2020届一轮复习人教版选修八Unit3Inventorsandinventions单元教案（43页word版）

2020届一轮复习人教版选修八Unit3Inventorsandinventions单元教案（43页word版）

‎2020届一轮复习人教版选修Unit 3 Inventors and inventions单元教案 I．教学内容分析 本单元的中心话题是“发明家与发明”，具体涉及“发明与发现的区别”、“发明产生的过程”和“申请发明专利的条件”。语言技能和语言知识都是围绕“发明”这一中心话题设计的。只要人类在地球上生存起，发明就是人类生活的一部分。每一项发明都是每一个人在解决问题和应某种特别的需求，经过不断的科学实验的结果。因此发明和发明家不是新东西，只要大家勤于思考、发挥想象力和创造力去解决问题，就可能有所发明。 ‎ Warming Up部分提供了一些图片，要求通过小组讨论弄清“发明”和“发现”的区别。因为这部分的问题很有趣且具富有挑战性，所以能调动学生讨论的积极性，达到热身的效果。‎ Pre-reading部分让学生了解发明家为了让其发明得到认可所必须通过的六个重要的程序，让学生意识到发明和科学过程之间的联系。‎ Reading部分是一篇记叙文。故事讲的是一个女孩如何通过多次尝试最后成功地把在她母亲家院子里安家的一窝蛇捉住并放归大自然，她的捕蛇技术申请了发明专利。学习这篇短文，让学生更进一步了解发明的六个重要程序并说明发明不一定是非常重要的东西，有时它们是一些细小的解决问题的方法。‎ Learning about Language 部分突出了词汇和语法的学习与训练。本单元的语法是理解和掌握过去分词做定语、表语和宾语补足语的用法。‎ Using Language部分包括了听、读、写三个部分的内容，阅读和听力材料分别介绍了电话发明家亚力山大·贝尔以及当今英国发明家詹姆斯·戴森的故事。通过描述亚力山大·贝尔为什么和怎样最终完成了他的最著名的发明：电话。学生可从中了解一个真正的发明家发明的过程。并通过操练打电话和写求职信进一步训练学生读和写的能力。‎ Learning Tip部分告诉学生不要害怕失败。成功的发明家往往要经历很多次实验的失败。然而如果继续犯同样的错误，那明显是错误的，因此，提醒学生要注意这一点。‎ II．教学重点和难点 ‎1. 教学重点 ‎(1) 本单元的生词和短语；‎ ‎(2) 掌握运用过去分词做定语、表语和宾语补足语的用法；‎ ‎(3) 培养学生学会思考，发挥学生的想象力；激励学生求知欲和学习兴趣；‎ ‎ (4) 进一步熟悉打电话用语和书信格式，并懂得如何写求职信。‎ ‎2. 教学难点 (1) 了解科学发现与发明创造的区别，以及发明产生的过程和专利认定的标准；‎ ‎ （2）如何写求职信。‎ III．教学计划 本单元建议分七课时：‎ 第一、二课时：Warming Up Pre-reading, Reading & Comprehending 第三课时：Learning about Language & Using Words and Expressions 第四课时 Grammar 第五课时：Using Language, Reading task (Workbook)‎ 第六课时：Listening 第七课时：Speaking &Writing IV．教学步骤：‎ Period 1 & 2 Warming Up Pre-reading, Reading & Comprehending Teaching Goals: ‎ ‎1. To learn about the difference between a discovery and an invention ‎2.To arouse Ss’ interest in learning about the stages of an invention ‎3.To develop Ss’ some basic reading skills.‎ ‎4.To develop Ss’ ability to discover and solve the problems and cultivate Ss’ creativity and imagination. ‎ Teaching Procedures:‎ Step 1. Warming Up Purpose: To arouse Ss’ interest in learning about the difference between a discovery and an invention ‎1. Get Ss t to guess what the invention is or who the inventor is in groups Question 1:‎ It`s made of plastics and metal.‎ It looks like a small box.‎ The invention can contact someone while you are on the move.‎ Suggested Answer: Mobile phone. ‎ Question 2:‎ The inventor is from America.‎ He is one of the father of inventions.‎ The inventor invented the bulb.‎ Suggested Answer: Edison ‎2. Get Ss to tell as many the inventions they know as possible in groups.‎ ‎3. Ask Ss to look at the pictures on P19 and answer the following questions.‎ ‎(1) Which of the pictures is an invention?‎ ‎(2) Which of the pictures is a discovery?‎ ‎4. Get Ss to discuss the difference between the inventions and a discovery and give a definition of them and give some examples of each category.‎ Suggested Answer:‎ An invention is something produced for the first time through the use of imagination or ingenious thinking and experimentation.‎ A discovery merely makes known something that already exists in nature.‎ Step 2. Pre-reading ‎ Purpose : To get Ss to be aware of the connection between inventing and the scientific process.‎ ‎1. Let Ss work in pairs and decided what the first and most important stage is to make an invention.‎ ‎2. Ask Ss to finish the exercise of Pre-reading on P19 and then check the answer in pairs.‎ Step 3. Leading-in Purpose: Arouse Ss’ interest in the text and encourage Ss to imagine the content of the text.‎ Ask Ss to predict in pairs the content of the text based on the title and pictures.‎ Step 4. Fast reading Purpose: To get Ss to have a brief understanding of the text ‎1. Ask Ss to read the text quickly and try to get the main idea of the whole text.‎ Suggested Answer:‎ ‎ The text narrates the problem of the snakes and presents the procedures of catching them and applying for a patent ‎2. Get Ss to divide the passage and work out the main idea for each part.‎ Part I (Para 1): The discovery of the problem of the snakes.‎ Part II (Para 2～3): The research on the approaches to solve the problem.‎ Part III (Para 4～6): The attempts to catch the snakes.‎ Part IV (Para 7～8): The requirement of getting a patent.‎ Step 5. Intensive reading ‎1. Ask Ss to read the text carefully and find out which paragraph or paragraphs deal with each inventing process in the passage and find the examples:‎ Suggested Answer: ‎ Paragraph Stage Example in this story ‎1‎ Find a problem The snake must be __removed_ but not_ __hurt___‎ ‎2‎ Do research Look for _ways_ of removal; the habitat of snakes ‎3‎ Think of a creative solution Identify __three_ possible approaches: choose _the last one____‎ ‎4,5,6‎ ‎ Test the solution several times Try three_ times to make it work _successfully_‎ ‎7‎ Apply for a patent This means the solution is efficiently ‎2. Ask Ss to work in pairs and try to tell which of the following statements are true and which are false.‎ ‎(1) When the writer called up her mother in the country on the phone she was very excited.‎ ‎(2) The writer felt very proud that she had a chance to distinguish herself by inventing something that would catch snakes but not harm them.‎ ‎(3) The first thing the writer tried to do was to catch the snakes.‎ ‎(4) The writer decided to remove the snakes` habitat.‎ ‎(5) The writer used an ice-maker、a bowl、some jelly、ice-cubes、a bucket and a net to catch the snakes. ‎ ‎(6) After three attempts, the writer finally caught the snakes and sent them into the wild. ‎ ‎(7) The writer himself decided to send her invention to the patent office to get recognition for her successful idea.‎ ‎(8) The criteria are so strict that it is difficult for new ideas to be accepted unless they are truly novel and are really different from everybody else`s.‎ Suggested Answers:‎ ‎ (1) F (2) T (3) F (4) F (5) T (6) T (7) F (8) T ‎ ‎3. Ask Ss to take the quiz below and see whether Ss can grasp the details of the text.‎ ‎(1) Why did the writer do so much trap the snakes but not hurt them ?‎ ‎ A. Because she wanted to eat the snakes.‎ ‎ B. Because she planned to apply for a patent.‎ C. Because she obeyed her parents and wanted to test her new idea.‎ D. Because they were poisonous snakes.‎ ‎(2) The writer set about researching the habits of snakes in order to________‎ ‎ A. know how to drive them off. ‎ B. kill them in the easiest way.‎ C. trap them in the easiest way.‎ ‎ D. get on well with snakes.‎ ‎(3) The writer placed a frozen bowl over the snakes` habitats because______.‎ A. The snakes were small.‎ ‎ B. She knew the snakes were cold-blooded animals.‎ ‎ C. She didn`t want to be bitten.‎ ‎ D. She wanted to make the snakes passive and caught them easily. ‎ ‎(4) Which statement is true according to the text?‎ ‎ A. The writer decided to send her invention to the patent ‎ office the moment she succeeded catching the snakes.‎ ‎ B. The snakes were still as active as before in the first attempt.‎ C. The writer could make a lot of money if she succeed.‎ D. If an application for your product proves to be valid, you can get a patent immediately. .‎ ‎(5) According to the text, which subject do you think can be given a patent?‎ ‎ A. A new kind of flower found by a botanist..‎ ‎ B. A new way to make dirty .air clean ‎ C. A new poem written by Mr. Li.‎ ‎ D.A .new star discovered by a scientist.‎ Suggested Answers:‎ ‎(1) C (2) C (3) D (4) C (5) B ‎ ‎4. Ask Ss to read the text carefully and try to get more details from the text and then fill in the form.‎ ‎. Why the writer tried a new approach There only seemed to be ____(1)_____designed to kill snakes but her parents would not like her to _____(2)_____these living creatures.‎ Three possible Firstly, ________(3)_______ their habitat Secondly, ______(4)_____-them into a trap ‎ approaches ‎ ____(5)____male or female perfume or food;‎ Thirdly, _______(6)_____the snakes so that they became_____(7)__ and could be easily caught ‎ Three attempt ‎① She placed the____(8)____ bowl over the snakes` habitat and the ____(9)_____on top of the bowl and finally covered the whole thing with_______(10)__________.‎ ‎ Time: _______(11)___________‎ ‎ Result: The snakes were ____(12)____active, but were still too fast and ___(13)____ into a hole in the wall.‎ ‎② She froze the bowl and ice-cubes again and ____(14)___them. Then she covered the bowl with the ___(15)_____‎ Time: _________(16)____________‎ ‎ Result: The snakes were___(17)___ sleepy, but once picked up, they tried to ___(18)____ her ‎③ She repeated the earlier ____(19)____and used a small net and ‎ ‎ ______(20)___carefully.‎ ‎ Time: _______(21)_________‎ ‎ Result: She collected the ___(22)___snakes and ____(23)___them all back into the ____(24)____‎ The steps of receiving a patent ① Fill in ___(25)____ and file the patent ___(26)___with the Patent Office.‎ ② Being ________(27)___________.‎ ③ Application will be published ___(28)____ months.‎ Suggested Answers (1) powers (2) hurt .(3)removing (4) attracting (5) using (6)cooling ‎ ‎(7) sleepy (8) frozen (9) ice-cubes (10) a large bucket (11) two hours (12) less ‎ ‎(13) disappeared (14) placed (15) bucket (16) Overnight; (17) very (18) bite ‎ ‎(19) procedure (20) monitored (21) Overnight (22) passive (23) released ‎ ‎(25) form (26) application (27) examined (28) 18‎ ‎5. According to the form above, get Ss to retell the text.‎ Step 6. Extension Purpose: To develop Ss`s ability to discover and solve the problems and cultivate Ss creativity and imagination.‎ ‎ To provide a chance for Ss to apply their creative skills to real tasks.‎ ‎1. Ask Ss to work in qroups and answer the following questions.‎ ‎(1) What’s the writing purpose of the writer?‎ Suggested Answer:‎ 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.‎ ‎(2) What should we learn from this text?‎ Suggested Answer:‎ 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 persistence to achieve his or her ambition and persistence to achieve his or her ambition in life.‎ ‎2. Get Ss formed in groups of four and discuss some inconveniences they’ve met in their life. They must imagine an invention to solve these inconveniences. After discussion, fill in the following form. Here are some problems for Ss to choose from and Ss can choose their own problem. Remember to include one change to your invention in case it doesn’t work the first time.‎ ‎(This can be done after class.)‎ Problem 1: the apples growing on your apple tree are too high for you to reach them. What can you invent to pick your apples in comfort?‎ Problem 2: You need to make a house but you only have fishing nets and many plastic bottles. How can you solve it?‎ Problem 3: You want to catch fish but not hurt them when you do so. Design a fishing rod that will solve this problem.‎ ‎ Patent Application Question Form Name of invention Inventors How do you get the idea?‎ Can you describe your invention?(appearance/‎ ‎ material /cost/manual, etc.)‎ What is its use?‎ Other information ‎(if necessary )‎ Picture of invention ‎ ‎(if necessary)‎ Step 7. Homework 1. Ask Ss to go over the reading text.‎ 2. Ask Ss to preview Learning about Language.‎ ‎ Period 3 Learning about Language (1)‎ Teaching Goals: ‎ ‎ 1. To enable Ss to master key phrases and expressions ‎2. To enable Ss to learn how to use these words and expressions Teaching Procedures:‎ Step 1. Language study Purpose: To train Ss’ listening ability and language capacity.‎ ‎1. Ask Ss to read the text and match Column A with Column B.‎ ‎ Column A Column B ‎(1) upset A. standard of judgment ‎ ‎(2) distinguish B. substance that has been crushed, rubbed, or worn to dust ‎(3) powders C. having force in law ‎(4) approach D. trouble; cause( sb )to be disturbed ‎ ‎(5) abruptly E. make (oneself) well known; see or recognize the difference ‎(6) valid F. way; path, road ‎(7) criteria G. suddenly; unexpectedly Suggested Answers: ‎ ‎(1) D (2) E (3) B (4) F (5) G (6) C (7) A ‎2. Ss are divided into small groups and have a discussion. Find out difficult words and expressions and write the words and expressions found on a piece of paper.‎ ‎ 3. Get students to display their papers by projector, and tick out the most useful words and expressions.‎ ‎ call up now and then get rid of set about at the same time ‎ according to in addition be different from fill in file sth with sb ‎4．Explain some important sentences ‎(1) Here was a chance for me to distinguish myself by inventing something that would catch snakes but not harm them.‎ ‎(2) The first thing I tried to do was to see if there were Products that might help me, but there only seemed to be powders designed to kill snakes..‎ ‎(3) Only after you have had that recognition can you say that you are truly an inventor.‎ ‎(4) The criteria are so strict that it is difficult for new ideas to be accepted unless they are truly novel ‎(5) 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.‎ ‎5. Explain some important points ‎(1) call up : ring up打电话，使…回忆起 call back召唤某人回来；再访；回电话 ‎ call for 需要，要求，接（人或物）‎ call in 邀请；请来 call on 拜访（人）；‎ call at 拜访（某地）‎ call off 取消 Ask Ss to use the above phrases to fill in the following blanks:‎ ‎① Let’s go to the meeting together ,and I’ll ______you.‎ A. call on B. call at C. call up D. call for ‎② The football match was ________ on account of the weather. ‎ ‎ A. call back B. call off C. call in D. call for ‎③ As soon as he got home, he________ Mr wang.‎ ‎ A. call on B. call at C. call up D. call for ‎④ The old photo_________ memories of his childhood.‎ ‎ A. call in B. call at C. call up D. call for Suggested Answers: ‎ ‎①A ②B ③ C ④ C ‎ ‎(2) now and then :sometimes; at times; from time to time; once a while时而；不时 I see films now and then, but not often. ‎ I like to go on a trip now and then.‎ ‎(3) distinguish vt. & vi.‎ ‎① 辨别；辨认 ‎ In spite of the haze he can distinguish the hill fairly.‎ ‎② （常与from, between连用）区别；区分 你能区分那两个物体吗？‎ Can you distinguish between those two objects 应当教育孩子分辨好坏。‎ Children should be taught to distinguish right from wrong ‎③ distinguish oneself 使杰出；使显出特色 这个人因智慧而扬名。‎ The man distinguish himself by his wisdom ‎(4) sleepy 指具有“瞌睡的”，“困乏的”，“贪睡的”，一般用作表语 sleep 睡着的，入睡的，一般放在名词前用作定语，强调睡着不动的状态，可能睡着了，也可能没有。 ‎ Asleep 睡着的，睡熟的 该词的意思是fall asleep,表示入睡，表示睡着的状态，一般用作表语，有时也可作补语。‎ Ask Ss to use the above phrases to fill in the following blanks:‎ ‎① He was fast ________that I couldn`t wake him up.‎ ‎② The _______ man is like the dead.‎ ‎③ The child was so ______; his head was nodding.‎ Suggested Answers: ‎ ‎① asleep ② sleeping ③ sleepy ‎ ‎(5) abruptly adv.突然地，唐突地 ‎ ‎● 拓展：abrupt adj.突然的；意外的 The road is full of abrupt turns. 这路有很多急转弯。‎ The meeting came to an abrupt. 这会议突然结束了。‎ Our discussion was abruptly curtailed. 我们的讨论突然给缩短了。‎ ‎(6) convenient adj. 便利的，方便的 (不能用人作主语) ‎ Will 5 o’clock be convenient for you?三点钟对你方便吗？‎ I think it is not convenient for you right now.我想这个时候见你恐怕不大合适。‎ ‎(7) in the expectation that :in expectation of 预料要/会有。。。‎ ‎ ‎ ‎ They closed the windows in expectation of rain.预料会下雨，他们关上了窗户。‎ ‎(8) Only 倒装句型 ‎ only 修饰状语，置于句首时，主句要部分倒装； 如果only 修饰句子的主语，则不用倒装。‎ Only in this way can you solve the problem.‎ Only then did he realize his mistakes.‎ Only when the war was over, did I return to my hometown.‎ ‎(9) Nor, not never, seldom, hardly, neither, little 等否定词置于句首，表示强调也引起倒装。‎ ‎ Nor was this all, and this was not all.‎ ‎ Never have I been to Beijing.‎ Step 2. Consolidation Purpose: To consolidate the words and phrases in the text.‎ ‎1. Ask Ss to finish Ex1 and ex2 of Discovering useful words and expressions on P23.‎ ‎2. Ask Ss to finish Ex1 of Using Words And Expressions on P63 and then check the answers in pairs.‎ ‎3. Ask Ss to fill in the brackets to complete the passage below, and then ask some Ss to present their answers.‎ Sewing Machine ‎ Thomas Saint patented his idea for a sewing machine in London in 1790, __(1)___ (连词) the idea was not used. Then a German patented his idea for_(2)_____(冠词) sewing machine in 1810, but again nobody was _(3)_____(interest ) in it. In 1829 a poor tailor in Paris, Barthelemy Thimonnier, invented a machine _(4)_____(关系词) worked, and made eight of them. As his prices were cheap, he was given a big order _(5)____(介词) army uniforms. __(6)_____(副词)， other tailors broke all eight machines. Thimonnier lost the order but continued to improve his design.He made a new machine in 1848 and this was destroyed ‎ too!‎ ‎ Then the story continued in the U.S.A . Various machine were patented there in _(7)______(冠词) 1850s,but one machine is known everywhere now: the Singer. Its inventor was I.M Singer, a German immigrant ,and his companies. Then in 1865 they were sold for at-home use, the first complex _(8)_______(machine)for making things at home. This time the machine was accepted by everyone and the design was not improved for many years, since it was very goood ‎ Suggested Answers:‎ ‎(1) but (2) a (3) interested (4) that/which (5) for (6) However (7) the (8) machines ‎ Step 3. Homework 1. Ask Ss to review all the language points in this period.‎ 2. Ask Ss to preview the next period.‎ ‎ Period 4 Learning about Language (2) ‎ Teaching Goals: ‎ ‎1.To get Ss to have knowledge of this grammar point: the past participle used as attribute, predicative and object complement.‎ ‎2. To enable Ss to know the differences between the past participle and v–ing form Teaching Procedures:‎ Step 1. Presentation ‎ Introduce information about some inventions and discoveries using sentences in passive participle. Guide Ss to say the words which are highlighted .Show some related pictures.‎ ‎1.This is the telephone designed in the early time.‎ ‎2.Stephenson’s “Rocket” was the engine designed for the railways by George Stephenson ‎3. The structure of DNA was a discovery of Francis Crick and James Watson published in 1953.‎ ‎4. The colour television invented in 1940 made our life more colorful.‎ ‎5. I was excited at the new invention.‎ ‎6. His new invention made all of us surprised.‎ Step 2. Individual work Get Ss to find out the past participle used as attribute, predicative and object complement in the reading text.‎ Part1 Line 1: When I called up my mother in the countryside on the telephone she was very upset.‎ Part2 Line 1: The first thing I tried to do was to see if there were Products that might help me, but there only seemed to be powders designed to kill snakes..‎ Part4 Line 1: I placed the frozen bowl over the snakes habitat and the ice-cubes on top of the bowl from the machine.‎ Part6 Line 1: The next morning I carried in my hand a small net used for catching fish. ‎ Step 3. Grammar point Purpose: To get Ss to know about the past participle.‎ ‎1. Get Ss to complete the sentences and know about the past participle ‎ ‎(1) The (.破损的碗)will be thrown at once..‎ ‎= The bottle which was broken will be will be thrown at once..‎ ‎(2) The books_ last week (上周买的书 )are of high quality.‎ ‎= the books which were bought yesterday are of high quality.。‎ ‎(3) I’m interested in reading novels by luxun (.鲁迅写的).‎ ‎(4) (污染的)air and water are harmful to people’s health.‎ ‎(5) The problem （在会议上讨论的）yesterday was very difficult to solve.‎ ‎(6) He _ (很兴奋)when he heard he had won the first place in the English –spoken contest. ‎ ‎(7) He found (他的家乡变了很多)‎ ‎(8) What made (这只狗这样害怕)?‎ ‎(9) He won’t like such questions (在会上讨论). ‎ ‎(10) The manager won`t want (一大笔钱浪费掉).‎ Suggested Answers:‎ ‎(1) broken bowl ‎(2) bought ‎ ‎(3) written.‎ ‎(4) Polluted ‎(5) discussed at the meeting ‎(6) became excited_ ‎ ‎(7) his hometown greatly changed ‎(8) the dog so frightened ‎ ‎(9) discussed at the meeting ‎ ‎(10) a lot of money wasted ‎ ‎2. Explain the grammar point for Ss.‎ ‎(1) 过去分词做定语：‎ 表示分词动作与所修饰的名词之间存在被动关系。单一的过去分词做定语一般防在被修饰的名词之前；过去分词短语做定语放在被修饰的名词之后，过去分词及过去分词短语做定语均可以转换为一个定语从句。‎ ‎(2) 过去分词作表语：‎ 过去分词做表语，表示主语的状态，且该状态通常是由外界因素引起的。这时过去分词可以被看作一个形容词，是形容词化的过去分词 ‎(3) 过去分词作宾语补足语：‎ 做宾语补足语的过去分词一般是及物动词，和宾语有逻辑上的主谓关系。可以带过去分词做宾语补足语的动词有：‎ ‎① see, hear, watch, feel, think, find等表示感觉和心理状态的动词。‎ ‎② make, get, have ,help, leave等表示“致使”意义的动词。‎ ‎③ like, want, wish, order 等表示“希望，要求” 等意义的动词。‎ ‎3.Practice Purpose : To get Ss to know how to use the past participle through exercises ‎(1) Ask Ss to finish Ex1, Ex2 and Ex3 on P24 and check the answers in pairs.‎ ‎(2) Ask Ss to finish Ex1 and Ex2 on P65 and check the answers in pairs.‎ ‎(3) Get Ss to choose the best answers to the following sentences.‎ ‎① He spoke so loud that he made himself ______‎ A. understand B. understanding C. to understand D. understood ‎② ---- There is a hole in your shirt.‎ ‎---- I know. I’m going to have it ________.‎ A. mend B. mending C. mended D. to be mended ‎ ‎③ As we joined the big crowd I got ______from my friends.‎ ‎ A. separated B. separating C. lost D. missing ‎④ English is a language ____ all around the world and is the _____ language of most international organizations.‎ A. to speak, working B. spoken , working C. speaking, worked D. spoken, worked ‎⑤ Price of daily goods ______through a computer can be lower than store prices. ‎ A: are bought B. bought C. been bought D. buying ‎⑥ Mr.Smith , _______of the ________speech, started to read a novel.‎ ‎ A .tired; boring B. tiring; bored C. tired; bored D.‎ ‎ tiring; boring ‎⑦ The pilot asked all the passengers on board to remain ______as the plane was making a landing .‎ ‎ A. seat B. seating C. seated D. to be seating ‎⑧ How to feed a ____ population is a problem that is _____many countries.‎ A. growing, troubling B. grown, troubled ‎ C. growing, troubled D. grown, troubling ‎⑨ He found a book _____ with the owner’s name_____ on the desk with the back cover _____ off.‎ A. marking, lying, torn B. marked, lying, torn C. marked, laid, tearing D. marking, laying, tearing ‎⑩ Suddenly, a tall man driving a golden carriage _______the girl and took her away, ______into the woods.‎ ‎ A. seizing; disappeared B. seized; disappeared ‎ ‎ C. seizing; disappearing D. seized; disappearing Suggested Answers: ‎ ‎① D ② C ③ A ④ B ⑤ B ⑥ A ⑦ C ⑧ A ⑨ B ⑩ D Period 5 Reading (Using Language) & Reading task (Workbook)‎ Teaching Goals: 1. To get Ss to know about the inventing process of a real inventor, Alexander Graham Bell ‎ 2. .To develop Ss’ some basic reading skills.‎ ‎3. To develop Ss’ ability to discover and solve the problems ‎ Teaching Procedures:‎ Step 1. Reading(Using Language)‎ ‎1. Leading-in Purpose: To lead Ss to the topic and arouse the Ss’ interest in reading.‎ (1) Get Ss to answer the question.‎ ‎ Do you know the four ancient Chinese invention?‎ ‎(2) Get SS to brainstorm as much information on some famous inventions and inventors in the world as possible.‎ ‎2. Pre-Reading Purpose : To develop Ss’ ability of prediction.‎ Ask Ss to talk about the following questions.‎ ‎(1) What is Alexander Graham Bell?‎ ‎(2) Can you guess which invention he invented?‎ ‎(3) According to the title, what might be talked about in this passage? ‎ ‎3. Fast reading Purpose: To get a brief understanding of the text.‎ Ask Ss to read the text in two minutes, discuss the questions, ‎ and then answer them in pairs. ‎ ‎ (1) What did he think was the key to his success as an inventor?‎ ‎(2) How did curiosity make Alexander Graham Bell into a great inventor?‎ ‎(3) What inventions did Bell make by chance?‎ ‎(4) Why will he always be known as the inventor of the telephone?‎ ‎4. Intensive reading Purpose: To get Ss to have some details in the text.‎ Ask Ss to read the passage carefully and choose the best answer to complete each sentence. ‎ ‎(1) Alexander Graham Bell became interested in helping deaf people communicate and in deaf education because _________.‎ ‎ A. he .wanted to invent the. telephone ‎ ‎ B. he wanted to invent the microphone ‎ C. he loved his mother very much ‎ D. he loved the deaf people ‎(2) What does the writer mean by saying “ Leave the beaten track occasionally and dive into the woods ‎ A. Never walk on the smooth road but go along the path ‎ B. Leave the beaten track for a while and walk into the woods ‎ C. Try to do something in the unusually way sometimes.‎ ‎ D. Sometimes do something in the same way as people often think of.‎ ‎(3) Which statement is true?‎ A. Alexander Graham Bell set out to invent the telephone after inventing a multiple telegraph.‎ ‎ B. Alexander Graham Bell set out to invent the telephone before inventing a multiple telegraph ‎ ‎ C When Alexander Graham Bell wanted to design a multiple telegraph, he changed his mind to invent the telephone .‎ ‎ D. In search to improve the telegraph, Bell invented the first telephone.‎ ‎ D. he could study and get a degree ‎(4) As leader of South Africa, Nelson Mandela helped prisoners of Robben Island by ________‎ ‎ A. giving them an education ‎ B. giving them money ‎ C. putting the guards in prison ‎ D. giving them a job Suggested Answers: (1) D (2) D (3) B (4) A ‎ ‎5. Consolidation Ask Ss to discuss the following question.‎ What have they learned from Alexander Graham Bell?‎ Alexander Graham Bell Love ,warm-hearted curiosity , wide interests in many, varied, particular ways to solve the problem Finding the problem Think about possible solution Determination perseverance creation imagination Exploring around problem ‎6. Language study ‎ Ask Ss to go through the text, and find out the following sentences and analyze them.‎ ‎(1) He found that by pressing his lips against his mother`s forehead, he could make the bones move in such a way that she could understand what he was saying ‎ ‎(2) Leave the beaten track occasionally and dive into the woods. ‎ ‎(3) It was this exploring around problems that lea to his most famous invention——the telephone in 1876. ‎ ‎(4) Bell never set out to invent the telephone and what he was ‎ trying to design was a multiple telegraph. ‎ ‎(5) Bell was fully aware of the importance of his invention and wrote to his father: “The day is coming when telegraph wires will be laid on to house just like water or gas——and friends will talk to each other without leaving home.”…‎ ‎(6) It was not until five days later that Bell sent the first telephone message to his assistant.‎ ‎(7) Being very stable, it has proved invaluable.‎ Step 2. Reading task (Workbook)‎ ‎1. Leading-in Encourage Ss to talk as much as possible, according to the picture below.‎ ‎(1) What’s the name of the picture? ‎ ‎(2) Who drew the picture?‎ ‎(3) What’s the name of the other famous picture?‎ ‎(4) Do you know something about him?‎ ‎(5) What else do you know he is famous for?‎ ‎(6) What else do you know he is famous for?‎ ‎ ‎ ‎2. Fast reading Get Ss to read the text quickly and then answer the following questions.‎ ‎(1) Why did Leonardo need to design things for employer when he was such a great painter?2‎ ‎(2) Why were Leonardo’s design different?‎ ‎(3) How did painting help him invent things?‎ ‎(4) Which skill do you think was more important: his drawing for the inventions or his understanding of machines for his painting? Give a reason.‎ ‎3. Intensive reading ‎(1) Ask Ss to read the text carefully and fill in this chart ‎ Possible skills Evidence from Leonoardo Evidence from you artist ‎ engineer architect teacher doctor inventor scientist ‎(2) Divide Ss into groups of the four and ask them to discuss the following questions. ‎ ‎① How many ways was Leinardo able to earn his living?‎ ‎② How many areas are you familiar with?‎ ‎③ Which areas of knowledge are you least happy with? Does this worry you? How might you put this right?‎ Step 3. Homework 1. Ask Ss to read the two reading texts fluently.‎ 2. Ask Ss to preview the next period.‎ Period 6 Listening (Workbook) & Listening and speaking (1) (Using Language)‎ Teaching Goals: ‎ ‎1. To develop Ss’ listening and speaking ability.‎ ‎2. To learn some information about James Dyson.‎ Teaching Procedures:‎ Step 1. Listening (Workbook)‎ ‎1.Pre-reading ‎(1) Describe a mobile phone and ask Ss to guess what it is.‎ ‎(2) Get Ss to discuss the following questions in pairs.‎ ‎① What function are already included on a mobile phone?‎ ‎② Which ones do you find useful on P62?‎ ‎③ What else do you expect a mobile phone to do for you?‎ ‎2. Listening ‎(1) Get Ss to try to grasp topic of the listening text and catch whatever they can.‎ Suggested Answer:‎ ‎ The basic information of the listening is that Mary wants to buy a mobile and the extra applications of mobiles .‎ ‎(2) Ask Ss to listen to the tape and finish Ex2 on P62.‎ ‎(3) Get Ss to Listen to the tape again and fill in the following blanks.‎ ‎ ① Mary wants to by the mobile that turns __(1)______ on when it receives ___(2)______ calls. She missed _(3)_____ yesterday when her mobile was switched __(4)______‎ ‎② Mobiles ca take __(5)______and act as a ___(6)_____‎ ‎ ③ They will be able to _(7)_______how you use your phone. They will _(8)_______holidays, the airline, _(9)_______and an appropriate place to stay. They will authorize _(10)_______for them too ‎ ④ Mary is worried because it might _(11)_______her money.‎ ‎ ⑤ The _(12)_______are that it helps people who are __(13)_____ at work to _(14)_____goods at the __(15)______ price or book holidays, air tickets, etc.‎ Suggested Answers:‎ ‎ (1) itself (2) important (3) three (4) off (5) photographs (6) computer ‎ (7) monitor (8) book (9) hotel (10) paying (11) spend (12) advantage ‎ (13) busy (14) order (15) cheapest Step 2. Listening and speaking (1) (Using Language)‎ ‎1. Pre-reading Ask Ss to discuss questions with their partners in groups of four.‎ ‎(1) What do you want to know about a inventor?‎ ‎(2) Do you think a person who makes something better is also an inventor?‎ ‎2. Listening ‎ ‎(1) Get Ss to listen carefully and put down all the questions the interviewer asks.‎ ‎(2) Get Ss to listen to the listening again and try to make notes ‎ about the answers to the above-mentioned questions ‎(3) Ask Ss to listen again and finish Ex1 on P26.‎ ‎(4) Play the tape again and ask ss to finish Ex2 on P26 and tehn check the answers in pairs.‎ ‎(5) Get Ss to discuss the following question. ‎ If you are the head of the James Dyson`s company, what kind of person you wanted to employ? ‎ Step 3. Assignment ‎ Get Ss to prepare for speaking and writing Period 7 Listening and speaking (1) (Using Language) & Writing (Using Language)‎ Teaching Goals: ‎ ‎1.To develop Ss’ speaking and writing ability.‎ ‎2.To enable Ss to use the expression to make a phone.‎ ‎ 3. To enable Ss to write a letter applying for a position.‎ Teaching Procedures:‎ Step 1. Listening and speaking (2) (Using Language)‎ ‎ 1. Do some preparations for Writing. Teacher may say, “Do you remember the expressions related to making telephone?”‎ Hello, may I speak to …?‎ Sorry. He/ she is out.‎ Hold the line, please./ Hold on, please.‎ Wait a minute, please./ speaking.‎ I’ll ring him/ her up again.‎ Just a moment, please.‎ I can’t get through. ‎ ‎2. Do more preparations for Writing. Teacher may say, “ Do you remember the expressions related to answering telephone?”‎ Some useful expressions: ‎ 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 through. ‎ Sorry. He/ she isn’t here right now. ‎ Can I ring back later? ‎ I’ll ring him/ her up again. ‎ I must ring off now because…‎ ‎3. Get Ss to form groups of three to practise speaking. One is ‎ a receptionist, another an engineer, and the third a student.‎ situation: A student wants to apply for a job in James Dyson`s company. So he rings up one of engineers to ask what kind of person he needs and the engineer answers the questions honestly Step 2. Writing (Using Language)‎ ‎1. Ask Ss to discuss the following question in groups of four.‎ Suppose you are going to apply for a job in a company, what skills will you tell the interviewer to qualify you?‎ ‎2. Get Ss to write to James Dyson and begin the letter with the address and the date. ‎ The beginning and the ending of the letter:‎ Dear Mr. Dyson,‎ I would like to apply to become an assistant in your company.‎ I`d be grateful if you would consider employing me in your company.‎ Yours sincerely,‎ ‎ (your name)‎ ‎3. Get Ss to know what they should pay attention to. ‎ ‎(1)Use the list of skills to make new paragraphs in your letter.‎ ‎(2) For each skill set down any experience you have had, which shows that you are a suitable person. You may be creative in this part of the letter.‎ ‎(3) Finish the letter by mentioning again the skills that you have.‎ ‎(4) End the letter.‎ ‎4. Get Ss to write the letter and exchange their articles and correct the mistakes. They are expected to assess the writing. First , students are supposed to give a general mark with their general impression of the writing. Then they are expected to assess the writing in the three aspects, content language, and organization. Ss have to correct the mistakes or point out the mistakes by underlining the words, phrase or sentences with＂＿＿＿＿＿＂． Students are also expected to underline the beautiful words, phrases or sentences with “_______”. After the assessment, the groups will discuss how to correct the mistakes.‎ ‎5. The writings with the high levels will be shown on the projector so that the whole class can appreciate them.‎ Step 3. Homework 1. Ask Ss to sum up what has been learned in this unit.‎ Ask Ss to preview the next unit.‎