Unit 18 Inventions
Period 1 Warming up, listening and speaking
Ⅰ Teaching Aims:
Talk about inventions.
Practise describing inventions.
Ⅱ Teaching Focuses:
Expressions of describing inventions:
What does it look like? This invention can help people…
What’s it made of? This invention will make it possible for people to…
How does it work? This is a new way of …
How would people use it?
Ⅲ Teaching Methods:
Listening, speaking and talking.
Ⅳ Teaching Aids:
A multimedia computer and a tape recorder.
Ⅴ Teaching Procedures:
Step 1: Lead – in
Show the pictures of the four ancient inventions to the students? Ask: What do we need if we want to invent something? ( imagination and creation )
Give a test to see how creative the students are.
Answer the following questions in a creative way:
1.A cat passed by a mouse without even looking at it. Why? (40)
2.Who is the king of all animals?(50)
3. Which two English letters are the ones that people like to listen to the most?(40)
4.How to divide 13 oranges between 9 children fairly?(60)
Step 2 : Warming up
Describe some objects to the students and ask them to guess what it is. At the same time, get the students to pay attention to the ways of describing an object.
1. This invention is made of metal. 50
It is powered by an engine. 40
It looks like a bird. 30
It makes it possible for people to fly to different places in the world. 202. This is an invention which can help people in the streets, especially in the big cities. 60
Sometimes, it looks like a tree standing beside the street. 50
It directs cars & trucks at crossing.40
It has colored lights; red means stop; green means go. 30
3. This invention can help people do some daily work. 70
It is useful for housework. 60
The machine can make things clean. 50
It needs detergent(洗滌劑) & water to wash things that you wear. 40
It allows you to get a likeness of an object. 80
4. When you press a button, it works. 70
When a flash happens, it will copy a scene onto a film. 60
When the film is developed, the scene you have copied appears on a paper-like thing. 50
P57 Get the students to read the information in the box and match the picture it decribes.
Thinking: What should a new thing be like in order to be given a patent? ( new, creative & pratical)
T : If you have made an new invention and you don’t want it to be stolen by others, what can you do?
Step 3 : Listenting
Listen and fill in the blanks to explain why the inventions are not given the patents.
Dialogue 1 :
1.Travel without _______, doesn’t need any _____, no ________.
2.It’s powered by the person who use it by pushing it with _______.
3.It is a vehicle with _____ wheels instead of ______.
4.Because the vehicle described by the man has already been invented-it’s a ____.
Dialogue 2
1.He invented a device for helping people _________________________
2.He got the idea when he saw _______________________________________
3.If you put the bags into a large bucket of ______,the bags will _______ and you won’t have to carry them.
4.Because his idea doesn’t work-you would still have to carry _______________ !
Step 4 : Speaking
Now it’s your inventing time.
Work in groups of four. One is a patent officer, who listen to the other three to describe his or her invention, raise some questions and then decide who can win the patent. The other three just describe his or her invention. When you are describing your invention, please allow for the following aspects:
The name of your invention.
Show a simple picture.
Report the invention to us.
Prepare the patent offers’ questions to manage to ask for a patent.
The following sentence may help you.
A patent officer:
What’s the use of it?
What does it look like?
What’s it made of?
How to use it?
How much does it cost?
Is it environmentally friendly
How is it different from others?
An inventor:
It can help people…
It looks like…
It’s made of…
This is a new way of…
It costs only…
It does no harm to…
I’d like to invent ... because it can…
Step 4 : Homework
Write a short passage to describe your invention.
Ⅵ Bb writing
A patent officer: An inventor:
What’s the use of it?
What does it look like?
What’s it made of?
How to use it?
How much does it cost?
Is it environmentally friendly
How is it different from others? It can help people…It looks like…It’s made of…This is a new way of…It costs only…It does no harm to…I’d like to invent ... because it can…
Ⅶ Teaching Reflection:
Period 2 Reading
Ⅰ Teaching Aims:
Learn and master some new and important language points;
Improve the Ss’ reading ability by reading and comprehending the text;
Get the Ss to learn how to be creative.
Ⅱ Teaching Focuses:
The main idea of the text.
Finish all the reading comprehension exercises.
The four thinking strategies.
Ⅲ Teaching Methods:
Question-and-answer activity. Some games.
Group work, pair work or individual work to make every student work in class.
Ⅳ Teaching Aids:
1．A multi-media computer 2．A tape recorder and a tape.
Ⅴ Teaching Procedures:
Step 1 : Lead - in
Show a picture of a bulb to the students. Ask: Who invented it?
Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.
Step 2 Pre-reading
Scan the title and the four sub-titles, and guess what’s the text about?
A. how to become a great thinker
B. how to improve your IQ
C. how to become more creative
Step 3 Fast-reading
1.What’s creative thinking?
It is one of skills and habits.
2.How do people come up with ideas for new inventions? In how many ways?
By good thinking strategies.
Step 4 Careful-reading
T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.
Part 1: general idea.
Part 2: What is to “think outside the box”?
To think outside the box is to try new ways to solve a problem.
To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.
To make a conscious effort to break away from old thought patterns.
Game 1: How do you connect all the dots with only four straight lines?
Game 2:
Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?
Who never goes to see a doctor,even when he is ill ?
It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?
The plane crashed, but there were nobody injured. Why?
Why a river richer than a bank?
Part 3: Take another look at it
a change in perception
to look at a problem in as many way as possible
Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.
Game 3:
Can you only see a pot? Pay attention to the dark!
Two faces!
Part 4: Make connections
try to combine new and old ideas in as many different ways as possible
try to make connections that may seem strange at first
think of new applications and solutions
Part 5: Keep trying
develop new ideas even when they were tired or did not feel inspired
For each new invention that works, there are at least ten that do not.
Step 5 Post-reading
1. Match the examples with the right titles:
Example 1: think outside the box.
Examples 2&3: keep trying
Example 4: take another look at it.
Example5: make connections.
2. T or F exercises.
1) Most inventors have high IQs.
2) The things we know can sometimes make it more difficult for us to understand.
3) It’s impossible to learn how to be creative.
4) The best way to find a good solution is to look for one good answer.
5) Inventors try to avoid failure.
6) The more ways we have of looking at a problem, the more likely it is that we can find a solution.
7) Most good ideas are the result of a long process of trial and error.
3.Reading comprehension.
1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best
C. failure is the mother of success D. never too old to learn
2). The sentence “ good ideas are no accident” means the following except that ____
A. Good ideas never come by chance. B. The accident is not caused by good ideas.
C. To be successful needs many trials and errors.
D. Failures can also help us move towards a better solution.
3). Another proper title for the text is probably ____
A.Creativity B.Great thinkers C. How to solve problems D. Connection
Step 6 Discussion (Groupwork):
1. How do you understand the title of the passage?
If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .
2. What other rules should you have if we want to be creative?
3. Of all the rules discussed above, which one do you think is the most important? Why?
Step 7: Homework
P 61 Exx 1 & 2.P 131 Exx 1, 2&3.
Ⅵ Bb writing
On slides. No writing on the Bb
.Ⅶ Teaching Reflection:
Period 3 Language Study
Ⅰ Teaching Aims:
To get the students to master the usage of the important words and phrases.
Improve the students’ abilities of using language.
Ⅱ Teaching Focuses
Words & expressions:
Sentences: 1) I know people are trying to help, but I wish they wouldn’t treat me as if I were a child.
2) Maybe it is time for the rest of society to accept me as I am and get used to the fact that while I may not be able to walk, there are many other great things I can do.
Ⅲ Teaching Methods:
Explaining & Practising.
Elicitation and inductive methods to help the Ss master the language points.
Ⅳ Teaching Aids:
A multimedia computer.
Ⅴ Teaching Procedures:
Step 1: Lead – in
Read the text again and find the phrases using the following translations as a guide.
1.縱觀整個歷史 throughout history
2.提出新的觀念 come up with new ideas
3.與…有共同之處 have … in common with
4.有不同的背景 have different backgrounds
5.考試得高分 get high test scores6.有高智商 have a high IQ 7.創(chuàng)造性思維 creative thinking
8.是習慣的問題 is a matter of habit9.運用好的思維策略 practise good thing strategies10.限制思維 limit one’s thinking11.解決問題 solve a problem
12. 換一種說法來表述問題 rephrase a problem13. 顧及，在計算、估計時考慮到某人或某事 allow for sb. / sth.
14. 陷入困境 get stuck
15. 走向更好的解決辦法 move towards a better solution
16. 掙脫舊的思維模式 break away from old thought patterns17. 發(fā)掘新的可能性 explore new possibilities18. 觀念的改變 a change in perception19. 正如 as with20. 聯(lián)系 be connected to / with21. 意識到 be aware of
22. 反復試驗的過程 a long process of trial and error
Step 2: Explanations about the language points
1. Throughout history, great thinkers have used their creativity and imagination to change
the world. 綜觀歷史，偉大的思想家們利用他們的創(chuàng)造力和想象力來改變世界。
throughout:
① Prep. 遍及
We have friends throughout the world.
我們的朋友遍及天下。
Schools were opened throughout the country.
全國中小學都開學了。
② prep. 在整個（一段時期）
Throughout the summer and autumn he continued to go to the office work.
整個夏秋季節(jié)他都連續(xù)在辦公室上班。
③ adv. 整個地，全部地
The timber was rotten throughout. 這塊木料已經(jīng)整個地腐爛了。
④ adv. 一直地，從頭到尾
Prices remain stable throughout. 物價始終保持穩(wěn)定。
The house is painted throughout. 這所房子全部油漆一新。
creativity----creative-----create
Creative power 創(chuàng)造力
Creative talent 創(chuàng)造才能
A novelist creates characters and a plot. 小說家塑造人物并設(shè)計作品的情節(jié)。
2．How do they come up with ideas for new inventions? 他們是怎樣產(chǎn)生新發(fā)明的想法呢？
Come up with: 趕上，想出（注意，計劃，答復等）找出答案
We shall have to work hard to come up with them. 我們努力工作，趕上他們。
I hope you can come up with a better plan than this. 我希望你們能提出比這個更好的計劃。
Finally they came up with a cure for SARS. 最后他們發(fā)現(xiàn)了SARS的治療方法。
知識拓展：
come about 出現(xiàn)，發(fā)生 come across 偶然遇到或找到
come around 恢復，還原 come back 反駁；回來；恢復
3. a matter of 關(guān)于……的問題
拓展：
a matter of opinion 看法不同的問題
a matter of life and death 生死攸關(guān)的事情
as a matter of fact = in fact
for that matter ( for the matter of that ) 就此而言
This is a matter of principle. 這是一個原則性的問題。
It’s not a matter of laughing. 這可不是開玩笑的事情。
4．Inventors often rephrase a problem to allow for creative solutions and also try “impossible”
or “crazy” solutions.
發(fā)明者們經(jīng)常為了顧及創(chuàng)造性解釋而對一個問題重新措辭，并且也對“絕對不可能”或
“狂妄的”問題的解答進行試驗。
Allow for: 顧及，考慮到，體諒
Your journey takes about two hours, allowing for delays.
你的旅途顧及延誤的時間大約要花兩個小時。
It will take thirty minutes to get to the station, allowing for traffic delays.
到車站將需要30分鐘，連路上交通的耽擱都算在內(nèi)。
He allowed for her great age and was very patient.
他考慮到她年紀大因而很耐心。
5．be/get stuck: 被卡住，不能繼續(xù)做某事，在某處被卡住
I get stuck now, there is not enough time for me to finish the work.
我無法進行下去了，因為沒有足夠的時間來完成這項工作。
Can you help me with my homework, Dad? I’m stuck.
爸爸，你能幫我看一下家庭作業(yè)嗎？我被卡住了。
They got stuck in a traffic jam. 他們因交通堵塞而被困住了。
get stuck in/into doing sth: 積極地開始做某事
Here is your food. Now get stuck in. 給你吃的，快吃吧！
6．As with thinking outside the box, the process involves a series of different attempts and several false starts. 就突破常規(guī)思考而言，這個過程涉及一系列的不同嘗試及多個錯誤的開端。
As with: like 正如……一樣
As with drawing a picture, you should be patient and useful in doing this job.
就象畫畫一樣，做這件事情需要耐心仔細。
As with the booming drug trade generally, there is no easy solution.
象販毒這樣交易的迅速上漲，一般沒有簡單的解決方法。
Work may be relatively automatic ----- as with typing, for instance.
如打字這樣的工作，可能會比較機械。
Involve:
① vt. 需要，牽涉
The job involved my living London. 工作需要我住在倫敦。
The strike involved many people. 許多人參加了罷工。
I was told that the job would involve travel. 我得知那份工作需要出差。
Winning the game involves both skill and fortune. 想贏得這場比賽，既要技巧也要運氣。
② involve sb./sth. in sth.
Jill does not want to come because she’s too involved in her sewing.Jill不想來，因為她的縫紉活太忙了。
Poverty involved his family in misfortune. 貧困使他家陷入不幸。
Don’t involve other people in your trouble. 別把別人牽涉到你的麻煩中去。
③ be involved in 專心于，聚精會神于
He is involved in stocks. 他熱衷于股票。
He was involved in working out a plan. 他專心致志于制定計劃。
習語：
be deeply involved in debt 債臺高筑
be involved in the scandal 卷入這一丑聞中
be involved in working out puzzle 專心于解出一道難題
attempt:
①. Vt. To try 嘗試，試圖（+ n./to do/ doing）
They have attempted a difficult task. 他們已經(jīng)開始了一項艱難的工作。
The enemy attempted an attack by night. 敵人準備趁夜色偷襲。
The enemy attempted to break through our lines. 敵人企圖沖破我們的防線。
I attempted walking until I fell over. 我掙扎著走路，知道摔到才為止。
②.[c] n. the act of trying 企圖，試圖 (to do sth/ on sth)
He made an attempt to pass the examination, but it was too difficult. 他試圖通過考試，但考試太難了。
We failed in our attempt to climb the hill. 我們試圖爬上山去，但失敗了。
The two superpowers struggled with each other in an attempt to redivide the world.
這兩個超級大國互相爭奪妄圖重新瓜分世界。
拓展：
make an attempt to do 試圖做某事
make an attempt at doing 試圖做某事
make an attempt on 企圖奪取
Step 3: Practice
P 61. Exx 1 & 2. P 131.Exx 1, 2 & 3.
Check the answers with the students.
Answers to the translation exercise.
1.He worked very hard during his trial period at the company.
2.What is the storage limit of your computer?
3.I didn’t know you were such a good horse rider.
4.This boy has dreamt of becoming a police official since he was just a boy.
5.Is there any possibility of solving this problem?
Is it possible to solve this problem?
6. Einstein’s Theory of Relativity has changed the process of physics.
7. Don’t involve me in your quarrel.
8. It is necessary to raise the primary and high school students’ awareness of self-defence.
9. PLA is short for People’s Liberation Army.
10. To learn to think well, you have to learn to make connections first.
Step 4: Homework
《 每課一練 》Exx 1 & 2.
Ⅵ Bb writing
1. throughout history
2. come up with new ideas
3. have … in common with
4. have different backgrounds
5. get high test scores6. have a high IQ 7. creative thinking
8. is a matter of habit9. practise good thing strategies10. limit one’s thinking11. solve a problem
12. rephrase a problem13. allow for sb. / sth.
14. get stuck
15. move towards a better solution
16. break away from old thought patterns17. explore new possibilities18. a change in perception19. as with20. be connected to / with21. be aware of
22. a long process of trial and error
Ⅶ Teaching Reflection:
Period 4 Grammar Study
Ⅰ Teaching Aims:
To get the students to master the grammar of attributive clause.
Improve the students’ abilities of using langage.
Ⅱ Teaching Focuses:
●The restrictive & non-restrictive attributive clauses●The attributive clause & the appositive clause
●The attributive clause & the emphasis structureⅢ Teaching Methods:
Explaining & Practising.
Ⅳ Teaching Aids:
A multimedia computer.
Ⅴ Teaching Procedures:
Step 1: Lead – in
Pay special attention to the underlined parts. Is there anything in common between them?
1. He is a famous scientist.
2. who’s that girl in red?
3. I’ve read all the books that you lent me.
4. I have lost my pen, which I like very much.
Step 2: Grammar knowledge
1. The attributive clause (the adjective clause)
the restrictive attributive clause
the non-restrictive attributive clause
noun/pronoun + the attributive clause
the antecedent (person/thing) the relative pronouns/adverbs + clausePractice: complete the sentences with suitable relatives.
1). I know the reason ________ he came late.
2). Do you know the woman, _____son went to college last year?
3) The house _____ color is red is john’s.
4). This is the best film ______ I’ve ever seen.
5) That’s the town _________ he worked in 1987.
6). I have 2 brothers, ________ are both soldiers.
7). Next week, _________ you’ll spend in your hometown ,is coming.
8). I’ve tried 2 pairs of shoes, neither of __________fits me well.
2. Pay more attention to the agreement between the verb and the antecedent in person and number in the attributive clause, and then complete the sentences:
1).Those who ____ to go to the cinema must be at the school gate by 3:30 p.m. (want)
2). He who ___________ the great wall is not a true man. (not reach)
3). She is the only one of the girls who ____ been to Beijing. (have)
4). He is one of the boys who ____ seen the film. (have)Conclusion 1:
(1) When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number.
(2) When the antecedent is the structure “one of +n. (pl.)”, the verb in the clause must be plural, agrees with the plural form. However, if there is “the” or “the only very” before “one”, the verb in the clause must be singular, agrees with the word “one”.
Practice: Complete the following sentences with suitable relatives:
1).The time ___________ I went to Tokyo is in 1982.
2). I’ll never forget the time _________ I spent at college.
3). The shop _________ I bought the book in is big.
4). The shop __________ I bought the book is big.
Conclusion 2: when the antecedent is a noun for time or place “when” or “where” is not always used to introduce the clause. It depends on the function of the relative word in the clause.
3. The Difference Between “that” and “which”.
Complete the following sentences with “that” or “which”.
1).This is the 2nd article ____ I have written in English.
2). It is the best film _____ he has ever seen.
3). This is the very book _____ I want to read.
4). All ____ they told me surprised me.
5). They talked about the teachers and schools _____ they had visited.
6). Who is the comrade ______ was there?
7). There is a bed in the room _____is still vacant.
8). Our village is no longer the place _______ it used to be.
9).He paid the boy $10 for washing the windows, most of _______ hadn’t been cleaned at least a year.
10). The weather turned out to be very good, _______ was more than we could expect.
11). The clever boy made a hole in the wall, through _______ he could see what was going on inside the house.
Conclusion 3:
When the antecedent refers to thing(s), “that” is often used in the following cases:
(1) After ordinal number and superlatives
(2) After the following words: all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing), no(thing).
(3) After two or more antecedents, referring to both person(s) and thing(s).
(4) After interrogative pronouns “which” or “who”.
(5) When the relative pronoun is used as a predictive in the clause.
(6) When the main clause begins with “there be ”.
In the following cases, “which” is always used.
①After prepositions
②to introduce a non-restrictive attributive clause.
③The whole main sentence is the “antecedent” of the relative clause, and there is always a comma.Fill in the blanks with suitable relatives to complete the following sentences.
1.Tell me the reason ____ you were late for class.
2. Who is the girl _____ is speaking there ?
3. This is Mr. Smith, _____ has something interesting to tell you.
4. The computer ________ CPU doesn’t work has to repaired.
5. This kind of computer, _____ is well-known, is out of date.
6. This is just the place ___ I’ve been longing to visit for years.
7. His mother is an engineer, ____ makes him very proud.
8. The old man has 4 sons, three of ____ are doctors.
4. The Difference Between the Attributive Clause and the Appositive Clause
1)、從詞類上區(qū)別
同位語從句前面的名詞只能是idea, fact, news, hope, belief, suggestion, proposal, word, thought, doubt,
truth, possibility, promise, order等表示抽象意義的名詞。而定語從句的先行詞可以是名詞、代詞、主句的一部分或整個主句。如：
We are looking into the question whether he is worth trusting.（同位語從句）
Word came that he had gone abroad.據(jù)說他已經(jīng)出國了。（同位語從句）
The doctor whom you are looking for is in the room.（定語從句，名詞the doctor作先行詞）
Our team has won the game, which makes us very happy.(定語從句，which代表前面提到的整個句子)
His mother did all she could to help him with his study（定語從句，代詞all作先行詞）
2)、從性質(zhì)上區(qū)別
定語從句是從句對其先行詞的修飾或限制，屬于形容詞性從句的范疇；而同位語從句是從句對前面抽象名詞的進一步說明和解釋，屬于名詞性從句的范疇。如：The news that our team has won the game
is true.（同位語從句，補充說明news的內(nèi)容。）
The news (that) he told me yesterday is true. (定語從句，that 從句作定語修飾news)
I made a promise that if anyone set me free I would make him very rich. (同位語從句，補充說明promise)
The mother made a promise that pleased all her children.（定語從句，that從句作定語修飾promise。）
3)、從引導詞及其在句子中的成份上區(qū)別有些引導詞如how, whether, what可以引導同位語從句，但不能引導定語從句。如:That question whether we need it has not been considered.（同位語從句）
I have no idea what has happened to him.（同位語從句）
引導詞that引導定語從句時，在從句中一般作主語或賓語（指物時還可以用which代替），并且作賓語時常常省略。That在同位語從句中僅起連接作用，不充當任何成份，并且不能省略，也不能用which來代替。 The order that we (should) send a few people to help the other groups was received yesterday.
（同位語從句，是對order的具體解釋，that雖不作成份，但不能省略）
The order (that) we received yesterday was that we (should) send a few people to help the other groups.
（定語從句，是名詞order的修飾語，that在從句中作received的賓語，可以省略）
Practice: 從A、B、C、D四個選項中，選出可以填入空白處的最佳選項。
1.Along with the letter was his promise ____ he would visit me this coming Christmas.
A. which B. that C. what D. whether
2. Luckily, we’d brought a road map without___ we would have lost our way.
A. it B. that C. this D. which
3. There is a new problem involved in the popularity of private cars ___road conditions need .
A. that; to be improved B. which; to be improved C. where; improving D. when; improving
5. Information has been put forward ____ more middle school graduates will be admitted into universities.
A. while B. that C. when D. as
6. The fact came up ___ specific speech sounds are recognized by babies as young as 6 months old.
A. what B. which C. that D. whose
7. A decision was made ____ those who wanted to get a job in the factory would not be allowed to stay.
A. what B. when C. which D. that
8. The question came up at the meeting ____ we had enough money for our research.
A.that B. what C. which D. whether
9. The reason ____ he is late is ____ there was a breakdown on the railway.
A. why; why B. why; that C. because; that D. that; because
5. The Difference Between the Attributive Clause and the Emphasis Structure
強調(diào)句型的句式結(jié)構(gòu)為：“It is/was + 被強調(diào)部分 + that/who從句”。在強調(diào)時間、地點、原因或方式狀語時，一律用that，而不用when, why或how；在強調(diào)主語和賓語時，如果主語和賓語指代人，則可用who和whom來代替that, 但是從句中的人稱和數(shù)要與被強調(diào)的主語和賓語保持一致。這些都容易與定語從句混淆。定語從句和強調(diào)句型的判斷方法：若將句中的“It is/was”和“that/who”去掉，而句子不缺成分，結(jié)構(gòu)完整，說明原句是強調(diào)句型；若句子結(jié)構(gòu)不完整，則說明原句為定語從句。
Practice: 1. It was not until 1920 ____ regular radio broadcasts began.(1995高考卷)
A. while B. which C. that D. since
2. ____ was his kindness that everyone praised him.
A. It B. What C. So D. Such
3. It is the ability to do the job ____ matters not where you come from or what you are. (2000高考卷)
A. one B. that C. what D. it
4. It was ____ he came to Macao ____ he knew what kind of place it was.
A. that; when B. until; that C. not until; when D. not until; that
5. ____ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
6. It was not until we came back from outside ____ out of his bed.
A. did he get B. when he got C. that he got D. then he got
7. When was it ____ you met him in the library?
A. where B. that C. in which D. which
8. It was near the place ____ there is a bomb ____ we found the dead man.
A. where; where B. where; that C. that; where D. that; that
Step 3: Homework
Finish the exercises on grammar both in students book and workbook.
Ⅵ Bb writing
Get some students to write the answer on the Bb.Ⅶ Teaching Reflection:
Period 5 Integrating skills
Ⅰ Teaching Aims:
Teach the passage All in Mind, the Science Metaphor.
Improve the students’ abilities of reading and writing.
Ⅱ Teaching Focuses:
The content of the passage.
The important words and phrases.
Writing.
Ⅲ Teaching Methods:
Reading, explaining & writing.
Ⅳ Teaching Aids:
A tape recorder and a multimedia computer.
Ⅴ Teaching Procedures:
Step 1: Lead – in
Ask: What can computers be used for / as?
What can internet used for?
What can cellphones used for?
Step 2: Fast reading
1. What is the “information age”?
A time of new discoveries and great changes.
2. What is science also about?
How we think about the world.
Step 3: Careful reading
Para 1
1.We are living in__________________. Why do we think so?
2.Is it really true that we are living in the Information Age?/ Has our life changed that much? Why?
So the new technology is just used in old ways.
Para 21.What words do we often use when we want to explain how a computer works? Why aren’t they quite true?
2. Are these metaphors useful? What’s the disadvantage?make it easier…; also make it more difficult… The new invention should allow us to do sth we could not do before. (…in new ways)
Para 31. Science is not just about the new inventions we make. It’s also about how we think about the world. So what is the true challenge in our world? To find new ways of using new technology but not just new technology itself.2. Then how can we know the real function of a technology? Once we discover new ways of thinking about the technology. As science & technology develop fast, our thinking about them should keep up so that we can find new ways of using them.
Step 4: Reading comprehension
1．Why a new invention is such a wonderful thing is because____. A. it is newB. we can do things as the earlier generation did C. we can do what we couldn’t do beforeD. it can bring us a lot of money2. The following are true except ______ according to the text A. we must find new ways to use a new invention.B. the life hasn’t changed much with inventions C. science is not only about electronics, but also about how we think about the world D. the way a computer keeps information is quite different from other kinds of storage3. According to Passage 2, we can conclude that____ A. everything we used before has been changed B. a computer’s “memory” is different from human’s besides similarities. C. it is easier for us to use the new invention by using familiar words D. science is only about electronics and plastic4. According to Passage 2, the author’s attitude about inventions is______ A. stubborn B. pessimistic C. out of date D. optimistic
Step 5: Language points.Pragraph1: It is certainly true that…We are said to be living in the “Information Age", a time of new discoveries and great changes…
sb be said to do sth/be said to be doing/to have done sth = It is said that…e.g He is said to be a good basketball player when he was young.
She is said to be studying abroad, but I don’t know which university.
Lu Xun’s books are said to have been translated into several foreign languages.a time of new discoveries and great changes 是同位語
…Has our life changed that much?...(P63) that=so
Pragraph2:…A computer’s “memory" is similar to human memory, but it is also very different. (pragraph2,line6) A be similar to B
e.g. His new bike is similar to mine.
A computer’s does keep information in its memory, but that is clearly different form other kinds of storage.
do / does / did + V (原）表強調(diào)，譯為“千萬，務(wù)必，的確”他的歌的確唱得好。
務(wù)必給我常來信。
他昨天晚上的確去看電影了。
Pragraph3:Now that we are developing new technology at such a high pace, the …(pragraph3,line2)
now that 既然=since…(since that…)
e.g Now that you have grown up, you must stop this childish behavior.
Step 6: Writing
Choose one of the questions below and write a brief essay.
What will computer look like in the future? How will we use them?
Imagine that you had to describe a computer to someone who lived in nineteenth century. How would you explain it? What would you compare it to ?
Before we start writing, we should list ideas and information and think about the organization of our articles.
Step1 Computer is part of our life
Step2 The development of computer
Step3 The way we use computers will change
Step 7: Homework
1. Review words and expressions we have learnt in this unit
2. Finish writing
Ⅵ Bb writing
1. It’s certain that …
2. sb. be said to do
3. sb. be said to be doing
4. sb. be said to have been done
5. that much = so much 6. A be similar to B
7. do / does / did + V (原)表強調(diào)，譯為“千萬，務(wù)必，的確”8. now that 既然=since…(since that…)
Ⅶ Teaching Reflection:
Period 6 Integrating skills (wb)
Ⅰ Teaching Aims:
Teach the passage Inventions.
Improve the students’ abilities of reading.
Ⅱ Teaching Focuses:
The content of the passage.
The important words and phrases.
Ⅲ Teaching Methods:
Reading, explaining.
Ⅳ Teaching Aids:
A tape recorder and a multimedia computer.
Ⅴ Teaching Procedures:
Step 1: Lead – in
Ask the students: What are the four great inventions in ancient China?
What new inventions do you know around you?
Step 2: Fast reading
Today we’ll learn sth. about inventions. Read the text quickly and divide the text into three parts.
Part 1( para 1 ): A general idea about inventions.
Part 2 ( paras 2-3 ): The inventions which have already been invented.
Part 3 ( paras 4-6 ): Possible inventions which haven’t been invented.
Step 3: Careful reading
Read the text one paragraph after another, first find out the topic sentence and then some detailed information.
Para 1 : Can you find a topic sentence of the whole passage in this para?
How many of these new technologies will actually become reality remains to be seen, but it is clear that the next fifty years will be exciting.
Paras 2 & 3: Read these two passages, and complete the chart below with the information from the textInventions Working principle Possible uses
Invisible paints Instead of letting the light rays bounce back in the normal way, the paint sends the light back to the source. Make interesting clothes.
Help doctors see through the skin of a patient.
Hide things we do not want others to see
Tiny robot The robot can enter the human body through a small hole and doctors use a computer to move the tiny robot around Help doctors do operations in a safer and less painful way
Paras 4&5: What’s the main idea of this part?
The text mentions several other possible ideas for new inventions. Read this part, find out them and try to imagine ways in which the new inventions could be used.
Inventions Why is it possible? Possible uses
Device that let us send information into the brains The scientist was able to send sound into humans and dolphins. Study English
Memorize the telephone number
Device that makes energy from empty space What we think of as empty space does in contain energy in the form of movement. Produce energy in a cheaper way
Para 6: What is the topic sentence of this paragraph?… but we would do well to keep in mind that many inventions that we now take for granted were greeted with doubt.
Step 4: Language points
1. play music 2. with the seasons3. the list ofbe around the corner5. become reality=come truesth. remains to be seen
7. It remains to be seen that…8. shape our future9. in such a way that our eyes are fooled
10. bounce back11. see through12. make sth out of sth.according to
Step 5: Homework
《每課一練》Ex 4.
Ⅵ Bb writing
1. play music with the seasonsthe list ofbe around the cornerbecome reality=come truesth. remains to be seen It remains to be seen that…shape our futurein such a way that our eyes are fooled
10. bounce backsee through
12. make sth out of sth.according to
Ⅶ Teaching Reflection: