do exercise 2 Suggested answers: washing machine, drum, carpet cleaner, court (2) listen again and do exercise 3. Suggested answers: Object The Problem James Dysons improvement Washing machine Washing machines at that time do not clean the clothes as wel
47、l as by hand He 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. 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
