Unit 3 inventors and inventions
Teaching aims and demands
Topics
Inventions;patent applications;great inventors
Vocabulary
Seize straw file current bear helicopter tap triangle distinguish refrigerator glue court dial extension dot version dot version associate competence patent jeep courtyard personnel walnut merciful product stainless powder cubic perfume abrupt cube convenient caution passive expectation merry criterion valid string ripe greengrocer freezing identification innocent directory dynamic rainfall stable lantern practical jam abruptly forehead merrily wire
Call up;beaten track;now and then;apply for a patent;set about;in the expectation;dive into;seize the opportunity to do;set out(to do);distinguish oneself;hang on;cannot bear;out of order;traffic jams;get through;a series of dots;ring back;tap...out;ring off
Sentences
1.here was a chance for me to distinguish myself by inventing something merciful that would catch snakes but not harm them.
2.But monitored carefully,the snakes proved to be no trouble and all went according to plan.
3.Every time you do you will be certain to find something that you have never seen before.
4....before you know it, you will have something worth thinking about to occupy your mind.
5.Although he is most often associated with the invention of the telephone,he was indeed a continuing searcher after practical solutions to improve the quality of everybody's life.
6.I'm sorry,but this phone is out of order.
Functions：(making telephone calls)
Hold the line,please.
Just a moment,please.
I can't get through.
Which extension...,please?
Can i ring back later?
Hang on,please.
I'm sorry,but this phone is out of order.
I must ring off now because...
Sorry,he/she isn't here right now.
Can i speak to...,please?
Grammar
Revise the past participle as the attribute,predicative and object complement
1.the next morning i carried in my hand a small net used for catching fish.
2.She seemed embarrassed by the question.
3.Mary wants her paintings displayed in the gallery.
Focus-on
1.get students to know something about inventors and inventions.
2.Have students learn some useful new words and expressions about inventors and inventions and let them learn effective ways to master them.
3.Enable students to express how to make telephone calls.
4.Let students get a better understanding of the grammar item.
5.Develop students' listening,speaking,reading and writing abilities.
Difficulties
1,enable students to master the usage of the past participle as the attribute, predicative and object complement.
2,Let students learn to write a dialogue of expressing how to make telephone calls.
3,develop students' integrative skills.
Periods needed:6
Period1 warming up,pre-reading,reading and comprehending
2 language study
3 grammar
4 listening and speaking
5 reading and writing
6 summing up .learning tip and assessment
Period 1 warming up,pre-reading,reading and comprehending
Knowledge and skills
1.to know the meaning of the new words and phrases in this period
2.To learn about some inventions,make clear the difference between a discovery and an invention
3.To learn how the information is organized
4.To develop the reading ability by skimming and scanning the passage
5.To develop the 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
2during pre-reading the teacher can go around the classroom and discuss the questions with several students
3while doing reading and comprehending, the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.encourage them 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
Focus-on
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
Teaching procedure
Step 1 warming up
To deal with the part by looking and talking
Show the pictures to the students and let them know which pictures show inventions and which show discoveries and talk about them.
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.
Step 3 reading and comprehending
1.fast reading:ask students to skim the passage to get the key words and general idea of each paragraph and the main idea of the text.
2.Read the passage carefully,divide the passage into 4 parts and match the main idea of each part.
Part 1(para.______) 1.the research on the approaches to solve the problem
Part 2(para.______) 2.the attempts to catch the snakes
Part 3(para.______) 3the requirements of getting a patent
Part 4(para.______) 4the discovery of the problem of the snakes
3.ask students to scan for detailed information and choose the best answer.
结合学生用书
4read 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.( )
Step 4 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 5 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.
Step 6 homework
1.learn the useful new words and expressions in this period by heart.
2.Deal with the exercises in p31 of their exercise book
Step 7 reflection after teaching
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 2 language study
Knowledge and skills
1.to get the students to learn to use the important new words and phrases freely
2.To get the students to understand and use the important and useful sentence patterns
Process and methods
1.referring to the textbooks,reference books or dictionaries
2.Talking about the difficult pints with your group-mates
3.Trying hard to learn the language points by heart
4.Practicing the language points actively
Focus-on
1.important new words and expressions
2.Important and useful sentence patterns
3.Some difficult and long sentences in the text
Teaching procedure
Step 1 revision
1.check the homework exercises
2.Ask some students to say something about the inventions
Step 2 exercises for useful words and expressions
1.turn to page23.Go through the exercises in discovering useful words and expressions with students and make sure they know what to do.
2.Give them several minutes to finish the exercises
3.Check the answers with the whole class and explain the problems they meet where necessary.
Step 4 vocabulary study
结合学生用书
Step 5 using
Turn to page 63.ask students to do the exercises in using words and expressions in the workbook
Step 6 homework
Finish off the workbook exercises
Step 7 reflection after teaching
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 3 grammar
Knowledge and skills
1.To get the students to revise the different forms and usages of the past participle.
2.to enable the students to use the past participle as the attribute ,predicative and object complement correctly and properly
Process and methods
1. to ask the students to pick out the sentences including the past participle
2. to ask the students to discover the usages of the past participle by comparing a lot of example sentences
3. to ask the students to do the exercises in discovering useful structures on page 24 for them to master the past participle form.
4. To ask the students to do the exercises in using structures on page 65 and some other additional exercises for consolidation.
Focus-on
1. to get the students to master the structure and usages of the past participle form
2. to get the students to learn how to use the past participle form correctly
teaching procedure
step 1 revision
1. check the homework exercises
2. dictate some new words and expressions
step 2 grammar learning
1. ask the students to study the following sentences and try to summarize the structures and the meanings of the past participle forms:
(1) The first thing I did was to see if there were any products that might help me, but there only seemed to be powders designed to kill snakes.
(2) The criteria are so strict that it is difficult to get new ideas accepted unless they are truly novel.
(3) …so Alexander became interested in helping deaf people communicate and they are education.
(4) One day as he was experimenting with one end of a straw joined to a deaf man’s eardrum and the other to a piece of smoked glass…
2. Ask the students to study the following sentences paying attention to the difference between the past participle forms and other non-predicate forms when used as the attribute.
(1) China is still a developing country while the Unites States is a developed one.
(2) The rising sun is more beautiful than the risen sun.
(3) We all got frightened at the frightening creature.
(4) I will buy the beautiful house built by the large company last year.
(5) I will buy the beautiful house being built by the large company now.
(6) I will buy the beautiful house to be built by the large company next year.
3. Ask the students to study the following sentences paying attention to the difference between the past participle and the present participle when used as the predictive.
(1) How the poor young boy managed to go to the key university is surprising.
(2) Almost everyone is surprised that the poor young boy managed to go to the key university.
(3) When the professor came in, he remained seated.
(4) No sooner had I stood up than he waved me to remain sitting.
4. Ask the students to study the following sentences paying attention to the difference between the past participle and the present participle when used as the object complement.
(1) I found the boy coming into the library.
(2) I found the thief tied to the tree.
(3) When the old man came back to his hometown, he found the village changing every day.
(4) When the old man came back to his hometown, he found the village changed completely.
(5) With the boy leading the way, we had no difficulty in finding the factory.
(6) With all the homework done, they went to play football on the playground.
Step 3 summing up
Try to help the students draw the conclusion
Step 4 grammar practice
(1) Do exercise 2 in discovering useful structures on page 24
(2) Do the exercises in using structures on page 64
Step 5 learning more about the grammar
Show students the following on the screen or give out test papers to them.
(1). I fell down and broke three of my teeth. I wonder how many times I have to come here and get my false teeth_______.
A. fix B. fixing C. fixed D. to fix
(2). He looked around and caught a man_______ his hand into the pocket of a passenger.
A. put B. to be putting C. to put D. putting
(3). It is believed that if a book is__________ it will surely __________ the reader.
A. interested; interest B. interesting; interested
C. interested; be interesting D. interesting; interest
(4). Through out history, the language ___________ by a powerful group spreads across a civilization.
A speaking B. spoken C. to speak D.to be spoken
(5).--- can those_______ at the back of the classroom hear me?
--- -no problem.
A. seat B. sit C. seated D. seating
(6).----how do you deal with the disagreement between the company and the customers?
-----the key______ the problem is to meet the demand ________ by the customers.
A. to solving; making B. to solving; made
C. to solve ;making D. to solve; made
(7). The boy tried his best to make himself _______ in his _______ English.
A. understood; breaking B. understand; broken
C. understand; breaking D. understood; broken
(8). The traffic problem, which we are expecting _________,should have attracted the local government’s attention.
A. seeing to solve B. to see to solve C. to see solved D. seeing solving
Suggested answers: CDDBCBDC
Step 6 homework
Finish off the workbook exercises.
Step 7 reflection after teaching
______________________________________________________________________________________________________________________________________________________________
Period 4 listening and speaking
Knowledge and skills
1. to understand the meanings of the following key words and expressions while hearing them on the tape: founder, hand-washing, carpet cleaner, videotape, switch off.
2. To enable the students to understand the listening texts.
3. To help the students learn how to make a phone call using the given key sentences.
Process and methods
1. Smoothing away language problems if any before listening.
2. Listening for needed information.
3. Speaking freely and making conversations.
Focus-on
1. The understanding of the conversations on the tape
2. The ability of communicating by making a phone call
Teaching procedure
Step1. Revision
1. retell the text on p20-p21.
2. Check the answers of the exercises in learning about language and explain the difficult ones.
Step 2. Listening
1. Listen to text 1(page 26)and do the following exercises.
(1) Listen for the first time and do exercise 2
Suggested answers: washing machine, drum, carpet cleaner, court
(2) listen again and do exercise 3.
Suggested answers:
(3)listen to the tape for a third time and fill in the missing information according to the tape.
James Dyson found that clothes were not as______ from a ____ machine as those washed by_______. So he tried to improve that. He ________ a system with two _______ in the same machine. Together they are the same ______ as the old drum, but they work _____.One drum goes in one direction and the other goes in the other. So it’s more like_____ and the clothes_______ _________ cleaner.
Suggested answers: clean, washing, hand, invented, drums, size, differently, hand-washing, come out
2 .Listen to text 2 (page 62) twice and choose the best answer.
(1) why does Ruth want to change for a new mobile phone?
A. Her mobile has been old and out of fashion
B. Her mobile has been out of control and doesn’t work now.
C. She missed important calls when her mobile was switched off.
(2) Why are the new phones called 3Gphones?
A. Because they will be able to organize people’s life.
B. Because they are the third generation of mobile phones.
C. Because they can buy goods for people.
(3) Why does Ruth Bacon not like the phone that can book air ticket and the hotel?
A. Because it often serves people inefficiently
B. Because it orders and buys expensive goods.
C. Because it spends her money.
(4) Which kind of mobile phone does Ruth Bacon need most?
A. A mobile phone that can stop her missing important calls.
B. A mobile phone that tis a computer and can videotape as well.
C. A mobile phone that can order and buy goods
Suggested answers: CBCA
Step3 speaking
Since the students have learned many words and expressions about making a phone call bye both reading and listening. It’s necessary for them to talk about it now. Teach them how to make a call by showing them the following sentences on the screen.
Ask the students to look at the topics and discuss with their partners and then make up their own descriptions. (show the following on the screen.)
Give the students three minutes to prepare and practice, and then ask two groups to demonstrate their calls in front of the whole class.
Step 4 homework
Write a passage to describe your invention.
Step 5 reflection after teaching
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 5 reading and writing
Knowledge and skills
1. To enable the students to know something about Bell.
2. To get the students to learn the following useful new words and expressions :bear, dive into, tap, associate, out of order, get through
3. To help the students learn how to write a letter of application
4. To foster the students’ ability in skimming and looking up information in reference books and improve the students’ reading ability.
Process and methods
Reading for specific information, summarizing, discussing and practicing
Focus-on
1. The understanding of the reading passage.
2. The following key words and phrases: bear, dive into, tap, associate, out of order, get through
3. The following key sentences:
(1) He found that by pressing his lips against his mother’s forehead, he could make his mother understand what he was saying.
(2) One day as he was experimenting with one end of a straw joined to a deaf man’s ear drum and the other to a piece of smoked glass, Bell noticed that when he spoke into the ear, the straw drew sound waves on the glass.
4. Teaching the students how to write a letter of application
Teaching Procedure
Step 1 revision
Check the answers to the grammar exercises on page 24 and explain the difficult ones,
Step 2 lead-in
Give the students a specific imagination to think and talk about some great inventions. You may begin like this “Suppose you have made an invention, please tell us your experience.”
Step 3 pre-reading
Give the students the following two questions for them to think about and answer.
1. Do you know any great inventions?
2. Have you ever made an invention before? If so, describe your invention.
Step 4 reading
Read the passage quickly and do the following exercises.
1. Find out the main idea of it.
2. Match out the main idea of each paragraph.
Para.1 A. Bell is a continuing searcher
Para.2 B. Bell’s life information and especially interest
Para.3 C .Bell’s curiosity
Para.4 D. Bell’s invention of the telephone
Para.5 E. The importance of his invention--telephone
Para.6 F. Bell’s first telephone message
Para.7 G. Bell’s new discoveries in other areas of invention
3. Tell whether the following statements are true or false.
(1). Alexander Graham Bell was born in 1847 in Boston, USA. ( )
(2) Bell’s mother was completely deaf, but with the help of Bell, she could hear what Bell said. ( )
(3) It was Bell’s interest and curiosity that led to the invention for the telephone.( )
(4).In order to improve his invention, Bell made Morse code.( )
(5).Bell invented the telephone by chance because he had meant to improve the telegraph.( )
(6) Right after he invented the telephone, he successfully sent a message to his assistant Watson.( )
(7).He invented the helicopter and other flying machines.( )
(8).Bell is respected for he devoted all himself to improving everybody’s life.( )
Suggested answers:
1. It mainly talks about the life of Bell and how he made the great inventions.
2. BCDEFGA
3. FFTFTFFT
Step 5 language study
结合学生用书
Step 6 homework
1. Master the language points in the text.
2. Finish the writing task.
Step 7 reflection after teaching
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period 6 summing up, learning tip and assessment
Knowledge and skills
1. To get students to master all the useful new words and expressions in this unit.
2. To have students grasp the grammar item—the past participle as the attribute, predicative and object complement better, and enable them to use the following structures correctly:
“The next morning I carried in my hand a small net used for catching fish.”
“Mary wants her paintings displayed in the gallery.”
“She seemed embarrassed by the question.”
3. To develop the students’ ability of using the important language points in this unit.
Process and methods
Design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Focus-on
Using what they have learned in this unit to solve real problems.
Teaching procedure
Step 1 revision
1. Check the homework exercises.
2. Dictate some useful new words and expressions in this unit.
Step 2 lead-in
Ask the students to turn to page 27. Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned them.
Step 3 summing up
Five minutes for the students to summarize what they have learned in this unit by themselves. Then ask them to write down what they have learned about inventors and inventions. Check and explain something where necessary.
Suggested answers:
From this unit we have learned some inventors and inventions.
From this unit you have also learned:
Useful verbs:
Seize, file, bear, tap, distinguish, glue, dial, dot, associate.
Phrasal verbs: call up, set about, dive into, set out(to do), hang on, get through, ring back, ring off, apply for a patent, seize the opportunity to do, distinguish oneself, cannot bear, tap out
Useful nouns: patent, courtyard, walnut, product, powder, perfume, cube, caution, expectation, criterion, string, greengrocer, identification, directory, rainfall, lantern, jam, forehead, wire, straw, current, helicopter, triangle, refrigerator, court, extension, version, competence, jeep, personnel
Useful adjectives and adverbs: merciful, stainless, cubic, abrupt, convenient, passive, merry, valid, ripe, freezing, innocent, dynamic, stable, practical, abruptly
Useful expressions: now and then, out of order, beaten track, in the expectation, traffic jams, a series of dots
Step 4 practice
1. Fill in the blanks with the expressions given below. Use each expression only once and make changes where necessary.
1. The boy told his parents that he would go to school but_______ he didn’t.
2. There must be something wrong with your telephone, for I couldn’t __________ to your office the whole morning.
3. Tom doesn’t go home every week, only_________.
4. He __________ learning Chinese at the age of ten.
5. Someone ___________me _________ at midnight, only to find he dialed the wrong number.
6. He ________ the bag and brought out two red apples.
7. We __________ to paint the whole house but finished only the front part.
8. The car is said to have been ___________ on the halfway last week.
9. The telephone rang, but before I could answer it, it ______.
10. ____________ the strap; the bus is about to start.
Suggested answers:
1. In truth 2. get through 3. now and then 4. set about 5.called; up 6. dived into 7. set out 8.out of order.9. rang off 10. Hang on to
2.complete the following sentences according to the Chinese given.
1. Researchers in this field _________________________(有了一些重大的新发现)
2. Sometimes reality and fantasy are __________________（很难区分）
3. A bike _________________________（比汽车更方便） in towns.
4. There was a ________________________________（普遍希望他会赢）
5. The details of today’s flights___________________________（列在显示屏上）
6. The contract had been _____________________（有效地） drawn up.
7.We ______________________________（收到400份申请） for the job.
8.The ice is too thin ____________________________（承受不住你的重量）
9.The helicopters_____________________（像两个小黑点出现） on the horizon.
10. Someone__________________________.（轻轻叩门）
Suggested answers:
1. Have made some important new discoveries
2. Hard to distinguish
3. Is more convenient than a car
4. General expectation that he would win
5. Are displayed on the monitor
6. Validly
7. Received 400 applications
8. To bear your weight
9. Appeared as two black dots
10. Tapped at the door slightly
Step 5 learning tip
Ask the students to turn to page 27. Read through the passage and make sure they understand it. Encourage then to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.
Step 6 assessment
1. Checking yourself ( on page 69 in the Workbook)
2. Testing assessment
完成课时讲练通配套练习
Step 7 homework
1. Finish off the Workbook exercises
2. Review and summarize what you have learned in Unit 3
Step 8 reflection after teaching
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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