Unit 3《Inventors and inventions 》Grammar the Past Participle 导学案-人教选修8精品

Unit 3 inventors and inventions 教案课题Inventors and inventions-------- Reading : the problem of snakes课型reading教法Method of teaching, research, case teaching method, discussion teaching method教学目标Grasp key words and expressions. Develop their ability of reading, especially skimming, scanning, careful reading.Make them know the process of inventing and how to apply for a patent. Encourage the students to discover extraordinary items and deal with them.教学重点、难点Help them to understand the text throgh dealing with complexed sentence structures, and understand the procedures of inventing.Help them to understand the invention of catching snakes , which is very abstract.教学手段Blackboard, teaching tools, multi-media教学过程Step 1 guessing1.show them 2 inventions in our daylife to guess their usages.2.raise questions to lead in:If some snakes in your yard…Look at the titles of this unit and this passage. What do you think the passage is talking about?-------------It might talk about the girl invented something to catch the troublesome snakes.Step 2 listening and skimmingPlay the tape for students to get them main idea of the text, then answer the questions.1.The main idea: the text introduces the p_______ of the snakes and shows the p__________ of catching them and applying for a p______.2.What instruments were used for catching the snakes successfully ?3.How many kinds of inventions can not get patents according to the text?Step 3 scanningScan the reading to complete 2 charts which refers to procedures of trapping snakes and applying for a patent.The solution to the problem is the invention and the girl is the inventor. What procedures did the writer do to trap snakes?What procedures should be followed if someone wants to apply for a patent?Step 4 careful readingRead the text carefully to understand the text deeply through several questions in preparation for discussing.1. What the biggest advantage of the writer's new idea?2. Can you distinguish whether it can be presented a patent or not?3. I will give you some statements to tell which one is right.Step 5 discussingLook at some pictures of technological inventions in the future . Can you imagine what are they used for?Step 6 sum -upSum up what we learn this time: we have studied the problem of snakes and you should grasp reading skills of reading besides important expressions.Step 7 homwork1. sum up what they talked about and write a composition after class.2. practice of wordsUnit 3 inventors and inventions 教案课题Inventors and inventions-------- Reading : the problem of snakes课型Reading教法讲授法、问题探究法、案例教学法、讨论教学法教学目标1.掌握重点词汇和短语的意义及用法，如：call up, distinguish, set about, file等。

Unit3 Inventors and inventions(Period1Warming up, pre-reading and reading)Teaching Goals:1. Enable the Ss to familiar with some famous inventors.2. Enable the Ss to distinguish between discovery and invention.3. Let the Ss learn the reading skill.Important and difficult points1. Make students speak out their ideas in English.2. Train students reading ability.Teaching methodsSpeaking, Pair-work, Skimming, Scanning, SummaryTeaching toolsPPT and other normal teaching tools.Teaching process:Step 1 Greeting and lead-in1. Greeting.2. Lead-in.Step 2 Speaking1. Read the pictures.2. Distinguish between discovery and invention(pair work).1) A discovery is_______________.2) An invention is______________.Step3. Pre-readingLook at the list and work out a suitable order.Applying for a patent Finding a problemTesting the solution Thinking of a creative solutionDoing research Deciding on the invention1_____ 2_____ 3_____ 4______ 5______ 6______Step 4 Reading1. SkimmingSkim the text and get the main idea of the text.The text is about ________________________ and presents ____________________________ and applying for __________.2. ScanningFollowing the tape, find out which paragraph or paragraphs deal with each inventing process in the passage and find the examples:Step5. Post reading.1. True or False statements:1) In this passage, the writer wants to encourage the readers to consider carefully the problems in daily life and to be creative and hardworking as well as thinking intelligently.2) The writer was successful in catching the snakes in the second attempt.3) An inventor can easily get the patent for the invention.4) If you have a scientific theory or mathematical model, you can get a patent(专利).5). The stages to apply for a patent is to fill in the form for your invention, file your patent application with the patent office and wait for the patent examination.6). If your invention passes the test, your application for a patent will be published 17 months from the date you apply.2. Multiple choices.1) How did the writer catch the snakes?A. Use something the snakes were interested to attract them into a trap.B.Take their habitat to another place.C. Place the snakes at a low temperature for them to sleep and then catch them.D. All the above.2) Why did cooling the snakes make them less active?A. Because snakes are warm-blooded animals.B. Because snakes like high temperature.C. Because snakes are cold-blooded animals and they usually hibernate(冬眠) in winter.3) Which statement is TRUE according to the text?A. The snakes were so sleepy in the second attempt that they couldn’t bite the write at all.B. Your product must be different from everybody else’s if you want to receive a patent.C.The writer decided to send her invention to the patent office the moment she succeeded in catching the snakes.D. If an application for your product proves to be valid, you can get a patent immediately.4) According to the text, which subject do you think can be given a patent?A. A new star discovered by a scientist.B. A new novel written by Yao Ming.C. A new way to make dirty water clean.D. A new kind of grass found in a mountain which can be used as a medicine.Step 6 Summary and homework1. Summary2. Homework1) Complete the exercise1 on page21.2) Read the text again and line out your difficult phrases and sentences.。

Unit 3 Inventors and inventions Ⅰ. 单元教学目标技能目标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 jobⅡ. 目标语言功能句式Make a telephone callHold 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...词汇1．四会词汇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, competence, jeep, personnel2．认读词汇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 Dyson3．词组call up, now and then, set about, in case, beaten track, dive into, set out (to do), hang on, get through, ring back, ring off4．重点词汇discovery, convenient, distinguish, application, expectation, importance, practical, bear结构Appositive clause — that 可引导同位语从句重点句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. P202. Between the outside and the inside walls of the bowl there is some jelly, which freezes when cooled. P20子 3. The criteria are so strict that it is difficult to get new ideas acceptedunless they are truly novel. P214. Nor will you receive a patent until a search has been made to findout that your product really is different fro m everybody else’s. P215. He found that by pressing his lips against his mother’s forehead, hecould make his mother understand what he was saying. P256. He designed a machine that would separate different sound wavesand allow different conversations to be held at the same time. P257. Although he is most often associated with the invention of thetelephone, he was indeed a continuing searcher after practicalsolutions to improve the quality of everybody’s life. P26Ⅲ. 教材分析和教材重组1. 教材分析本单元以Inventors and inventions为话题，旨在通过单元教学，使学生了解发明和发现的区别，了解发明创造的过程和获得专利的条件，学习发明家的成功事例；能灵活运用基础句型描述中外古代和现代发明，谈论不同发明的优缺点及其现实意义；根据不同问题及条件设计、改进发明并阐述自己的观点；能写一封有创新的求职申请，阐述自己的特长和优势，能对别人的发明、创造或观点提出意见或建议；并能运用所学知识利用现实生活中有限材料进行发明创造。

fUnit 3 Inventors and inventionsI．教学内容分析本单元的中心话题是“发明家与发明”，具体涉及“发明与发现的区别”、“发明产生的过程”和“申请发明专利的条件”。

语言技能和语言知识都是围绕“发明”这一中心话题设计的。

只要人类在地球上生存起，发明就是人类生活的一部分。

每一项发明都是每一个人在解决问题和应某种特别的需求，经过不断的科学实验的结果。

因此发明和发明家不是新东西，只要大家勤于思考、发挥想象力和创造力去解决问题，就可能有所发明。

Warming Up部分提供了一些图片，要求通过小组讨论弄清“发明”和“发现”的区别。

因为这部分的问题很有趣且具富有挑战性，所以能调动学生讨论的积极性，达到热身的效果。

Pre-reading部分让学生了解发明家为了让其发明得到认可所必须通过的六个重要的程序，让学生意识到发明和科学过程之间的联系。

Reading部分是一篇记叙文。

故事讲的是一个女孩如何通过多次尝试最后成功地把在她母亲家院子里安家的一窝蛇捉住并放归大自然，她的捕蛇技术申请了发明专利。

学习这篇短文，让学生更进一步了解发明的六个重要程序并说明发明不一定是非常重要的东西，有时它们是一些细小的解决问题的方法。

Learning about Language部分突出了词汇和语法的学习与训练。

本单元的语法是理解和掌握过去分词做定语、表语和宾语补足语的用法。

Using Language部分包括了听、读、写三个部分的内容，阅读和听力材料分别介绍了电话发明家亚力山大·贝尔以及当今英国发明家詹姆斯·戴森的故事。

通过描述亚力山大·贝尔为什么和怎样最终完成了他的最著名的发明：电话。

学生可从中了解一个真正的发明家发明的过程。

并通过操练打电话和写求职信进一步训练学生读和写的能力。

Learning Tip部分告诉学生不要害怕失败。

成功的发明家往往要经历很多次实验的失败。

然而如果继续犯同样的错误，那明显是错误的，因此，提醒学生要注意这一点。

Unit 3 Inventors and inventions ---Grammar:动词-ed形式作定语动词-ed形式作表语动词-ed形式作宾语补足语一、动词-ed形式作定语过去分词作定语往往与被修饰的词靠得很近，渐渐地成为一个复合词。

这种分词叫分词形容词 (the Participle Adjective), 实际上相当于一个单纯的形容词, 除表示“完成〞的动作之外, 还表示“被动〞的意义。

如：spoken English (英语口语)；iced beer (冰冻啤酒)；cooked food (熟食);fried chips (炸土豆条);但要注意不及物动词的过去分词常表示“完成〞的动作, 而不表示“被动〞的意义。

如: boiled water(开水); fallen leaves(落叶) ; the risen sun(升起的太阳)等。

1. The tall man is a returned student．高个子的那个人是个归国留学生。

2. My parents are both retired teachers．我的父母都是退休教师。

(1)前置定语单个的动词-ed形式,一般放在被修饰的名词的前面, 作前置定语。

The excited people rushed into building.激动的人们冲进大楼。

(=the people who were excited)Lost time can never be found again．虚度的时光, 无法挽回。

(=time which is lost)(2)后置定语①少数单个动词的-ed形式, 如left等, 只能作后置定语。

Everything used should be marked．所有用过的东西应该做好标记。

② 动词-ed形式短语作定语时, 通常要放在被修饰的名词的后面, 在意思上相当于一个定语从句。

及物动词的过去分词作定语用来表示被动,可改为带被动语态的定语从句;不及物动词的过去分词(仅限于单个过去分词,且不能后置)那么表示完成,可改为带有完成时态的定语从句。

选修8 Unit 3 Inventors and inventionsⅠ. 单词拼写1. I’m sorry, but I don’t know there is an (突然的) change of the plan.2. As (预料), the sales manager gave in his notice at work today.3. It’s our (期望) that you will do well.4. We should try our best to put the enemy in a (被动的) position.5. As we all know, newspapers influence the (潮流) of thought.6. Your books and magazines are almost in a m ; go and put them in order.7. The football club c arranges all the matches.8. I have heard two v of the accident.9. Illness is a v excuse for being absent from work.10. She t me on the shoulder, but I didn’t feel it.Ⅱ. 用方框内所给短语的适当形式填空1. The poor girl has such a lot since her parents died.2. Do be careful with those fireworks; the slightest spark could them .3. The football match was because of the heavy rain.4. These old photos my childhood memories.5. I to knit(编织) a sweater but in the end it became a vest.Ⅲ. 翻译句子1. 这一家人搬走了，因为这里经常交通堵塞，孩子上学不方便。