Using LanguageⅡ教案和学案内容

人教版新课标

英语选修8

Unit 3 Inventors and inventions The 4th period Using language（Alexander Graham Bell）

王智智 钦州市第二中学 18507771085 wzz_jessica@163.com

教材分析：

本单元以inventor 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的发明，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。能运用所学知识利用现实生活中有限材料进行发明创造。

Using language 分成三分。第一部分reading 要求学生阅读一篇介绍发明家Alexander Graham Bell 的文章并回答有关问题，了解电话发明者贝尔德发明及其成功的原因。第二部分listening and speaking 是关于zhou rui 对一家发明公司的工程师进行电话采访的听力材料。要求学生掌握电话交谈常用表达。第三部分writing要求学生写一封求职信，列举自己的优势，特长和工作经历向这家发明公司提出求职申请。

学情分析：高二文科班的学生，基础知识不够扎实，灵活运用语言的技能相对薄弱。学习不够主动，不够刻苦，惰性强，信心不足，在困难和压力前面易退缩。

一．Aims 1. Teaching aims 教学目标

Help the Ss learn how the famous inventor Alexander Graham Bell invented telephones 重点词汇和短语

forehead, dot, tap, wire, straw, current, importance, helicopter, triangle, stable, practical, beaten track, dive into, set out (to do), in truth 重点句子

He found that by pressing his lips against …

He designed a machine that …

Although he will always be known for …, he was …

He realized that by understanding how …

2. Ability aims能力目标

Enable the Ss to learn about the famous inventor Alexander Graham Bell and his inventions. 二．Contents Step I Check the homework. Get the Ss to finish the exercises on page 23-24. Step II Ask the Ss to discuss the following questions: 1.What do you know about the inventor? 2.How useful is his invention to human society? Step III Let the Ss read the four questions first to get general idea of what should be paid attention to and then play the tape for Ss to follow. When they finish, let them exchange notes with their partners and find the supporting sentences. Then check the answer with the whole class. Step IV Give the Ss the reading task: Do you know about the world famous painting “Mona Lisa”?

Do you know who painted the great picture? Do you think Leoanrdo da Vinci is really a good painter? What else do you know he is famous for? Step V ask ss to match the general idea of each para Para1

A. Bell is a continuing searcher Para2

B. Bell’s life information, and especially interest

Para3

C. How was the telephone invented?

Para4

D. Bell’s curiosity

Para5

E. The importance of his invention-- telephone

Para6

F. Bell’s new discoveries in other areas of invention

Para7

G. Bell’s first telephone message useful expressions】从文中划出以下短语P25 【para.2】

1 踩出来的路，平路2 一心投入

【para. 3】

1 开始着手2一系列敲击出来的点

3. 用一种特定的次序4. 运动的电流

【para.4】

1.

知道；意识到

【para.7】

1 和…..联系在一起

Step 6

explaination 1 dive into…

(1) He dived into the river from the bridge to save a drowning child .

(2) He dives into music and compose many beautiful songs．

(3) He dived into his pockets and took out one

Yuan.

【注意】潜心研究

……

dive into ...= devote oneself to ...= be devoted to 2 Every time you do you will be certain to find something…

【注意】

名词短语或副词起连词作用

相类似的有

(1) 与次数(time) 有关的短语：第一次：

最后一次；下次

(2) “一……就…….”

the instant / moment / minute / second /

immediately, instantly, directly

1 【translation】一看到这些照片，我就会想起我们一起的日子。

I will think of the days when we were together the moment I see the photos. 2. Bell never set out to invent the telephone and what he was trying to design was a multiple telegraph.

贝尔从未打算发明电话而是试图设计一种复式电报。

set out (to do sth.) 开始（做某事）, 着手干; 为某个目标而努力

e.g. They are setting out to do a new experiment.

他们正在着手做一项新的试验。

He set out to break the record for the channel swim.

他决心打破游过海峡的记录。

set out to do sth. = set about doing sth. set out for = set off for = leave for 意为“出发到……去”

e.g. Let’s set out before dark. 我们天黑前动身吧。

Tomorrow I’ll set out for Beijing.

明天我将出发去北京。

5. The patent was given in 1876, but it was not until five days later that Bell sent his first telephone message to his assistant, Watson.

这项专利是1876年发布的，但是贝尔是在5天之后才跟他的助手华生通了第一次电话。

It is/was not until … that …. 这是强调not until引导的时间状语从句句型。

e.g. It was not until he finished his homework that he went to bed.

Step 7 excersie (1)一天，牛顿在实验室里潜心于研究。(dive into)

One day, Newton dived into research in his lab. (2) 他一开始做实验就忘记了周围的一切。(set out to do, the second)

The second he set out to do his experiment, he forgot everything around him. (3) 直到下午才意识到自己没吃午饭。(It was not until… that..)

It was not until the afternoon that he realized he had not had lunch. (4)他正沉迷于思考, 所以把自己的手表放进了锅里(pan)。( lost in thought )

(Because he was) lost in thought, he put his watch into the pan. (5) 今天人们也常常把牛顿和专注(concentration)联系在一起。(be associated with, associate A with B)

Newton is often associated with concentration now. 一天，牛顿在实验室里潜心于研究。他一开始做实验就忘记了周围的一切。直到下午才意识到自己没吃午饭。他正沉迷于思考, 所以把自己的手表放进了锅(pan)里。今天人们也常常把牛顿和专注(concentration)联系在一起。

One day, Newton dived into research in his lab. The second he set out to do his experiment, he forgot everything around him. It was not until the afternoon that he realized he had not had lunch.

Lost in thought, he put his watch into the pan. Newton is often associated with concentration now. Step 8 Ask the Ss to do exercise 1 and exercise 2

课后反思：

1. 针对所设定的每节课的目的都应该有所侧重，不能平分时间，一些“热身”活动应该轻轻带过，否则会造成课堂的时间控制不了。

2. 从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。任务设计要符合学生的实际水平，难易要适中。教学活动与教学目标是一致，避免活动流于形式，单纯地追求“快乐”。

3. 不要抛弃优秀的传统教法。在任务型教学中，融入了传统的板书和语言形式的操练，

令到学生的操练更具目的性、指引性。 4. 在实现一个个任务的过程中，老师对学生加以引导，包括必要的简单示范，帮助学生完成学习任务，让学生体现到成功的喜悦。 总体上，本设计以活动为中心，将英语学习与现实生活紧密结合，过程环环相扣，从易到难，从语言知识到篇章结构，将阅读技能的训练贯穿整个课堂教学。