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高二英语Unit 18 Inventions教案
Unit 18 Inventions
Ｉ． 单元教学目标
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技能目标Goals Talk about inventions Practice describing inventions Review the Attributive Clause Write a process essay |
II． 目标语言
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功 能 句 式 |
Ways of describing inventions This invention can help people... This is a new way of... This new invention will make it possible for people to... I think... is much more useful than... It can make / help people... I’d like to invent... because it can... I’d like to invent... which can... If people can create... I suppose... It must be very convenient if people could invent... I dreamed I could invent... Ways of asking questions about new inventions What does it look like? How does it work? What’s it made of? How would people use it? Is there anything you would like to invent? |
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词 汇 |
1. 四会词汇 vest, heel, patent, officer, petrol, background, reject, possibility, otherwise, connection, previous, aware, trial, rider, dusty, pilot, storage, glue, typewriter 2. 认读词汇 edible, flavour, laptop, inflatable, creative, rephrase, partial, perception, visible, Mozart, relativity, Samuel Morse, desktop, palmtop, Mona Lisa, Charles Chaplin, John Denver, Isaac Newton, Abraham Lincoln, Eve, Helen Keller, metaphor, paste, electronics, Eniac 3. 词组 allow for, get stuck, break away from, be aware of, trial and error, after all, keep track of 4. 重点词汇 vest, office, background, reject, possibility, otherwise, aware, allow for, get stuck, break away from, be aware of, after all, keep track of |
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语 法 |
Review the Attributive Clause 1. a car that / which uses water instead of petrol 2. thinkers who have changed the world 3. a chip that / which makes it possible for us to see the future 4. a smart pen that / which automatically translates what we write into a foreign language |
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重 点 句 子 |
1. These chopsticks are both delicious and environmentally friendly. P57 2. Creativity is not about getting high test scores, having a high IQ or being smart. P59 3. If we look only for the correct answer and reject ideas that do not provide a complete answer, we may get stuck. P59 4. As with thinking outside the box, the process includes a series of different attempts and several false starts. Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities. P59 |
III． 教材分析与教材重组
1．教材分析
本单元以“发明”为话题，介绍对人类的进步起到重要作用的发明创造。旨在通过单元教学，培养学生的创造性，开发学生的非智力因素，并就“发明”这一话题发表自己的见解。
1.1 WARMING UP通过三个问题激发学生的求知欲，导入本单元的话题，让学生在寻找答案的过程中受到启发。
1.2 LISTENING 是关于发明者与专利受理工作人员的对话，要求学生听完录音后能够弄清“发生的问题”，并找出问题的答案。
1.3 SPEAKING 通过组与组之间的对话，培养学生的情景会话能力，并掌握描述发明创造的短语。
1.4 PRE-READING是Reading的热身活动，通过问题激发学生的学习兴趣。
1.5 READING 包括五个部分，旨在告诉学生如何培养发明创造的能力。通过实例及形象的语言表达，告诉学生要自己动手去尝试，而且在创造的过程中充满了幻想。
1.6 POST-READING是对课文的检查和巩固，加深学生对课文的理解。
1.7 LANGUAGE STUDY部分包括两方面的训练。词汇部分通过单词形式转化练习，帮助学生掌握构词法扩大词汇量。语法部分通过练习复习定语从句。1.8 INTEGRATING SKILLS主要包括阅读和写作两个部分。阅读部分主要介绍在科技领域中所应用的一些形象贴切的比喻，使学生更加容易理解一些抽象的概念。写作部分给予学生充分的想象空间。
2. 教材重组
2.1 从话题内容上分析，Warming up 与Speaking 相一致，而从训练目的上分析与Talking比较一致。所以可将Warming up, Speaking和Workbook中的Talking整合在一起,设计成一节口语课。
2.2 将Listening 和Workbook中的Listening整合在一起,设计成一节听力课。
2.3 将Pre-reading, Reading和Post-reading 三个活动整合一起上一节阅读课。
2.4 将Workbook 中Integrating Skills的Reading上一节泛读课。
2.5 将Language Study与Workbook中的Practising语法练习题整合在一起上一节语法课。
2.6 将Integrating Skills 和Workbook 中Integrating Skills 的Writing整合在一起上一节阅读写作课。
3. 课型设计与课时分配（经教材分析,根据学情,本单元可以用六课时完成）
1st Period Speaking
2nd Period Listening
3rd Period Reading
4th Period Extensive Reading
5th Period Grammar
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
a. 重点词汇和短语
vest, heel, petrol, edible, flavour, laptop, inflatable
b. 交际用语
This invention can help people...
This is a new way of...
This new invention will make it possible for people to...
What does it look like?
How does it work?
What’s it made of?
How would people use it?
2. Ability goals 能力目标
Enable the students to talk about things they would like to invent in future.
Enable them to use their imaginations and express opinions with their own words.
3. Learning ability goals 学能目标
Lead the students to imagine things they would like to invent and express their thoughts on such new inventions.
Teaching important points 教学重点
Make the students to use the structure of describing features of a new invention.
Teaching difficult points 教学难点
How to create suppositional things they would like to invent.
Teaching methods 教学方法
a. Indirect approach of teaching;
b. Communicative;
c. Elicitation-Inquiry.
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
Use a piece of Photoshop file to lead in, in which there are some pictures of inventions from the textbook.
T: Good morning / afternoon, boys and girls! Firstly, I’d like to ask you a question:
How did you come to school this Morning / afternoon?
Ss: By bike. / On foot. / By bus. / By car. / By taxi...
T: Good! We saw that most of you came to school by bike. But I wonder whether someone of you has a bike stolen or has such experience of being difficult to find room for parking the bike.
The Ss’ replies would be different, but there must be someone who has such experiences.
T: Yes. It’s really a problem. But here I’d like you to imagine this. If there was a new invention that would be named inflatable bicycles, what do you think it would look like and how convenient it would be?
The Ss describe inflatable bicycles in their own imaginations.
T: Well done! Yes, if there would be such bicycle, I think we would never have to worry about having our bikes stolen again. And if we use it, we can let the air out and put the bikes in a bag. That must be very convenient. (Show the picture of this bike to the class.)
T: Here’re three more ideal inventions that I would like to show you: Edible chopsticks, Nose-top computer, and Electric Shoes. Give the students introductions of these three inventions from the textbook.
Step II Pre-speaking
T: Of all these four inventions, which do you think would be useful, why?
Give the students suggestions when possible, using such patterns:
I think... this invention can help people...
I think... is much more useful than...
S1: I think the inflatable bicycle is the most useful one of the three. Recently, more and more people have lost their bicycles and it’s really a problem for us to find suitable room to park our bikes in public places.
S2: I prefer the nose-top computer. Computers become more and more important in our daily life. If there would be a nose-top computer, we could bring it with us every-where. So we can use the computer to deal with our daily business and work at anytime. It would bring us lots of convenience.
S3: Edible chopsticks must be my favorite. They not only make our food much more delicious, but also can save trees. It must be a very great invention which is environmentally.
S4: In my view, the battery pollution has become a serious problem to the environment. So the invention of the electric shoes must be a very useful and environmental creation.
T: At last, I have a question for you, use your imaginations, and try to tell me.
Is there anything you would like to invent?
If so, what and why?
Possible expressions:
I’d like to invent a...
It can help people...
Because...
I suppose...
It must be very convenient if people could invent...
I dreamed I could invent...
Step III Speaking
Let the student read the passage and make sure they understand what they should do. To explain how the invention works and why it is useful.
Give them 2 minutes to read carefully.
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Inventors and Patent officer | |
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Inventor A You have invented a car that uses water instead of petrol. |
Inventor B Your new invention is a flying bicycle. |
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Inventor C Your new invention is a machine that makes it possible for people to see the future. |
Inventor D You have invented a pen that translates what you write into a foreign language. |
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Patent officer Listen to each group member and ask question. Decide which of the inventions you think is the most useful and be prepared to explain why. | |
T: Have you finished electing Patent Officer of each group?
Ss: Yes.
T: Have you decided what invention you would like to invent in future?
Ss: Yes.
T: That’s great. Now I’m sure you’ve understand what you should do. So let’s start to make up the conversation between inventors and Patent Officer. Remember to use the helpful expressions below the page. Later, I’ll select some of you to make the conversation in front of the class.
Ask 5 groups to act their dialogues out in front of the class.
Model 1:
Sa: I’d like to introduce my new petrol to all of you.
Sb: What’s it made of?
Sc: It’s made of water. It wouldn’t pollute the environment, and it’s very cheap.
Model 2:
Sa: I’d like to introduce my new invention — a flying bicycle.
Sb: What does it look like?
Sa: It is a bicycle with a pair of wings.
Sb: How dose it work?
Sa: It can fly in the air and decrease the traffic problem.
...
Sb: I think a car that uses water instead of petrol useful because it can save many energy sources.
Step IV Discussion
T: In our world we have series of inventions which make our life more comfortable. But there are also some inventions seem to be not so useful for us though the inventors’ purpose is good. Do you think we really need all these four inventions above? Are there any surplus ones? If so, which and why?
Step V Summary
For consolidating the ways of describing new inventions, use a diagram to summarize the expressions. The teacher collects the phrases from the students, and then shows them on the screen.
T: What patterns have we learnt today, class?
The Ss are describing their new inventions.
T: With the development of human civilization, more and more new inventions come out. Most of them make our daily life much more convenient. Which do you think are the most useful ones? How to describe your ideal inventions? Now, let’s collect as many phrases as possible.
Ways of describing inventions
This invention can help people...
This is a new way of...
This new invention will make it possible for people to...
I think... is much more useful than...
It can make / help people...
I’d like to invent... because it can...
I’d like to invent... which can...
If people can create... I suppose...
It must be very convenient if people could invent...
I dreamed I could invent...
Ways of asking questions about new inventions
What does it look like?
How does it work?
What’s it made of?
How would people use it?
Is there anything you would like to invent?
While doing this task, give the students necessary responses which should be presented on the Bb or screen.
e.g. All right; I’ll try my best; Good jobs; It’s a good idea, I think; Thank you; Sounds reasonable but...; Well done... etc. Show the summary on the screen.
Step VI Homework
1. Write a short passage with title “My ideal new invention”.
2. “Talking” at Page 131, work in pairs.
