人教版高二下-Unit-18-Inventions-教案.docx

人教版高二下 Unit 18 Inventions 教案
Period 1 Let’s listen and speak! Goals ● Help students understand the common sense about inventions. ● Do listening and make sure students understand it. ● Help improve the students’ listening and speaking abilities. Procedures Leading in by guessing. Today, we are going to learn something about inventions that will do good to human beings or even smooth away difficulties brought by disabilities. Here are some of them. Please guess what they are or who the inventors are. 1. a man who made more than 1,000 inventions in his life and invented electric bulbs 2 a woman who discovered a way to alter and expand the range of natural cotton colors without using tints or dyes 3. a computer that fits comfortably on your nose and weighs less than a pair of glasses 4. a man born in 1876 who invented an effective gas motor engine and built the first practical four-stroke internal combustion engine called the “Otto Cycle Engine” 5. a shoe whose heels made electricity with every step the wearer takes Key: 1. Thomas Alva Edison 2. Sally Fox 3. Nose-top computer 4. Nicolaus Otto 5. Electric shoes To learn more about inventions please turn to page 57 or look at the screen. Task 1: Looking and discussing. Look at page 57 or the screen. There are four pictures and four descriptions. Read the descriptions individually first and then match each picture with the correct description. Picture 1: Electric shoes Picture 2: Inflatable bicycle Picture 3: Edible chopsticks Picture 4: Nose-top computer Task 2: Discussing. Now discuss the following questions in pairs: 1. Which of the four “invention” do you think would be more useful? Why? 2. Is there anything you would like to invent? If so, what and why? Task 3: Listening and answering questions. 1. Now we are going to listen to dialogue 1 on the tape, which is about Mr. Dean’s new invention. Listen carefully and try to understand it. Then you should answer the following questions: 1) What are the advantages of Mr. Dean’s new invention? 2) How does it work? 3) What can it be used for? 4) Why does the patent officer not want to give the man a patent? 2. Listen to the tape of dialogue 2, which is about Mr. Scoles’ invention and then answer the following questions: 1) What has Mr. Scoles invented? 2) Why did the man invent it? 3) Do you think it works? How does it work? 4) Why does the patent officer not want to give the man a patent? Task 4: Speaking up. In groups of four one is to play the role of an inventor to explain to the rest how his invention works. The patent officer should listen, ask questions and decide to give which one the patent. Closing by writing. To end the period, let’s try to write a list of new inventions we would like to make. Let’s see whose ideas are both creative and practical.
Period 2 Let’s read! (What will You Think of Next?…) Goals: ● Improve the students’ reading abilities. ● Learn about creativity and thinking strategies. Procedures Learning in by discussing. Last time you were asked to write a list of your possible inventions. Now we shall see whose inventions are both creative and practical. T: What’s your invention, Sa? Sa: Flower Speaker Amplifiers. T: What does it look like? Sa: It is the gadget that is hidden in a vase or a potted plant. T: How does it work? Sa: It sends music at just the right frequency to vibrate up the stems and then be converted into audible sound by the entire plant. A device such as a CD player or radio can be connected to it. Music is also good for the plants, which are invigorated by the constant musical sounds. T: Quite creative. Now according to the answer from Sa, I have got some questions for all of you to discuss in groups. Task 1: Skimming for the main idea. We shall learn more about creativity today. Now skim the reading passage to find out the main idea of each part. Task 2: True or False. 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. Task 3: Listening and reading aloud. Next, we are going to listen and read aloud. Pause at the correct places and find out the sentences difficult to you at the same time. Useful Expressions Use one’s creativity, come up with anew idea, have much in common, have different backgrounds, do well in school, get high test scores, have a high IQ, practice good thinking strategies, limit one’s thinking, think out, rephrase a problem, allow for creative solutions, reject wrong ideas, get stuck, move towards a better solution, break away from old thought patterns, explore new possibilities, deepen one’s understanding, remain hidden, connect to, make connections. a process of trial and error, change the world Task 4: Questions and answers. First work in pairs, trying to analyze the difficult sentences, then put your questions to me. We will focus on the forms and structures of the passages. Task 5: Fill in the blanks with the words in the text. Creativity is a matter of _____. In order to be more creative, we should think about how we think and _______ good thinking strategies. To “ think outside the box” is a conscious ______ to break away from old thought ______ in order to _______ new possibilities. A change in ________ ----- to take another look at the problem----may lead to good solutions and new ideas. Great thinkers are ______of “making connections” and try to ______ new and old ideas in as many ______ ways as possible. By _______ and connecting ideas and objects in new ways, creative thinkers are able to think of new _________and solutions. Good ideas are no _______. They are the result of a long _____ of trial and_____. If we want to develop our creativity, we can try using these thinking strategies to find new ways to _____ our life. Closing up by discussion To end this period, let’s have a discussion of the following questions: 1. How can we be more creative in thinking? 2. How do people come up with new ideas for new inventions? 3. How can creative thinking be used to better our studies?
Period 3 Let’s study! (Grammar: Review the Attributive Clause) Goals ● Learn to define words in English with the attributive clause. ● Learn more about the attributive clause. Procedures Leading in: Reading and discovering. Read the passages and underline all the attributive clauses. Task 1: Reviewing the attributive clause. 学习定语从句的几个问题 1、 掌握以上关系代词、关系副词的含义及使用时，要特别注意以下几点： 1) 指物时宜用 that 的情况： a. 当先行词为 all, much, little, few, none, something, anything, everything, nothing 等不定代词时。All that can be done has been done. b. 当先行词既指人又指物时。 He spoke of the men and the thing (that) he had seen abroad. c. 当先行词被序数词或形容词的最高级修饰时。 This is one of the best films that I have ever seen. d. 当先行词被 the very, the only, the last, any, every 等修饰时。 This is one of the very book that I am looking for. e. 当先行词是疑问词 who, what, which 时。 Who that has such a home doesn’t love it? f. 关系代词在从句中作表语。 Mary is no longer the girl that she used to be. 2) 关系代词 as 和which都能引导非限定性定语从句代表整个句子的内容，as 引导的从句可位于句首或句末，which引导的定语从句则不能位于句首。 Which you know, he is a good man. (×) As you know, he is a good man. (√) 3)关系副词when, where, why其含义相当于on which, in which for which等，可以互换： The day when /on which I met him first was May 1st. I don’t know the reason why /for which he didn’t come. 47)whose指物时，可以与of which等结构互换，但应注意与冠词的位置关系： This is the book the cover of which / of which the cover / whose cover is blue. 5)有时可用代替关系副词。在口语中常省略。 This is the reason (why / for which / that) he came late. 6)先行词是专有名词、整个句子或世界上独一无二的物质名词时，一般用非限定性定语从句修饰。The sun, which gives us light and heat, is very big. 7)在先行词和定语从句之间有无逗号有时会引起名义的变化： He said nothing that made her angry. 他没说使她生气的话。 He said nothing, which made her angry. 他一言不发，这使她很生气。 2、 定语从句与强调结构 It is the place where they lived before. It is in the place that they lived before. 第一个句子为定语从句，where指代the place，在定语从句中作状语，第二个句子为强调结构，强调in the place, that没有意义，把放回后面句子，句子意思完整。 Where is it that he found the lost watch? (强调句型，强调疑问副词where.) Where is the watch he found yesterday? (定语从句，that指代the watch.) 3、 定语从句中的先行词 Is this book the one that you bought yesterday? Is this the book that you bought yesterday? 第一个句子中，this book是主句的主语，the one是先行词。在第二个句子中this是主句的主语，the book是先行词。一定要避免出现：Is this book that you bought yesterday? 4、 定语从句与同位语从句 定语从句相当于形容词，它对先行词起修饰、描述或限制作用，而同位语从句则相当于名词，对其前面的词给予说明或作进一步解释，即说明该词所表示的具体内容。例如： The news that we heard is not true. (定语从句) The news that he won the prize is not true. （同位语从句） 另: 在“have no idea ＋从句”结构中，其从句都作idea的同位语。例如： I have no idea when she will be back. Task 2: Filling in and rewriting. Now it is time for you to do the grammar exercises 1 and 2 on page 61. Closing up by working out a word puzzle. To relaxed, turn to page 62, and work out the word puzzle as quick as possible. The winner will win a little gift.
Period 4 Let’s read and write! (ALL IN THE MIND: SCIENTIFIC METAPHORS) Goals ● Improve the students’ abilities of reading comprehension. ● Learn about the positive and negative of “scientific metaphors”. ● Enable the students to write brief essays. Procedures Leading in: by life experiences. Good morning, class! Living in an information age, we are enjoying various inventions of modern technology. We make uses of computers, mobile phones, TV sets, and so on. Now tell me what uses you make of all those modern devices. Task 1: Reading for the main idea of each paragraph. To learn more about modern technologies, turn to page 63 and first read for the main idea of each paragraph. Task 2: Discussing the language points. Any problem with the article. Now in pairs try to find some questions about all the points difficult to you. You may ask me for help if necessary. Task 3: Listening and reading aloud. To understand better what’s talked about in the article, listen to the tape record and read aloud the text at the same time. Closing up by writing a brief essay. All right, now listen to my questions: What will computers look like in the future? How will we use computers? How would you describe a computer to someone living in the 19th century? What would you compare a computer to? Words and Expressions live in an information age, do… with computer, send mails, be similar to…, keep information in one’s memory, develop technology at a high pace, metaphor, storage, paste, glue, be different from…, in the best way, after all, now that, in the future, think about… Homework Reading material 以“鱼”喻人 　Ⅰshark：(本义)鲨鱼；(喻义)贪诈的人。如：a loan shark(高利贷主)，the big sharks(垄断资本家)。 　　Ⅱeel：(本义)鳗鱼；(喻义)滑头的人。如： 　　He’s far from straightforward to deal with――a slippery eel. 　　他这个人与人打交道很不直爽―――滑头精。 　　Ⅲ fish：(本义)鱼；(喻义)人。如：That old uncle of yours is a queer fish.你那位老伯伯，可真是个古怪的人。　　a cold fish冷冰冰的人　　a poor fish可怜虫 “植物”喻人 　　Ⅰ.He　was　the　No.1　seed　in　the　table-tennis　championship. 　　他是这届乒乓球锦标赛头号种子选手。(种子――种子选手) 　　Ⅱ.A　man　of　learning　is　supposed　to　be　some　pumpkins. 　　学问高深的人常被认为是重要人物。(南瓜――很重要的人物，通常用复数形式并与some连用) 　　Ⅲ.He　is　a　real　daisy. 他是个顶呱呱的人物。(雏菊――第一流的人物) 　　Ⅳ.The　country　lost　the　flower　of　its　youth　in　the　war. 　　那个国家在战争中失去了许多优秀青年。　　(花――精华) 　　Ⅴ.I’ll leave　you　two　young　people　alone；I’m　sure　you　don’t　want　me　to　play　gooseberry. 　　你们两个年轻人单独在一起吧，我敢肯定你们不希望我夹在你们中间。(醋栗―――[作]陪妇，这短语源自青年男女相聚时须有老妇陪伴的古老习俗译成“当电灯泡”也是很形象的表达。)

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