unit 18 inventions整单元

unit 18 inventions整单元（精选4篇）

篇1：unit 18 inventions整单元

Unit 18 Inventions

Period 1 Warming up, listening and speaking

Ⅰ Teaching Aims:

Talk about inventions.

Practise describing inventions.

Ⅱ Teaching Focuses:

Expressions of describing inventions:

What does it look like? This invention can help people…

What’s it made of? This invention will make it possible for people to…

How does it work? This is a new way of …

How would people use it?

Ⅲ Teaching Methods:

Listening, speaking and talking.

Ⅳ Teaching Aids:

A multimedia computer and a tape recorder.

Ⅴ Teaching Procedures:

Step 1: Lead – in

Show the pictures of the four ancient inventions to the students? Ask: What do we need if we want to invent something? ( imagination and creation )

Give a test to see how creative the students are.

Answer the following questions in a creative way:

1.A cat passed by a mouse without even looking at it. Why? (40)

2.Who is the king of all animals?(50)

3. Which two English letters are the ones that people like to listen to the most?(40)

4.How to divide 13 oranges between 9 children fairly?(60)

Step 2 : Warming up

Describe some objects to the students and ask them to guess what it is. At the same time, get the students to pay attention to the ways of describing an object.

1. This invention is made of metal. 50

It is powered by an engine. 40

It looks like a bird. 30

It makes it possible for people to fly to different places in the world. 202. This is an invention which can help people in the streets, especially in the big cities. 60

Sometimes, it looks like a tree standing beside the street. 50

It directs cars & trucks at crossing.40

It has colored lights; red means stop; green means go. 30

3. This invention can help people do some daily work. 70

It is useful for housework. 60

The machine can make things clean. 50

It needs detergent(洗涤剂) & water to wash things that you wear. 40

It allows you to get a likeness of an object. 80

4. When you press a button, it works. 70

When a flash happens, it will copy a scene onto a film. 60

When the film is developed, the scene you have copied appears on a paper-like thing. 50

P57 Get the students to read the information in the box and match the picture it decribes.

Thinking: What should a new thing be like in order to be given a patent? ( new, creative & pratical)

T : If you have made an new invention and you don’t want it to be stolen by others, what can you do?

Step 3 : Listenting

Listen and fill in the blanks to explain why the inventions are not given the patents.

Dialogue 1 :

1.Travel without _______, doesn’t need any _____, no ________.

2.It’s powered by the person who use it by pushing it with _______.

3.It is a vehicle with _____ wheels instead of ______.

4.Because the vehicle described by the man has already been invented-it’s a ____.

Dialogue 2

1.He invented a device for helping people _________________________

2.He got the idea when he saw _______________________________________

3.If you put the bags into a large bucket of ______,the bags will _______ and you won’t have to carry them.

4.Because his idea doesn’t work-you would still have to carry _______________ !

Step 4 : Speaking

Now it’s your inventing time.

Work in groups of four. One is a patent officer, who listen to the other three to describe his or her invention, raise some questions and then decide who can win the patent. The other three just describe his or her invention. When you are describing your invention, please allow for the following aspects:

The name of your invention.

Show a simple picture.

Report the invention to us.

Prepare the patent offers’ questions to manage to ask for a patent.

The following sentence may help you.

A patent officer:

What’s the use of it?

What does it look like?

What’s it made of?

How to use it?

How much does it cost?

Is it environmentally friendly

How is it different from others?

An inventor:

It can help people…

It looks like…

It’s made of…

This is a new way of…

It costs only…

It does no harm to…

I’d like to invent ... because it can…

Step 4 : Homework

Write a short passage to describe your invention.

Ⅵ Bb writing

A patent officer: An inventor:

What’s the use of it?

What does it look like?

What’s it made of?

How to use it?

How much does it cost?

Is it environmentally friendly

How is it different from others? It can help people…It looks like…It’s made of…This is a new way of…It costs only…It does no harm to…I’d like to invent ... because it can…

Ⅶ Teaching Reflection:

Period 2 Reading

Ⅰ Teaching Aims:

Learn and master some new and important language points;

Improve the Ss’ reading ability by reading and comprehending the text;

Get the Ss to learn how to be creative.

Ⅱ Teaching Focuses:

The main idea of the text.

Finish all the reading comprehension exercises.

The four thinking strategies.

Ⅲ Teaching Methods:

Question-and-answer activity. Some games.

Group work, pair work or individual work to make every student work in class.

Ⅳ Teaching Aids:

1.A multi-media computer 2.A tape recorder and a tape.

Ⅴ Teaching Procedures:

Step 1 : Lead - in

Show a picture of a bulb to the students. Ask: Who invented it?

Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.

Step 2 Pre-reading

Scan the title and the four sub-titles, and guess what’s the text about?

A. how to become a great thinker

B. how to improve your IQ

C. how to become more creative

Step 3 Fast-reading

1.What’s creative thinking?

It is one of skills and habits.

2.How do people come up with ideas for new inventions? In how many ways?

By good thinking strategies.

Step 4 Careful-reading

T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.

Part 1: general idea.

Part 2: What is to “think outside the box”?

To think outside the box is to try new ways to solve a problem.

To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.

To make a conscious effort to break away from old thought patterns.

Game 1: How do you connect all the dots with only four straight lines?

Game 2:

Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?

Who never goes to see a doctor,even when he is ill ?

It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?

The plane crashed, but there were nobody injured. Why?

Why a river richer than a bank?

Part 3: Take another look at it

a change in perception

to look at a problem in as many way as possible

Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.

Game 3:

Can you only see a pot? Pay attention to the dark!

Two faces!

Part 4: Make connections

try to combine new and old ideas in as many different ways as possible

try to make connections that may seem strange at first

think of new applications and solutions

Part 5: Keep trying

develop new ideas even when they were tired or did not feel inspired

For each new invention that works, there are at least ten that do not.

Step 5 Post-reading

1. Match the examples with the right titles:

Example 1: think outside the box.

Examples 2&3: keep trying

Example 4: take another look at it.

Example5: make connections.

2. T or F exercises.

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.

3.Reading comprehension.

1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best

C. failure is the mother of success D. never too old to learn

2). The sentence “ good ideas are no accident” means the following except that ____

A. Good ideas never come by chance. B. The accident is not caused by good ideas.

C. To be successful needs many trials and errors.

D. Failures can also help us move towards a better solution.

3). Another proper title for the text is probably ____

A.Creativity B.Great thinkers C. How to solve problems D. Connection

Step 6 Discussion (Groupwork):

1. How do you understand the title of the passage?

If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .

2. What other rules should you have if we want to be creative?

3. Of all the rules discussed above, which one do you think is the most important? Why?

Step 7: Homework

P 61 Exx 1 & 2.P 131 Exx 1, 2&3.

Ⅵ Bb writing

On slides. No writing on the Bb

.Ⅶ Teaching Reflection:

Period 3 Language Study

Ⅰ Teaching Aims:

To get the students to master the usage of the important words and phrases.

Improve the students’ abilities of using language.

Ⅱ Teaching Focuses

Words & expressions:

Sentences: 1) I know people are trying to help, but I wish they wouldn’t treat me as if I were a child.

2) Maybe it is time for the rest of society to accept me as I am and get used to the fact that while I may not be able to walk, there are many other great things I can do.

Ⅲ Teaching Methods:

Explaining & Practising.

Elicitation and inductive methods to help the Ss master the language points.

Ⅳ Teaching Aids:

A multimedia computer.

Ⅴ Teaching Procedures:

Step 1: Lead – in

Read the text again and find the phrases using the following translations as a guide.

1.纵观整个历史 throughout history

2.提出新的观念 come up with new ideas

3.与…有共同之处 have … in common with

4.有不同的背景 have different backgrounds

5.考试得高分 get high test scores6.有高智商 have a high IQ 7.创造性思维 creative thinking

8.是习惯的问题 is a matter of habit9.运用好的思维策略 practise good thing strategies10.限制思维 limit one’s thinking11.解决问题 solve a problem

12. 换一种说法来表述问题 rephrase a problem13. 顾及，在计算、估计时考虑到某人或某事 allow for sb. / sth.

14. 陷入困境 get stuck

15. 走向更好的解决办法 move towards a better solution

16. 挣脱旧的思维模式 break away from old thought patterns17. 发掘新的可能性 explore new possibilities18. 观念的改变 a change in perception19. 正如 as with20. 联系 be connected to / with21. 意识到 be aware of

22. 反复试验的过程 a long process of trial and error

Step 2: Explanations about the language points

1. Throughout history, great thinkers have used their creativity and imagination to change

the world. 综观历史，伟大的思想家们利用他们的创造力和想象力来改变世界。

throughout:

① Prep. 遍及

We have friends throughout the world.

我们的朋友遍及天下。

Schools were opened throughout the country.

全国中小学都开学了。

② prep. 在整个(一段时期)

Throughout the summer and autumn he continued to go to the office work.

整个夏秋季节他都连续在办公室上班。

③ adv. 整个地，全部地

The timber was rotten throughout. 这块木料已经整个地腐烂了。

④ adv. 一直地，从头到尾

Prices remain stable throughout. 物价始终保持稳定。

The house is painted throughout. 这所房子全部油漆一新。

creativity----creative-----create

Creative power 创造力

Creative talent 创造才能

A novelist creates characters and a plot. 小说家塑造人物并设计作品的情节。

2.How do they come up with ideas for new inventions? 他们是怎样产生新发明的想法呢?

Come up with: 赶上，想出(注意，计划，答复等)找出答案

We shall have to work hard to come up with them. 我们努力工作，赶上他们。

I hope you can come up with a better plan than this. 我希望你们能提出比这个更好的计划。

Finally they came up with a cure for SARS. 最后他们发现了SARS的治疗方法。

知识拓展：

come about 出现，发生 come across 偶然遇到或找到

come around 恢复，还原 come back 反驳;回来;恢复

3. a matter of 关于……的问题

拓展：

a matter of opinion 看法不同的问题

a matter of life and death 生死攸关的事情

as a matter of fact = in fact

for that matter ( for the matter of that ) 就此而言

This is a matter of principle. 这是一个原则性的问题。

It’s not a matter of laughing. 这可不是开玩笑的事情。

4.Inventors often rephrase a problem to allow for creative solutions and also try “impossible”

or “crazy” solutions.

发明者们经常为了顾及创造性解释而对一个问题重新措辞，并且也对“绝对不可能”或

“狂妄的”问题的解答进行试验。

Allow for: 顾及，考虑到，体谅

Your journey takes about two hours, allowing for delays.

你的旅途顾及延误的时间大约要花两个小时。

It will take thirty minutes to get to the station, allowing for traffic delays.

到车站将需要30分钟，连路上交通的耽搁都算在内。

He allowed for her great age and was very patient.

他考虑到她年纪大因而很耐心。

5.be/get stuck: 被卡住，不能继续做某事，在某处被卡住

I get stuck now, there is not enough time for me to finish the work.

我无法进行下去了，因为没有足够的时间来完成这项工作。

Can you help me with my homework, Dad? I’m stuck.

爸爸，你能帮我看一下家庭作业吗?我被卡住了。

They got stuck in a traffic jam. 他们因交通堵塞而被困住了。

get stuck in/into doing sth: 积极地开始做某事

Here is your food. Now get stuck in. 给你吃的，快吃吧!

6.As with thinking outside the box, the process involves a series of different attempts and several false starts. 就突破常规思考而言，这个过程涉及一系列的不同尝试及多个错误的开端。

As with: like 正如……一样

As with drawing a picture, you should be patient and useful in doing this job.

就象画画一样，做这件事情需要耐心仔细。

As with the booming drug trade generally, there is no easy solution.

象贩毒这样交易的迅速上涨，一般没有简单的解决方法。

Work may be relatively automatic ----- as with typing, for instance.

如打字这样的工作，可能会比较机械。

Involve:

① vt. 需要，牵涉

The job involved my living London. 工作需要我住在伦敦。

The strike involved many people. 许多人参加了罢工。

I was told that the job would involve travel. 我得知那份工作需要出差。

Winning the game involves both skill and fortune. 想赢得这场比赛，既要技巧也要运气。

② involve sb./sth. in sth.

Jill does not want to come because she’s too involved in her sewing.Jill不想来，因为她的缝纫活太忙了。

Poverty involved his family in misfortune. 贫困使他家陷入不幸。

Don’t involve other people in your trouble. 别把别人牵涉到你的麻烦中去。

③ be involved in 专心于，聚精会神于

He is involved in stocks. 他热衷于股票。

He was involved in working out a plan. 他专心致志于制定计划。

习语：

be deeply involved in debt 债台高筑

be involved in the scandal 卷入这一丑闻中

be involved in working out puzzle 专心于解出一道难题

attempt:

①. Vt. To try 尝试，试图(+ n./to do/ doing)

They have attempted a difficult task. 他们已经开始了一项艰难的工作。

The enemy attempted an attack by night. 敌人准备趁夜色偷袭。

The enemy attempted to break through our lines. 敌人企图冲破我们的防线。

I attempted walking until I fell over. 我挣扎着走路，知道摔到才为止。

②.[c] n. the act of trying 企图，试图 (to do sth/ on sth)

He made an attempt to pass the examination, but it was too difficult. 他试图通过考试，但考试太难了。

We failed in our attempt to climb the hill. 我们试图爬上山去，但失败了。

The two superpowers struggled with each other in an attempt to redivide the world.

这两个超级大国互相争夺妄图重新瓜分世界。

拓展：

make an attempt to do 试图做某事

make an attempt at doing 试图做某事

make an attempt on 企图夺取

Step 3: Practice

P 61. Exx 1 & 2. P 131.Exx 1, 2 & 3.

Check the answers with the students.

Answers to the translation exercise.

1.He worked very hard during his trial period at the company.

2.What is the storage limit of your computer?

3.I didn’t know you were such a good horse rider.

4.This boy has dreamt of becoming a police official since he was just a boy.

5.Is there any possibility of solving this problem?

Is it possible to solve this problem?

6. Einstein’s Theory of Relativity has changed the process of physics.

7. Don’t involve me in your quarrel.

8. It is necessary to raise the primary and high school students’ awareness of self-defence.

9. PLA is short for People’s Liberation Army.

10. To learn to think well, you have to learn to make connections first.

Step 4: Homework

《 每课一练 》Exx 1 & 2.

Ⅵ Bb writing

1. throughout history

2. come up with new ideas

3. have … in common with

4. have different backgrounds

5. get high test scores6. have a high IQ 7. creative thinking

8. is a matter of habit9. practise good thing strategies10. limit one’s thinking11. solve a problem

12. rephrase a problem13. allow for sb. / sth.

14. get stuck

15. move towards a better solution

16. break away from old thought patterns17. explore new possibilities18. a change in perception19. as with20. be connected to / with21. be aware of

22. a long process of trial and error

Ⅶ Teaching Reflection:

Period 4 Grammar Study

Ⅰ Teaching Aims:

To get the students to master the grammar of attributive clause.

Improve the students’ abilities of using langage.

Ⅱ Teaching Focuses:

●The restrictive & non-restrictive attributive clauses●The attributive clause & the appositive clause

●The attributive clause & the emphasis structureⅢ Teaching Methods:

Explaining & Practising.

Ⅳ Teaching Aids:

A multimedia computer.

Ⅴ Teaching Procedures:

Step 1: Lead – in

Pay special attention to the underlined parts. Is there anything in common between them?

1. He is a famous scientist.

2. who’s that girl in red?

3. I’ve read all the books that you lent me.

4. I have lost my pen, which I like very much.

Step 2: Grammar knowledge

1. The attributive clause (the adjective clause)

the restrictive attributive clause

the non-restrictive attributive clause

noun/pronoun + the attributive clause

the antecedent (person/thing) the relative pronouns/adverbs + clausePractice: complete the sentences with suitable relatives.

1). I know the reason ________ he came late.

2). Do you know the woman, _____son went to college last year?

3) The house _____ color is red is john’s.

4). This is the best film ______ I’ve ever seen.

5) That’s the town _________ he worked in 1987.

6). I have 2 brothers, ________ are both soldiers.

7). Next week, _________ you’ll spend in your hometown ,is coming.

8). I’ve tried 2 pairs of shoes, neither of __________fits me well.

2. Pay more attention to the agreement between the verb and the antecedent in person and number in the attributive clause, and then complete the sentences:

1).Those who ____ to go to the cinema must be at the school gate by 3:30 p.m. (want)

2). He who ___________ the great wall is not a true man. (not reach)

3). She is the only one of the girls who ____ been to Beijing. (have)

4). He is one of the boys who ____ seen the film. (have)Conclusion 1:

(1) When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number.

(2) When the antecedent is the structure “one of +n. (pl.)”, the verb in the clause must be plural, agrees with the plural form. However, if there is “the” or “the only very” before “one”, the verb in the clause must be singular, agrees with the word “one”.

Practice: Complete the following sentences with suitable relatives:

1).The time ___________ I went to Tokyo is in 1982.

2). I’ll never forget the time _________ I spent at college.

3). The shop _________ I bought the book in is big.

4). The shop __________ I bought the book is big.

Conclusion 2: when the antecedent is a noun for time or place “when” or “where” is not always used to introduce the clause. It depends on the function of the relative word in the clause.

3. The Difference Between “that” and “which”.

Complete the following sentences with “that” or “which”.

1).This is the 2nd article ____ I have written in English.

2). It is the best film _____ he has ever seen.

3). This is the very book _____ I want to read.

4). All ____ they told me surprised me.

5). They talked about the teachers and schools _____ they had visited.

6). Who is the comrade ______ was there?

7). There is a bed in the room _____is still vacant.

8). Our village is no longer the place _______ it used to be.

9).He paid the boy $10 for washing the windows, most of _______ hadn’t been cleaned at least a year.

10). The weather turned out to be very good, _______ was more than we could expect.

11). The clever boy made a hole in the wall, through _______ he could see what was going on inside the house.

Conclusion 3:

When the antecedent refers to thing(s), “that” is often used in the following cases:

(1) After ordinal number and superlatives

(2) After the following words: all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing), no(thing).

(3) After two or more antecedents, referring to both person(s) and thing(s).

(4) After interrogative pronouns “which” or “who”.

(5) When the relative pronoun is used as a predictive in the clause.

(6) When the main clause begins with “there be ”.

In the following cases, “which” is always used.

①After prepositions

②to introduce a non-restrictive attributive clause.

③The whole main sentence is the “antecedent” of the relative clause, and there is always a comma.Fill in the blanks with suitable relatives to complete the following sentences.

1.Tell me the reason ____ you were late for class.

2. Who is the girl _____ is speaking there ?

3. This is Mr. Smith, _____ has something interesting to tell you.

4. The computer ________ CPU doesn’t work has to repaired.

5. This kind of computer, _____ is well-known, is out of date.

6. This is just the place ___ I’ve been longing to visit for years.

7. His mother is an engineer, ____ makes him very proud.

8. The old man has 4 sons, three of ____ are doctors.

4. The Difference Between the Attributive Clause and the Appositive Clause

1)、从词类上区别

同位语从句前面的名词只能是idea, fact, news, hope, belief, suggestion, proposal, word, thought, doubt,

truth, possibility, promise, order等表示抽象意义的名词。而定语从句的先行词可以是名词、代词、主句的一部分或整个主句。如：

We are looking into the question whether he is worth trusting.(同位语从句)

Word came that he had gone abroad.据说他已经出国了。(同位语从句)

The doctor whom you are looking for is in the room.(定语从句，名词the doctor作先行词)

Our team has won the game, which makes us very happy.(定语从句，which代表前面提到的整个句子)

His mother did all she could to help him with his study(定语从句，代词all作先行词)

2)、从性质上区别

定语从句是从句对其先行词的修饰或限制，属于形容词性从句的范畴;而同位语从句是从句对前面抽象名词的进一步说明和解释，属于名词性从句的范畴。如：The news that our team has won the game

is true.(同位语从句，补充说明news的内容。)

The news (that) he told me yesterday is true. (定语从句，that 从句作定语修饰news)

I made a promise that if anyone set me free I would make him very rich. (同位语从句，补充说明promise)

The mother made a promise that pleased all her children.(定语从句，that从句作定语修饰promise。)

3)、从引导词及其在句子中的成份上区别有些引导词如how, whether, what可以引导同位语从句，但不能引导定语从句。如:That question whether we need it has not been considered.(同位语从句)

I have no idea what has happened to him.(同位语从句)

引导词that引导定语从句时，在从句中一般作主语或宾语(指物时还可以用which代替)，并且作宾语时常常省略。That在同位语从句中仅起连接作用，不充当任何成份，并且不能省略，也不能用which来代替。 The order that we (should) send a few people to help the other groups was received yesterday.

(同位语从句，是对order的具体解释，that虽不作成份，但不能省略)

The order (that) we received yesterday was that we (should) send a few people to help the other groups.

(定语从句，是名词order的修饰语，that在从句中作received的宾语，可以省略)

Practice: 从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。

1.Along with the letter was his promise ____ he would visit me this coming Christmas.

A. which B. that C. what D. whether

2. Luckily, we’d brought a road map without___ we would have lost our way.

A. it B. that C. this D. which

3. There is a new problem involved in the popularity of private cars ___road conditions need .

A. that; to be improved B. which; to be improved C. where; improving D. when; improving

5. Information has been put forward ____ more middle school graduates will be admitted into universities.

A. while B. that C. when D. as

6. The fact came up ___ specific speech sounds are recognized by babies as young as 6 months old.

A. what B. which C. that D. whose

7. A decision was made ____ those who wanted to get a job in the factory would not be allowed to stay.

A. what B. when C. which D. that

8. The question came up at the meeting ____ we had enough money for our research.

A.that B. what C. which D. whether

9. The reason ____ he is late is ____ there was a breakdown on the railway.

A. why; why B. why; that C. because; that D. that; because

5. The Difference Between the Attributive Clause and the Emphasis Structure

强调句型的句式结构为：“It is/was + 被强调部分 + that/who从句”。在强调时间、地点、原因或方式状语时，一律用that，而不用when, why或how;在强调主语和宾语时，如果主语和宾语指代人，则可用who和whom来代替that, 但是从句中的人称和数要与被强调的主语和宾语保持一致。这些都容易与定语从句混淆。定语从句和强调句型的判断方法：若将句中的“It is/was”和“that/who”去掉，而句子不缺成分，结构完整，说明原句是强调句型;若句子结构不完整，则说明原句为定语从句。

Practice: 1. It was not until 1920 ____ regular radio broadcasts began.(1995高考卷)

A. while B. which C. that D. since

2. ____ was his kindness that everyone praised him.

A. It B. What C. So D. Such

3. It is the ability to do the job ____ matters not where you come from or what you are. (高考卷)

A. one B. that C. what D. it

4. It was ____ he came to Macao ____ he knew what kind of place it was.

A. that; when B. until; that C. not until; when D. not until; that

5. ____ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

6. It was not until we came back from outside ____ out of his bed.

A. did he get B. when he got C. that he got D. then he got

7. When was it ____ you met him in the library?

A. where B. that C. in which D. which

8. It was near the place ____ there is a bomb ____ we found the dead man.

A. where; where B. where; that C. that; where D. that; that

Step 3: Homework

Finish the exercises on grammar both in students book and workbook.

Ⅵ Bb writing

Get some students to write the answer on the Bb.Ⅶ Teaching Reflection:

Period 5 Integrating skills

Ⅰ Teaching Aims:

Teach the passage All in Mind, the Science Metaphor.

Improve the students’ abilities of reading and writing.

Ⅱ Teaching Focuses:

The content of the passage.

The important words and phrases.

Writing.

Ⅲ Teaching Methods:

Reading, explaining & writing.

Ⅳ Teaching Aids:

A tape recorder and a multimedia computer.

Ⅴ Teaching Procedures:

Step 1: Lead – in

Ask: What can computers be used for / as?

What can internet used for?

What can cellphones used for?

Step 2: Fast reading

1. What is the “information age”?

A time of new discoveries and great changes.

2. What is science also about?

How we think about the world.

Step 3: Careful reading

Para 1

1.We are living in__________________. Why do we think so?

2.Is it really true that we are living in the Information Age?/ Has our life changed that much? Why?

So the new technology is just used in old ways.

Para 21.What words do we often use when we want to explain how a computer works? Why aren’t they quite true?

2. Are these metaphors useful? What’s the disadvantage?make it easier…; also make it more difficult… The new invention should allow us to do sth we could not do before. (…in new ways)

Para 31. Science is not just about the new inventions we make. It’s also about how we think about the world. So what is the true challenge in our world? To find new ways of using new technology but not just new technology itself.2. Then how can we know the real function of a technology? Once we discover new ways of thinking about the technology. As science & technology develop fast, our thinking about them should keep up so that we can find new ways of using them.

Step 4: Reading comprehension

1.Why a new invention is such a wonderful thing is because____. A. it is newB. we can do things as the earlier generation did C. we can do what we couldn’t do beforeD. it can bring us a lot of money2. The following are true except ______ according to the text A. we must find new ways to use a new invention.B. the life hasn’t changed much with inventions C. science is not only about electronics, but also about how we think about the world D. the way a computer keeps information is quite different from other kinds of storage3. According to Passage 2, we can conclude that____ A. everything we used before has been changed B. a computer’s “memory” is different from human’s besides similarities. C. it is easier for us to use the new invention by using familiar words D. science is only about electronics and plastic4. According to Passage 2, the author’s attitude about inventions is______ A. stubborn B. pessimistic C. out of date D. optimistic

Step 5: Language points.Pragraph1: It is certainly true that…We are said to be living in the “Information Age“, a time of new discoveries and great changes…

sb be said to do sth/be said to be doing/to have done sth = It is said that…e.g He is said to be a good basketball player when he was young.

She is said to be studying abroad, but I don’t know which university.

Lu Xun’s books are said to have been translated into several foreign languages.a time of new discoveries and great changes 是同位语

…Has our life changed that much?...(P63) that=so

Pragraph2:…A computer’s “memory” is similar to human memory, but it is also very different. (pragraph2,line6) A be similar to B

e.g. His new bike is similar to mine.

A computer’s does keep information in its memory, but that is clearly different form other kinds of storage.

do / does / did + V (原)表强调，译为“千万，务必，的确”他的歌的确唱得好。

务必给我常来信。

他昨天晚上的确去看电影了。

Pragraph3:Now that we are developing new technology at such a high pace, the …(pragraph3,line2)

now that 既然=since…(since that…)

e.g Now that you have grown up, you must stop this childish behavior.

Step 6: Writing

Choose one of the questions below and write a brief essay.

What will computer look like in the future? How will we use them?

Imagine that you had to describe a computer to someone who lived in nineteenth century. How would you explain it? What would you compare it to ?

Before we start writing, we should list ideas and information and think about the organization of our articles.

Step1 Computer is part of our life

Step2 The development of computer

Step3 The way we use computers will change

Step 7: Homework

1. Review words and expressions we have learnt in this unit

2. Finish writing

Ⅵ Bb writing

1. It’s certain that …

2. sb. be said to do

3. sb. be said to be doing

4. sb. be said to have been done

5. that much = so much 6. A be similar to B

7. do / does / did + V (原)表强调，译为“千万，务必，的确”8. now that 既然=since…(since that…)

Ⅶ Teaching Reflection:

Period 6 Integrating skills (wb)

Ⅰ Teaching Aims:

Teach the passage Inventions.

Improve the students’ abilities of reading.

Ⅱ Teaching Focuses:

The content of the passage.

The important words and phrases.

Ⅲ Teaching Methods:

Reading, explaining.

Ⅳ Teaching Aids:

A tape recorder and a multimedia computer.

Ⅴ Teaching Procedures:

Step 1: Lead – in

Ask the students: What are the four great inventions in ancient China?

What new inventions do you know around you?

Step 2: Fast reading

Today we’ll learn sth. about inventions. Read the text quickly and divide the text into three parts.

Part 1( para 1 ): A general idea about inventions.

Part 2 ( paras 2-3 ): The inventions which have already been invented.

Part 3 ( paras 4-6 ): Possible inventions which haven’t been invented.

Step 3: Careful reading

Read the text one paragraph after another, first find out the topic sentence and then some detailed information.

Para 1 : Can you find a topic sentence of the whole passage in this para?

How many of these new technologies will actually become reality remains to be seen, but it is clear that the next fifty years will be exciting.

Paras 2 & 3: Read these two passages, and complete the chart below with the information from the textInventions Working principle Possible uses

Invisible paints Instead of letting the light rays bounce back in the normal way, the paint sends the light back to the source. Make interesting clothes.

Help doctors see through the skin of a patient.

Hide things we do not want others to see

Tiny robot The robot can enter the human body through a small hole and doctors use a computer to move the tiny robot around Help doctors do operations in a safer and less painful way

Paras 4&5: What’s the main idea of this part?

The text mentions several other possible ideas for new inventions. Read this part, find out them and try to imagine ways in which the new inventions could be used.

Inventions Why is it possible? Possible uses

Device that let us send information into the brains The scientist was able to send sound into humans and dolphins. Study English

Memorize the telephone number

Device that makes energy from empty space What we think of as empty space does in contain energy in the form of movement. Produce energy in a cheaper way

Para 6: What is the topic sentence of this paragraph?… but we would do well to keep in mind that many inventions that we now take for granted were greeted with doubt.

Step 4: Language points

1. play music 2. with the seasons3. the list ofbe around the corner5. become reality=come truesth. remains to be seen

7. It remains to be seen that…8. shape our future9. in such a way that our eyes are fooled

10. bounce back11. see through12. make sth out of sth.according to

Step 5: Homework

《每课一练》Ex 4.

Ⅵ Bb writing

1. play music with the seasonsthe list ofbe around the cornerbecome reality=come truesth. remains to be seen It remains to be seen that…shape our futurein such a way that our eyes are fooled

10. bounce backsee through

12. make sth out of sth.according to

Ⅶ Teaching Reflection:

篇2：unit 18 inventions整单元

Gangdu Middle School

I. Teaching Goals

1. Talk about New Zealand

2. Talk about location and direction

3. Learn to use “It” as Subject

4. Write a description of a country or a region

II. Target Language

1. Daily Expressions in Communication : Space (Location & Direction)

It is to the east/west/south/north of…

It is in the east/west/south/north of…

It is on the east/west/south/north of…

It is in the eastern/western/southern/northern part of…

It is in/to the northeastern/northwestern/southeastern/southwestern Sichuan.

The East China Sea lies to the east of Zhejiang Province.

Hainan Island lies to the south of Guangdong Province.

He is from Weihai, a city in northeastern Shandong.

Weihai lies about 90 kilometers east of Yantai.

Wellington ,the capital city, lies on the North Island

2. Vocabulary

1) fisherman, great-grandfather, northeastern, great-grandmother, central, coast, surround, mild, bay, harbour, volcano, spring, heat, surface, rat, settle, settler, mainly, voyage, possession, bold, paragraph, grassland, mountainous, surprising, secretary, refer, percent, wedding, conference, relation, agricultural, cattle, export, lamb, ship, sail, cottage, seaside ,

camp,despite -----(four-skill words)

2) Winfield, Tasman Sea, Wellington, Auckland, Christchurch, Queenstown, subtropical, landscape, kiwi, Maori, Aotearoa, Polynesia, Dutchman, Abel Tasman, heading, location, grassy, rocky, sandy, hilly, marae, burial, region, ethnic ------(three-skill words)

3) in relation to, on your father’s side, take possession of, make up, go sailing, go camping, refer to, off the coast, be famous for, more than, stay with, turn to, of high quality, known to, honour sb. for sth. --------(expressions)

3. Grammar ------ The use of “It” as Subject

“It” can be used in the subject position to stand for the infinitive or a clause.

1) It is interesting to visit New Zealand.

2) It is too bad that you missed the train.

Impersonal “It” can be used to talk about time , date, distance or weather.

3) It rains a lot in New Zealand.

4) It is some 3,500 kilometers from Polynesia to New Zealand.

5) It was getting dark.

6) It is April 1st today.

4. Key sentences

1) New Zealand is an island that lies off …P38

2) It is made up of two large islands: … P38

3) It is about the same size as Japan. P38

4) The North Island is famous for…P38

5) New Zealand has a population of about…P41

6) Since the mid-1980s growing numbers of Asians…P41

7) New Zealand wine is of high quality…P42

8) Despite the fact that New Zealand is so far away, ties have existed …P104

9) He came to China in the 1920s and first worked in Shanghai where he worked on creating better working conditions in factories. P104

10) In 1977 the Chinese government honoured him for his work helping the Chinese people for more than 50 years. P104

III . Teaching Time:

Five periods

Period I

Teaching Aims:

1. Learn to describe location and direction.

2. Do some listening practice.

3. Improve the students’ speaking ability by talking.

Teaching Important Points:

1. Train the students’ listening ability.

2. Master the expressions describing location and direction.

Teaching Difficult Points:

1. How to improve the students’ listening ability.

2. How to finish the task of speaking.

Teaching Methods:

1. Listening-and-choice activity to help the students go through with the listening material.

2. Individual, pair or group work to make every student work in class.

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Lead-in

Show a map of China on the screen and get the students to tell the locations of the regions on the map. Show the following notes on the screen.

There are 23 provinces, 5 autonomous regions,4 municipalities, and 2 special administrative regions in China. Some Chinese provinces have an English name. They are Inner Mongolia(Neimengu), and Tibet(Xizang). Other English names were: Peking, Canton ( both Guangdong and Guangzhou) and Amoy(xiamen). But these English names are no longer used.

Step II. Warming Up

Let the students look at the map of China with countries, seas, islands beyond China. Show the students the names of the countries neighbouring China as well as their directions in relation to China. And then get the students to describe the locations of them. Do the same with seas, islands beyond China. Show the following notes on the screen when the students describe the positions of the islands.

The English phrasal verb “ lie off ” is only used to say that a smaller island lies off the coast of a mainland. We can say that Taiwan lies off the coast of China or Fujian but we cannot say that China lies off the coast of Taiwan.

Show the students a map of the world on the screen and get them to find out at least five islands on it and describe where they are.

Step III . Listening

P37. Ask the students to listen to the tape and look at the map of Dolphin Island.Complete the map with information from the tape. Then listen to the tape again and choose the answers to complete the sentences. And then check the answers by letting the students do the listening exercises on the screen.

At last , show them the listening text on the screen with key sentences

emphasized.

Step IV . Speaking

Work in pairs and talk about the birthplaces of your family members. Go through with the useful expressions on the screen before talking about it. Get the students to make up new dialogues according to the one in the book. After a while, ask some pairs to act the dialogues out before the class.

Step V Consolidation

Do an exercise to consolidate what has been learnt so far. Ask the students to look at the screen, translate English into Chinese and Chinese into English. Write the answers on a piece of paper. Collect them a few minutes later.

Exercise

1.San Francisco lies in the west of the USA.

2.East of the mountain is a large lake.

3.Shanghai lies in the east of China.

4.There are fruit trees on the north bank of the river.

5.河北省在中国的北部。

6.这个城的北面有一条铁路。

7.中国位于亚洲的东部。

8.这湖的东边有两座城镇。

Step VI . Homework

Do Ex. (P102) Talking

Period II

Teaching Aims:1. Train the students’ reading ability.

2. Let the students learn something about New Zealand.Teaching Important Points:

1. Improve the students’ reading ability

2. learn about New Zealand’s geography, climate, natural beauty and history.

Teaching Difficult Points:

How to help the students understand the text better.

Teaching Methods:

1. .Fast reading to find out the general idea of the text.

2. Question-and-answer activity to help the students to understand the detailed information in the text.

3. Individual or pair work to make every student work in class.

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to the Ex. Talking on P102 .

Step II . Lead-in

Show the students the posters of The Lord of the Rings on the screen. Ask who the director is and where he is from.(Peter Jackson from New Zealand).

Step III . Presentation

Show the students a map of the world and ask them to point out New Zealand and find another island about the size as it. (Japan)

Tell the students something about New Zealand by showing information on the screen, including the national flag, the national emblem and anthem (God defend New Zealand ) let them listen to it.

Step IV . Fast Reading

Ask the students to read the passage quickly and find out the best heading of each paragraph. Check their answers by doing a matching exercise on the screen. Para. 1 ---Geography, Para. 2 --- Climate, Para. 3--- Natural beauty, Para. 4 --- History.

Step V . Reading

Read the passage carefully paragraph by paragraph.

Let the students read the first paragraph again carefully and find out detailed information. Help the students describe the location of the following lands, seas, and cities (Pacific Ocean, Tasman Sea, Wellington, Auckland, Christchurch) in relation to New Zealand on the map on the screen. And then show the students some pictures of the cities.

Go on with the second and third paragraph. Help the students to tell something about the climate and natural beauty in New Zealand by showing information on the screen. Show some beautiful pictures of seas, beaches, harbours, mountains, volcanoes, hot springs as well as equipment making electricity, a kiwi (the national bird), kiwi fruits and silver fern (the national flower).

Paragraph 4 , ask the students to read Paragraph 4 and find out the information about the following numbers on the screen : 1000,1421,1642,1769,1840,Feb.6.

Then get the students to tell the detailed information in relation to the numbers with the help of the hints on the screen.

Notes : An Agreement---Treaty of Waitangi (New Zealand’s Founding Document) It is an agreement between the British Crown and Maori. It established British law in New Zealand, while at the same time guaranteeing Maori authority over their land and culture.

National Day----February 6.

Step VI Consolidation

Let the students act as tour guides to introduce New Zealand by playing the powerpoint again as a guide. The students have a few minutes to prepare for it.

Then ask four students to introduce New Zealand in the four topics. The first student---geography, the second student---climate, the third student---natural beauty, the fourth student---history. After that, show the students a chart of the outline of the passage and get the students to retell the passage in their own words.

Step VII Homework

Do the exercises in Post-reading.

Read the passage.

Period III

Teaching Aims:

1. Practise and consolidate the words describing weather and land.

2. Revise and learn the use of “it”.Teaching Important Points:

1 The usage of “it” used in the subject position to stand for the infinitive or a clause.

2 The usage of “it” used to talk about time, date, distance, or weather.

Teaching Difficult Points:

1. Help the students master the following sentence structure: It is/was +n./adj.+ infinitive/clause.

2. How to use “it” correctly.

Teaching Methods:

1. Discussion method to help the students consolidate the words and combine them to form sentences.

2. Inductive method to help the students master the use of “it”

3. Individual or pair work to make every student work in class.

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to the Ex. in Post Reading.

Ask the students to retell the passage of New Zealand.

Step II .Word Study

Get the students to recall the nouns describing the weather. Then show them a word web on the screen.(rain/rainbow, sun/sunshine, wind, temperature, thunderstorm, ice, snow). Ask the students to make sentences with these words. Do the same with the adjectives describing the weather and the nouns /adjectives describing the land. Encourage the students to be as creative as possible

Step II . Grammar

Show the students the following sentences on the screen.

It is made up of two large islands.

It rains quite a lot.

It is New Zealand’s national bird.

It is about 3,500 kilometers from Polynesia to New Zealand.

It is April 21st today.

It is interesting to visit New Zealand.

It is a good thing that New Zealand helps the Maori to keep their own language and culture.

Ask the students to find out what “it” in each sentence refer to and the use of “it”.

Make a summary:

The use of “it” as subject.

“It “ can be used to stand for what’s mentioned above.

Impersonal “it” can be used to talk about time, date, distance or weather.

“It” can be used in the subject position to stand for the infinitive or a clause.Get the students to rewrite the sentences on the screen with it is …to do…and it is …that…

Example: To miss the train is too bad.

----- It is too bad to miss the train.

You missed the train? That’s too bad.

----- It is too bad that you missed the train.

Get the students to answer the question on the screen using the words in the brackets.

Example: How soon will they discover John has left? ( a matter of time)------ It is only a matter of time before they will discover that John has left.

Step III . Practice

Get the students to practise the use of “it” by playing a game so that the students will take an active part in practice. Let the students choose their lucky numbers on the screen and each number connects a sentence for the student to rewrite the sentence using “it”.

After that ask the students to discuss Ex. 1 and Ex.2 on Page 103 in the workbook with their partners. A few minutes later, check the answers with the whole class.

Step IV HomeworkDo Ex.3 on Page 104 in exercise books.

Prepare for Reading in Integrating skills.

Period IV

Teaching Aims:

1. Do some reading and writing practice to improve the students’ integrating skills.

2. Do some exercises to consolidate the use of “it”.

3. Learn how to write a description of a region or country.Teaching Important Points:

1. Improve the students’ integrating skills.

2. Help the students master the use of “it” better.

Teaching Difficult Points:

1. How to improve the students’ integrating skills.

Teaching Methods:

1. Asking-and-answering activity to go through with the reading material.

2. Individual or group work to train the students’ writing ability.

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to Ex.3 on Page 104 in Workbook.

Get the students to translate the sentences on the screen into English. The students have a few minutes to prepare it, and then ask some students to give the answers. Help them if necessary.

1.独自一人去森林旅游是危险的。It is dangerous to travel alone in the forest.2.他是否会接受那个工作还不知道。It is unknown whether he would accept the job.3.同他谈话没有用。 It is no use talking to him.4.很高兴再次见到你。It is nice to see you again.5.他没来很奇怪。It is strange that he didn’t come.

Step II Fast ReadingGet the students to read the text about life in New Zealand quickly, and then answer the following questions on the screen.

1.What is the official language in New Zealand?

2. For the Maori, what are special days called?

3. When someone dies, why does all the relations come to the marae?

4. Why is New Zealand thought to be an important agricultural country?

5. Why do New Zealanders love sports?

6 When are the school main holidays?

After that, get the students to find out the heading of each paragraph.

Paragraph 1 population and language

Paragraph 2 culture of the Maori

Paragraph 3 burial service o the Maori

Paragraph 4 agriculture and life style

Step III ReadingLet the students read the passage to get detailed information, and then do some exercises.

Choose the best answers.

1.From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand.A. 532,000 B. 304,000

C. 340,000 D. 228,000

2. In New Zealand, a public servant may offer services ______ .A. in many languages B. only in English

C. only in Maori D. either in English or in Maori

3. Maori people believe that _____A. not all the people have spirits. B. one’s spirit will never leave his body.

C. one’s spirit will not die when he dies.

D. one’s spirit will disappear the moment he is dead.

Step IV Consolidation

Divide the class into groups of four and help the students to talk about New Zealand’s population, agriculture and sports. A group can choose one of the topics.

Step V Writing

Read the passage again. Then according to the passage, try to write a short description of the Chinese province or region in which you live. Look at the screen before writing.

How to describe a country or a region

First paragraph the population, ethnic groups and the languages

Second paragraph the culture of one or more ethnic groups that are nativeThird paragraph the agricultural products that the place is famous for.Fourth paragraph things people like to do in their free time in that place.

Get the students to work in groups and discuss what they will write about the region where they live according to the information on the screen. One of the group needs to take notes. Help them if necessary. Few minutes later, get some of the students to tell the class what they will write about. Then get the students to write a brief description of the region they live in by themselves, and then exchange the writing with others to correct the mistakes in it. At last, rewrite it in the exercise book.

Step VI Homework

Write a short passage about one of your favourite places in the exercise book.

Review useful expressions in this unit.Period V

Teaching Aims:

1. Do some exercises to consolidate useful expressions in this unit.

2. Do some listening to improve the students’ listening ability.

3. Do some reading practice to improve the students’ reading ability.Teaching Important Points:

1. Improve the students’ integrating skills.

2. Help the students master what we learnt in this unit.

Teaching Difficult Points:

How to improve the students’ listening and reading skills

Teaching Methods:

1. Listening-and-choice activity to help the students go through with the listening material.

2. Asking-and-answering activity to go through with the reading material.

Teaching Aids:

3. a tape recorder

4. a computer

Teaching Procedures:

Step I. Revision

Dictate some useful expressions: be made up of, be surrounded by, make electricity, take possession of, sign an agreement with …, refer to, in relation to, compare … with …, stand for, take place, turn to, prepare for. Teacher says them in Chinese, and the students write them in English.

Then get the students to look at the screen. Complete each sentence by filling the blank with a right phrase from the dictation. Some phrases may not be used.

Step II. Listening (workbook)

P101 Listening. Tell the students that a Chinese student named Lily who studies at Auckland University, a famous university in New Zealand. Listen to the tape carefully. The content is about the interview in which Lily is talking about her experiences and her life in New Zealand. Let the students look at the sentences on the screen and decide which is true after listening for the first time.

Play the tape again. This time get the students to answer the questions in Ex.2 as well as checking the answers in Ex.1. Then ask several students to read their answers. Show the correct answers on the screen.

Listen to the tape for the third time. Lily says that New Zealanders have a different way of enjoying themselves in their free time. Ask the students to make a list of different activities by filling in the chart (Ex.3) on the screen.

Step III. Reading

P104. Reading. Let the students guess the meaning of the title in Chinese(工合).Play the tape for the students to follow and find out what Gung Ho is. And then get the students to do the exercises (P105) on the screen.

Step IV. Carefully Reading

Get the students to read the passage again and for better understanding, ask the students to divide the history of friendly relations between China and New Zealand into periods, and make clear how Chinese people and kiwis benefited from the relation.Period 1 Gold rush: Chinese people went to New Zealand to make their fortune.

Period 2 War: New Zealanders came to China and helped Chinese people win the war.

Period 3 Past 10-15 years: Chinese people study in New Zealand

Notes:

China established diplomatic relations with New Zealand in December22,1972.

Ask the students to find out the difficult language points in the passage and explain them to the students.

Step V. Debate

Ask the students if any of their former classmates are studying abroad now. then get them to hold a debate.

Pros: It is good for teenagers to study abroad.

Cons: It is not good for teenagers to study abroad.

Encourage the students to express their opinions freely.

If time is limited, ask the students to do it as an extracurricular activity.

Step IV. Homework

篇3：unit 18 inventions整单元

根据句意和所给的汉语或首写字母提示,写出句中所缺单词的正确形式。

1. When you are learning new things, it is important to make use of _____________ (先前的) knowledge.

2. In his _____________ (意图) to win an Olympic medal, Liu Xiang did better than expected.

3. Although they had different___________ (背景), the two young men soon became good friends.

4. You should have _____________ (自信). As long as you study hard, you will succeed in time.

5. Some people still have the habit of writing silly things in _____________ (公共的) places.

6. Mr. Wu was r_____________ by the army because of his poor eyesight.

7. Don’t feel bad if you make mistakes. Keep t_____________ of your mistakes and try to learn from them.

8. He was aware that someone was talking, but not c_______________ of what was said.

9. Put the fish in cold s_____________ or it will go bad.

10. Good ideas are the result of a long process of t_____________ and error.

二、单项填空

从A、B、C、D四个选项中,选出可以填入空白处的最佳选项。

1. I felt very disappointed when my repeated request that I join the club was ______.

A. replacedB. resisted

C. rejectedD. removed

2. Shelly had prepared carefully for her English examination so that she could be sure of passing it on her first________.

A. intention B. attempt

C. purpose D. desire

3. I showed the students some pictures in class, which I thought would______ their understanding of the text.

A. deepenB. lengthen

C. widenD. fasten

4. Bill’s mother was always telling him what to do and what not to do, but it didn’t _______.

A. useB. promiseC. stopD. work

5. Health problems are closely connected with bad eating habits and ________ of exercise.

A. limit B. lack

C. need D. demand

6. — Have you ________ some new ideas?

— Yeah. I’ll tell you later.

A. come aboutB. come into

C. come up with D. come out with

7. Does the medicine have any ________ on him?

A. effectB. affection

C. affectD. death

8. Please don’t ________ to let me know whenever you need help.

A. doubtB. hesitate

C. wantD. delay

9. Though there seemed to be rain this morning, it has ________ to be a fine day.

A. turned upB. turned toC. turned offD. turned out

10. When he passed by the bank, he suddenly_______ with a scheme that would solve his money problems.

A. came outB. came over

C. came upD. came off

11. The number of the employees has grown from 1000 to 1200. It means it has risen ________ 20 percent.

A. byB. at

C. toD. with

12. The national parks are very important for the protection of these wild animals, which would _______ run the risk of becoming extinct.

A. therefore B. instead

C. otherwiseD. anyhow

13. When you answer questions in a job interview, please remember the golden rule: Always give the monkey exactly _______ he wants.

A. whatB. which

C. whenD. that

14. Great thinkers try to combine new and old ideas in _______ as possible.

A. different ways as many

B. as many different ways

C. different as many ways

D. as different many ways

15. During the test we were supposed to stay in our seats, keep our eyes on our work, _______ to anyone.

A. and not speak

B. but could not talk

C. instead of speaking

D. rather than speak

三、同步语法

从A、B、C、D四个选项中,选出可以填入空白处的最佳选项。

1.She was educated at Beijing University, ________ she went on to have her advanced study abroad.

A. after whichB. from whichC. from that D. after that

2. The owner of the cinema needed to make a lot of improvements and employ more people to keep it running, ________ meant spending tens of thousands of pounds.

A. whoB. thatC. asD. which

3. The Beatles, ________ many of you are old enough to remember, came from Liverpool.

A. whatB. that

C. how D. as

4. We’re just trying to reach a point ________

both sides will sit down together and talk.

A. whereB. that

C. when D. which

5. — Do you have anything to say for yourselves?

— Yes,there’s one point ________ we must insist on.

A. why B. whereC. how D. /

四、完成句子

根据括号内的汉语提示,用句末括号内的英语单词完成句子。

1. A young mother in South Africa _______________(打算卖) three of her children last week. (attempt)

2. The president’s efforts _______________(使成为可能) for the two parties to unite together. (make)

3. He has learned _______________(一样多的英文单词) his brother. (as)

4. The reason _______________(他为什么请几天假) is that he was badly injured in his arm. (ask)

5. He believes that children _____________ (应允许学习) at their own pace. (allow)

6. _____________(了解你的错误) and try to learn from them. (keep)

7. You will love the beautiful place ___________(一旦你到了那里). (once)

8. I _____________________(厌倦了洗衣) by hand. I am going to buy a washing machine tomorrow.(tired)

9. The present generation has largely ______

_________________________(摒弃了信念) of its parents. (reject)

10. During a test, it is always wise to move on when you ___________________________(陷入难题) and come back to it later. (stuck)

五、单元话题阅读

It is not always easy to understand inventions and new developments in science. To understand fiber optics(光纤) , however, you can try an experiment.

Put a drop or two of milk into the glass of water. Turn off the lights. Shine the light from your flashlight(手电筒) through the top of the glass at an angle(角度) of about 45 degrees. Put a piece of white paper against the glass when the beam(光束) of light is shining. Move the paper so you can see where the beam is coming out of the glass. You should see a spot of light. Some of the light has passed through the water and through the glass. You see it on the paper. You also see another beam going down into the glass. It is being reflected down into the glass.

Next move the flashlight so that the beam is coming straighter down (30 degrees) into the water. You will see the same phenomenon: some of the light is reflected back into the glass. And some escapes out. Now move the beam of light from the flashlight slowly up until you cannot see any light escaping. This point is called the “point of total internal reflection.” The word “internal” means “inside.” All the light is staying inside the glass. There is no beam showing a bright spot on the white paper. All the light energy is inside the glass.

The glass of milky water is like a strand(线) of glass. A fiber optic tube is a bundle of long thin strands of glass, really many tubes. However, the principle(原理) is the same: at a certain angle, all the light energy that goes into the glass fiber comes out the other end.

Light is energy. Sound is energy. Radio waves and electricity are both energy. They can all be changed into light, and as light they can all travel along a glass fiber. Light travels at the rate of 186, 000 miles per second. Therefore, a message can travel that fast in a glass fiber. This is the principle, or law of nature, that makes fiber optics work.

1. What is the purpose of the experiment?

A. To tell us how fast light travels.

B. To tell us how fiber optics works.

C. To tell us how light travels in a glass of water.

D. To tell us how fiber optics helps mankind.2. What makes the biggest difference in the experiment?

A. The angel at which to shine the light from the flashlight.

B. The amount of water in the glass of milk.

C. The number of drops of milk to pour into the glass of water.

D. The size of the hole through which to shine light from the flashlight.

3. The last step is to prove ________ .

A. no beam is shown on the white paper

B. no light can be noticed inside the glass

C. no reflection can be seen

D. no energy is wasted

4. Which of the following can be the best title?

A. Experiment of Light Travel

B. Principles of Fiber Optics

C. Communication on Fiber Optics

篇4：unit 18 inventions整单元

Warming up & Listening

Type of lesson: Warming up & listening

Teaching aims: 1.Talk about cultural relics, their importance and ways to protect them.

2.To improve the ability of listening.

Teaching aids:Tape recorder, paper sheet, projector

Teaching procedures:

Step I. Warming up.

Task 1:Team work on the topic “cultural relics”.

Q1:What does the topic mean? Have you got any ideas of cultural relics?

Q2:Are there any cultural relics in Beijing? Name some.

Task 2:Talk about the given cultural relics.

Q1:What are they? Where are they?

Q2:Which one would you like to visit? Why?

I would like to visit _________ because ____________.

I think it’s famous for __________________________.

Q3:What do you think of the cultural relics ? What can we do to protect them? Let’s listen to a passage and see what are mentioned in it.

Step II. Listening.

1. Ask the students to read the chart on P43 before listening and find out what they are asked to fill in the chart.

2. Listen to the passage for the first time and then ask the Ss to tell the names of the sites orally.

3. Listen to the passage for two or three times and try to say something about the importance of each place.(Check in pairs and then in class)

1) _______,there is a statue of a horse._______, there is a large stone elephant.The main building is _______.This site is important because it tells us about what kind of buildings people had in the past.

A. On the left B .in the centre C. On the right

2) This beautiful temple stands between a lake and a mountain. The temple is an important part of our history; many important things happened here, and many poems have been written about the temple.

3) People come to Mt. Lu Shan to look at the beautiful mountains and waterfalls .Over there, between Red Sun Mountain and the lake is the Blue Waterfall ,one of the biggest in the area. Between the lake and the village is the Moon Tower. The mountain is an important part of China’s history and important people have been here.

4. Listen to the passage for another two times and try to find out the measures people take to protect the places.

(Do the matching exercise)

Protect the palace build a museum

walk around the house

Protect the temple limit the number of cars

build a wall

Protect the mountain move some to the museum

try to use buses

5. Ask the Ss to read the pictures on P44 and the instructions, too. And then listen to the passage again to complete the exercise.

6. Discuss the answers in pairs and then check them in class.

Step III. Ask the Ss to do talking exercise on P121 in a group of five. And two or three groups will present their decision in the next class. The other groups have to write down their decision.

( 教师应给每组评分。小组之间互评，每组每个人有口语成绩的一并积累。)

Speaking:

Type of lesson: Speaking

Teaching aims:1.To learn how to ask for and make suggestions.

2.To help the Ss make dialogues in proper situations.

3. To encourage the Ss to discuss in groups and develop their imagination and creativity.

Key point: To help them use the functional sentences correctly in proper situations.

Teaching aids: Tape recorder, pictures and some real objects.

Teaching procedures:

Step I. Ask the Ss to read the instructions.

Step II. Help the Ss understand the instructions.

. 1.Q1:What kind of box is the culture capsure? (about 2*2 metres / an imaginary large box)

Q2:Shall I put in a cat?(No, you can’t put any living things in the capsure.)

(No, the object you’ve chosen should represent Chinese culture.)

Q3:Shall I put a bowl?(Yes, but it should have some cultural value, For example,it was made in Qing Dynasty.)

2.Ss discuss in groups and fill in the form.

What do you want to put in? Why?

3..Ask the Ss to make up their own dialogue by using the functional sentences.

Step III. Ask the Ss to sum up some useful expressions.

Asking for suggestions:

1)What shall I do …?

2)Can’t we do …?

3)Should we do …?

Making suggestions:

1)What/How about…?

2)Why not…?

3)Why don’t you…?

4)I think you’d better do… .

5)I suggest you (should) do … .

6)Let’s do … .

7)I’d like to do… .

8)Maybe we could do … .

Step IV. Ask the Ss to present pairwork on the culture capsure.(Act out their dialogues).

Step V. Ask the Ss to make up a new dialogue with the useful expressions above in a group of four.

Situation:

You are going to hold an evening party. You haven’t decided the place, the time and the guests you’re going to invited. Now, you are talking about the party with your family.

Step VI. Ss present their decision.

Step VII. Homework .

Write down the dialogues they have made up.

Reading:

Type of lesson: Reading

Teaching aims:1.To help the students to have a good understanding of the text

2.To train the students’ reading ability

3.To solve their difficulties by reading, discussing and doing exercises

Teaching procedures:

Step I. Lead in.

1. Ask the Ss to say something about the standard of Great cities.

T: There are many great cities in the world. In your opinion, what makes a city great? Let’s take Beijing as an example.(见课件)

1) a long history

2) the capital of the country

3) a large population

4) Something important once took place there.

5) many places of interests

6) …….

2. Show the pictures of famous rivers in the world and introduce St.Petersburg.

T: Water is important for human beings ,here is a proverb saying,” Where there is a river, there is a city.” Maybe it’s not always true. But it’s true that many of the world’s greatest cities have been built on the banks of a river.

Now,I want to show some pictures of famous rivers in the world. And all of them flow through famous cities in the world.

1) The Yangzi River ------Nanjing

2) The Thames River ----- London

3) The Newa River----- St.Petersburg

1) The Yangzi River

2)The Thames River

3) The Newa River

T : Do you know the city of St.Petersburg? It’s the second largest city in Russia. And it’s 300 anniversaries of this city this year. The same as Beijing, St.Petersburg experiences many famous events in history. Until now St. Petersburg , as one of the oldest and the most well-known cities in the world, still keep making legends .So today let’s learn about this city,” A City of Heroes”, St. Petersburg.

Step II. Help the Ss to understand the passage.

1. Ask the Ss to read the title and find out what the passage is about.

The text must be about a city which has many heroes.

2. Do fast reading to find out the answers to the following three questions.

Q1:Which city will the text talk about?

Q2:Who are heroes?

Q3:Who is the man on the bronze horse?

3. Ask the Ss to read the text aloud with the tape, and then finish True or False Statements. (WB P68)

4.Help the Ss to deal with the difficult points.

1) Match the words on the left with their meaning on the right.

cave make something as good as it was before

project to build again; construct anew

ruin artist; person who paints pictures

ancient very old; from a long time ago

.portrait break or harm something

damage a picture that you take with a camera

rebuild a painting or picture of a person

restore a big plan to do something

painter a building that has been deadly damaged

photograph a large hole in the side of a mountain or under the ground

2) Help the Ss to understand the following sentences.

a. Pieces of the palaces that had been hidden before the Germans came could be used to rebuild the city and its culture.

b. With the help of old paintings and photographs, the people of St.Petersburg were able to bring back the beauty of their culture and history.

c. The palaces are large and beautiful, and they often look like something out of a fairy tale.

4. Ask the Ss to summarize each paragragh with one or two words.

St.Petersburg

Para 1: the building of the city

Para 2: the decline of the city

Para 3: the rebuilding of the city

Para 4: the present situation of the city

5. Ask the Ss to have a discussion on the chart in a group of four, and then ask some of them to fill in the chart.

Work sheet:

the building of the city

position

creator

personality of Peter the Great

the decline of the city (important historical events)

time

how long

intruder

the results of the Nazis’failure

the rebuilding of the city

materials

difficulties

the result of hard work

the present situation of the city

the modern heroes of Russia

the character of people of St.Petersburg

Step III. Ask the Ss to do post-reading exercises.

1.Discuss the questions in pairs.

Q1: Why are the people of St. Petersburg heroes?

Q2: Why do people think St. Petersburg is a great city?

2.Ss present their opinions in class and then the teacher makes a summary.

T: From the text we just learned, we can see that St. Petersburg, this great city, has a lot of history. In the past, Peter the Great was the hero of St. Petersburg. Now the people of St. Petersburg are keeping on making legend of St. Petersburg, even the legend of whole Russia. As a result, strong, proud and united, the people of St. Petersburg are the real modern heroes of Russia.

Step IV. Communication exercise.

Task: Talk about the celebrations of the city held in the city this July.

Step V. Homework.

1. Find out more information of the city on the Internet. Report it to the class in the written form.

2. Finish Ex.2 on Students’ Book P46.

Answer sheet:

the building of the city

position on the banks of the Newa River

creator the Russion Czar Peter the Great

personality of Peter the Great strong and proud

the decline of the city (important historical events)

time 1941

how long 900 days

intruder Germans (Nazis)

the results of the Nazis’failure 1.fires burned everywhere

2.buildings destroyed

3.paintings and stutues lay in pieces on the ground

the rebuilding of the city

materials 1.pieces of palaces that had hidden before the Nazis came

2.the old paintings and photograghs

difficulties save the buildings and palaces without destroying their old beauty

the result of hard work 1.Parts of statues have been put back together.

2.Missing pieces have been replaced.

3.Old paintings and the old palaces have been made as wonderful as in the past.

the present situation of the city

the modern heroes of Russia the people of St. Petersburg

the character of people of St.Petersburg strong, proud and united

Word Study

Type of lesson: Word study

Teaching aims:1. Help the Ss use some key words and expressions in this unit.

2.Help the Ss to know how to build a word with “re”.

Key point: Master how to use the key words and expressions in different situations.

Teaching procedures:

Sept I. Ask the Ss to find out the sentences with the words and expressions in the text and read them out.

Step II. Ask the Ss to read more examples and sum up the usage.

Step III . Ss do the exercises.

Step IV. Check the answers .

Step V. Homework.

1)Ask the Ss to make up a short passage with the words and expressions learnt in this unit.

2)Review the whole unit.

I.Word formation “re- “

1.Find out the words with “re-“ in the text and understand the meaning.

A prefix is a syllable that is added to the beginning of base word to change its meaning. In the text, prefix “re” means again .

2.Do Ex.1 on P46.

II. Word study.

1. use 的用法 (vt. & n.)

1) Are you using this knife or can I borrow it?

2) This glass has been used. Please fetch me a clean one.

3) Bamboo can be used to build houses.

4) These lights are used for illuminating the playing area.(赛场)

5) This grammar book can be used as a textbook..

6) A food processor has a variety of uses in the kitchen. (n.)

7) Don’t throw that cloth away. You’ll find a use for it one day.(n.)

8) It’s no use arguing with him any more. He won’t listen to you.(no use doing sth.)

9) If you don’t have enough money, You are able to buy a used car instead of a new one.

( A past participle can be used as an adjective.)

Exercise:

1. The old hospital _____________.( 已经不再使用了)

2. Computers should be designed for the people who _______________.(使用它们 )

3. It’s no use _________________( 帮助他学英语).He doesn’t want to learn it well at all.

4. She hurt her arm in the fall and _____________( 失去作用) of her fingers.

2. It is true that many of the world’s greatest cities have built on the banks of a river. (It + be + adj./n./p.p. +to do/ that ….)

It was difficult to save the palaces and buildings without changing their old beauty.

1)Is it true that the scientist will give us a lecture next week?

2)It is said that at least ten buildings will be built soon in our city.

3)It is easy to recite the text.

4)It’s a rule in our school to do a good cleaning on Friday.

Complete sentences.

1)据报道，一些外宾明天要到我校参观.( reported )

____ _____ _____ many foreign guests will visit our school.

2)行这次会议，意义重大。（ important; of great importance）

a. To hold the conference is ____ ____ ____.

b.___ ____ ____ to hold the conference.

3.give up /give in

1)She gave up her job to look after her sick mother.

2)He has to give up playing football because of his broken left leg. .

3)You can’t win the game ,so you may as well give in.

Exercise:

1) The doctor told him to _________ smoking because he had coughed for a long time.

2) The enemy is surrounded ,and will soon ____________.

3) He has to _______ drinking whisky because he suffers from heart attack.

4.

look out, look after, look at, look up, look for

1) If you have new words, you should ________ the words in your dictionary.

2) Peter _______ his pen , but he didn’t find it.

3) _________, a car may hit you!

4) A good doctor should _________his patients very carefully.

5) Mary _______ the blackboard , but she could see nothing .

5. try to do/ have to do/ be able to do

1)We ______ remember the useful words and expressions in this unit in five minutes, but we failed..

2)She wasn’t ____________ go to the games because she hurt her right knee a week ago.

3)The workers ___________ stay up all night in order to finish the work on time.

6.seem 的用法见教参P145

1) It seems that it’s more difficult for women to get to the top of a company.

2) It seems that he is lying.

3) I seem to have seen her before.

4) It seems that he is angry. =He seems to be angry.

5) It seems as if/though he were in a dream.

6) It seems (as if) there will be an election soon.

Rewrite the following sentences.

1) It seems that he is an expert. He seems _____________________.

2) He seems to know everything. It seems _____________________.

III. Complete the passage with the suitable phrases.

try to, be able to, use, it +be+ important, have to

Karl Marx was born in Germany and his mother tongue was German . When he was still a young man he _had to leave his mother land. In 1849,he started working hard to learn his English because it was widely used all around the world. He made such rapid progress that before long he was able to write articles in English for an American newspaper. When he was in his fifties, he found that it was important to study the situation in Russia. So he began to learn Russian. Half a year later, he could read articles and reports in Russian. “ When people use the language, they should try to forget all about their own.” Such was Marx’s suggestion on how to learn a foreign language.

Grammar

Type of lesson: Grammar

Teaching aim: Ss will be able to understand the meaning of the Present Perfect Passive Voice and its functions.

Teaching focus: Ss can use the voice in a proper situation.

Teaching aid: Paper sheet, pictures or projector

Teaching procures:

Step I. Lead in.

Show some pictures to help the Ss to understand the meaning of the voice.

1)The window has been broken .

2)A new school building has been built for a month.

3) Look, the dirty table has been cleared.

Step II. Ask the Ss to find out the sentences with the Present Perfect Passive Voice in the text and tell why the passive voice is used.

Explain these sentences are used :

1) When the doer is unknown (Sentence 1)

2) When the doer is not important (Sentence 2)

3) When we want to highlight the object of the active sentence(Sentence 3)

Step III. Observe the functions of the voice.

Ask the Ss to read more examples and sum up the structures.

1)All the tickets for the International Music Festival have been sold out.

2)Whose homework hasn’t been handed in?

3)Has the building been completed?

肯定式Have/has been done

否定式Have/has not been done

疑问式Have/has…been done

Step IV. Practise using the voice.

1) Do exercise on P49 (checkpoint) and then do Ex.1 on P47.

2) Do Ex.2 on P123.

3) Do Ex.2 on P47.

Step IV. Practise the voice.

1) I see a lot of trees on the street .The trees _____ _____ planted for years.

2) Anybody who cuts down young trees _____ ______ punished.

3) I can’t enter the building because it ______ _____ locked on Sunday morning.

4) A museum ____ ____ built for cultural relics in the village.

5) Many measures _____ _____ taken to protect cultural relics in China ,so we are able to see many places with their original (最初的) looks.

Step VI. Homework.

1. Finish Ex.2 on P63 in the workbook.

2. Do Ex.3 on P123.Observe the examples first and then do the exercise.

Integrating skills

Type of lesson: Reading and writing

Teaching aim: Enable the Ss to improve the ability of reading and writing

Teaching aid: projector, paper sheet, tape recorder

Teaching procedures:

Step I. Ask the Ss to fill in the form after reading the text.

1. Do it individually.

2. Discuss in pairs.

Location feelings problems suggestions

Step II. Ask the Ss to learn to write a letter to an editor.

1. Find out what they want to write about individually.

2.Write it by themselves.

3.Exchange their letters.

4.Present their letters in class.

Step III. A writing task.

The Yellow Mountain is a place of interests, a great many travelers visit it every day. You traveled there on National Day and had a pleasant time. However, you were not satisfied with some behaviors（行为）. Now, you are writing to the management office (管理处) according to the given information in the chart.

Problems Suggestions

throw about the rubbish take away

kill wild animals, catch birds stop hunting

pick flowers protect plants

do the cooking in the wood take meals, forest fire

Possible version:

Dear Editor,

I’m a visitor from Beijing. I traveled to the Yellow Mountain on National day and had a pleasant time there. However, I found some problems during my journey. Some tourists threw about waste paper, plastic bags and tins. Some killed wild animals, caught birds and picked up flowers. Some even did the cooking in the wood.

As we know, the Yellow Mountain is a place of interests. A great many travelers visit it every day. In my opinion, the travelers should take away rubbish with them when they leave. They should stop hunting and plants should be protected .What’s more, all the tourists should take their meals in order not to cause forest fire.

Yours sincerely,

Alice