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1、課題 Unit 3 Inventors and inventions 教材 分析 Reading是一篇是一篇記敘性的文章。作者在文中詳細介紹了從發(fā)現(xiàn)問題(snake trouble )> 分析問題(products that might help)到解決問題(remove the snakes)的全過 程，并介紹了專利申請方面的一些知識。 教學(xué) 目標 Enable the students to describe the problem of the snakes and what has been done by the writer to solve the probl

2、em. Make them realize it takes steps to catch the snakes and it's not easy to get a patent. 教學(xué)重點 教學(xué)難點 how to describe the problem of the snakes and what has been done by the writer to solve the problem. Learn how to meet the requirements of getting a patent. 教學(xué) 準備 A projector, a computer

3、and a blackboard. 教 學(xué) 過 程 教學(xué) 環(huán)節(jié) 教學(xué)內(nèi)容 修改補充 Stepl Pre-re ading l.Do you know the stages every inventor must go through before they can have their invention approved? Inventing is a scientific activity and so follows similar stages to those used in scientific research. Look at the following

4、 list and work out a suitable order. 1. Applying for a patent 2. Finding a problem 3. Doing research 4. Testing the solution 5. Thinking of a creative solution 6. Deciding on the invention Fast reading Part 1 (Para.l): the discovery of the problem of the snakes Part II (Paras.2-3): the rese

5、arch on the approaches to solve the problem Step 2 While- readin g Step3 home work Part III (Paras.4-6): the attempts to catch the snakes Part IV (Paras.7-8): the requirements of getting a patent Detailed-reading Comprehending T: Now, please look at Exercise 1 on page 21. Listen to t

6、he recording of the passage to get the answers to the questions. While listening, pay more attention to the correct pronunciation and tone. Then read the text by yourselves to get the answers to the next questions (slide). You can work in groups. Ask the students to do the following. 1. Go ove

7、r the whole passage. 2. Recite the key sentences in the text. 3. Prepare for Learning about Language and USING STRUCTURES in the workbook. 板 書 設(shè) 計 Read through the passage and find the main idea of each paragraph. P art 1 (Para.l): the discovery of the problem of the snakes Part II (Para

8、s.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 教學(xué) 反思 課題 Unit3. the past participle as the attribute. 教學(xué) 目標 Enable the students to use the past participle as the

9、attribute. 教材 分析 Usage of the past participle is very important in English grammar and in the exam. 教學(xué)重點 教學(xué)難點 How to use the past participle as the attribute. How to use the past participle as the attribute. 教學(xué)準 備 Multi-media computer 教 學(xué) 過 程 教學(xué)環(huán) 節(jié) 教學(xué)內(nèi)容 修改補充 Stepl Revisio n Step 2

10、 Present ation Revision T: Now, please look carefully at some examples on the slides and answer some questions below: Show the following. 1. The Titanic is a sunk ship in the ocean. 2. The book intended as a surprise to him was lost in the mail. 3. He seems moved to tears by the film. 4. I

11、f bitten by a snake, you should call for help. 5. We left them caught in the storm. Qs: 1. What*s the function of the words in bold? 2. What kind of voice do they have? Why? 3. What part of speech does each of them have? 4. What's the difference between the structures of the first two sentence

12、s? Can you rewrite them in the attributive clause? T: Now, please talk with your partner and then we will deal with the questions one by one. SI: All the words in bold in the sentences are all past participles, which explain and add more information to the meanings of the sentences. S2:

13、Usually the past participle shows the passive voice to the related part of the sentence. For example in the first two sentences, the verbs sunk and intended indicate the passive relationship to the nouns they modify ship and book while in the third and the fourth sentences the passive relationshi

14、p is between the subject He and moved; you and bitten. From the last sentence, we know they were caught in the storm. S3: The past participles act as attribute as in the first two examples while they serve as predicative, adverbial, object complement respectively in the next three examples. S4:

15、The past participle in the first sentence modifies the noun following it while in the second sentence the modified noun is in front of the past participle. They can be rewritten as The Titanic is a ship which is sunk in the ocean. The book which was intended as a surprise to him was lost in the m

16、ail. Presentation Step3 T: First I'd like you to look at the example and talk about the part of speech of the past Homew participle and then look through the text and find out three more sentences used in this ork way. ril give you three minutes. Then we'll check the answers together. Ask th

17、e students to do Exercise 1 on page 23 and Exercises 2-4 on page 24. And then check the answers. Ask the students to do the following. 1. Finish the exercises on grammar in this unit. 2. Preview the reading materials in Using Language. .The Titanic is a sunk ship in the ocean. 板 書 設(shè) 計 2. T

18、he book intended as a surprise to him was lost in the mail. 3. He seems moved to tears by the film. 4. If bitten by a snake, you should call for help. 5. We left them caught in the storm. 課題 Unit3 Using Language 教材 分析 Using Language, Reading 要求學(xué)生閱讀一篇介紹發(fā)明家 Alexander Graham Bell 的文章并回答有關(guān)問題，

19、了解電話發(fā)明者貝爾的發(fā)明及其成功的原因。 教學(xué) 目標 Enable the students to learn about the famous inventor Alexander Graham Bell and his inventions. 教學(xué)重點 教學(xué)難點 How the famous inventor Alexander Graham Bell invented telephones. How the famous inventor Alexander Graham Bell invented telephones. 教學(xué) 準備 A projector,

20、a computer and a blackboard. 教 學(xué) 過 程 教學(xué) 環(huán)節(jié) 教學(xué)內(nèi)容 修改補充 Stepl Pre-re ading Step 2 While- readin g l.Get the students to put the following sentences into English. Show the following. —陣閃電之后，接著就是一聲巨響。 被汽車撞傷的小孩馬上被送到了醫(yī)院。 一本書是用淺顯的英語寫的，適合初學(xué)者。 那位手持鮮花的姑娘也許在等那個被警方帶走的男人。 2.look at the picture

21、of the great inventor on page 25. First I'd like you to discuss the following questions in groups. Show the following. What do you know about the inventor? How useful is his invention to human society? Why? l.Let the students read the four questions first to get a general idea of what should b

22、e paid attention to and then play the tape for students to follow and give the answers to the questions. When they finish, let them exchange notes with their partners and find the supporting sentences. Then check the answers with the whole Step3 home work class. T: Now, please read the f

23、irst sentence of each paragraph and the key words in bold and then tell me the main idea of it. 3. As we all know, one of the remarkable things about Leonardo da Vinci was his natural ability in so many subjects. Are you as clever as Leonardo? I'd like you to make a comparison about da Vinci and

24、 you yourself and find out by filling in the chart in Exercise 2. 1. Ask the students to write a short passage about da Vinci. 2. Preview Writing in Using Language and WRITING TASK in the workbook. 板 書 設(shè) 計 Get the students to put the following sentences into English. Show the following. 一陣閃電之后，接著就是一聲巨響。 被汽車撞傷的小孩馬上被送到了醫(yī)院。 一本書是用淺顯的英語寫的，適合初學(xué)者。 那位手持鮮花的姑娘也許在等那個被警方帶走的男人。 教學(xué) 反思