Period 1 Let’s listen and speak!
Goals
● Help students understand the common sense about inventions.
● Do listening and make sure students understand it.
● Help improve the students’ listening and speaking abilities.
Procedures
Leading in by guessing.
Today, we are going to learn something about inventions that will do good to human beings or even smooth away difficulties brought by disabilities. Here are some of them. Please guess what they are or who the inventors are.
1. a man who made more than 1,000 inventions in his life and invented electric bulbs
2. a woman who discovered a way to alter and expand the range of natural cotton colors without using tints or dyes
3. a computer that fits comfortably on your nose and weighs less than a pair of glasses
4. a man born in 1876 who invented an effective gas motor engine and built the first practical four-stroke internal combustion engine called the “Otto Cycle Engine”
5. a shoe whose heels made electricity with every step the wearer takes
Key:
1. Thomas Alva Edison
2. Sally Fox
3. Nose-top computer
4. Nicolaus Otto
5. Electric shoes
To learn more about inventions please turn to page 57 or look at the screen.
Task 1: Looking and discussing.
Look at page 57 or the screen. There are four pictures and four descriptions. Read the descriptions individually first and then match each picture with the correct description.
Picture 1: Electric shoes
Picture 2: Inflatable bicycle
Picture 3: Edible chopsticks
Picture 4: Nose-top computer
Task 2: Discussing.
Now discuss the following questions in pairs:
1. Which of the four “invention” do you think would be more useful? Why?
2. Is there anything you would like to invent? If so, what and why?
Task 3: Listening and answering questions.
1. Now we are going to listen to dialogue 1 on the tape, which is about Mr. Dean’s new invention. Listen carefully and try to understand it. Then you should answer the following questions:
1) What are the advantages of Mr. Dean’s new invention?
2) How does it work?
3) What can it be used for?
4) Why does the patent officer not want to give the man a patent?
2. Listen to the tape of dialogue 2, which is about Mr. Scoles’ invention and then answer the following questions:
1) What has Mr. Scoles invented?
2) Why did the man invent it?
3) Do you think it works? How does it work?
4) Why does the patent officer not want to give the man a patent?
Task 4: Speaking up.
In groups of four one is to play the role of an inventor to explain to the rest how his invention works. The patent officer should listen, ask questions and decide to give which one the patent.
Closing by writing.
To end the period, let’s try to write a list of new inventions we would like to make. Let’s see whose ideas are both creative and practical.
Unit 18 Period 2 Let’s read!
(What will You Think of Next?…)
Goals:
● Improve the students’ reading abilities.
● Learn about creativity and thinking strategies.
Procedures
Learning in by discussing.
Last time you were asked to write a list of your possible inventions. Now we shall see whose inventions are both creative and practical.
T: What’s your invention, Sa?
Sa: Flower Speaker Amplifiers.
T: What does it look like?
Sa: It is the gadget that is hidden in a vase or a potted plant.
T: How does it work?
Sa: It sends music at just the right frequency to vibrate up the stems and then be converted into audible sound by the entire plant. A device such as a CD player or radio can be connected to it. Music is also good for the plants, which are invigorated by the constant musical sounds.
T: Quite creative. Now according to the answer from Sa, I have got some questions for all of you to discuss in groups.
Task 1: Skimming for the main idea.
We shall learn more about creativity today. Now skim the reading passage to find out the main idea of each part.
Task 2: True or False.
1 Most inventors have high IQs.
2 The things we know can sometimes make it more difficult for us to understand.
3 It’s impossible to learn how to be creative.
4 The best way to find a good solution is to look for one good answer.
5 Inventors try to avoid failure.
6 The more ways we have of looking at a problem, the more likely it is that we can find a solution.
7 Most good ideas are the result of a long process of trial and error.
Task 3: Listening and reading aloud.
Next, we are going to listen and read aloud. Pause at the correct places and find out the sentences difficult to you at the same time.
Useful Expressions
Use one’s creativity, come up with anew idea, have much in common, have different backgrounds, do well in school, get high test scores, have a high IQ, practice good thinking strategies, limit one’s thinking, think out, rephrase a problem, allow for creative solutions, reject wrong ideas, get stuck, move towards a better solution, break away from old thought patterns, explore new possibilities, deepen one’s understanding, remain hidden, connect to, make connections. a process of trial and error, change the world
Task 4: Questions and answers.
First work in pairs, trying to analyze the difficult sentences, then put your questions to me. We will focus on the forms and structures of the passages.
Task 5: Fill in the blanks with the words in the text.
Creativity is a matter of _____. In order to be more creative, we should think about how we think and _______ good thinking strategies.
To “ think outside the box” is a conscious ______ to break away from old thought ______ in order to _______ new possibilities. A change in ________ ----- to take another look at the problem----may lead to good solutions and new ideas.
Great thinkers are ______of “making connections” and try to ______ new and old ideas in as many ______ ways as possible. By _______ and connecting ideas and objects in new ways, creative thinkers are able to think of new _________and solutions.
Good ideas are no _______. They are the result of a long _____ of trial and_____. If we want to develop our creativity, we can try using these thinking strategies to find new ways to _____ our life.
Closing up by discussion
To end this period, let’s have a discussion of the following questions:
1. How can we be more creative in thinking?
2. How do people come up with new ideas for new inventions?
3. How can creative thinking be used to better our studies?
Unit 18 Period 3 Let’s study!
(Grammar: Review the Attributive Clause)
Goals
● Learn to define words in English with the attributive clause.
● Learn more about the attributive clause.
Procedures
Leading in: Reading and discovering.
Read the passages and underline all the attributive clauses.
Task 1: Reviewing the attributive clause.
學(xué)習(xí)定語(yǔ)從句的幾個(gè)問(wèn)題
1、 掌握以上關(guān)系代詞、關(guān)系副詞的含義及使用時(shí)，要特別注意以下幾點(diǎn)：
1) 指物時(shí)宜用 that 的情況：
a. 當(dāng)先行詞為 all, much, little, few, none, something, anything, everything, nothing 等不定代詞時(shí)。All that can be done has been done.
b. 當(dāng)先行詞既指人又指物時(shí)。
He spoke of the men and the thing (that) he had seen abroad.
c. 當(dāng)先行詞被序數(shù)詞或形容詞的最高級(jí)修飾時(shí)。
This is one of the best films that I have ever seen.
d. 當(dāng)先行詞被 the very, the only, the last, any, every 等修飾時(shí)。
This is one of the very book that I am looking for.
e. 當(dāng)先行詞是疑問(wèn)詞 who, what, which 時(shí)。
Who that has such a home doesn’t love it?
f. 關(guān)系代詞在從句中作表語(yǔ)。
Mary is no longer the girl that she used to be.
2) 關(guān)系代詞 as 和which都能引導(dǎo)非限定性定語(yǔ)從句代表整個(gè)句子的內(nèi)容，as
引導(dǎo)的從句可位于句首或句末，which引導(dǎo)的定語(yǔ)從句則不能位于句首。
Which you know, he is a good man. (×)
As you know, he is a good man. (√)
3)關(guān)系副詞when, where, why其含義相當(dāng)于on which, in which for which等，可以互換：
The day when /on which I met him first was May 1st.
I don’t know the reason why /for which he didn’t come.
47)whose指物時(shí)，可以與of which等結(jié)構(gòu)互換，但應(yīng)注意與冠詞的位置關(guān)系：
This is the book the cover of which / of which the cover / whose cover is blue.
5)有時(shí)可用代替關(guān)系副詞。在口語(yǔ)中常省略。
This is the reason (why / for which / that) he came late.
6)先行詞是專有名詞、整個(gè)句子或世界上獨(dú)一無(wú)二的物質(zhì)名詞時(shí)，一般用非限定性定語(yǔ)從句修飾。The sun, which gives us light and heat, is very big.
7)在先行詞和定語(yǔ)從句之間有無(wú)逗號(hào)有時(shí)會(huì)引起名義的變化：
He said nothing that made her angry. 他沒(méi)說(shuō)使她生氣的話。
He said nothing, which made her angry. 他一言不發(fā)，這使她很生氣。
2、 定語(yǔ)從句與強(qiáng)調(diào)結(jié)構(gòu)
It is the place where they lived before.
It is in the place that they lived before.
第一個(gè)句子為定語(yǔ)從句，where指代the place，在定語(yǔ)從句中作狀語(yǔ)，第二個(gè)句子為強(qiáng)調(diào)結(jié)構(gòu)，強(qiáng)調(diào)in the place, that沒(méi)有意義，把放回后面句子，句子意思完整。
Where is it that he found the lost watch? (強(qiáng)調(diào)句型，強(qiáng)調(diào)疑問(wèn)副詞where.)
Where is the watch he found yesterday? (定語(yǔ)從句，that指代the watch.)
3、 定語(yǔ)從句中的先行詞
Is this book the one that you bought yesterday?
Is this the book that you bought yesterday?
第一個(gè)句子中，this book是主句的主語(yǔ)，the one是先行詞。在第二個(gè)句子中this是主句的主語(yǔ)，the book是先行詞。一定要避免出現(xiàn)：Is this book that you bought yesterday?
4、 定語(yǔ)從句與同位語(yǔ)從句
定語(yǔ)從句相當(dāng)于形容詞，它對(duì)先行詞起修飾、描述或限制作用，而同位語(yǔ)從句則相當(dāng)于名詞，對(duì)其前面的詞給予說(shuō)明或作進(jìn)一步解釋，即說(shuō)明該詞所表示的具體內(nèi)容。例如：
The news that we heard is not true. (定語(yǔ)從句)
The news that he won the prize is not true. （同位語(yǔ)從句）
另: 在“have no idea ＋從句”結(jié)構(gòu)中，其從句都作idea的同位語(yǔ)。例如：
I have no idea when she will be back.
Task 2: Filling in and rewriting.
Now it is time for you to do the grammar exercises 1 and 2 on page 61.
Closing up by working out a word puzzle.
To relaxed, turn to page 62, and work out the word puzzle as quick as possible. The winner will win a little gift.
Unit 18 Period 4 Let’s read and write!
(ALL IN THE MIND: SCIENTIFIC METAPHORS)
Goals
● Improve the students’ abilities of reading comprehension.
● Learn about the positive and negative of “scientific metaphors”.
● Enable the students to write brief essays.
Procedures
Leading in: by life experiences.
Good morning, class! Living in an information age, we are enjoying various inventions of modern technology. We make uses of computers, mobile phones, TV sets, and so on. Now tell me what uses you make of all those modern devices.
Task 1: Reading for the main idea of each paragraph.
To learn more about modern technologies, turn to page 63 and first read for the main idea of each paragraph.
Task 2: Discussing the language points.
Any problem with the article. Now in pairs try to find some questions about all the points difficult to you. You may ask me for help if necessary.
Task 3: Listening and reading aloud.
To understand better what’s talked about in the article, listen to the tape record and read aloud the text at the same time.
Closing up by writing a brief essay.
All right, now listen to my questions:
What will computers look like in the future?
How will we use computers?
How would you describe a computer to someone living in the 19th century?
What would you compare a computer to?
Words and Expressions
live in an information age, do… with computer, send mails, be similar to…, keep information in one’s memory, develop technology at a high pace, metaphor, storage, paste, glue, be different from…, in the best way, after all, now that, in the future, think about…
Homework
Reading material
以“魚”喻人
�、駍hark：(本義)鯊魚；(喻義)貪詐的人。如：a loan shark(高利貸主)，the big sharks(壟斷資本家)。
�、騟el：(本義)鰻魚；(喻義)滑頭的人。如：
He’s far from straightforward to deal with--a slippery eel.
他這個(gè)人與人打交道很不直爽---滑頭精。
�、� fish：(本義)魚；(喻義)人。如：That old uncle of yours is a queer fish.你那位老伯伯，可真是個(gè)古怪的人�！ cold fish冷冰冰的人 a poor fish可憐蟲
“植物”喻人
�、�.He was the No.1 seed in the table-tennis championship.
他是這屆乒乓球錦標(biāo)賽頭號(hào)種子選手。(種子--種子選手)
�、�.A man of learning is supposed to be some pumpkins.
學(xué)問(wèn)高深的人常被認(rèn)為是重要人物。(南瓜--很重要的人物，通常用復(fù)數(shù)形式并與some連用)
�、�.He is a real daisy. 他是個(gè)頂呱呱的人物。(雛菊--第一流的人物)
Ⅳ.The country lost the flower of its youth in the war.
那個(gè)國(guó)家在戰(zhàn)爭(zhēng)中失去了許多優(yōu)秀青年。 (花--精華)
�、�.I’ll leave you two young people alone；I’m sure you don’t want me to play gooseberry.
你們兩個(gè)年輕人單獨(dú)在一起吧，我敢肯定你們不希望我?jiàn)A在你們中間。(醋栗---[作]陪婦，這短語(yǔ)源自青年男女相聚時(shí)須有老婦陪伴的古老習(xí)俗譯成“當(dāng)電燈泡”也是很形象的表達(dá)。)