Unit18InventionsPeriod

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.

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

problemmay

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?

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)定語從句的幾個(gè)問題

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。

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)一無二的物質(zhì)名詞時(shí)，一般用非限定性定語從句修飾。The

sun,

which

gives

us

light

and

heat,

is

very

big.

7)在先行詞和定語從句之間有無逗號(hào)有時(shí)會(huì)引起名義的變化：

He

said

nothing

that

made

her

angry.

他沒說使她生氣的話。

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)句子為定語從句，where指代the

place，在定語從句中作狀語，第二個(gè)句子為強(qiáng)調(diào)結(jié)構(gòu)，強(qiáng)調(diào)in

the

place,

that沒有意義，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)疑問副詞where.)

Where

is

the

watch

he

found

yesterday?

(定語從句，that指代the

watch.)

3、

定語從句中的先行詞

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，the

one是先行詞。在第二個(gè)句子中this是主句的主語，the

book是先行詞。一定要避免出現(xiàn)：Is

this

book

that

you

bought

yesterday?

4、

定語從句與同位語從句

定語從句相當(dāng)于形容詞，它對(duì)先行詞起修飾、描述或限制作用，而同位語從句則相當(dāng)于名詞，對(duì)其前面的詞給予說明或作進(jìn)一步解釋，即說明該詞所表示的具體內(nèi)容。例如：

The

news

that

we

heard

is

not

true.

(定語從句)

The

news

that

he

won

the

prize

is

not

true.

（同位語從句）

另:

在“have

no

idea

＋從句”結(jié)構(gòu)中，其從句都作idea的同位語。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.

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