Using LanguageⅡ第一课时教学实录

Unit 3 Inventors and inventions

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。

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.