Learning about Language教学设计及说课稿

Unit 3

Inventors and inventions Period 1

Reading

教学内容分析

This is the first teaching period of this unit. The central part of this period is the reading passage with the name of The

Problem

of

the

Snakes showing the students an invention so that students can identify its stages. Warming

Up

gives three pictures for students to discuss. The point of this exercise is to emphasis the difference between a discovery and an invention，letting students get some more knowledge about discoveries and inventions. Pre-reading

aims to help students focus on the topic of the reading passage and make the students aware of the connection between inventing and the scientific process. Get students to put the stages into a suitable order. Reading

mainly introduces the problem of the snakes that needed to be solved. There are some stages of dealing with snakes in making an invention correctly. The way the inventor goes about it and particularly her efforts to improve the solution are very important to the inventing process. There are three pictures in the passage and each of them is used to present a stage of catching the snakes. After a glance at the title of the text and the three pictures we know that it is to describe a thing about catching snakes，in which there are many stage expressions. Then we can understand the topic of the text and how the information is organized. Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher check how much the students have understood the text. 三维目标设计

Knowledge and skills 1．To know the meanings of the following new words and phrases in this period：patent（专利），courtyard（院子），walnut（胡桃），distinguish（区别；辨别），merciful（宽大的；仁慈的；慈悲的），product（产品），powder（粉末），perfume（香味），stainless（无锈的；不锈的），cube（立方体），abruptly（突然地），convenient（就近的；方便的），caution（小心；谨慎），expectation（预料），passive（被动的；消极的），merrily（愉快地；高兴地），seize（抓住），criterion（标准），valid（有效的；确凿的），file（提交），call up（给……打电话），now and then（偶尔，有时），set about（开始，着手）．

2．To learn about some inventions，make clear the difference between a discovery and an invention and introduce students to the role of the patent office in deciding what an invention is

and what is not. 3．To learn how the information is organized. 4．To develop the students' reading ability by skimming and scanning the passage. 5．To develop the students' speaking ability by talking about inventors and inventions. Process and methods 1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures of inventors and inventions，introduce some technical terms concerning inventors and inventions and develop students' understanding of what an invention is. 2．During Pre-reading

the teacher can go around the classroom and discuss the questions with several students. This discussion should be student-centered and arouse students' interest in inventors and inventions. The teacher should also ask the students some questions and try to let them have a general knowledge of inventors and inventions. 3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph. After detailed reading of the passage，students are encouraged to answer some questions and discuss the text structure. 4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class. Emotion，attitude and value 1．To stimulate students to love science. 2．To develop students' sense of cooperative learning. 教学重点、难点

1．To enable the students to learn about inventors and inventions and to develop their reading ability. 2．To enable the students to talk about inventions. 教学过程

Step 1

Warming up

1．Warming up by looking and talking Show the following pictures to the students and let them know which pictures show inventions and which show discoveries and talk about them.

Ask the students to look at the pictures above and decide which are inventions and which are discoveries.Then ask the students to work with their partners and try to make a list of inventions and discoveries.At last ask them if they know any other inventions and discoveries（such as a car，an ancient tomb and so on）and try to talk about them. （Some new words：patent，product，powder，set about，abrupt，seize，merry，caution，valid...）

Step 2

Pre-reading

Ask students if they know the stages every inventor must go through before they can have their invention approved.Encourage them to talk about it and look at the list on Page 19 to work out a suitable order. Suggested

answers：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 Step 3

Reading and comprehending

1．Fast-reading：Ask students to skim the passage so as to get the key words and general idea of each paragraph and answer the question：What's the main idea of the text? ________________________________________________________________________ Suggested

answer：This text is mainly to introduce the writer's new idea of trapping the snakes and her application for a patent. 2．Read the passage carefully，divide the passage into 4 parts and match the main idea of each part. Part 1（Paragraph ______）

（1）the research on the approaches to solve the problem Part 2（Paragraphs ______）

（2）the attempts to catch the snakes Part 3（Paragraphs ______）

（3）the requirements of getting a patent Part 4（Paragraphs ______）

（4）the discovery of the problem of the snakes Suggested

answers：Part 1（Paragraph 1）（4）

Part 2（Paragraphs 2-3）（1）

Part 3（Paragraphs 4-6）（2）

Part 4（Paragraphs 7-8）（3）

3．Ask students to scan for detailed information and choose the best answer. （1）The biggest advantage of the writer's new idea is that ______. A．it makes the snakes move slowly B．it makes the snakes hardly bite us C．it is easier for us to kill the snakes without hurting ourselves D．it is easier for us to catch the snakes without killing them （2）How did the snakes react in the first attempt？______ A．They escaped immediately.

B．They bit the writer. C．They were very sleepy.

D．They had no reaction.

（3）In which order did the writer carry out the process of cooling the snakes? a．Took the bowl from the ice-cream maker. b．Placed the frozen bowl over the snakes' habitat. c．Prepared some ice-cubes to keep the bowl cool. d．Covered the bowl with a bucket and left everything overnight. e．Froze the bowl. A．a-e-b-c-d

B．e-c-b-d-a C．e-a-c-d-b

D．a-e-c-b-d （4）How did the writer catch the snakes? A．Using something the snakes were interested in to attract them into a trap. B．Taking their habitat to another place. C．Placing the snakes at a low temperature for them to sleep and then caught them. D．All the above. （5）According to the last paragraph，the criteria for a patent include the following items except ______. A．your product needs to be something smart that helps to make people's life easier and better B．your invention proves to be a copy from others' product C．a new way to make dirty water clean D．the product you make needs to be really different from everybody else's Suggested

answers：（1）D

（2）A

（3）D

（4）C

（5）B 4．Read the text carefully and then decide whether the following statements are true or false. （1）I bought an ice-cream maker made of aluminum.（

）

（2）The snakes are too big for me to handle.（

）

（3）The snakes are poisonous.（

）

（4）The snakes are finally sent to the zoo.（

）

（5）People who produced a new type of plant have the qualification to get a patent.（

）

（6）A patent will be published 18 months from the date you apply.（

）

Suggested

answers：（1）F

（2）F

（3）T

（4）F

（5）F

（6）F Step 4

Language study

Deal with language problems if any（words or sentences students might not understand）to help the students to have a better understanding of the text. Step 5

Listening，reading aloud and underlining

Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them down in their

notebooks after class as homework. Collocations：call up，now and then，set about，apply for a patent，in the expectation，seize the opportunity to do，distinguish oneself... Step 6

Structure analyzing

After reading，ask students to discuss the text structure. Keys

for

reference：

The aim of this passage is two-fold. It is to describe an invention so that students can identify its stages. But it is also to show that inventions are not necessarily important enough to make a lot of money. It mainly introduces the problem of the snakes that needed to be solved. It is the writer's new idea of trapping the snakes and her application for a patent. It includes the discovery of the problem of the snakes，the research on the approaches to solving the problem，the attempts to catch the snakes and the requirements of getting a patent. Step 7

Retelling

Ask students to talk about the stages in the inventing process in their own words. Give them some key words on the blackboard. Then let them try to retell the passage. Keys

for

reference：

My mother wanted me to get rid of the snakes that were in our courtyard. The snakes must be removed but not harmed. I did some research and looked for methods of removal and the habits of snakes. I thought of a creative solution. There were three possible approaches and I chose the last one. I tested the solution several times and tried three times to make it work efficiently. At last，I filled in the form and filed patent application with the Patent Office. Step 8

Homework

1．Learn the useful new words and expressions in this period by heart. 2．Try to find more pictures of inventions and talk about them. Step 9

Reflection after teaching

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