Using LanguageⅡ优秀说课稿

Unit3 Inventors and inventions Part I My understanding of this teaching material 1.

Status and the function

The topic of this unit is inventors and inventions, which is closely related to our daily life. The reading passage plays an important role in the teaching of this unit because it introduces the steps that should be followed by any inventor and make clear the difference between a discovery and an invention. After learning the passage, ss are hoped to know that to be a good inventor needs imagination as well as discipline and it is not easy to get a patent. 2.

Teaching aims 1)

Knowledge aims: distinguish, patent, monitor, set about etc. 2)

Ability aims: meanwhile, I will try to improve their ability of expressing in English in this lesson. 3)

Emotional aims: after learning the passage, ss will be able to distinguish the difference between a discovery and an invention and their imagination and creative spirit will be inspired.

3.

Teaching important and difficult points 1) Important points: how to help the ss identify the steps of an invention

2) Difficult points: help the ss learn how to meet the requirements of getting a patent. Part II Teaching methods and study ways Part III Teaching procedures Step1 Pre-reading(2 tasks, 7mins) 1.

Brainstorm

First, I’ll lead in the class by asking question about Edison: who was Edison? Do you know any of his inventions?

What’s the difference between Edison’s invention—the electrical bulb and electricity? Then three pictures will be shown on the screen and ss discuss in pairs which picture show inventions and which show discoveries. This task is designed to introduce them to the topic and emphasize the difference between a discovery and an invention. 2.

Discussion

Then they will be asked to discuss in a group of 4 about the stages every inventor must go through before they can have their invention approved. Here I will show a list of steps on the sceen and ss should work out a suitable order. This task aims to make ss aware of the connection between inventing and the scientific process. Step2 While-reading(2 tasks, 18mins) 1.

fast reading

During the fast reading, ss will be asked to look at the title and the pictures and try to predict the content of the passage , after that, they will be asked to read the passage as quickly as they can ,divide the whole passage into several parts according to the stages they have arranged. This task is to check the ss’

skimming ability and let them have a general idea of the whole passage. 2.

careful reading

After they get the main idea of each part, I will deal with the details part by part with the ss. First, ss will read the first para quickly and then answer the 2 questions: 1. what is the problem? 2.why was the writer happy to help her mother? Then ss will read para2 and try to find out the research on the approaches to solve the problem. After reading para.3, ss will be asked to find out

what is the writer’s creative solution to catch snakes. After that, ss will go on reading para4-6 and finish a chart about the writer’s 3 attempts to catch the snakes. At last, they will finish reading the last paragraph and try to understand the procedures and requirement of getting a patent. In careful reading, ss’

ability of gathering information, dealing with information will be improved and they will have a better understanding of the meaning and the structure after finishing this task. Step3 Consolidation(2 tasks, 8 mins) 1. Retelling

After dealing with the details, ss will listen to the tape and then practice retelling the text in pairs .

2. Words and phrases

After that, they will be asked to pay attention to the new words and phrases, try to guess the meaning from the context and then try to paraphrase them. If they have difficulty in doing this, I will change int into multiple choices to lower the difficulty. This task aims at consolidating ss’ understanding of the meaning of the text. Step4 Post-reading(2 tasks, 10mins) 1. Discussion about the writing style After they comprehend the passage, I will ask them to work in groups and discuss the writing style and characteristics of this text. This task is very important for the ss of this stage because it not only develops their ability of analyzing and summarizing but also enables them to know more about the structure and characteristics about a recount, which would be very useful for their writing.

(It tells of an attempt to find a solution to a problem that was troubling the writer’s family. It is a story but does not use vivid or emotive language and sticks to the facts. It is clearly set out and follows the framework for the inventing process.) 2.Problem-solving activity Here I will show them some problems in out daily life, ss are asked to work in pairs, choose one and use the scientific stages to design a new invention to solve it. The aim of this activity is to provide a chance for ss to apply their creative skills to real tasks. Step5 Summary and homework( 2mins) At the end of the class, I will make a summary of what we have learned with all the ss to let them have a clearer idea of the lesson and then assign the homework: 1.

remember the words and phrases in the passage and finish the exercise on the workbook. 2.

write a passage about how you solve a problem meeting in daily life.

(the homework is so designed to consolidate what they have learned in this lesson and prepare them for the further study of this unit.) Part IV Blackboard design At last, let me show you my bb design. First, I will put the title—the problem of the snakes in the middle. Then I will divide the bb into 2 parts. On the left are the key words and phrases of this lesson such as distinguish, patent etc and I will put the stages and the main idea of each part on the right. In this way, ss will have a clear idea of what they have learned even after the class.

That’s all for my presentation, thank you for your listening!