Learning about Languageppt配套的板书设计及意图

Module 8Unit 3 Inventors and inventions 教学设计

I.

教材分析

本课是一篇记叙性的文章。故事讲的是一个女孩如何通过多次尝试最后成功的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，文中也提到了申请专利的标准。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。

本课旨在通过教学，使学生能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谈论不同发明的优缺点及其现实意义，并能运用所学知识利用现实生活中有限材料进行组合、利用和创造以解决问题。

II.

教学目标

1.

Target language

目标语言

a.词汇：

discovery,

patent,

distinguish,

product,

power,

perfume,

cube,

abrupt,

abruptly,

convenient,

expectation,

monitor,

passive,

criterion,

valid,

call up,

now and then,

set about,

in case,

traffic jam,

beaten track,

dive into,

set out (to do)

b.重点句型

Every time you do, you will be certain to find---- Nor will you receive a patient until---

---jelly freezes hard when cooled. 2.

Ability goals 能力目标

通过对课文故事的学习激发学生对未知事物及领域的探求精神，培养其创新能力；通过，活动来培养其树立正确的价值观，引导学生用科学的思想方法来解决问题。

3.

学能目标

教会学生泛读的技巧和浏览查阅相关英语资料的技巧，培养学生养成自主学习的习惯。

４.

教学重难点

a. 调动学生的学习积极性，发挥其主体作用，使全体学生都能参与到学习中。

b. 掌握阅读方法与技巧，归纳总结文章大意，提取文章重要信息。

5．Teaching aids 教具：multimedia III.

Teaching procedures:教学设计

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Step 1 Lead-in 1.

Word game:请两组学生进行“一个说一个猜”的单词测试游戏，要求学生在一分钟内尽可能说出更多的单词。

1 辨别

2 专利发明

3 偶尔

4 火药

5 发现

6 突然地

7 立方体

8 着手

9 香水

10 期望

11 方便的

12被动的

13 监控,班长

14 标准

15 文件

16 申请

［设计说明］运用新颖活泼的游戏对学生上节学习效果进行检测，同时对本节课的进行做词汇铺垫。

2.

Show the pictures of Newton,

Ben Franklin,

Stephenson,

Madame Curie,

Zhang Heng and ask Ss what these people are famous for.

(Newton discovered the gravity.

Ben Franklin found flash in the sky is electricity. Stephenson invented the train.

Zhang Heng invented seismograph. Madame Curie discovered radium.

Some of them discovered something while others invented something. ) ［设计说明］利用图片和学过的背景材料创设情景，通过引导学生对其简单描述使学生进入兴奋状态，激发其探求知识的好奇心，在不知不觉中导入新课。

2. Ask Students to identify the difference between discovery and invention.

A discovery is something found out but it was unknown before.

An invention is something that created by human beings.

3. Show students two pictures: one is an amphibious car and the other is DNA structure. Ask students to decide which one is an invention and which one is a discovery.

4. Though invention is different from discovery,

there is also a connection between discovery and invention. First ask students to discuss what inventions the following discoveries have caused. Then

draw a conclusion that discoveries often lead to inventions Discoveries electricity the movement of air the circulation of the blood X-rays Inventions

［设计说明］设计启发性问题，利用表格引导学生总结发明和发现的关系并归纳其定义，这是对学生思维方式的培养和思考能力的锻炼。

Step 2 Pre-reading 1.

Let the Ss identify the stages that inventors follow to invent using their previous knowledge about science

experiment.

Applying for a patent

Finding a problem

Doing research Testing the solution

Thinking of a creative solution

Deciding on the invention

Look at the list and work out a suitable order that inventors usually follow to make an invention

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1________________________

2_________________________ 3________________________

4_________________________ 5_________________________

6_________________________ ［设计说明］发明家为了让其发明得到认可必须通过六个程序,要求学生调整其顺序来预测一项发明产生的过程,此时教师就“你是否想成为发明家？”与学生进行互动，可锻炼其对某一话题的语言表达能力。

2. The following three pictures show that people invented the amphibious car by combining the funtions of the car and the ship.

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Then ask the students what connection there is between jelly and snakes to lead the students to think what the problem of the snakes is in the text.

［设计说明］通过图片对学生提出前瞻性问题，使其对语言材料有了初步认识，更加激起其学习兴趣。

Step 3 Reading １．Let students listen and skim the text and find out the general idea of it to fill the following blanks.

The text is about ________________________ and presents ____________________________and applying for __________.

［设计说明］在学生跟读和浏览文章前提出高度概括的针对性问题，培养其听力理解能力和分析概括能力；同时跟读也有助于培养学生的语音语调和语感。

２．Let students skim the text again for details. Find out which paragraph or paragraphs deal with each

Para.

1 Stages

Find a problem Examples in this story The snake must be ________but not______ ２

Do research Look for ________ of removal; the ______ of snakes 3 Think of a creative solution Identify _______ possible approaches: choose____.

4, 5, 6 Test the solution several times Try_____ times to make it

work________.

7,8 Apply for a patent This means the solution is _________.

［设计说明］教会学生运用略读的方法查找文中细节，建议学生用pair work 的方法对其学习效果进行检查，教师可大范围的提问以确认学生对文章的理解程度，以便下面的教学更有针对性。

Step ４

Comprehending 1. What are the three creative steps that the writer takes to catch the snakes without hurting them?

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1)To put the frozen bowl over the snakes’ habitat in the morning.

2)To put the frozen bowl over the snakes’ habitat in the evening.

3)To put the frozen bowl over the snakes’ habitat in the evening and carry a net to collect the snakes without harming them the next morning.

２.

Why did cooling the snakes make them less active? (The cooling made the snakes less active because they are reptiles and their body temperature depends on the heat around them. ) ３. What can not get a patent according to the text? 

a discovery 

a scientific theory or

mathematical model 

literature or art 

a game or a business 

a computer program 

a new animal or plant variety ４. Now pretend you are a patent officer and it is your job to decide whether an application should be considered valid or not.

Look at these invention on P22.

Do you think they should get patents?

Give your reasons.



Healthier meat 

Helpful rats 

A trap for insects 

Mapping stars 

New book ５. What might the advantages be of getting a patent? 1)You are able to prove that you were the first person to make the invention.

2)You are recognized as a real inventor.

3)You can make money if you sell your invention to others.

６. What good qualities should an inventor have? (Creative/curious/ patient/imaginative/hard-working/adventurous…)

［设计说明］此过程是对文章的深层理解，可分梯度设计课堂活动。文章内容的查找与归纳（作者捕蛇的三个步骤，不能获得专利的情况）→常识及推理性问题（为什么降温更容易捕蛇、获得专利的好处）→实践运用问题（作为专利局官员如何判断以下专利申请）→开放性问题（发明家应具备的品质）。此时，教师可运用多种教学方法，如个别提问、全体解答、齐读、讨论、个别交流、鼓励、启发等，以加深对文章的理解，培养学生的创新精神、协作精神和实践能力。多媒体的运用能扩大课堂容量，更形象而深入的解决教学中的重、难点。在融洽、热烈的师生互动中渗透价值观及学习方法的教育。

Step ５

Teamwork Suppose your ship was caught in a storm and sunk. You were washed away to an island. Use the things you found to ask for help. rope, rod,plastic bottles,knife,tall trees,flash light,a

broken fishing net

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［设计说明］要求学生分组进行讨论，并以图表形式展示求生方法。请几组学生上台用实物投影仪展示并说明其讨论结果。此项活动包含探险、求生、坚韧、顽强、灵活、创造、合作等素材，能使每个学生参与其中，有话可说，发挥其想象力、创造力，是本堂课的又一个高潮，并实现了从课堂知识到实际运用能力的转化。

Step 6 Homework a.

Problem-solving

Show 3 real-life problems on the screen （Ex.

2 {Page 22）,

Let 4 students in a group discuss their reactions about a problem.

then choose one to work on and design a device for the solution.

This aim it to develop the students’ creative spirits and use

what they’ve learnt to solve problems in daily life.

Problem 1: the apples growing on your apple tree are too high for you to reach them.

What can you invent to pick your apples in comfort? Problem 2: You need to make a house but you only have fishing nets and many plastic bottles.

How can you solve it? Problem 3: You want to catch fish but not hurt them when you do so.

Design a fishing rod that will solve this problem.

b.

1) Prepare for the Learning about Language 2) Surf the website：http://www. invent. org and learn about those important inventions that have shaped our life.

［设计说明］作业的设计包含对说的能力的练习及运用网络进行信息搜索能力的培养。

[课后反思] 本堂课力求做到大容量多层次,使不同水平的学生在参与课堂活动的过程中得到切实的锻炼和提高。而猜词游戏、小组讨论等活动更可以全方位的锻炼学生的听说能力、思考方式、创新能力、合作能力，教师应注意引导学生克服羞涩心理观点时可由词到句，集思广益，大胆展开想象的翅膀。在处理课文时，避免枯燥刻板的让学生回答一个个问题，应用风趣亲切的交流创设一个饱满轻松的课堂氛围，引导学生在不知不觉中实现对文章的理解，因势利导的进行学法教育、价值观教育及创新、协作精神的培养。

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