Learning about Language教学目标

A Teaching Plan for B8U3 Inventors and Inventions Part 3 Learning About Language Discovering useful structures 一、

教材内容分析

1.

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。

2.

本单元的Learning about language 部分分为两部分：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。上课时可以把Learning about Language 与Workbook中的USING WORDS AND EXPRESSIONS, USING STRUCTURES整合在一起，上一节“语法课”。

二、教学目标Teaching goals 1. Target language目标语言

a. 重点词汇和短语

freezing, committee, bear, innocent, traffic jam, set about, take up,embarrass b. 重点句子

So nothing went according to plan and that is why... The twin sisters are so much alike that... The weather upset... so much that... When I watch..., I feel as if... 2. Ability goals能力目标

Enable the students to use the past participle as the attribute.

3. Learning ability goals学能目标

Help the students learn how to use the past participle as the attribute.

三、教学重难点Teaching important & difficult points How to use the past participle as the attribute.

四、Teaching methods 教学方法

Individual work and practice 五、Teaching aids教具准备

A projector and a blackboard 六、Teaching procedures & ways教学过程与方式

Step Ⅰ Revision

1.

Ask the students to retell the text (3’) 2.

Check the students’ homework on P 23(PPT) and then read the words and expressions.(5‘) Step Ⅱ Grammar focus 1.

Lead-in

T: Now, please look carefully at some examples on the slides and answer some questions below: Show the following.(PPT, )

(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). If bitten by a snake, you should call for help. (5). We left them caught in the storm. Qs to guide the students : (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 sentences? 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. S1: 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: 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 relationship 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: 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 mail. 2.

Focus on the usage of P.P. as attributive (ppt)

3.

Practice (ppt)

Step Ⅲ. Practice - Discovering useful structures 1.

T: First I’d like you to look at the example and talk about the part of speech of the past participle and then look through the text and find out three more sentences used in this way. I’ll give you three minutes to do Exercise 1 on P23. Then we’ll check the answers together.

2.

Practice

Ask the students to do Exercises 2-4 on page 24 and then check the answers.

3.

Give some examples to show the usage of some key words:

bear; take up, traffic jam, embarrass (ppt)

Step Ⅳ Consolidation--Using structures (Workbook) T: First let’s look at the pictures on page 65 and try to talk about them using the -ing form and the past participles. I’d like you to talk about each picture by asking and answering the questions and try to use complete sentences so that you may know the relationship between the verb form and the exact thing it explains, for example, as to the first picture, one may ask. Show the following. S: What are the boys doing?

R: They are looking at the bulletin board showing the result of the football match. S: What is disappointing? R: The score of their team is disappointing to them. T: Now, work in pairs and practise talking about the pictures.

Check the answers. And then ask the students to do Exercise 2.

T: Next, try to rewrite the sentences in Exercise 2, paying attention to the sentences given and try to use verbs in their -ing forms and past participle forms so as to make the two sentences similar in meanings. Then we’ll have a check together in about ten minutes. Step Ⅴ Homework Ask the students to do the following.

1. Finish the exercises on grammar in this unit. 2. Preview the reading materials in Using Language.