2019-2020年高中英語 Unit3第0課時 Inventors and inventions教案 新人教版選修8.doc

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2019-2020年高中英語 Unit3第0課時 Inventors and inventions教案 新人教版選修8 Ⅰ. 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲Talk about inventors and inventions ▲Learn about the stages used in scientific research ▲Learn to use the past participle as the attribute ▲Write an entry for an encyclopedia about some inventions ▲Write a letter asking for a job Ⅱ. 目標(biāo)語言 功 能 句 式 Make a telephone call Hold the line, please. 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． 四會詞匯 patent, courtyard, walnut, distinguish, merciful, product, powder, perfume, stainless, cube, abrupt, convenient, caution, expectation, passive, merry, seize, criterion, valid, file, ripe, string, glue, freezing, greengrocer, identification, directory, dial, rainfall, innocent, lantern, bear, jam, forehead, dynamic, dot, tap, wire, straw, current, helicopter, triangle, stable, associate, practical, refrigerator, court, extension, version, petence, jeep, personnel 2． 認(rèn)讀詞匯 amphibious, Stephenson, George 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, beaten track, dive into, set out (to do), hang on, get through, ring back, ring off 4． 重點詞匯 discovery, convenient, distinguish, application, expectation, importance, practical, bear 結(jié) 構(gòu) Appositive clause — that 可引導(dǎo)同位語從句 重 點 句 子 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. P20 2. Between the outside and the inside walls of the bowl there is some jelly, which freezes when cooled. P20 3. The criteria are so strict that it is difficult to get new ideas accepted unless they are truly novel. P21 4. 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. P21 5. He found that by pressing his lips against his mother’s forehead, he could make his mother understand what he was saying. P25 6. He designed a machine that would separate different sound waves and allow different conversations to be held at the same time. P25 7. 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. P26 Ⅲ. 教材分析和教材重組 1. 教材分析 本單元以Inventors and inventions為話題，旨在通過單元教學(xué)，使學(xué)生了解發(fā)明和發(fā)現(xiàn)的區(qū)別，了解發(fā)明創(chuàng)造的過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)缺點及其現(xiàn)實意義；根據(jù)不同問題及條件設(shè)計、改進發(fā)明并闡述自己的觀點；能寫一封有創(chuàng)新的求職申請，闡述自己的特長和優(yōu)勢，能對別人的發(fā)明、創(chuàng)造或觀點提出意見或建議；并能運用所學(xué)知識利用現(xiàn)實生活中有限材料進行發(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，讓學(xué)生運用已有的知識和經(jīng)驗，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)實生活中的作用。 1.2 Pre-reading要求學(xué)生將課本所列關(guān)于進行科學(xué)研究或發(fā)明創(chuàng)造所必須經(jīng)歷的幾個階段（步驟或過程）進行正確的排序。了解每一項發(fā)明在得到社會承認(rèn)前都必須經(jīng)歷一個過程。 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)問題（snake trouble）、分析問題（products that might help）到解決問題（remove the snakes）的全過程，并介紹了專利申請方面的一些知識。 1.4 prehending第一個訓(xùn)練題要求學(xué)生根據(jù)課文內(nèi)容回答問題；第三個訓(xùn)練題要求學(xué)生運用科學(xué)步驟設(shè)計一項發(fā)明解決課本所提供的三個問題，并與同學(xué)交流觀點。 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。第二部分重點練習(xí)過去分詞作定語的用法。 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 and speaking 是一段關(guān)于Zhou Rui對一家發(fā)明公司的工程師進行電話采訪的聽力材料。要求學(xué)生掌握電話交談常用表達(dá)；并在此基礎(chǔ)上進行角色扮演活動，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、特長和工作經(jīng)歷向這家發(fā)明公司提出求職申請。 2． 教材重組 2.1 從話題內(nèi)容及訓(xùn)練目的分析，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)計成一節(jié)任務(wù)型“口語課”。 2.2 將Listening and speaking和Workbook中的LISTENING, LISTENING TASK整合在一起，設(shè)計成一節(jié)“聽力課”。 2.3 可將Pre-reading, Reading和prehending三個活動整合在一起上一節(jié)“閱讀課（一）”。 2.4 可將Learning about Language 與Workbook中的USING WORDS AND EXPRESSIONS, USING STRUCTURES整合在一起，上一節(jié)“語法課”。 2.5 可將Using Language中Reading和Workbook中READING TASK整合起來，上一節(jié)“閱讀課（二）”。 2.6 將Using Language中的Writing和Workbook中的WRITING TASK整合為一節(jié)“寫作課”。 3. 課型設(shè)計與課時分配 1st period Speaking 2nd period Listening 3rd period Reading (Ⅰ) 4th period Grammar 5th period Reading (Ⅱ) 6th period Writing