| 人教版高二Unit 18 Invention |
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Ⅰ单元教材内容分析 当全世界科学技术发展迅猛，各种发明创造层出不穷，是因为人的思维品质与思维方式即（creative thinking）对发明创造起着至关重要的作用。因此培养学生的探究性思维能力，创造思维能力是时代社会对教育的要求。教师在课堂教学设计中力求体现“开放、启发、引导、自主”的教学原则，帮助学生运用相关的词汇表达自己的思想及思维过程，培养学生用英语描述某一发明创造，如构造的工作原理、用途等的能力。况且，我们曾经在高一（上）Unit9 Technology，高二Unit 1 Make a Different, Unit 6 Life in the future, Unit 11 Scientific achievement 等单元中已积累一些词汇。 本单元的中心话题是：“发明”（Inventions），课文始终围绕这一主题展开。具体涉及“科学技术发展”、“人的思维”、“创造性思维及其品质”、“对发明的新认识”等，语言知识和语言技能部分主要是围绕“发明创造”这一中心话题时行设计的，要不断丰富巩固这一话题的词汇及习惯短语。 “热身”（Warming up）部分设计了三个练习，列举了四件与学生日常生活联系密切的，富有启迪意义。 “听力”（Listening）部分提供了两人申请发明专利的情景。两项发明均未被接受。学生一方听懂两项发明，而且还要判断发明是否有用。这个听力练习要求学生运用听的技能的同时，还要学生思考、分析和解决的问题。 “读前”（Pre-reading）部分设计了三个问题，这三个问题的设计提供给学生开放性的思维，可以利用“头脑风暴”（brainstorming）让学生展开思维，阐述自己的观点，为正文的阅读作好语言铺垫。 “阅读”（Reading）部分介绍了伟大的思想家产生新发明的一些思路和思维模式：框外思维、换个角度看问题、联想和不断试验。安排这篇文章的目的在于培养学生的创造性思维。这是一篇说明文，可以用来帮助学生学习说明文的结构。 “读后”（Post-reading）部分是在阅读的基础上，通过两个活动，检查学生的理解程序，诱导学生联系实际，拓展思维。问答题的设计从表层引入深层、由课文导向课外。第一题为判断题，主要检测学生对文章细节的理解和掌握。第二题实际上为文章提出的发明创造的思维模式列举了具体的例子。 “语言学习”（Language study）分词汇和语法两部分。词汇部分设计了两个练习，其目的是帮助学生复习所学过的词汇（包括词性和词形）及短语。语法部分围绕定语从句而展开，而且选用了谜语，生动有趣。 “综合技能”（Integrating skills）部分有阅读和写作两个任务。阅读的文章说明科学隐喻（运用通俗的名称于新的发明之中，如电脑中的memory，storage和paste、print等等）的作用及其局限性。写作题有两个：“未来的电子计算机”和“向十九世纪的人介绍电脑”，由学生选作。这个任务符合学生的年龄特点、贴近现代生活，能够引起学生的兴趣。 “学习建议”（Tips）介绍不同的学习策略，如联想、猜测、图示以及分析错误等。 “复习要点”（Checkpoint）复习了定语从句。同时通过两个问题引导学生对本单元所学的内容 进行一次反思。 II 教材内容处理 1、本单元教材重难点处理 2、教材运用的改编或增减 增加部分：增加构词法的练习巩固 增加定语从句的改错练习与单选题 增加workbook中的听力练习,同时把workbook integrating作为泛读材料 增加中学生科技发明奖的新闻材料，让学生读后讨论 1.who is the young scientist? What nationality is he? 2.what is the teenager’s invention? 3.what do the judges think of the new invention? 4.what advantages does the new invention provide? 5.how many projects take part in the competition and how many of them made it through to the final round? Discussion: 1.Is a creative student always a top student in subjects? 2.What do you think makes him a creative student? 删减部分：Wb P131 Ex2 Wb P133 Ex3 改编教材：1、把P62 part4作为第一课时的导入材料，以激发学生的兴趣 2、把P62 Ex3改编成游戏。 3、把P61 Ex3改编成竞赛活动。 4、把wb P130 listening P131 talking与speaking部分相结合，作为第二课时，主要培养学生的合作意识和口语能力。 3、测试安排 以同步作业本（科学普及出版社）进行同步作业布置，学生自我检测，教师批改、课堂分析、巩固。 4、本单元教学设计创意之处 ①始终坚持任务目标→导说领先→活动或讨论→反馈或笔头落实→环环相扣，逐步铺垫。 ②增减或改编了部分教材，讲练结合，当堂巩固，达到知识到能力的正向迁移。 ③设计两项主题活动提高学生合作学习意识和能力。 ④中学生科技发明类的新闻材料来源于学生的生活实际，肯定能使感到兴趣盎然，能唤起学生进行科技创新的意识。 ⑤单列一个课时speaking，围绕三个话题，培养学生口语表达能力。 “How much do you know invention?” “a smart something” “apply for a patent” III单元教学目标 （一） 语言知识和语言技能 1、掌握下列词汇 vest heel patent officer petrol background reject possibility otherwise connection previous aware trail rider dusty pilot storage glue typewriter allow for get stuck break away from be aware of trial and error after all keep track of 2、能够熟练地运用如下句型谈论创造发明（Talking about inventions） The invention can help people… This is a new way of … What does it look like? How does it work? What’s it made of? The new invention will make it possible for people to … 3、复习定语从句，学会用定语从句描述、定义事物。 4、Learn to write a process essay of a new invention. （二） 情感目标 1、Learn about what is creative thinking and arouse the Ss to know now to be a creative thinker efficiently. 2、Guide the Ss learn how to find a good way and share other’s invention. （三） 学习策略 合作学习， 自主学习，学会运用“科学、技术、发明”等相关的词汇描述新发明创造。 （四） 资源利用 充分利用，改编课本资源，适当利用网络资源。 http://www.esatbtyoungscientist.com http://www.esatbtyoungscientist.com/at_the_exhibition.html http://www.brainquote.com/topics/topic_science.html 任务一：发明家知多少？ 活动形式：要求学生介绍自己所了解的发明家。例如： Thomas Edison is the most honoured American inventor. He invented the electric light bulb, the phonograph, and the moving picture-three of the most important inventions of the modern world. 任务目的： 1、扩大学生的阅读量； 2、培养学生的阅读兴趣； 3、提高科学意识。 任务二：发明展 可以这种方式开头：Let me describe our new invention and then show you its characteristics. First, … Second, … Third, … Finally, … 活动时间：和speaking相结合 语言知识要求： 1、词汇：运用本单元所学词汇及有关发明的词汇，如：productive, trial and error, apply for a patent, receive a patent, hold a patent, sell a patent等。 2、句型： ① What’s it made of? ② How does it work? ③ I make this in order to… ④ This machine is used for… ⑤ It can be used in the way that… 语言技能要求：解说能力 活动形式： 1、个人活动：收集展示个人已有的发明，并展示给大家。 2、小组活动：选择展示品，确定解说员编撰解说词。 3、班级活动：布置展示台，并在发明作品相应位置写上相应的英语解说词，交流意见，选出最佳发明作品。 任务目的： 1、培养同学们对发明创造的兴趣。 2、增加语言输出输入量，提高语言表达能力。 3、增进同学间的合作与交流，促进学生对知识的渴求。 IV 教学重点与难点 （一）单元教学重点 1. Train the Ss’ listening and speaking ability by talking about inventions and listening to some materials. 2. Develop the Ss to grasp the main idea of the passage and help them to understand the passage better by explaining the different creative thinking way. 3. Enable the Ss to master useful expressions in this unit and review the Attributive clause and expand the knowledge of the attributive clause. 4. Do some writing practice to improve the Ss’ ability of writing a process essay of description of an invention. （二）单元教学难点 1. Feed back the Ss’ self-reading effectively in class. 2. How to help the Ss to learn to express and support an opinion. 3. Master some new words and learn to use them freely. 4. Make a clear sketch of the Attributive clause to the Ss and expand it. V 单元课时教学设计 Period 1 Warning up ＆ Listening Period 2 Speaking ＆ Talking Period 3 Pre-reading & Reading & Post-reading Period 4 Language study ＆ Practice Period 5 Integrating skill ＆ Writing Period 6 the Revision of the Attributive Clause (possible) Period 7-8 the two periods for exercises Period 1 Warming & Listening Goals 1. Improve the Ss’ listening ability. 2. Enable the Ss to get involved in the topic and familiar to some new words and expressions. Step1 Lead-in Today’s topic is invention. When we speak of invention, we can’t help thinking of the four great inventions in ancient China. What are they? Meanwhile， with the development of science more inventions have come about. These inventions are wonderful. T：Now what invention do you think is the most useful? Why? Ss: Collect the Ss’ opinion T: But some inventions are so common that we often forget how wonderful they are. For example, zippers are very useful, but they are forgotten. Almost none of us know who invented them. Do you think so? Do you think it is important to know how things were invented? If you want to invent something, you need to train yourself to have creative thinking to think about them in a different way based on the present things. Now let’s do some riddles to see how clever you are? (on the screen) 1. What is it that Adam has none Eve has two and everyone has three? 2. What is it that the dead eat and that the living would die if they ate. 3. What is it that you use your head to your toes and the more it works the thinner it gets. 4. What is it that is not an airplane but moves through the sky not a river but is full of water? Step 2 Warning up and discussion Let the Ss look at the pictures to tell anything special about each picture and then ask the Ss to match each picture with the correct description below. Ask some questions: 1. What kind of shoes is it? Is there anything special with the shoe? 2. In picture2 the chopsticks can be eaten. Which word means eaten? edible chopsticks 3. What does nose-top computer mean? How can you use it? 4. What does “inflatable bike” mean? What are the advantages of bikes of this kind? Discussion: 1. Which of these inventions do you think would be useful? Why? 教师可以帮助学生运用：I think ** would be the most useful invention because by using **, we can … 2. Is there anything you would like to invent? If so, what and why? Possible sentence: I would like to invent a multi-use car. The multi-use car is a new type of car which can pass through any place when it is crowded. For example… You will never be late and save a lot of time for you. Step 3 Pre-listening We know when someone has invented something, usually he will go to a patent officer to apply for his patent. Now let’s listen to two dialogues. In the dialogues, Mr Dean and Mr Scoles both have invented something. They’re trying to get the patent for their inventions from the patent officer. Let’s go through the questions on P15 first and then do the listening. Step 4 Listening Play the tape twice for students to listen to and them answer the questions. Play it a third time for the students to check their answers in pairs. At last check the answer with the whole class. Blackboard: Creative thinking edible chopsticks environmentally friendly(read-friendly) inflatable apply for 申请（vi） apply 应用（vt） apply for a patent for sth the patent officer give a patent hold a patent step6 Assignment 1. Find out as many inventors as possible and try to describe one of most important inventors you think to the class, using the attributive clause if possible. Period2 Speaking & Talking Goals: Expand the topic around inventions to develop the Ss’ creating thinking and speaking ability. Step1 Lead-in and reporting T: Well, let’s begin our lesson. So far we’ve known some inventions and their inventors. Who is your most admirable inventor. Please describe something him or her to the class? Anyone will be the first? Invite the some individual to report their preparations one by one. Step2 Talking T: We know inventions are important and great. It seems a little difficult to invent something. But do you think it is always difficult to think of something special? S: No, sometimes it is not so hard to think of “A smart something”. And in our real life. We can create many smart things, for example, a smart refrigerator can tell you when you need to buy more milk or eggs. A smart air-conditioner can change the temperature itself when it is becoming hot or cold. T: What smart objects can you think of ? Ss: Collect Ss’ ideas and then let the Ss turn to P131 Ex.1 and choose two of the smart devices below and have a discussion with your partner to see how they could be used and then decide one to give a report. Smart money Smart shoes Smart basketball Smart clock Smart pen Smart car Smart medicine Smart bike Smart heater Step 3 Speaking (role-play) From the last lesson we also know how to apply for a patent. Now you are in a patent office. Let’s play a game. Each of you will be given a role card work in groups of five: four inventors and one patent officer. Each inventor should explain how the invention works and why it is useful. The patent officer should ask question and decide whether each invention is a good or not. And I’ll show you some useful expressions to help you. In the end show out some example dialogues. This invention can help people… This new invention will make it possible for people to… This is a new way of… It has many functions like… What does it look like… What’s it make of…? How does it work…? How would people use it ? What are some advantages compared to other product of this kind? 专利官员评判时可使用以下句型: 1. I’m much impressed by ________ 2. I think your invention is ____________ 3. That’s really a good idea ___________ 4. I’m afraid it might not _____________ 5. I’m sorry ,but I can’t give you a patent for 6. I think you can have the patent for ________ Possible examples： A=Patent Officer B, C, and D =Inventors A: Good morning. Please tell me about your invention. B: Yes, well, I have invented a car that uses water instead of petrol. This invention is great for the environment. Imagine how nice and clean our cities would be if we didn’t have all the air pollution from cars. A: Yes, it does sound good. How does it work? B: Well, I can’t explain the details, but it uses a new kind of engine that can turn water into energy. The new engine is a bit expensive, and the cars won’t be able to drive very fast, but I think it will become cheaper with time. It is a new way of producing energy, so we will have to build new cars. It can’t be used for normal cars. A: I see. What about your invention? C: I have invented a machine that makes it possible for people to know the future. A: That sounds incredible! How does it work? C: It’s a small computer that is connected to your brain. It uses everything you know, and all the information on the Internet. Then I use a special equation to guess what will happen next. The machine is right almost90% of the time. A: How would people use it? C: Well, let’s say you want to know what questions will be on the maths test next week. You ask the computer to guess and it will predict the questions. Or, if you want to know what will happen two weeks from now, you just type in the date and the computer will describe what will happen to you. D: Excuse me, may I tell you about my new invention? A: OK. D: I have invented a flying bicycle. This invention can help people get around in crowded cities. A: What’s it made of? D: The bicycle is made of very light plastic. The bike doesn’t weigh more than 50 grams. A: And how does it work? What does it look like? D: There is a small engine on the bike----it looks a bit like a helicopter. If you want to fly, you just start the engine and take off. ( The discussion continues.) Step 4 Extensive Listening practice (part 1) Go through Ex.1 on P130 and do extensive listening practice for exact information Step 5 Summary Today we’ve learnt how to express and support an opinion. And we’ve learnt how to apply for a patent when you have made an invention. Many of you have wonderful ideas about new inventions. Study hard now and I believe you’ll make your own invention in the future. Step6 Assignment 1. Preview the text and learn the make out difficult sentences new words and expression. 2. Draw your invention and to apply for a patent, please give a good description to it, including how it looks, how it works, and how people can use it. Period 3 Reading Goals: 1. Learn the text and train the Ss’ reading ability. 2. Learn some useful words and expressions. 3. Help the Ss to learn to be more creative. Step 1 Lead-in and Pre-reading T: Greeting and ask: In modern times, we have so many inventions? What inventions have you known? Yes, the inventions can make people’s life easier and better. They will do a lot of good to people.(on the screen) ① But how do they come up with ideas for new invention. ② Do you think you have to be very intelligent to be an inventor? ③ Are some people born creative or is it possible to learn to be creative? If you want to be an inventor yourself, you must have a lot of questions. New read the passage quickly to find the answers to these questions above. Step 2 Reading Allow the Ss a few minutes to find the answers to the questions. T: Are you finished? Ss: Yes. Then collect different opinions from the Ss. Focus on: 1. Why is it possible to learn how to be creative? Because creative thinking is a matter of habits. By thinking about how we think and practising good thinking strategies. We can become more creative. 2. Why people don’t have to be very intelligent to be an inventor? First he or she should be intelligent. But not very because only some of the thinkers did well in school. And creativity is not about getting high test scores having a high IQ or being smart By the way, what does EQ stand for? 3. Guide the Ss to say out the following points. ① People should try new ways to solve a problem and break away from old thought patterns. ② People should try to combine new with old ideas in many different ways as possible. By comparing and connecting ideas and objects in new ways. People may think of new application and solutions. ③ Good ideas are no accident. They are the result of a long process of trial and error. So keeping trying is important. Failure is the mother of success, as we know. Step 3 Careful reading As paragraph one notes, great thinkers seem have little in common-----they have different backgrounds, IQ and education. What they do have in common are the thinking habits outlined in the reading? 1). What are their thinking habits according to the text? Can you find a sentence from the passage to explain each thinking habit? 2). What’s creative thinking? 3). If we keep trying some of the thinking strategies of the great and famous, what may be the result ? 4. True of False: Do Ex1 of post-reading On P60. Step 4 Explanation and Listening Check the Ss’ prevision and explain some difficulties the Ss raise. Meanwhile show the important phrases on the screen. 1. be born creative/ blind/ a singer 2. come up with 3. allow for 为…作准备，顾及 4. get stuck 5. break away from 6. become/be ware of be aware that 从句 7. remain invisible 8. get high test scores 9. reject 10. inspire Let the Ss listen and under line the words about. Step 5 Discussion Now look at part2 on the same page. Here are five examples which have been mixed up. Read the short passages carefully and place them in the right paragraph. You may have a short discussion with your partner. 1. Think outside the box. 2. Keep trying. 3. Keep trying. 4. Take another look at it. 5. Make connections. Step 6 Extensive Reading for discussion(materials attached) 1. who is the young scientist? What nationality is he? 2. what is the teenager’s invention? 3. what do the judges think of the new invention? 4. what advantages does the new invention provide? 5. how many projects take part in the competition and how many of them made it through to the final round? Discussion: 1.Is a creative student always a top student in subjects? 2.What do you think makes him a creative student? Step 7 Summary Assignment Today we’ve read about how to be creative. And also we’ve learnt some useful phrases. After class please re-read the passage to understand it better and master the new words. Don’t forget to finish the vocabulary exercise on P131, P61. Period 4 Language study: Grammar Goals: 1. Review the useful expressions learnt in this Unit. 2. Learn the derivatives of some words. 3. Review and expand the Attributive clause. Step 1 Check the homework Ex.3 P61 and Ex.2 on P132 More(on the screen): 1. I got stuck when I’m is spelling a word in a crossword puzzle. 2. He reminded me of what I would otherwise have forgotten. 3. By looking at a problem in as many ways as possible creative thinkers can find solutions that would otherwise remains invisible. 4. It is easy to limit the possibilities of new idea by connecting it to only one area of our previous knowledge. 5. Some of the greatest inventors forced themselves to develop new ideas even when they are tired on feel inspired. 6. If we look only for the correct answer and reject ideas that don’t provide a complete answer, we may get stuck. Step 2 Word study 1. Now let’s do wore about word study Please change the form of the following words. trial (v) application (v) inspiration (v) eraser (v) involvement (v) produce (n) fail (n) possible (n) deep (n) awareness (adj) ivedicine (adj) attract (adj) produce (adj) 2. Do exercises ① He worked very hard during his (try) period at the company. ② What is the (store) limit of laptop computer. ③ Is there any (possible) of solving this problem? ④ To learn think well, you have to learn to make (connect) first. ⑤ It’s necessary to raise high school students’ (aware) of self-defence. ⑥ Einstein’s Theory of Relativity has changed the process of (physical). ⑦ The deepest point in the ocean is generally believed to be in the Marianas with a ______(deep) of about 11.033 metres. Step 3 The Attributive Clause After so many exercises, now let’s play a game. I’ll read out information about some great scientists. Listen carefully and let’s have a competition between boys and girls. Anyone who stands up and give the right name will get one score. Are you clear? 1.the film-maker, whose name is always linked with his cartoon characters, such as Mickey mouse and Donald Duck. 2. the scientist, who was born in Germany but spent his last years in the USA. 3. the inventor , among whose big inventions are electric lighting and the motion picture camera. 4. the actor , whose many great films were City Lights and Modern Times. 6. the famous singer, whose famous songs include Blowing In The Wind. 7. the great physicist from England, who discovered the Law of Gravity. 8.the political leader, who lived in China before the Liberation and contributed to the foundation of China 9. the president, who fought for the freedom of slaves in the USA. 10. a female person , who was Adam’s wife. T: (slide some of the sentence on the screen) Is there anything special for all these sentences? Ss: Yeah, they are all the attributive clauses. T: Yes, now we’re discussing more about the clauses. Turn to P61 Grammar Ex2 Please join the part of sentences, following the example. Do them orally first and then write down. Step 4 Consolidation 测试性评价 请指出哪句是错的，错在哪儿？ 1. I will never forget the day when I spent with you. 2. I will never forget the day when I studied with you. 3. Is this the factory that he visited the other day? 4. Is this the factory that his father once worked? 5. The man, from who I learn a lot, is Li Ping. 6. The book, that he bought yesterday, is popular with us. 7. Was it at five o’clock when the fire broke out? 选择最佳答案填空： 1. I shall never forget the day Shenzhou V was launched, has a great effect on my life. A. when; which B. that; which C. which; that D. when; that 2. I think you’ve got to the point a change is needed, or you would fail. A. when B. where C. that D. which 3. The course normally attracts 20 students year, up to half will be from abroad. A. in which B. for whom C. with which D. of whom 4. is known to everybody, Taiwan is part of China. A. It B. As C. That D. What 5. The operation turned out to be very successful, was more than we could expect. A. what B. which C. that D. it 6.. The British are not so familiar with different cultures and other ways of doing things, is often the case in other countries. A. as B. that C. so D. it 7. It was in the street I live I met Mr Green. A. Where; that B. where; which C. /; where D. that; which 8. This is the boy parents I met in the park yesterday. A. who B. whom C. that D. whose Step 5 Activities if possible In fact, the attributive clause is very important and useful. It helps to describe something new to people. For example: An inventor is some one who...... The patent office is the place where...... A clock is a small machine which...... Would you please have a try and finish Ex1 P61 Step 6 Assignment: 1. Finish off wb for Grammar on P132-133 2. Preview Reading on P133 and try retell about some invention in the future. Period 5 Integrating Reading & Writing Goals: 1.Learn a reading passage to improve the Ss’ reading ability and learn about science metaphors. 2. Do writing practice to improve the Ss’ ability of writing a process essay around computer. Step 1 Lead-in and talking T: How many of you have a computer at home? Please put up your hands. Who do you do with your computer? S: I search for information on the Internet. Play games with it. Draw picture or type a file. Send e-mails to friends. Listen to the music. Watch football matches. Read books on the Internet. T: Yes, we can do these things mentioned easily depending on computers. But we can also do these things without a computer. S1 we can go to library to look for the information needed. But it’s much quicker and more convenient if we use a computer as a typewriter to type letters S2 Listen to music on the tape recorder. Watch football matches, on TV, etc. T: You’re quite right. Now technology is often used in old ways. That means we can use some old words to describe new technology and science for example “store, memory, cut, paste”. We call these science metaphors. Now please have a discussion in groups of four to complete the chart shown on the screen. The Internet: used as a library/ TV/ telephone P used to send e-mails read news from home and abroad Cellphone: used as a telephone/ a telephone directory/ a video game player a watch/ a calender/ a alarm clock/a torch Step 2 Reading T: Well done Now we are going to read a passage about science metaphors. Turn to P62 and try to find out the answer to the two questions. 1. Why are scientific metaphors like “memory” and “cut and paste” useful? How many they limit our thinking? Answer: They make it easier for as to understand and use a new tool. They may make it more difficult for us to use the new invention in the best way. 2. Think of more words we use to talk about computers and Internet. How well do they describe the things or action they are used for? Are there other words we could use tat might be better? copy, file, delete, lock, enter, return, store Step 3 Listening and explanation 1. Read the passage again and get the following phrases. Then ask the Ss to make some sentences be said to do. A be similar to B be different from after all Now(that) 既然 2. Read the passage aloud; one student one paragraph.. Step 4 Pre-writing and writing T: Just now, we talked about computers. Most of you have a desktop computer at home. And as you can see, I’m using a laptop computer. T: Yeah. These are the most popular computer that use can final. But have you ever heard that a new type of computer---the palmtop computer has been invented. (show the picture) This is a palmtop which is a kind of computer that we can put on our palm. It’s very small, light and convenient to carry about? Do you like it? S: Yes, I wish I could have one. T: From these computers. We know computers are getting smaller and smarter. Can you imagine what the first computer was like? S: I must have been very big people need a large house to put it in and run slowly. It was built in 1946. T: What do you think they will look like in the future and how we will use them? Who’d like to tell us your opinion? Collect the Ss’ opinions. Possible opinions: Look like a watch or a cellphone. Use them to watch TV, read books, ...... Check the date arrange memory thing for people. That would be a real computer society. T: Very good. Now, imagine that you had to describe a computer to someone who lived in the 19th century. How would you explain it? What would you compare it to? ( look like, development, uses of computers in different fields, machine, at high speed, calculate, in many fields, it is said that) These words maybe available and helpful Let the students have a discussion and writer their composition. Check one student’s writing and then give out a sample description.: Samples: Have you ever seen a computer?Now let me tell you something about the computer. A computer is an electric calculating machine that can store and recall information and make calculations at very high speed. It is a wonderful machine and can do most of the things people can do, but it can work millions of times faster. The first large, modern computer was built in 1946, and people needed a large house to put it in. In the last few years there have been great changes in computers. Today they can be used in many fields. People even use it to pay their bills or order what they want . It is said that in the future computers would arrange everything for people, and do almost all kinds of work. That would be a real computer society! I believe that the computer will sure become smaller and smart, which you take where you go. Step 5 Summary and Assignment Today we read a passage about toe scientific metaphors and know these phrases (omission). In this Unit we also learn how to become more creative by practising good thinking strategies. They can be used to study English too. Read the tips on P64 and try the ideas in future and they are helpful for your English study. Don’t forget to finish the workbook VI 备课体会 1、本单元教学设计基于教学参考和课本资料，教学任务高计主要围绕以下几个主题：①任务目标。教学步骤中每一步都将成为下一教学步骤的铺垫，在每一步骤中，教师设计具体任务，让学生参与到课堂互动中，并完成具体的任务。在写作课中，Discussion能充分使学生如释重负。②自主学习。本单元的两个主题任务渗透中Period 2 和 Period 3 Reading部分，都要求学生在课余进行资料收集、整理并在课堂上报告，对于基础较弱的学校，教师可以事先收集资料让学生课前阅读。③着重思维培养，围绕话题 Invention 进行多方面的扩展，并且能较好地利用 Pre-reading 部分，引发学生积极思维、讨论。 Post-reading 作为较高要求进行教学设计，可选择使用。④课堂总结，当堂巩固。每堂课都进行总结，并复习重点词汇。在授课过程中，在师生互动中呈现并教授新学词汇，并落实在课文和练习巩固中。对于长句、难句，教师进行控制性提问和分析。⑤尽量引入最新的科技，富有时代性，并引导学生利用网络资源。 2、课堂容量较大，特别是练习。在实际上课中很可能需要调整课时,特别是Period 3 Reading 部分。一般来说，一个单元需要7-8个课时，5-6个课时加上2节练习课（同步作业本），本单元中还需一个课时全面复习定语从句。 |
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