人教版英语选修8_Unit3_全单元教案

Unit 3 Inventors and inventions
The First Period Reading
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
patent, distinguish, product, power, perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in case 2. Ability goals
Enable the students to describe the problem of the snakes and what has been done by the writer to solve the problem.
3. Learning ability goals
Help the students to learn how to retell the story and how to meet the requirements of getting a patent.
4. Emotional goals
Make the students try to be good at discovering some useful things and realize that it’s not easy to get a patent.
Teaching important points 教学重点
To get the main idea of the whole passage and each parts.
Teaching difficult points 教学难点
Learn how to meet the requirements of getting a patent.
Teaching methods 教学方法
Reading and Task-based activities.
Teaching procedures & ways教学过程与方式
Step Ⅰ warming up
Deal with the part of warming up and ask the students to find out the definitions of discovery and an invention, and their differences.
An invention is something that is created by a human being, such as the lightning rod. To the contrary, a discovery merely makes known something that already existed in nature, such as the discovery on the New Continent by Columbia.
Step Ⅱ Pre-reading
Ask the students to discuss in groups and work out a suitable order for the list of how people get their invention approved.
1. Finding a problem
2. Doing research
3. Thinking of a creative solution
4. Testing the solution
5. Deciding on the invention
6. Applying for a patent
Step Ⅲ While-reading
Task 1: Get the students to comprehend the passage carefully and accurately to find out the main idea of the passage, and then divide the text into several parts and work out the main idea for each paragraph.
Main idea: The text is mainly about the author’s experience in helping her mother get rid of the snakes and applying for the patent for her invention.
Part I (Para.1): the discovery of the problem of the snakes
Part II (Paras.2-3): the research on the approaches to solve the problem
Part III (Paras.4-6): the attempts to catch the snakes
Part IV (Paras.7-8): the requirements of getting a patent
Task 2: go through the whole text again and finish Exercise 1 on page 21.
Step Ⅳ Post-reading
Ask the students to think of 2 questions.
1. What should we learn from this text?
2. What’s the writing purpose of the writer?
1. We can learn from the text the way of doing scientific researches and how to apply for a patent. We can also learn that it takes an inventor great determination and persistence to achieve his or her ambition in life.
2. The writer wants to inform us of the scientific methods to solve present problems so that we students can not only broaden the horizons but become more skilled in discovering and considering carefully the problems in daily life. We are also encouraged by the writer to be creative and hardworking as well as thinking independently.
Step Ⅴ Homework
. Go over the whole passage, and try to retell it.2. 能力提升，Jinbang.
教学反思：
The second Period Language points
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
patent, distinguish, product, power, perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in case
b. 重点句子
1. The first thing I did was to …, but there only seemed to …
2. Between the outside and the inside walls of the bowl there is some jelly, which freezes when cooled.
3. The criteria are so strict that it is difficult to get new ideas accepted unless they are truly novel.
4. Nor will you receive a patent until a search has been made to find out that your product really is differe nt from everybody else’s.
2. Ability goals
Enable the students to master the usage of the new words and expressions and some key sentence structures, and use them in the writing.
3. Learning ability goals
Teaching important points 教学重点
How to use the language points
Teaching difficult points 教学难点
Try to comprehend some complicated sentence structures
Teaching methods 教学方法
Reading, explaining and practicing.
Teaching procedures & ways教学过程与方式
Step Ⅰ revision
Check their homework, and try to retell the passage briefly.
Step Ⅱ language points
1. Pre-reading go through
(1)经历(2)通过,成功,成交(3)审阅,检查(4)翻找,查看(5)穿过,通过
Most families went through a lot in the war.
2. do research on /into /in... 从事, 进行, 做研究They are carrying out a research into the causes of cancer. They are doing research into electricity.
P 1. call up 打电话，使......回忆起I’ll call you up tonight (call sb. /ring sb. up )
号召call on 需要call for…取消call off 使产生call forth
结束一天的工作call it a day 收回call back
拜访某人pay a call on sb./ visit sb./ drop in on sb./ pay a visit to sb.
now and then 有时, 偶尔I see them now and then, but not often.
distinguish 1. distinguish oneself 使…出名显扬自己, 使自己扬名
2. distinguish A and B区分A 和B
3. d istinguish/ tell right from wrong辨别是非
4. distinguish/ tell good from evil 分清善恶
5. distinguished/respected guests 尊敬的来宾P 2. powder: n. 粉，粉末；药粉；火药grain sth. into powder 把磨成粉
set about 开始, 着手The sooner we set about it , th e sooner we’ll finish.
P 3. prepare with, sleepy, stainless steel
P 4. abruptly adv. A man with an abrupt manner is not welcome here.
convenient Come and see me whenever it is convenient to you.
Inconvenience inconvenient convenience
P5 caution
P6. expectation 1. 出乎意料out of expectation 2. 在意料之中in expectation
3. 盼望得到…in expectation of…
4. 不负…所望live up to one’s expectation
passive: adj. 被动的，消极的；不抵抗的；不活跃的He played a passive role in the marriage. P 7. 1. seize the chance/ opportunity 抓住机遇
P 8. application: n. 应用，运用；申请，请求；努力，专注The invention had no practical application.
Step Ⅴ Homework
1. learning about language
2. English weekly P3 part 1, part 2
教学反思：
The third Period using language
Teaching goals教学目标
1.Target language 目标语言
a. 重点词汇和短语
forehead, dot, tap, wire, straw, current, importance, helicopter, triangle, stable, practical, beaten track, dive into, set out (to do), in truth
b. 重点句子
He found that by pressing his lips against...
He designed a machine that...
Although he will always be known for..., he was...
He realized that by understanding how...
2. Ability goals能力目标
Enable the students to learn about the famous inventor Alexander Graham Bell and his inventions.
3. Learning ability goals学能目标
Help the students learn how the famous inventor Alexander Graham Bell invented telephones. Teaching important points 教学重点
How the famous inventor Alexander Graham Bell invented telephones.
Teaching difficult points教学难点
Help the students learn what the key is to become a successful inventor.
Teaching methods 教学方法
Listening, fast reading and practicing.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision
Check their homework
Step Ⅱ Pre-reading
Ask the students to look at the title and the picture of the great inventor on page 25, and answer the following questions in groups.
1. What do you know about the inventor?
2. How useful is his invention to human society? Why?
Step Ⅲ Listening & Reading
Firstly, let the students read the four questions in the EX 1 on page 26 to get a general idea of what should be paid attention to and then play the tape for students to follow and give the answers to the questions. Then check the answers with the whole class.
Step Ⅳ Language points
To underline some key words and phrases for the students and help them master some complicated sentences.
Bear, associate, reproduce, stable, practical, dive into, a flash of inspiration, set out to do sth, hang out, out of order, get through
He found that by pressing his lips against...
He designed a machine that...
Although he will always be known for..., he was...
He realized that by understanding how...
Step Ⅴ Post-reading
Do some EXS in “English Weekly” 34, P3, Part 1, and check their answers
Step ⅥHomework
1. Jinbang from page 23 to 24
2. Preview the part of grammar in the workbook.
教学反思：
The Fourth Period Grammar
Teaching goals 教学目标
1. Ability goals能力目标
Enable the students to use the past participle as the attribute,predicative and object complement.
2 Learning ability goals学能目标
Help the students learn how to use the past participle as the attribute,predicative and object complement.
Teaching important & difficult points教学重难点
How to use the past participle as the attribute,predicative and object complement.
Teaching methods 教学方法
Individual work and practice.
Teaching procedures & ways教学过程与方式
Step Ⅰ Revision
Check their homework
Step Ⅱ Grammar focus
过去分词作定语、表语和宾语补足语
基础过关：过去分词(表示和被动的动作) 是有形容词.副词的作用,在句中可以用作定语,表语,宾语补足语和状语
一.过去分词作定语
过去分词做定语,表示分词的动作与所修饰的名词之间存在被动关系,单一的确过去分词做定语一般放在被修饰的名词之前,过去分词短语作定语放在被修饰的名词之后,过去分词及过去分词短语作定语均可以转换为一个定语从句
The broken window (=The window which was broken) will be replaced soon.
破损的窗户很快就会被换掉.
The books bought yesterday (=which were bought yesterday) are of high quality.
昨天买的书确实很不错
(1)表示情绪的过去分词作定语：
--She threw me a quick, frightened glance.他迅速而惊恐地看了我一眼
--His face wore a puzzled expression.他脸上有一种困惑的表情
举一反三
amaze,embarrass,interest,excite,disappoint,encourage,move,surprise,astonish,delight,frighten,ins pire,please,puzzle,terrify,shock,satisfy,worry,confuse, amuse, tire等。

这些动词构成的过去分词实际上已经成了形容词，它们常常用来修饰人
（2）过去分词短语作定语放在所修饰词之后，作用相当于一个定语从句：
What’s the language spoken in that country?那个国家讲的是什么语言？
Suddenly there appeared a young woman dressed in green.突然出现一个穿绿衣服的青年女子二。

过去分词作表语
表示主语的状态且该状语通常是由外界因素引起的, 这时过去分词可以被看作一个形容词,是形容词化的过去分词，他并没有“完成”或“被动”之意，而是表示主语的状态。

I'm interested in reading novels, written by Jin Yong. 我对金庸的小说很感兴趣.
常见的还有: be surprised, be astonished, be amazed, be moved, be exhausted, be worried, be devoted, be pleased, be inspired, be encouraged, be excited, be delighted, be satisfied, be scared, be frightened, be disappointed
三。

宾语补足语作宾语补足语的过去分词一般是及物动此,和宾语有逻辑主谓关系,可以带过去分词作宾语补足语的动词有:
a. see, hear, watch, feel, find, observe, notice, look at, listen to 表示感觉和心理状态的动词
b. make, get, have, leave 表示"致使"意义的动词
c. like, want, wish, order表示希望,要求等意义的动词
现在分词与过去分词的区别:
1.定语: 现在分词作定语常表示"动作正在进行", 此时或当时的状态等; 过去分词则常表示"动作发生在谓语动词的动作前"等;被修饰的名词一般是现在分词的逻辑主语,是过去分词的逻辑宾语如:
I know the man standing there. 我认识站在那儿的那个人.
2.表语: 现在分词作表语,具有主动的含义,意味着"起这种作用"；而过去分词作表语具有被动含义，意味着“受这种影响”。

如：
The work was tiring. 这项工作挺累人的
The workers were soon tired. 工人们很快就感到累了
注意：作表语的过去分词表示状态，构成被动语态的过去分词表示动作：
StepⅢ practice
Finish the exercises on grammar in this unit in JB, and check their answers.
Step ⅣHomework
1. Go through what they have learned this class
2. Do some EXS in English weekly
教学反思：。