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Unit 3 Inventors and inventions核心考点解析+典例示范associate vt.联想；联系n．同伴，伙伴[教材原句]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.虽然人们常把他和发明电话联系起来，但是他的确是一名永不停息的探索家，不断寻求着改善人们生活质量的途径。
[归纳拓展](1)associate ...with ...使……与……联系起来associate with sb. 与某人交往/联系be associated with 与……有关(2)association n. 联合；联想；交往；协会；社团in association with 与……联合/有关联[典例示范]①If you associate with positive-thinking people, you are definitely going to achieve success.②There are many serious health problems which are associated with smoking.③We are working in association with a local company to raise money for the homeless.bear vt.(bore, borne)忍受；忍耐；负担；承担；记住；生育；结果实[教材原句]I cannot bear the smell of burnt sausage on the barbecue.我忍受不了烤肉架上烤香肠的味道。
Unit 3 Inventors and inventionsThe First Period SpeakingT eaching goals1. Enable the students to talk about information and different.2. Help the students learn how to talk about inventions and discoveries.T eaching procedures & waysStep I Warming up1. Talk about inventions and discoveries.T: The importance of inventions to social progress can never be changed. Each invention carries the world a stepforward and provides stimulation for later ones. Whitinventions turning up all the time, our world is alwaystaking on a new look. But do you know what aninvention is?S1: The creation of something newS2: A creation (a new device or process) resulting from study and experimentation.S3: The creation of new things.2. Ask the students to talk about the pictures with the teacher’s help, and then discuss the first two questions.T: And what is a discovery? What’s the difference between a discovery and an invention? Now look at the pictures on page 1. Work in pairs and talk about the three different things, telling them apart and giving reasons.Show the following.(1). Which o these pictures show inventions? Does any of them show discoveries?(2). Work out two rules that will help you decide what is adiscovery and what is an invention?Step II T alking T: Suppose you are working for a mobile company. It is your job to suggest new ways of developing a mobile. In pairs discuss some new applications of a mobile. Make a list of the ones you like and that seem the most useful.Choose one you both like and think will be popular with other people. Now work in groups of four to discuss the question.Step III SPEAKING T ASK (若时间不足，可做为课后作业)T: Leonardo da Vinci was not only a painter, but a true inventor. Now look at the picture in 1 on page 68. I’dlike you to work in pairs and discuss what this invention of Leonardo da V inci was. Several alternativeexplanations are provided, but only one is correct. Beprepared to give your ideas to the class with yourreasons.Step V Homework1. Search for more information about mobiles on the Internet.2.Preview the next period.Reflection after teachingThe second period Reading(Ⅰ)T eaching goals1.Enable the students to describe the problem of thesnakes and what has been done by the writer to solve the problem. Make them realize it takes steps to catch the snakes and it’s not easy to get a patent.2.Let students read the passage to develop their readingability.T eaching procedures & waysStep I Revision1.Greetings2.Check the answers to the multiple choices in UsingWords and Expressions.3.Ask some students to show the answers to the previewquestions.Sample answers:1.The problem talked about in the text is how to catchsnakes in the courtyard.2.The writer solved the problem in different steps. Forexample placing the frozen bowl and the ice cubes on top of the bowl to keep it cook, freezing the bowl and ice cubes again in the evening as the temperature was staring to cool and using a net used for catching fish. Step II Pre-readingT: Problem can arise everywhere at any time. Now here is a problem of snakes. Look at the title of the reading passage. What can you guess about the content of the passage from the title? To answer the question you should try to predict the content of the reading material by reading the title and looking at the pictures in the text.The title of the text is THE PROBLEM OF THE SNAKES. Next I’d like you to discuss the questions with your partner.. Then you are supposed to report your work. Are you clear?After a few minuteThen ask the Ss to judge the right order of stages of inventions.Step III While ReadingGet the Ss to comprehend the passage carefully and accurately, and then divide the text into several parts andwork out the main idea for each paragraph.T: Now please read the passage carefully, divide the whole passage into several parts and find out the main idea of each part.PartⅠ(Para.1) the discovery of the problem of snakes PartⅡ(Para.2-3) the research on the approaches to solve the problemPartⅢ(Para.4-6) the attempts to catch the snakesPartⅣ(Para.7-8) the requirements of getting a patent. Ask Ss to go over the whole text again and analyze the text in details.Discuss the following questions.Show the followings:1.What are the writing techniques of this text?2.What’s the main idea of the text?3.What should we learn from this text?4.What’ the writing purpose of the writer?Sample answers:1. In this text the writer puts forward the problem of the snakes, makes research and analyzes the problem, lists the steps of solving the problem according to the arrangement of ideas, and finally illustrates what is needed for getting a apatent. By listing the creative steps she takes to catch the snakes without hurting the, the writer has efficiently recorded and narrated to the readers the beginning, the development and the final result of the incident clearly.2. The text narrates the problem of snakes and present the procedures of catching them and applying for a patent, from which we have got a better understanding of how to do scientific researches and how to apply for a patent. After learning, we know that it usually costs some time and continuous efforts in order to solve some practicalproblems in a scientific way.3.We can learn from the text the way of doing scientific research 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.4. 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.StepⅣListeningListen to the tape and let the ss read the passage alound. Step V Homework1. Go over the whole passage and learn the key sentences in the text by heart and prepare for the in-class blank filling.2. Prepare for Leaning about Language and Using Structures.Reflection after teachingThe third period language piontsTeaching aims1．To learn the useful expressions and sentence structures in the reading.2．To enable students to use language points freely.T eaching procedures & waysStep I RevisionGreetings and have a dictation.StepⅡLanguage points1. Useful phrasescall up now and thenget rid ofset aboutdecide onwith cautionbend downseize the opportunityfill in the form2. Analyse difficult sentences(1). Here was a chance for me to distinguish myself by inventing something merciful that …distinguish v.区别, 辨认, 显示…的差别He can distinguish a genuine antique from a reproduction.I can distinguish my roommates by their footsteps.She distinguished herself as a black lawyer.She distinguished herself by her coolness and bravery. distinguished adj. 卓越的；著名的(2). I set about researching the habits of snakes to find the easiest way to trap them.set about 开始, 着手Y ou must set about your work at once.Do you know how to set about going on this work?set out也可表示“开始”，后加动词不定式，即set out to do sth., 而set about后加v-ing形式，即set about doing sth. set 构成的短语有：set off: 出发, 侧重于去某个地方set out: 出发、开始，侧重于开始做某事，还有规划、展现的意思set down:写下；记下set aside:保留；撇开；取消；放弃set up: 建立set one’s mind on: 把心思用于...；决心做…(3). This is in the expectation that the snakes would bite again.that the snakes would bite again是同位语从句，作expectation的同位语。
Unit 3 inventors and inventionsTeaching aims and demandsTopicsInventions;patent applications;great inventorsVocabularySeize straw file current bear helicopter tap triangle distinguish refrigerator glue court dial extension dot version dot version associate competence patent jeep courtyard personnel walnut merciful product stainless powder cubic perfume abrupt cube convenient caution passive expectation merry criterion valid string ripe greengrocer freezing identification innocent directory dynamic rainfall stable lantern practical jam abruptly forehead merrily wireCall up;beaten track;now and then;apply for a patent;set about;in the expectation;dive into;seize the opportunity to do;set out(to do);distinguish oneself;hang on;cannot bear;out of order;traffic jams;get through;a series of dots;ring back;tap...out;ring offSentences1.here was a chance for me to distinguish myself by inventing something merciful that would catch snakes but not harm them.2.But monitored carefully,the snakes proved to be no trouble and all went according to plan.3.Every time you do you will be certain to find something that you have never seen before.4....before you know it, you will have something worth thinking about to occupy your mind.5.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.6.I'm sorry,but this phone is out of order.Functions：(making telephone calls)Hold the line,please.Just a moment,please.I can't get through.Which extension...,please?Can i ring back later?Hang on,please.I'm sorry,but this phone is out of order.I must ring off now because...Sorry,he/she isn't here right now.Can i speak to...,please?GrammarRevise the past participle as the attribute,predicative and object complement1.the next morning i carried in my hand a small net used for catching fish.2.She seemed embarrassed by the question.3.Mary wants her paintings displayed in the gallery.Focus-on1.get students to know something about inventors and inventions.2.Have students learn some useful new words and expressions about inventors and inventions and let them learn effective ways to master them.3.Enable students to express how to make telephone calls.4.Let students get a better understanding of the grammar item.5.Develop students' listening,speaking,reading and writing abilities.Difficulties1,enable students to master the usage of the past participle as the attribute, predicative and object complement.2,Let students learn to write a dialogue of expressing how to make telephone calls.3,develop students' integrative skills.Periods needed:6Period1 warming up,pre-reading,reading and comprehending2 language study3 grammar4 listening and speaking5 reading and writing6 summing up .learning tip and assessmentPeriod 1 warming up,pre-reading,reading and comprehending Knowledge and skills1.to know the meaning of the new words and phrases in this period2.To learn about some inventions,make clear the difference between a discovery and an invention3.To learn how the information is organized4.To develop the reading ability by skimming and scanning the passage5.To develop the speaking ability by talking about inventors and inventionsProcess and methods1 while doing warming up the teacher can lead in the topic of this unit by showing students some pictures of inventors and inventions2during pre-reading the teacher can go around the classroom and discuss the questions with several students3while doing reading and comprehending, the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.encourage them to answer some questions and discuss the text structure4 to consolidate the contents of the reading passage,the students should be required to retell the text in their own words at the end of the classFocus-on1,to enable the students to learn about inventors and inventions and to develop their reading ability 2,to enable the students to talk about inventionsTeaching procedureStep 1 warming upTo deal with the part by looking and talkingShow the pictures to the students and let them know which pictures show inventions and whichshow discoveries and talk about them.Step 2 pre-readingAsk students if they know the stages every inventor must go through before they can have their invention approved.encourage them to talk about it and look at the list on page 19 to work out a suitable order.Step 3 reading and comprehending1.fast reading:ask students to skim the passage to get the key words and general idea of each paragraph and the main idea of the text.2.Read the passage carefully,divide the passage into 4 parts and match the main idea of each part. Part 1(para.______) 1.the research on the approaches to solve the problemPart 2(para.______) 2.the attempts to catch the snakesPart 3(para.______) 3the requirements of getting a patentPart 4(para.______) 4the discovery of the problem of the snakes3.ask students to scan for detailed information and choose the best answer.结合学生用书4read the text carefully and then decide whether the following statements are true or false.(1)I bought an ice-cream maker made of aluminum. ( )(2)The snakes are too big for me to handle.( )(3)The snakes are poisonous.( )(4)The snakes are finally sent to the zoo.( )(5)People who produced a new type of plant have the qualification to get a patent.( )(6)A patent will be published 18 months from the date you apply.( )Step 4 listening,reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them down in their notebooks after class as homework.Collocations:call up,now and then,set about,apply for a patent,in the expectation,seize the opportunity to do,distinguish oneself....Step 5 retellingAsk students to talk about the stages in the inventing process in their own words.Give them some key words on the blackboard.Then let them try to retell the passage.Step 6 homework1.learn the useful new words and expressions in this period by heart.2.Deal with the exercises in p31 of their exercise bookStep 7 reflection after teaching_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________Period 2 language studyKnowledge and skills1.to get the students to learn to use the important new words and phrases freely2.To get the students to understand and use the important and useful sentence patternsProcess and methods1.referring to the textbooks,reference books or dictionaries2.Talking about the difficult pints with your group-mates3.Trying hard to learn the language points by heart4.Practicing the language points activelyFocus-on1.important new words and expressions2.Important and useful sentence patterns3.Some difficult and long sentences in the textTeaching procedureStep 1 revision1.check the homework exercises2.Ask some students to say something about the inventionsStep 2 exercises for useful words and expressions1.turn to page23.Go through the exercises in discovering useful words and expressions with students and make sure they know what to do.2.Give them several minutes to finish the exercises3.Check the answers with the whole class and explain the problems they meet where necessary. Step 4 vocabulary study结合学生用书Step 5 usingTurn to page 63.ask students to do the exercises in using words and expressions in the workbook Step 6 homeworkFinish off the workbook exercisesStep 7 reflection after teaching_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________Period 3 grammarKnowledge and skills1.To get the students to revise the different forms and usages of the past participle.2.to enable the students to use the past participle as the attribute ,predicative and object complement correctly and properlyProcess and methods1.to ask the students to pick out the sentences including the past participle2.to ask the students to discover the usages of the past participle by comparing a lot of examplesentences3.to ask the students to do the exercises in discovering useful structures on page 24 for them tomaster the past participle form.4.To ask the students to do the exercises in using structures on page 65 and some otheradditional exercises for consolidation.Focus-on1.to get the students to master the structure and usages of the past participle form2.to get the students to learn how to use the past participle form correctlyteaching procedurestep 1 revision1.check the homework exercises2.dictate some new words and expressionsstep 2 grammar learning1.ask the students to study the following sentences and try to summarize the structures and themeanings of the past participle forms:(1)The first thing I did was to see if there were any products that might help me, but there onlyseemed to be powders designed to kill snakes.(2)The criteria are so strict that it is difficult to get new ideas accepted unless they are trulynovel.(3)…so Alexander became interested in helping deaf people communicate and they areeducation.(4)One day as he was experimenting with one end of a straw joined to a deaf man’s eardrum andthe other to a piece of smoked glass…2.Ask the students to study the following sentences paying attention to the difference betweenthe past participle forms and other non-predicate forms when used as the attribute.(1)China is still a developing country while the Unites States is a developed one.(2)The rising sun is more beautiful than the risen sun.(3)We all got frightened at the frightening creature.(4)I will buy the beautiful house built by the large company last year.(5)I will buy the beautiful house being built by the large company now.(6)I will buy the beautiful house to be built by the large company next year.3.Ask the students to study the following sentences paying attention to the difference betweenthe past participle and the present participle when used as the predictive.(1)How the poor young boy managed to go to the key university is surprising.(2)Almost everyone is surprised that the poor young boy managed to go to the key university.(3)When the professor came in, he remained seated.(4)No sooner had I stood up than he waved me to remain sitting.4.Ask the students to study the following sentences paying attention to the difference betweenthe past participle and the present participle when used as the object complement.(1)I found the boy coming into the library.(2)I found the thief tied to the tree.(3)When the old man came back to his hometown, he found the village changing every day.(4)When the old man came back to his hometown, he found the village changed completely.(5)With the boy leading the way, we had no difficulty in finding the factory.(6)With all the homework done, they went to play football on the playground.Step 3 summing upTry to help the students draw the conclusionStep 4 grammar practice(1)Do exercise 2 in discovering useful structures on page 24(2)Do the exercises in using structures on page 64Step 5 learning more about the grammarShow students the following on the screen or give out test papers to them.(1). I fell down and broke three of my teeth. I wonder how many times I have to come here and get my false teeth_______.A. fixB. fixingC. fixedD. to fix(2). He looked around and caught a man_______ his hand into the pocket of a passenger.A. putB. to be puttingC. to putD. putting(3). It is believed that if a book is__________ it will surely __________ the reader.A. interested; interestB. interesting; interestedC. interested; be interestingD. interesting; interest(4). Through out history, the language ___________ by a powerful group spreads across a civilization.A speaking B. spoken C. to speak D.to be spoken(5).--- can those_______ at the back of the classroom hear me?--- -no problem.A.seatB. sitC. seatedD. seating(6).----how do you deal with the disagreement between the company and the customers?-----the key______ the problem is to meet the demand ________ by the customers.A. to solving; makingB. to solving; madeC. to solve ;makingD. to solve; made(7). The boy tried his best to make himself _______ in his _______ English.A. understood; breakingB. understand; brokenC. understand; breakingD. understood; broken(8). The traffic problem, which we are expecting _________,should have attracted the local government’s attention.A. seeing to solveB. to see to solveC. to see solvedD. seeing solving Suggested answers: CDDBCBDCStep 6 homeworkFinish off the workbook exercises.Step 7 reflection after teaching_______________________________________________________________________________ _______________________________________________________________________________Period 4 listening and speakingKnowledge and skills1.to understand the meanings of the following key words and expressions while hearing themon the tape: founder, hand-washing, carpet cleaner, videotape, switch off.2.To enable the students to understand the listening texts.3.To help the students learn how to make a phone call using the given key sentences. Process and methods1.Smoothing away language problems if any before listening.2.Listening for needed information.3.Speaking freely and making conversations.Focus-on1.The understanding of the conversations on the tape2.The ability of communicating by making a phone callTeaching procedureStep1. Revision1.retell the text on p20-p21.2.Check the answers of the exercises in learning about language and explain the difficult ones. Step 2. Listening1.Listen to text 1(page 26)and do the following exercises.(1)Listen for the first time and do exercise 2Suggested answers: washing machine, drum, carpet cleaner, court(2)listen again and do exercise 3.(3)listen to the tape for a third time and fill in the missing information according to the tape.James Dyson found that clothes were not as______ from a ____ machine as those washed by_______. So he tried to improve that. He ________ a system with two _______ in the same machine. Together they are the same ______ as the old drum, but they work _____.One drum goes in one direction and the other goes in the other. So it’s more like_____ and the clothes_______ _________ cleaner.Suggested answers: clean, washing, hand, invented, drums, size, differently, hand-washing, come out2.Listen to text 2 (page 62) twice and choose the best answer.(1)why does Ruth want to change for a new mobile phone?A.Her mobile has been old and out of fashionB.Her mobile has been out of control and doesn’t work now.C.She missed important calls when her mobile was switched off.(2)Why are the new phones called 3Gphones?A.Because they will be able to organize people’s life.B.Because they are the third generation of mobile phones.C.Because they can buy goods for people.(3)Why does Ruth Bacon not like the phone that can book air ticket and the hotel?A.Because it often serves people inefficientlyB.Because it orders and buys expensive goods.C.Because it spends her money.(4)Which kind of mobile phone does Ruth Bacon need most?A. A mobile phone that can stop her missing important calls.B. A mobile phone that tis a computer and can videotape as well.C. A mobile phone that can order and buy goodsSuggested answers: CBCAStep3 speakingSince the students have learned many words and expressions about making a phone call bye both reading and listening. It’s necessary for them to talk about it now. Teach them how to make aGive the students three minutes to prepare and practice, and then ask two groups to demonstrate their calls in front of the whole class.Step 4 homeworkWrite a passage to describe your invention.Step 5 reflection after teaching_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________Period 5 reading and writingKnowledge and skills1.To enable the students to know something about Bell.2.To get the students to learn the following useful new words and expressions :bear, dive into,tap, associate, out of order, get through3.To help the students learn how to write a letter of application4.To foster the students’ ability in skimming and looking up information in reference books andimprove the students’ reading ability.Process and methodsReading for specific information, summarizing, discussing and practicingFocus-on1.The understanding of the reading passage.2.The following key words and phrases: bear, dive into, tap, associate, out of order, get through3.The following key sentences:(1)He found that by pressing his lips against his mother’s forehead, he could make hismother understand what he was saying.(2)One day as he was experimenting with one end of a straw joined to a deaf man’s ear drumand the other to a piece of smoked glass, Bell noticed that when he spoke into the ear, the straw drew sound waves on the glass.4.Teaching the students how to write a letter of applicationTeaching ProcedureStep 1 revisionCheck the answers to the grammar exercises on page 24 and explain the difficult ones,Step 2 lead-inGive the students a specific imagination to think and talk about some great inventions. You may begin like this “Suppose you have made an invention, please tell us your experience.”Step 3 pre-readingGive the students the following two questions for them to think about and answer.1.Do you know any great inventions?2.Have you ever made an invention before? If so, describe your invention.Step 4 readingRead the passage quickly and do the following exercises.1.Find out the main idea of it.2.Match out the main idea of each paragraph.Para.1 A. Bell is a continuing searcherPara.2 B. Bell’s life information and especially interestPara.3 C .Bell’s curiosityPara.4 D. Bell’s invention of the telephonePara.5 E. The importance of his invention--telephonePara.6 F. Bell’s first telephone messagePara.7 G. Bell’s new discoveries in other areas of invention3.Tell whether the following statements are true or false.(1). Alexander Graham Bell was born in 1847 in Boston, USA. ( )(2) Bell’s mother was completely deaf, but with the help of Bell, she could hear what Bell said. ( )(3) It was Bell’s interest and curiosity that led to the invention for the telephone.( )(4).In order to improve his invention, Bell made Morse code.( )(5).Bell invented the telephone by chance because he had meant to improve the telegraph.( )(6) Right after he invented the telephone, he successfully sent a message to his assistant Watson.( )(7).He invented the helicopter and other flying machines.( )(8).Bell is respected for he devoted all himself to improving everybody’s life.( )Suggested answers:1.It mainly talks about the life of Bell and how he made the great inventions.2.BCDEFGA3.FFTFTFFTStep 5 language study结合学生用书Step 6 homework1.Master the language points in the text.2.Finish the writing task.Step 7 reflection after teaching-_______________________________________________________________________________ _______________________________________________________________________________ _____________________________________________________________________________Period 6 summing up, learning tip and assessment Knowledge and skills1.To get students to master all the useful new words and expressions in this unit.2.To have students grasp the grammar item—the past participle as the attribute, predicative andobject complement better, and enable them to use the following structures correctly:“The next morning I carried in my hand a small net used for catching fish.”“Mary wants her paintings displayed in the gallery.”“She seemed embarrassed by the question.”3.To develop the students’ ability of using the important language points in this unit. Process and methodsDesign some additional exercises for students to do in order that they can learn to use and grasp all the contents.Focus-onUsing what they have learned in this unit to solve real problems.Teaching procedureStep 1 revision1.Check the homework exercises.2.Dictate some useful new words and expressions in this unit.Step 2 lead-inAsk the students to turn to page 27. Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned them.Step 3 summing upFive minutes for the students to summarize what they have learned in this unit by themselves. Then ask them to write down what they have learned about inventors and inventions. Check and explain something where necessary.Suggested answers:From this unit we have learned some inventors and inventions.From this unit you have also learned:Useful verbs:Seize, file, bear, tap, distinguish, glue, dial, dot, associate.Phrasal verbs: call up, set about, dive into, set out(to do), hang on, get through, ring back, ring off, apply for a patent, seize the opportunity to do, distinguish oneself, cannot bear, tap out Useful nouns: patent, courtyard, walnut, product, powder, perfume, cube, caution, expectation, criterion, string, greengrocer, identification, directory, rainfall, lantern, jam, forehead, wire, straw, current, helicopter, triangle, refrigerator, court, extension, version, competence, jeep, personnel Useful adjectives and adverbs: merciful, stainless, cubic, abrupt, convenient, passive, merry, valid, ripe, freezing, innocent, dynamic, stable, practical, abruptlyUseful expressions: now and then, out of order, beaten track, in the expectation, traffic jams, a series of dotsStep 4 practice1.Fill in the blanks with the expressions given below. Use each expression only once and make2.There must be something wrong with your telephone, for I couldn’t __________ to youroffice the whole morning.3.Tom doesn’t go home every week, only_________.4.He __________ learning Chinese at the age of ten.5.Someone ___________me _________ at midnight, only to find he dialed the wrongnumber.6.He ________ the bag and brought out two red apples.7.We __________ to paint the whole house but finished only the front part.8.The car is said to have been ___________ on the halfway last week.9.The telephone rang, but before I could answer it, it ______.10.____________ the strap; the bus is about to start.Suggested answers:1.In truth2. get through3. now and then4. set about5.called; up6. dived into7. set out8.outof order.9. rang off 10. Hang on toplete the following sentences according to the Chinese given.1. Researchers in this field _________________________(有了一些重大的新发现)2. Sometimes reality and fantasy are __________________（很难区分）3. A bike _________________________（比汽车更方便）in towns.4. There was a ________________________________（普遍希望他会赢）5. The details of today’s flights___________________________（列在显示屏上）6. The contract had been _____________________（有效地）drawn up.7.We ______________________________（收到400份申请）for the job.8.The ice is too thin ____________________________（承受不住你的重量）9.The helicopters_____________________（像两个小黑点出现）on the horizon.10. Someone__________________________.（轻轻叩门）Suggested answers:1.Have made some important new discoveries2.Hard to distinguish3.Is more convenient than a car4.General expectation that he would win5.Are displayed on the monitor6.Validly7.Received 400 applications8.To bear your weight9.Appeared as two black dots10.Tapped at the door slightlyStep 5 learning tipAsk the students to turn to page 27. Read through the passage and make sure they understand it. Encourage then to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.Step 6 assessment1.Checking yourself ( on page 69 in the Workbook)2.Testing assessment完成课时讲练通配套练习Step 7 homework1.Finish off the Workbook exercises2.Review and summarize what you have learned in Unit 3Step 8 reflection after teaching_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________。
Unit 3Inventors and inventions【美文阅读】Wireless charging for mobile phones by 2012近日，日本的富士通公司宣布，他们开发出了一套能为手机等便携式电子设备无线充电的系统。
Fujitsu，a Japanese technology company，has created a system capable of simultaneously(同时地) charging many portable electronic devices such as mobile phones，digital cameras and laptops without the need for cable(电缆)connections.Electric car users may also eventually be able to charge their vehicles wirelessly using the same technology according to Fujitsu，which displayed a model system at an Institute of Electronics，Information and Communication Engineers conference.Claiming to be the world's first of its kind，the technology works on the basis of the transmission of electricity using magnetic(磁的)fields between the charger and the electronic device.The system makes it possible to charge wirelessly at distances of up to several meters，and Fujitsu aims to provide public “charging spots” on the streets in order to provide easy charging day and night.Scientists at Fujitsu Laboratories are planning to commercially sell products combining the new wireless charging system as early as 2012.Mobile phone users in Japan can currently charge their batteries using portable battery devices-available at most train stations and convenience stores－although phone companies warn this can damage the phones.The new system invented by Fujitsu，however，is much more advanced and represents the next generation of portable recharging systems using flexible wirelesstechnology.The company added，“We are also l ooking at applying the results of this work to fields other than portable electronics，including power transmission between circuit boards(电路板) or computer chips，and providing mobile charging systems for electric cars.”【诱思导学】1．How does the wireless charging technology work?____________________________________________________________________________________________【答案】It works on the basis of the transmission of electricity using magnetic fields between the charger and the electronic device.2．When can consumers probably buy products using the new wireless charging system?______________________________________________【答案】As early as 2012.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面理解起到一个铺垫作用。
Unit 3 Inventors and inventions【美文阅读】Wireless charging for mobile phones by 2012近日，日本的富士通公司宣布，他们开发出了一套能为手机等便携式电子设备无线充电的系统。
Fujitsu，a Japanese technology company，has created a system capable of simultaneously(同时地) charging many portable electronic devices such as mobile phones，digital cameras and laptops without the need for cable(电缆)connections.Electric car users may also eventually be able to charge their vehicles wirelessly using the same technology according to Fujitsu，which displayed a model system at an Institute of Electronics，Information and Communication Engineers conference.Claiming to be the world's first of its kind，the technology works on the basis of the transmission of electricity using magnetic(磁的)fields between the charger and the electronic device.The system makes it possible to charge wirelessly at distances of up to several meters，and Fujitsu aims to provide public “charging spots”on the streets in order to provide easy charging day and night.Scientists at Fujitsu Laboratories are planning to commercially sell products combining the new wireless charging system as early as 2012.Mobile phone users in Japan can currently charge their batteries using portable battery devicesavailable at most train stations and convenience stores－although phone companieswarn this can damage the phones.The new system invented by Fujitsu，however，is much more advanced and represents the next generation of portable recharging systems using flexible wireless technology.The company added，“We are also looking at applying the results of this work to fields other than portable electronics，including power transmission between circuit boards(电路板) or computer chips，and providing mobile charging systems for electric cars.”【诱思导学】1．How does the wireless charging technology work?____________________________________________________________________________________________【答案】It works on the basis of the transmission of electricity using magnetic fields between the charger and the electronic device.2．When can consumers probably buy products using the new wireless charging system?______________________________________________【答案】As early as 2012.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面理解起到一个铺垫作用。
