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1、 Unit 3 Inventors and inventions I 單元教學(xué)目標(biāo) 技能目標(biāo)Goals Talk about inventors and inventions Learn about the stages used in scientific research Learn to use the past participle as the attribute Write a letter asking for a job II 目標(biāo)語(yǔ)言 功 能 句 式 Make a telephone call Hold the line, please.

2、 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… 詞 匯 1. 四會(huì)詞匯 discovery, patent, distinguish, product, power,

3、perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, committee, bear, jam, mess, forehead, dot, tap, wire, straw, current, importance, helicopter, triangle, stable, practical, refrigerator, court, version 2. 認(rèn)讀詞匯 amphibious, Stephenson, G

4、eorge Stephenson, jelly, freezer, overnight, release, recognition, claim, rod, precede, Alexander Graham Bell, microphone, occasionally, multiple, Morse code, inspiration, reproduce, tetrahedron, invaluable, James Dyson 3. 詞組 call up, now and then, set about, in case, traffic jam, beaten track, di

5、ve into, set out (to do), in truth, hang on, out of order, get through, ring back, ring off 4．重點(diǎn)詞匯 discovery, convenient, distinguish, application, expectation, importance, practical, bear 重 點(diǎn) 句 子 1. The first thing I tried to do was to see if there were products that might help me, but there

6、 only seemed to be powders designed to kill snakes. P20 2. Between the outside and inside walls of the bowl there is some jelly, which freezes hard when cooled. P20 3. The criteria are so strict that it is difficult for new ideas to be accepted unless they are truly novel. P21 4. Nor will yo

7、u 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 the bones move in such a way that she could understand what he was saying. P25 6. He de

8、signed a machine that would separate different sound waves and allow different conversations to be held at the same time. P25 7. Although he will always be known for his invention of the telephone, he was in truth a continuing searcher after practical solutions to improve the quality of everybod

9、y’s life. P26 III. 教材分析與教材重組 1. 教材分析 本單元以Inventors and inventions為話題，旨在通過(guò)單元教學(xué)，使學(xué)生能了解發(fā)明和發(fā)現(xiàn)的區(qū)別，了解發(fā)明創(chuàng)造的過(guò)程和獲得專利的條件，學(xué)習(xí)發(fā)明家的成功事例；能靈活運(yùn)用基礎(chǔ)句型描述中外古代和現(xiàn)代發(fā)明，談?wù)摬煌l(fā)明的優(yōu)缺點(diǎn)及其現(xiàn)實(shí)意義；根據(jù)不同問(wèn)題及條件設(shè)計(jì)、改進(jìn)發(fā)明并闡述自己的觀點(diǎn)；能寫出一封有創(chuàng)新的求職申請(qǐng)，闡述自己的特長(zhǎng)和優(yōu)勢(shì)，能對(duì)別人的發(fā)明、創(chuàng)造或觀點(diǎn)提出意見(jiàn)或建議；并能運(yùn)用所學(xué)知識(shí)利用現(xiàn)實(shí)生活中有限材料進(jìn)行發(fā)明創(chuàng)造。 1.1 Warming Up 提供了三幅不同發(fā)明或發(fā)現(xiàn)的圖片，

10、讓學(xué)生運(yùn)用已有的知識(shí)和經(jīng)驗(yàn)，區(qū)分發(fā)明和發(fā)現(xiàn)的不同含義；并能與同伴合作描述現(xiàn)代發(fā)明在現(xiàn)實(shí)生活中的作用。 1.2 Pre-Reading要求學(xué)生將課本所列關(guān)于進(jìn)行科學(xué)研究或發(fā)明創(chuàng)造所必須經(jīng)歷的幾個(gè)階段(步驟或過(guò)程)進(jìn)行正確的排序。了解每一項(xiàng)發(fā)明在得到社會(huì)承認(rèn)前都必須經(jīng)歷一個(gè)過(guò)程。 1.3 READING是一篇記敘性的文章。作者在文中詳細(xì)介紹了從發(fā)現(xiàn)問(wèn)題(snake trouble)、分析問(wèn)題(products that might help)到解決問(wèn)題(remove the snakes)的全過(guò)程，并介紹了專利申請(qǐng)方面的一些知識(shí)。 1.4 Comprehending第一個(gè)訓(xùn)練題要求學(xué)生

11、根據(jù)課文內(nèi)容回答問(wèn)題；第二個(gè)訓(xùn)練要求學(xué)生運(yùn)用科學(xué)步驟設(shè)計(jì)一項(xiàng)發(fā)明解決課本所提供的三個(gè)問(wèn)題，并與同學(xué)交流觀點(diǎn)。第三個(gè)訓(xùn)練題要求學(xué)生通過(guò)進(jìn)行角色表演活動(dòng)，學(xué)會(huì)對(duì)某一發(fā)明做出評(píng)價(jià)并確定其能束獲得專利。 1.5 Learning about Language 分兩部分。第一部分要求學(xué)生利用填空、改寫句子的方式復(fù)習(xí)所學(xué)詞匯及表達(dá)法。第二部分重點(diǎn)練習(xí)過(guò)去分詞作定語(yǔ)的用法。 1.6 Using Language分成四部分。第一部分Reading要求學(xué)生閱讀一篇介紹發(fā)明家Alexander Graham Bell的文章并回答有關(guān)問(wèn)題，了解電話發(fā)明者貝爾的發(fā)明及其成功的原因。第二部分Listening

12、 and Speaking是一段關(guān)于Zhou Rui對(duì)一家發(fā)明公司的工程師進(jìn)行電話采訪的聽(tīng)力材料。要求學(xué)生掌握電話交談常用表達(dá)；并在此基礎(chǔ)上進(jìn)行角色扮演活動(dòng)，即求職者與公司考核人員之間的電話交談。第三部分Writing要求學(xué)生寫一封求職信，列舉自己的優(yōu)勢(shì)、特長(zhǎng)和工作經(jīng)歷向這家發(fā)明公司提出求職申請(qǐng)。 2. 教材重組 2.1 從話題內(nèi)容上及訓(xùn)練目標(biāo)分析，Warming Up 與Speaking和Workbook中的TALKING相一致，可將這三部分整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“口語(yǔ)課”。 2.2 將Listening and speaking 和Workbook中的LISTENIN

13、G, LISTENING TASK 整合在一起，設(shè)計(jì)成一節(jié) "聽(tīng)力課"。 2.3 可將Pre-reading, Reading和Comprehending三個(gè)活動(dòng)整合在一起上一節(jié)“閱讀課（一）”。 2.4 可將Learning about language 與Workbook中的USING WORDS AND語(yǔ)EXPRESSIONS，USING STRUCTURES 整合在一起上一節(jié)“語(yǔ)法課”。 2.5 可將Using Language 中Reading 和Workbook中READING TASK整合起來(lái),上一節(jié)“閱讀課（二）”。 2.6 將Using Language中的w

14、riting和Workbook中的WRITING TASK整合成一節(jié)“寫作課”。 3. 課型設(shè)計(jì)與課時(shí)分配 1st period Speaking 2nd period Listening 3rd period Reading (I) 4th period Grammar 5th period Reading (II) 6th period Writing 單位：湖北省荊門市　姓名：李國(guó)　E_mail：liguo619@