Warming up、Pre-reading、Reading、Comprehending公开课教案

Unit 3 Inventors and Inventions

Warming Up Pre-reading, Reading

Teaching Goals:

1.

To learn about the difference between a discovery and an invention 2.To arouse Ss’ interest in learning about the stages of an invention 3.To develop Ss’ some basic reading skills. 4.To develop Ss’ ability to discover and solve the problems and cultivate Ss’ creativity

and imaginatioTeaching Procedures: Step 1. Warming Up Purpose: To arouse Ss’ interest in learning about the difference between a discovery and an invention Get Ss t to guess what the invention is or who the inventor is in groups

Question 1:

It`s made of plastics and metal.

It looks like a small box. The invention can contact someone while you are on the move.

Suggested Answer: Mobile phone.

Question 2:

The inventor is from America.

He is one of the father of inventions. The inventor invented the bulb. Suggested Answer: Edison

2.

Get Ss to tell as many the inventions they know as possible in groups.

3.

Ask Ss to look at the pictures on P19 and answer the following questions.

(1)

Which of the pictures is an invention?

(2)

Which of the pictures is a discovery?

4.

Get Ss to discuss the difference between the inventions and a discovery and give a definition of them and give some examples of each category.Suggested Answer:

An invention is something produced for the first time through the use of imagination or ingenious thinking and experimentation. A discovery merely makes known something that already exists in nature.

Step 2. Pre-reading

Purpose : To get Ss to be aware of the connection between inventing and the scientific process.

1.

Let Ss work in pairs and decided what the first and most important stage is to make an invention. 2.

Ask Ss to finish the exercise of Pre-reading on P19 and then check the answer in pairs. Step 3. Leading-in

Purpose: Arouse Ss’ interest in the text and encourage Ss to imagine the content of the text.

Ask Ss to predict in pairs the content of the text based on the title and pictures. Step 4. Fast reading

Purpose: To get Ss to have a brief understanding of the text

1.

Ask Ss to read the text quickly and try to get the main idea of the whole text.

Suggested Answer:

The text narrates the problem of the snakes and presents the procedures of catching them and

applying for a patent

2.

Get Ss to divide the passage and work out the main idea for each part.

Part I (Para 1): Part II (Para 2～3): Part III (Para 4～6): IV (Para 7～8): The discovery of the problem of the snakes. The research on the approaches to solve the problem. The attempts to catch the snakes. Part The requirement of getting a patent.

Step 5. Intensive reading

1.

Ask Ss to read the text carefully and find out which paragraph or paragraphs deal with each inventing process in the passage and find the examples: Suggested Answer:

4,5,6

Test the solution Try three_ times to make it work several times _successfully_

This means the solution is efficiently

7

Apply for a patent 2.

Ask Ss to work in pairs and try to tell which of the following statements are true and which are

false. (1)

When the writer called up her mother in the country on the phone she was very excited.

(2)

The writer felt very proud that she had a chance to distinguish herself by inventing something that would catch snakes but not harm them. (3)

The first thing the writer tried to do was to catch the snakes.

(4)

The writer decided to remove the snakes` habitat. (5)

The writer used an ice-maker、a bowl、some jelly、ice-cubes、a bucket and a net to catch the snakes. (6)

After three attempts, the writer finally caught the snakes and sent them into the wild.

(7)

The writer himself decided to send her invention to the patent office to get recognition for her successful idea. (8)

The criteria are so strict that it is difficult for new ideas to be accepted unless they are truly novel and are really different from everybody else`s. Suggested Answers:

(1) F

(2) T (3) F (4) F (5) T (6) T (7) F (8) T

3.

Ask Ss to take the quiz below and see whether Ss can grasp the details of the text.

(1)

Why did the writer do so much trap the snakes but not hurt them ?

A.

Because she wanted to eat the snakes.

B.

Because she planned to apply for a patent.

C.

Because she obeyed her parents and wanted to test her new idea.

D.

Because they were poisonous snakes.

(2)

The writer set about researching the habits of snakes in order to

A.

know how to drive them off. B.

kill them in the easiest way. C.

trap them in the easiest way. D.

get on well with snakes. （3.）The writer placed a frozen bowl over the snakes` habitats because

. E.

The snakes were small.

F.

She knew the snakes were cold-blooded animals.

G.

She didn`t want to be bitten.

H.

She wanted to make the snakes passive and caught them easily.

(3)

Which statement is true according to the text?

A.

The writer decided to send her invention to the patent office the moment she succeeded

catching the snakes. B.

The snakes were still as active as before in the first attempt.

C.

The writer could make a lot of money if she succeed.

D.

If an application for your product proves to be valid, you can get a patent immediately. .

(4)

According to the text, which subject do you think can be given a patent?

A.

A new kind of flower found by a botanist..

B.

A new way to make dirty .air clean

C.

A new poem written by Mr. Li.

D.A .new star discovered by a scientist.

Suggested Answers:

(1) C

(2) C (3) D (4) C (5) B

4.

Ask Ss to read the text carefully and try to get more details from the text and then fill in the

form.. Why the writer tried a new There only seemed to be approach parents would not like her to Firstly, Three possible approaches Secondly, (3)_ (4)_ (1)_ _(2)_ their habitat -them into a trap (5) male or female designed to kill snakes but her these living creatures. perfume or food;

Thirdly, _(6) _the snakes so that they became (7)__ and could be easily caught ①

She placed the_ _(8) (9)_ bowl over the snakes` habitat and the on top of the bowl and finally covered the whole (10)_ (11)

(12) active, but were still too fast . thing with Time: Result: The snakes were and (13)_ into a hole in the wall. (14)

them. Then ②

She froze the bowl and ice-cubes again and she covered the bowl with the Three attempt Time: (16) (15)_

Result: The snakes were _(17) they tried to ③

She repeated the earlier Time: (20) _carefully. (21)_

(18)_ (19) sleepy, but once picked up, her and used a small net and Result: She collected the all back into the The steps of receiving a ①

Fill in _(25) patent Office. ②

Being (27)_ (22)_ snakes and (24)_

(23) _them and file the patent (26)_ with the Patent . (28)_ months.

③

Application will be published Suggested Answers

(1) powers

(2) hurt .(3)removing (4) attracting (5) using (10) a large bucket (6)cooling (7) sleepy

(8) frozen (9) ice-cubes (14) placed (20) monitored (11) two hours (12) less (18) bite (13) disappeared (19) procedure

(15) bucket (16) Overnight; (17) very (21) Overnight (22) passive (23) released (25) form (26) application (27) examined (28) 18

5. According to the form above, get Ss to retell the text.

Step 6. Extension

Purpose: To develop Ss`s ability to discover and solve the problems and cultivate Ss creativity and imagination. To provide a chance for Ss to apply their creative skills to real tasks.

1.

Ask Ss to work in groups and answer the following questions.

(1)

What’s the writing purpose of the writer?

Suggested Answer:

The writer wants to inform us of the scientific methods to solve present problems so that we students can not only broaden the horizons but become more skilled in discovering and

considering carefully the problems in daily life. We are also encouraged by the writer to be

creative and hardworking as well as thinking independently. (2)

What should we learn from this text?

Suggested Answer:We can learn from the text the way of doing scientific researches and how to

apply for a patent. We can also learn that it takes an inventor great determination persistence to

achieve his or her ambition and persistence to achieve his or her ambition in life.

2.

Get Ss formed in groups of four and discuss some inconveniences they’ve met in their life. They must imagine an invention to solve these inconveniences. After discussion, fill in the following form. Here are some problems for Ss to choose from and Ss can choose their own problem. Remember to include one change to your invention in case it doesn’t work the first time. (This can be done after class.) 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. Patent Application Question Form

Name of invention Inventors How do you get the idea? Can you describe invention?(appearance/ material /cost/manual, etc.) What is its use? Other information (if necessary ) Picture of invention (if necessary) Step 7. Homework

your

1.

Ask Ss to go over the reading text.

2.

Ask Ss to preview Learning about Language.

Unit 3 Inventors and Inventions Vocabulary and Useful Expressions

Teaching Goals:

1.

To enable Ss to master key phrases and expressions

2.

To enable Ss to learn how to use these words and expressions

Teaching Procedures: Step 1. Language study

Purpose: To train Ss’ listening ability and language capacity.

1.

Ask Ss to read the text and match Column A with Column B.

Column A

Column B A. standard of judgment B. substance that has been crushed, rubbed, or worn to dust C. having force in law D. trouble; cause( sb )to be disturbed (1)

upset

(2)

distinguish

(3)

powders

(4)

approach

(5)

abruptly

E. make (oneself) well known; see or recognize the difference F. way; path, road G. suddenly; unexpectedly (6)

valid

(7)

criteria

Suggested Answers:

(1) D (2) E (3) B (4) F

(5) G (6) C (7) A 2.

Ss are divided into small groups and have a discussion. Find out difficult words and expressions and write the words and expressions found on a piece of paper. 3.

Get students to display their papers by projector, and tick out the most useful words and expressions.

call up

according to

now and then

in addition

get rid of

set about

at the same time

file sth with sb

be different from fill in

4．Explain some important sentences

(1)

Here was a chance for me to distinguish myself by inventing something that would catch

snakes but not harm them. (2)

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.. (3)

Only after you have had that recognition can you say that you are truly an inventor.

(4)

The criteria are so strict that it is difficult for new ideas to be accepted unless they are

truly novel (5)

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. 5. Explain some important points (1) call up : ring up 打电话，使…回忆起

call back 召唤某人回来；再访；回电话

call in call on 邀请；请来

拜访（人）；

call for 需要，要求，接（人或物）

call at 拜访（某地）

call off 取消

Ask Ss to use the above phrases to fill in the following blanks:

①

Let’s go to the meeting together ,and I’ll

you. D. call for A. call on

B. call at C. call up ②

The football match was A. call back

on account of the weather. C. call in D. call for B. call off ③

As soon as he got home, he A. call on

Mr. Wang. D. call for B. call at C. call up ④

The old photo

memories of his childhood. C. call up D. call for A. call in

B. call at Suggested Answers:

①A ②B ③

C ④

C (2) now and then :sometimes; at times; from time to time; once a while 时而；不时

I see films now and then, but not often. I like to go on a trip now and then.(3) distinguish vt.

& vi.

①

辨别；辨认

In spite of the haze he can distinguish the hill fairly.

②

（常与

from, between 连用）区别；区分

你能区分那两个物体吗？

Can you distinguish between those two objects 应当教育孩子分辨好坏。Children should be taught to distinguish right from wrong

③

distinguish oneself

使杰出；使显出特色

这个人因智慧而扬名。

The man distinguish himself by his wisdom (4) sleepy 指具有“瞌睡的”，“困乏的”，“贪睡的”，一般用作表语

sleep 睡着的，入睡的，一般放在名词前用作定语，强调睡着不动的状态，可能睡着了，

也可能没有。

Asleep 睡着的，睡熟的

该词的意思是

fall asleep,表示入睡，表示睡着的状态，一般用作

表语，有时也可作补语。

Ask Ss to use the above phrases to fill in the following blanks:

①

He was fast ②

The

that I couldn`t wake him up. man is like the dead. ; his head was nodding. ③

The child was so Suggested Answers:

①

asleep ②

sleeping ③

sleepy (5) abruptly adv.突然地，唐突地

●

拓展：abrupt adj.突然的；意外的

The road is full of abrupt turns. 这路有很多急转弯。

The meeting came to an abrupt. 这会议突然结束了。

Our discussion was abruptly curtailed. 我们的讨论突然给缩短了。

(6) convenient adj. 便利的，方便的

(不能用人作主语)

Will 5 o’clock be convenient for you?三点钟对你方便吗？

I think it is not convenient for you right now.我想这个时候见你恐怕不大合适。

(7)

in the expectation that :in expectation of 预料要/会有。。。

They closed the windows in expectation of rain.预料会下雨，他们关上了窗户。

(8)

Only 倒装句型

only 修饰状语，置于句首时，主句要部分倒装；

如果

only 修饰句子的主语，则不用倒

装。

Only in this way can you solve the problem. Only then did he realize his mistakes. Only when the war was over, did I return to my hometown. (9)

Nor, not never, seldom, hardly, neither, little 等否定词置于句首，表示强调也引起倒装。

Nor was this all, and this was not all.

Never have I been to Beijing. Step 2. Consolidation

Purpose: To consolidate the words and phrases in the text.

1.

Ask Ss to finish Ex1 and ex2 of Discovering useful words and expressions on P23.

2.

Ask Ss to finish Ex1 of Using Words And Expressions on P63 and then check the answers in

pairs.

3.

Ask Ss to fill in the brackets to complete the passage below, and then ask some Ss to present

their answers. Sewing Machine

Thomas Saint patented his idea for a sewing machine in London in 1790, (1)_ (连词) the

idea was not used. Then a German patented his idea for_(2) (冠词) sewing machine in 1810, but again nobody was _(3) _(interest ) in it. In 1829 a poor tailor in Paris, Barthelemy

Thimonnier, invented a machine _(4)

(关系词) worked, and made eight of them. As his

prices were cheap, he was given a big order _(5)_ (介词) army uniforms. (6) _(副词)，

other tailors broke all eight machines. Thimonnier lost the order but continued to improve his

design. He made a new machine in 1848 and this was destroyed too! Then the story continued in the U.S.A . Various machine were patented there in _(7) (冠

词) 1850s,but one machine is known everywhere now: the Singer. Its inventor was I.M Singer, a

German immigrant ,and his companies. Then in 1865 they were sold for at-home use, the first

complex _(8) _(machine)for making things at home. This time the machine was accepted by everyone and the design was not improved for many years, since it was very good Suggested Answers:

(1)

but

(2) a (8) machines (3) interested (4) that/which (5) for (6) However (7) the

Step 3. Homework

1. Ask Ss to review all the language points in this period.

2.

Ask Ss to preview the next period.

Unit 3 Inventors and Inventions Listening , Speaking and Writing

Teaching Goals:

1.To develop Ss’ speaking and writing ability.

2.To enable Ss to use the expression to make a phone.

3.

To enable Ss to write a letter applying for a position.

Teaching Procedures:

Step 1. Listening and speaking (2) (Using Language)

1.

Do some preparations for Writing. Teacher may say, “Do you remember the expressions related to making telephone?”

Hello, may I speak to …?

Sorry. He/ she is out. Hold the line, please./ Hold on, please. Wait a minute, please./ speaking. I’ll ring him/ her up again. Just a moment, please. I can’t get through.

2.

Do more preparations for Writing. Teacher may say, “ Do you remember the expressions related to answering telephone?”

Some useful expressions: Hold the line, please. 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 here right now. Can I ring back later? I’ll ring him/ her up again. I must ring off now because…

/ Hang on,

3.

Get Ss to form groups of three to practise speaking. One is a receptionist, another an engineer, and the third a student. situation: A student wants to apply for a job in James Dyson`s company. So he brings up one of engineers to ask what kind of person he needs and the engineer answers the questions honestly

Step 2. Writing (Using Language)

1. Ask Ss to discuss the following question in groups of four.

Suppose you are going to apply for a job in a company, what skills will you tell the

interviewer to qualify you?2. Get Ss to write to James Dyson and begin the letter with the address and the date.

The beginning and the ending of the letter:

Dear Mr. Dyson, I would like to apply to become an assistant in your company. I`d be grateful if you would consider employing me in your company. Yours sincerely, (your name)

3. Get Ss to know what they should pay attention to.

(1)

Use the list of skills to make new paragraphs in your letter.

(2)

For each skill set down any experience you have had, which shows that you are a suitable

person. You may be creative in this part of the letter. (3)

Finish the letter by mentioning again the skills that you have.

(4)

End the letter. 4.

Get Ss to write the letter and exchange their articles and correct the mistakes. They are expected to assess the writing. First , students are supposed to give a general mark with their general

impression of the writing. Then they are expected to assess the writing in the three aspects, content

language, and organization. Ss have to correct the mistakes or point out the mistakes by underlining the words, phrase or sentences with＂＿＿＿＿＿＂．

Students are also expected to

underline the beautiful words, phrases or sentences with “

groups will discuss how to correct the mistakes.

”.

After the assessment, the

5.

The writings with the high levels will be shown on the projector so that the whole class can

appreciate them. Step 3. Homework

1.

Ask Ss to sum up what has been learned in this unit.

2.

Ask Ss to preview the next unit.

Unit 3 Inventors and Inventions Grammar and Useful Structures

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 (4)

by luxun (.鲁迅写的). (污染的)air and water are harmful to people’s health. （在会议上讨论的）yesterday was very difficult to solve. _ (很兴奋)when he heard he had won the first place in the English –spoken (5)

The problem (6)

He contest. (7) He found (他的家乡变了很多)(8) What made (在会上讨论). (一大笔钱浪费掉). (这只狗这样害怕)? (9)

He won’t like such questions (10)

The manager won`t want

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.

①

He spoke so loud that he made himself

C. to understand D. understood A.

understand

B. understanding ②

---- There is a hole in your shirt. ---- I know. I’m going to have it

. C. mended from my friends. C. lost D. missing language of most D. to be mended A. mend

B. mending ③

As we joined the big crowd I got A. separated

B. separating ④

English is a language

all around the world and is the international organizations.

A.

to speak, working

B. spoken , working C. speaking, worked D. spoken, worked ⑤

Price of daily goods

through a computer can be lower than store prices. B. bought of the C. been bought speech, started to read a novel. D. buying A: are bought

⑥

Mr. Smith ,

A .tired; boring

B. tiring; bored C. tired; bored D. tiring; boring as the plane was making a ⑦

The pilot asked all the passengers on board to remain landing .

A.

seat

B. seating population is a problem that is C. seated many countries. B. grown, troubled D. grown, troubling D. to be seating ⑧

How to feed a

A. growing, troubling C. growing, troubled

⑨

He found a book

with the owner’s name on the desk with the back cover

off.

A. marking, lying, torn

B. marked, lying, torn D. marking, laying, tearing _the girl and took her away, into C. marked, laid, tearing

⑩

Suddenly, a tall man driving a golden carriage

the woods.

A. seizing; disappeared

B. seized; disappeared D. seized; disappearing C. seizing; disappearing

Suggested Answers:

①

D ②

C ③

A ④

B ⑤

B ⑥

A ⑦

C ⑧

A ⑨

B ⑩

D