Learning about Language优秀教案板书设计

Unit 3 Inventors and inventions

Period 2 Pre-reading, Reading & Comprehending The problem of the snakes

（人教版高中英语选修8）

Introduction

In this period, students will get a full understanding of the reading text through various pre-reading, reading and post-reading exercises. They will learn more about scientific inventions by studying the stages in doing a research and get a general knowledge of patents. It is more important for students to use creative ways to solve problems in their daily life. Teaching Aims

1. Students will fully understand the text and improve their ability of reading through various reading exercises. 2. Students will learn about the scientific stages and know what kind of inventions can get patents. 3. Students will be motivated to use creative ways to solve problems. Teaching Important Points

1. How to describe the problem of the snake and what the writer has done to solve the problem creatively. 2. Ask the students to design a new invention to solve the problems in Q3 by using the scientific stages. Teaching Difficult Points

1. How to apply the scientific stages in thinking of creative ways to solve a problem.

2. How to guide students to decide what inventions cannot be given a patent. Teaching Aids：Blackboard，Multimedia facilities, tape-recorder Teaching Methods

1. Task-based teaching and learning 2. Individual work and Group discussion 3. Students-centered activity Teaching Time: 45 min Procedure

1.

Leading-in and ice-breaking

Greet the students and ask them to talk about inventions. 1) Q: As we know, we are living in a wonderful modern world today. What do you think are the most important inventions in our daily life and how they have changed our life? Brainstorming (Answers may vary.) (Possible answers: computers, airplanes, cell phones, light bulbs, washing machines …)

2)

All the great inventions we’ve talked about have really changed our life a lot. Do you want to become an inventor later? And do you know the stages every inventor must go through? 2.

Pre-reading

1) Talking about the scientific stages. Inventing is a scientific activity and so it follows similar stages to those in a scientifi research. Look at the list of the stages.

(Show students the stages on P19) Applying for a patent

Finding a problem

Doing research Testing solution

Thinking of a creative solution

Deciding on the invention 2) Ask the students to put the scientific stages into a suitable order individually. (The answers may vary and will be checked after reading.) 3.

Reading

1) Making predictions about the main idea of the text. Q: What can you see in the pictures and what is the title? Just guess what may be the main idea of the passage. (Show the reference answer: The text presents the creative procedures of catching snakes without hurting them and tells us how to apply for a patent.) 2) Skimming to get general ideas. a. Ask students to read through the text and check the answer in the Pre-reading exercise together. Show the answer: 1. Finding a problem

2. Doing research

3. Thinking of a creative solution 4. Testing solution

5. Deciding on the invention

6. Applying for a patent b. Ask students to discuss in pairs the examples of the scientific stages in the story. Para

Stages in the inventing process

Find a problem

Example in this story

1

(Reference answer:

2

Do research

The snakes must be removed but not harmed) (Reference answer: 3

Look for methods of removal; the habits of snakes) Think of a creative solution

(Reference answer:

Identify three possible approaches: choose one) Test the solution several (Reference answer: times

Try three times to make it

work efficiently) Apply for a patent

(Reference answer:

This means the solution is recognized) 4,5,6

7

3) Scanning to get detailed information. Pair-work: Ask the students to look through Para1-6 and try to answers the questions on P21. Later some will be asked to give answers in class. 1 What was the mother upset about? 2 What was the writer happy to help her mother? 3 Why did cooling make the snakes less active? 4 What are the three creative steps that the writer takes to catch the snakes without hurting them? (Show the reference answer: Step 1: She placed the frozen bowl over the snakes’ habitat in the morning.

Step2: As above she did the same but she took action in the evening. Step3: As above but she added a small net to catch the snakes.)

4.

Group discussion & Speaking

1) Talking about inventions and patents a. Discuss with your partner what the advantages might be of getting a patent. Brainstorming. Answers may vary. b. Read the last two paragraphs and find out what cannot be given a patent. (Show the reference answer: No invention will get a patent if it is: 1. A discovery 2. A scientific idea or maths model 3. Literature or art 4. A game or a business 5. A computer program 6. A new animal or plant variety) c. Role-play. Situation: Now pretend you are a patent officer and it is your job to decide whether the applications on P22 should be given patents. Give your reason. (Show the reference answer: 1 Healthier meat. No, a new variety of animal. 2 Helpful rats. No, a computer program. 3 Mapping the stars. No, a discovery.

4 A trap for insects. Yes.

5 New book. No, literature work.) 2) Designing a new invention. a. Look at the problems in Ex3 on P22. Choose one and use the scientific stages to design a new invention solve it creatively. Problem1. Pick apples in comfort Problem2. Make a house of plastic bottles Problem3. Catch fish without hurting them Problem4. b. Group work: Students work in groups of four and list their steps. c. Ask some students to give presentations on behalf of their groups, and ask others to evaluate their ideas. 5. Summary

Encourage the students to summarize what they have learnt today by asking some questions: the scientific stages, the. Inventions and patents, the creative ways to solve problems…

6.

Evaluation

a) Evaluation from the teacher : judge the students’ behavior and performance

b) Evaluation from the group members: let the students select the best-performed member c) Self-evaluation: let students score themselves according to the form given. Especially the last one: Are you satisfied with yourself today? 7. Homework

Design a new invention to solve the problems in Ex3 on P22 by using the scientific stages, and then develop it into an article. 板书设计：

Unit 3 Inventors and Inventions

Reading: The Problem of Snakes Advantages: 1.

Make money by selling it 2.

Prove you are the first one to do it 3.

Make yourself recognized as an inventor

教学反思：

本节课总体来说比较成功，完成了预设教学任务，达到了预设教学目标。本节课的成功之处主要在于：1、课堂整体设计以学生为主体，互动性强，课堂气氛积极活跃；2、根据课文内容设计了课后讨论问题，使学生的能力得以延伸，他们在本节课的收获也不仅仅是熟练运用各种阅读技巧，而是能够运用创造性思维解决实际问题；3、对课堂上学生在预料外的表现和回答进行了灵活适当的处理，如回答

“what might be the advantages of getting a patent?” 时，学生有着如天马行空般的思维，给出了五花八门的答案。我由于准备充分且反应机敏，有针对性地对几乎每种合理的答案进行了点评，对不足之处给予指导和延伸。这样极大地调动了学生的积极性和主动性，也使得课堂更加多彩和灵活。

但是本节课也存在一些不足之处，如应该给学生留更充足的时间进行充分的讨论；学生在讨论过程中应该尽可能给每一个小组予以指导；当个别小组向全班展

示了他们的讨论结果之后，应该让其他同学进行评价认定，等等。这些问题我会进行进一步的思考，在今后的教学实践中进行探索。