ࡱ> [  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ\]^_`Root Entry FNOaSummaryInformation( DocumentSummaryInformation8 WordDocument.  !"#$%&'()*+,-./0123456789:;<=>?@ABCOh+'0< ` p |Unit 18 Inventionsjujumao Normal.dotAdministrator15@qH@, Oa_W$Microsoft Office Word՜.+,D՜.+,l(     MC SYSTEMM* (\dlKSOProductBuildVer2052-9.1.0.4984&660Table Data  P]KSKS.*!a u 8\rS "  $h x> T Unit 18 Inventions ) USCQYef[vh bvhGoals Talk about inventions Practice describing inventions Review the Attributive Clause Write a process essayII vh R S _Ways of describing inventions This invention can help people... This is a new way of... This new invention will make it possible for people to... I think... is much more useful than... It can make / help people... I d like to invent... because it can... I d like to invent... which can... If people can create... I suppose... It must be very convenient if people could invent... I dreamed I could invent... Ways of asking questions about new inventions What does it look like? How does it work? What s it made of? How would people use it? Is there anything you would like to invent? ͋ Gl1. VO͋Gl vest, heel, patent, officer, petrol, background, reject, possibility, otherwise, connection, previous, aware, trial, rider, dusty, pilot, storage, glue, typewriter 2. ͋Gl edible, flavour, laptop, inflatable, creative, rephrase, partial, perception, visible, Mozart, relativity, Samuel Morse, desktop, palmtop, Mona Lisa, Charles Chaplin, John Denver, Isaac Newton, Abraham Lincoln, Eve, Helen Keller, metaphor, paste, electronics, Eniac 3. ͋~ allow for, get stuck, break away from, be aware of, trial and error, after all, keep track of 4. ͑p͋Gl vest, office, background, reject, possibility, otherwise, aware, allow for, get stuck, break away from, be aware of, after all, keep track of lReview the Attributive Clause 1. a car that / which uses water instead of petrol 2. thinkers who have changed the world 3. a chip that / which makes it possible for us to see the future 4. a smart pen that / which automatically translates what we write into a foreign language ͑ p S P[1. These chopsticks are both delicious and environmentally friendly. P57 2. Creativity is not about getting high test scores, having a high IQ or being smart. P59 3. If we look only for the correct answer and reject ideas that do not provide a complete answer, we may get stuck. P59 4. As with thinking outside the box, the process includes a series of different attempts and several false starts. Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities. P59III YePgRgNYePg͑~ 1YePgRg ,gUSCQN Sf :N݋ N~[N{|vۏekw0R͑\O(uvSfR 0e(WǏUSCQYef[ W{Qf[uvR '` _Sf[uv^zfRV } v^1\ Sf ُN݋Sh]v0 1.1 WARMING UPǏ N*NoSf[uvBlw2k [eQ,gUSCQv݋ f[u(W[~bT{HhvǏ z-NS0R/TS0 1.2 LISTENING /fsQNSfNN)RSt]\ONXTv[݋ Blf[u,T[U_TY_n Suv v^~bQvT{Hh0 1.3 SPEAKING Ǐ~N~KNv[݋ W{Qf[uv`ofO݋R v^cccSfR vw0 1.4 PRE-READING/fReadingvp;mR ǏoSf[uvf[`NtQ0 1.5 READING SbN*NR e(WJTɋf[uYUOW{QSfR vR0Ǐ[OSb_avh JTɋf[u]RKbS\Ջ N(WR vǏ z-NEQnN{^`0 1.6 POST-READING/f[evhgT]V Rmf[u[evt0 1.7 LANGUAGE STUDYRSb$Nebv~0͋GlRǏUS͋b__lS~`N .^Rf[uccg͋lib'Y͋Glϑ0lRǏ~`N Y`N[NS01.8 INTEGRATING SKILLS;NSbTQ\O$N*NR0R;NN~(WybW-N@b^(uvNNb_a4RvkU Of[ufR[ftNNbavi_0Q\OR~Nf[uEQRv`azz0 2. YePg͑~ 2.1 N݋Q[ NRg Warming up NSpeaking vN N~vv NRgNTalkingkN0@bNS\Warming up, SpeakingTWorkbook-NvTalkingteT(WNw,bNS0 2.2 \Listening TWorkbook-NvListeningteT(WNw,bN,TR0 2.3 \Pre-reading, ReadingTPost-reading N*N;mRteTNw NN0 2.4 \Workbook -NIntegrating SkillsvReading NNl0 2.5 \Language StudyNWorkbook-NvPractisingl~`NteT(WNw NNl0 2.6 \Integrating Skills TWorkbook -NIntegrating Skills vWritingteT(WNw NNQ\O0 3. WNeRM~YePgRg,9hncf[`,,gUSCQSN(umQe[b 1st Period Speaking 2nd Period Listening 3rd Period Reading 4th Period Extensive Reading 5th Period Grammar 6th Period Writing IV. ReYeHh The First Period Speaking Teaching goals Yef[vh 1. Target language vh a. ͑p͋GlTw vest, heel, petrol, edible, flavour, laptop, inflatable b. NE(u This invention can help people... This is a new way of... This new invention will make it possible for people to... What does it look like? How does it work? What s it made of? How would people use it? 2. Ability goals Rvh Enable the students to talk about things they would like to invent in future. Enable them to use their imaginations and express opinions with their own words. 3. Learning ability goals f[vh Lead the students to imagine things they would like to invent and express their thoughts on such new inventions. Teaching important points Yef[͑p Make the students to use the structure of describing features of a new invention. Teaching difficult points Yef[p How to create suppositional things they would like to invent. Teaching methods Yef[el a. Indirect approach of teaching; b. Communicative; c. Elicitation-Inquiry. Teaching aids YewQQY A computer and a projector. Teaching procedures && ways Yef[Ǐ zNe_ Step I Warming up Use a piece of Photoshop file to lead in, in which there are some pictures of inventions from the textbook. T: Good morning / afternoon, boys and girls! Firstly, I d like to ask you a question: How did you come to school this Morning / afternoon? Ss: By bike. / On foot. / By bus. / By car. / By taxi... T: Good! We saw that most of you came to school by bike. But I wonder whether someone of you has a bike stolen or has such experience of being difficult to find room for parking the bike. The Ss replies would be different, but there must be someone who has such experiences. T: Yes. It s really a problem. But here I d like you to imagine this. If there was a new invention that would be named inflatable bicycles, what do you think it would look like and how convenient it would be? The Ss describe inflatable bicycles in their own imaginations. T: Well done! Yes, if there would be such bicycle, I think we would never have to worry about having our bikes stolen again. And if we use it, we can let the air out and put the bikes in a bag. That must be very convenient. (Show the picture of this bike to the class.) T: Here re three more ideal inventions that I would like to show you: Edible chopsticks, Nose-top computer, and Electric Shoes. Give the students introductions of these three inventions from the textbook. Step II Pre-speaking T: Of all these four inventions, which do you think would be useful, why? Give the students suggestions when possible, using such patterns: I think... this invention can help people... I think... is much more useful than... S1: I think the inflatable bicycle is the most useful one of the three. Recently, more and more people have lost their bicycles and it s really a problem for us to find suitable room to park our bikes in public places. S2: I prefer the nose-top computer. Computers become more and more important in our daily life. If there would be a nose-top computer, we could bring it with us every-where. So we can use the computer to deal with our daily business and work at anytime. It would bring us lots of convenience. S3: Edible chopsticks must be my favorite. They not only make our food much more delicious, but also can save trees. It must be a very great invention which is environmentally. S4: In my view, the battery pollution has become a serious problem to the environment. So the invention of the electric shoes must be a very useful and environmental creation. T: At last, I have a question for you, use your imaginations, and try to tell me. Is there anything you would like to invent? If so, what and why? Possible expressions: I d like to invent a... It can help people... Because... I suppose... It must be very convenient if people could invent... I dreamed I could invent... Step III Speaking Let the student read the passage and make sure they understand what they should do. To explain how the invention works and why it is useful. Give them 2 minutes to read carefully. Inventors and Patent officerInventor A You have invented a car that uses water instead of petrol.Inventor B Your new invention is a flying bicycle.Inventor C Your new invention is a machine that makes it possible for people to see the future.Inventor D You have invented a pen that translates what you write into a foreign language.Patent officer Listen to each group member and ask question. Decide which of the inventions you think is the most useful and be prepared to explain why.T: Have you finished electing Patent Officer of each group? Ss: Yes. T: Have you decided what invention you would like to invent in future? Ss: Yes. T: That s great. Now I m sure you ve understand what you should do. So let s start to make up the conversation between inventors and Patent Officer. Remember to use the helpful expressions below the page. Later, I ll select some of you to make the conversation in front of the class. Ask 5 groups to act their dialogues out in front of the class. Model 1: Sa: I d like to introduce my new petrol to all of you. Sb: What s it made of? Sc: It s made of water. It wouldn t pollute the environment, and it s very cheap. Model 2: Sa: I d like to introduce my new invention  a flying bicycle. Sb: What does it look like? Sa: It is a bicycle with a pair of wings. Sb: How dose it work? Sa: It can fly in the air and decrease the traffic problem. ... Sb: I think a car that uses water instead of petrol useful because it can save many energy sources. Step IV Discussion T: In our world we have series of inventions which make our life more comfortable. But there are also some inventions seem to be not so useful for us though the inventors purpose is good. Do you think we really need all these four inventions above? Are there any surplus ones? If so, which and why? Step V Summary For consolidating the ways of describing new inventions, use a diagram to summarize the expressions. The teacher collects the phrases from the students, and then shows them on the screen. T: What patterns have we learnt today, class? The Ss are describing their new inventions. T: With the development of human civilization, more and more new inventions come out. Most of them make our daily life much more convenient. Which do you think are the most useful ones? How to describe your ideal inventions? Now, let s collect as many phrases as possible. Ways of describing inventions This invention can help people... This is a new way of... This new invention will make it possible for people to... I think... is much more useful than... It can make / help people... I d like to invent... because it can... I d like to invent... which can... If people can create... I suppose... It must be very convenient if people could invent... I dreamed I could invent... Ways of asking questions about new inventions What does it look like? How does it work? What s it made of? How would people use it? Is there anything you would like to invent? While doing this task, give the students necessary responses which should be presented on the Bb or screen. e.g. All right; I ll try my best; Good jobs; It s a good idea, I think; Thank you; Sounds reasonable but...; Well done... etc. Show the summary on the screen. Step VI Homework 1. Write a short passage with title  My ideal new invention . 2.  Talking at Page 131, work in pairs. 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