Learning about Language优秀教学设计范文

Unit 3 Inventors and inventions Ⅰ. 单元教学目标

技能目标Skill Goals ▲Talk about inventors and inventions

▲Learn about the stages used in scientific research

▲Learn to use the past participle as the attribute

▲Write an entry for an encyclopedia about some inventions

▲Write a letter asking for a job

Ⅱ. 目标语言

功

能

句

式

Make a telephone call Hold the line, please. Hang on, please.

Just a moment, please. I’m sorry, but this phone is out of order.

I can’t get through. Sorry.

He / She isn’t him / her right now.

Can I ring back later? I’ll ring him / her up again.

I must ring off now because...

1．

四会词汇

patent, courtyard, walnut, distinguish, merciful, product, powder, perfume, stainless, cube, abrupt, convenient, caution, expectation, passive, merry, seize, criterion, valid, file, ripe, string, glue, freezing, greengrocer, 词

identification, directory, dial, rainfall, innocent, lantern, bear, jam, 汇

forehead, dynamic, dot, tap, wire, straw, current, helicopter, triangle, stable, associate, practical, refrigerator, court, extension, version, competence, jeep, personnel 2．

认读词汇

amphibious, Stephenson, George Stephenson, jelly, freezer, overnight,

release, recognition, claim, rod, precede, Alexander Graham Bell, microphone, occasionally, multiple, Morse code, inspiration, reproduce, tetrahedron, invaluable, James Dyson 3．词组

call up, now and then, set about, in case, beaten track, dive into, set out (to do), hang on, get through, ring back, ring off

4．重点词汇

discovery, convenient, distinguish, application, expectation, importance, practical, bear 结

Appositive clause

— that 可引导同位语从句

构

重

点

句

子

1. The first thing I did was to see if there were any products that might help me, but there only seemed to be powders designed to kill snakes.

P20 2. Between the outside and the inside walls of the bowl there is some jelly, which freezes when cooled.

P20 3. The criteria are so strict that it is difficult to get new ideas accepted unless they are truly novel.

P21 4. Nor will you receive a patent until a search has been made to find out that your product really is different from everybody else’s.

P21

5. He found that by pressing his lips against his mother’s forehead, he could make his mother understand what he was saying.

P25 6. He designed a machine that would separate different sound waves and allow different conversations to be held at the same time.

P25 7. Although he is most often associated with the invention of the telephone, he was indeed a continuing searcher after practical solutions to improve the quality of everybody’s life.

P26 Ⅲ. 教材分析和教材重组

1. 教材分析

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。

1.1 Warming Up 提供了三幅不同发明或发现的图片，让学生运用已有的知识和经验，区分发明和发现的不同含义；并能与同伴合作描述现代发明在现实生活中的作用。

1.2 Pre-reading要求学生将课本所列关于进行科学研究或发明创造所必须经历的几个阶段（步骤或过程）进行正确的排序。了解每一项发明在得到社会承认前都必须经历一个过程。

1.3 Reading是一篇记叙性的文章。作者在文中详细介绍了从发现问题（snake trouble）、分析问题（products that might help）到解决问题（remove the snakes）的全过程，并介绍了专利申请方面的一些知识。

1.4 Comprehending第一个训练题要求学生根据课文内容回答问题；第三个训练，题要求学生运用科学步骤设计一项发明解决课本所提供的三个问题，并与同学交流观点。

1.5 Learning about Language分两部分。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。

1.6 Using Language分成四部分。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的发明及其成功的原因。第二部分Listening and speaking 是一段关于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；并在此基础上进行角色扮演活动，即求职者与公司考核人员之间的电话交谈。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。

2．

教材重组

2.1 从话题内容及训练目的分析，Warming Up与Speaking和Workbook中的TALKING相一致，可将这三部分整合在一起，设计成一节任务型“口语课”。

2.2 将Listening and speaking和Workbook中的LISTENING, LISTENING TASK整合在一起，设计成一节“听力课”。

2.3 可将Pre-reading, Reading和Comprehending三个活动整合在一起上一节“阅读课（一）”。

2.4 可将Learning about Language 与Workbook中的USING WORDS AND EXPRESSIONS, USING STRUCTURES整合在一起，上一节“语法课”。

2.5 可将Using Language中Reading和Workbook中READING TASK整合起来，上一节“阅读课（二）”。

2.6 将Using Language中的Writing和Workbook中的WRITING TASK整合为一节“写作课”。

3. 课型设计与课时分配

1st period

Speaking Listening Reading (Ⅰ) Grammar Reading (Ⅱ) Writing The Fourth Period Grammar Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

committee, bear, jam, mess, expectation, embarrasses, traffic jam, set about, take up 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.

2nd period

3rd period

4th period

5th period

6th period

3. Learning ability goals学能目标

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

Teaching important & difficult points教学重难点

How to use the past participle as the attribute.

Teaching methods 教学方法

Individual work and practice. Teaching aids教具准备

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

Step Ⅰ Revision

Check the students’ homework and ask the students to retell the text.

A sample retelling version:

My mother lived in the countryside and was upset about the snakes in the yard. She wanted me to help her get rid of them. How to catch these snakes without hurting them?

First I checked if there were products that might help, but there seemed to be only some powders. So I had to find out a new way. I began researching the habits of snakes. Then I decided on three possible ways and used the last one: to cool the snakes and catch them.

I bought an ice-cream maker and took the bowl from the machine. I put some jelly on the outside and inside walls of the bowl. Then I put the bowl into the freezer and waited. At the same time, I prepared some ice-tubes.

In the following two days, I tried to catch them. But I failed.

Then I decided to use a net to catch the snakes after they became passive. This time, I made it. My friends and relations pressed me to send my invention to the patent office to get recognition. So I filled the form and filed my patent application with the patent office and waited for the result.

Ask the students to translate some sentences or spell some key words in the text. Show the following. Put the following sentences into Chinese.

1. The first thing I did was to see if there were any products that might help me, but there only seemed to be powders designed to kill snakes. 2. Between the outside and the inside walls of the bowl there is some jelly, which freezes hard when cooled. 3. Nor will you receive a patent until a search has been made to find out that your product really is different from everybody else’s.

Sample answers: 1. 我做的第一件事是看看是否有能帮我忙的产品，但是好像只有一些用来捕杀蛇的粉末。

2. 在碗内外侧有一些果子冻，当冷却时它们会冻得很结实。

3. 直到做了一次调查后发现你的产品确实与众不同，这时你才会获得专利。

Step Ⅱ Grammar focus T: Now, please look carefully at some examples on the slides and answer some questions below: Show the following. 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: 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. Step Ⅲ Discovering useful structures 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. Then we’ll check the answers together.

Ask the students to do Exercise 1 on page 23 and Exercises 2-4 on page 24. And then check the answers.

Step Ⅳ 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.